Thanks so much for this series - so very excited - I've been taught the MSL approach through Australian Dyslexia Association and everything you say marries with what we've been taught. Love the suggestions in this clip and can't wait to use them!
So well done. Watched your orthographic mapping, as well. So nice to watch a presentation without sections of the brain graphics and the yet-to-be-proven strategies to stimulate synapse connections. First question: In strategy 3 why would you point out/practice/exemplify /oul/ rather than the rime, "ould"? Wouldn't mapping the latter be more useful than the former? Second question: Doesn't some of the orthographic research support analytic phonics, as well as synthetic phonics approaches?
Curious about why the i/n and a/n s are separated out but you combined the al to be one phoneme. I believe that is two phonemes with the vowel having its own sound......I also feel like there is a lumping assumption here that memorizing sight words is done as in memorizing them as a whole unit or picture. That is not necessarily the case. This presentation falls short of addressing the other forms of high frequency word (specifically irregular word) "memorization" that focuses on spelling not just its whole unit image.....I would love to see an update with that specific correlation.
Hi Carrie - many apologies for just noticing your comment. I assume that the word you're referring to here is about 21:50 minutes into the presentation where I feature the word "initial?" Without knowing for sure which word you're talking about, it's a bit hard to provide a sure answer. But, if it's "initial" that you're wondering about - this word has 5 phonemes - /i/ /n/ /i/ /sh/ /l/. Our mouths have to move its structures (tongue, teeth, lips, air flow in lungs or nose) five different ways to form this word. Seven letters represent these five phonemes. /sh/ is represented by 'ti' and /l/ is represented by 'al.' If this explanation doesn't suffice, please comment again and I'll try to be more accurate as to what you're asking. Also, The presentation does cover high frequency words (those that have an irregular phoneme) starting around minute 23. And another one of my presentations titled "Learning to Read Words: Is it a Visual Memory Task" addresses how we should focus on the phonological and orthographic properties of words to teach them (all words) - never the whole unit as a visual image.
@@mariamurray8541 I tend to think of those le, el, al, chunks as a schwa + /l/. There is an extra syllable which implies that there must be a vowel sound.
Thanks so much for this series - so very excited - I've been taught the MSL approach through Australian Dyslexia Association and everything you say marries with what we've been taught. Love the suggestions in this clip and can't wait to use them!
Thank you very much for this! My kids really struggle with the memorization of trick words and this makes so much more sense.
I read an old book that pointed out that "wa" is more often pronounced as in "wash" than as in "wax." "Wax" would actually be the "irregular" word :-)
So well done. Watched your orthographic mapping, as well. So nice to watch a presentation without sections of the brain graphics and the yet-to-be-proven strategies to stimulate synapse connections. First question: In strategy 3 why would you point out/practice/exemplify /oul/ rather than the rime, "ould"? Wouldn't mapping the latter be more useful than the former? Second question: Doesn't some of the orthographic research support analytic phonics, as well as synthetic phonics approaches?
I am thinking /oul/ forms one sound /u/ (with the funny shape at the top.)
Curious about why the i/n and a/n s are separated out but you combined the al to be one phoneme. I believe that is two phonemes with the vowel having its own sound......I also feel like there is a lumping assumption here that memorizing sight words is done as in memorizing them as a whole unit or picture. That is not necessarily the case. This presentation falls short of addressing the other forms of high frequency word (specifically irregular word) "memorization" that focuses on spelling not just its whole unit image.....I would love to see an update with that specific correlation.
Hi Carrie - many apologies for just noticing your comment. I assume that the word you're referring to here is about 21:50 minutes into the presentation where I feature the word "initial?" Without knowing for sure which word you're talking about, it's a bit hard to provide a sure answer. But, if it's "initial" that you're wondering about - this word has 5 phonemes - /i/ /n/ /i/ /sh/ /l/. Our mouths have to move its structures (tongue, teeth, lips, air flow in lungs or nose) five different ways to form this word. Seven letters represent these five phonemes. /sh/ is represented by 'ti' and /l/ is represented by 'al.' If this explanation doesn't suffice, please comment again and I'll try to be more accurate as to what you're asking. Also, The presentation does cover high frequency words (those that have an irregular phoneme) starting around minute 23. And another one of my presentations titled "Learning to Read Words: Is it a Visual Memory Task" addresses how we should focus on the phonological and orthographic properties of words to teach them (all words) - never the whole unit as a visual image.
@@mariamurray8541 I tend to think of those le, el, al, chunks as a schwa + /l/. There is an extra syllable which implies that there must be a vowel sound.