Thanks so much for sharing. I especially liked what she said about 4th and 5th graders lack of automaticiy being linked to more advance levels of phonological skills just like Kilpatrick's research has shown.
Thank you Reading League. This was an amazing video on OM and helps me understand the essential component of instruction needed for my students to go from decoding to the process of OM with explicit instruction on PA manipulation. I am currently reading David Kilpatrick's work so this really helped!
Wonderfully clear and appropriately reinforcing video on Orthographic Mapping! I am currently reading easy-Kilpatrick,(Equipped...) and this video made me look forward to daunting-Kilpatrick (Essentials...). Thank you!
So excited to have found this series. Very keen to know the other titles on your desk! I see Overcoming Dyslexia and Making it Stick but would you mind sharing the other titles? I have David Kilpatricks Assessing etc book and LOVE it! Thanks again.
Thank you for this. I have an 8 year old who I'm helping with virtual learning through covid (his dad is my contractor/friend) and his reading deficits are significant while in all other areas he's exceptional. I've been going through the steps of normal phonics instruction with little to show for it. I can't wait for next week to get here so I can get to work with him.
Thanks, do you actually suggest teaching students do those advanced level phonemic awareness tasks (deletion, substitution, reversing) to improve at untizing?
Your slide (around the 30:17 mark) titled Levels of phoneme awareness align with word reading development is slightly different from the one that Kilpatrick used in his presentation. The one difference is that he has Letter Name and Letter Sound Knowledge added to the first square under the Word-Reading Development column. This brings me to my question: How important is knowing letter names in learning to decode? I'm not trying to be snarky or insincere. This topic is in high debate in my building and district. Additionally, it is used as a measure for DIBELS composite score, but not as an indicator. I guess I need help explaining how this goes in to play.
Dear Stacey - so so sorry for the long delay in responding. Yes, for the purpose of this very time-limited video, I worked with him to develop a more simplified version. Truly just talking about that slide alone could easily eat an hour of time...there's so much to it! :)
Can it be possible to have an orthographic mapping (and thus major fluency and reading speed issue) when you have really good phonemic awareness? This is what my daughter’s neuropsych text seems to show. 3rd grader with 5th grade level phonemic awareness but 1st grade level orthographic areas and 5th percentile reading speed. 77th percentile word reading.
Thank you for this information. Your presentation is very convincing. You mention research, but I can't find references to that research on the Reading League website. Can you point to it for me? I'm looking for peer reviewed studies conducted since 2012.
Hi Marybeth - do you have access to an academic library? If so, all the references that I cite/mention in this video are listed in David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
Thank you! You've explained this very well. My son has Orthographic Dyslexia, and I was wondering if you know of resources for strategies to improve orthographic mapping?
Hi Carolyn -I'm so sorry for the terribly late reply! please read David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.It will help you see what's necessary for orthographic mapping in more detail than I was able to provide in this video.
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Thanks so much for sharing. I especially liked what she said about 4th and 5th graders lack of automaticiy being linked to more advance levels of phonological skills just like Kilpatrick's research has shown.
Thank you for this talk on orthographic mapping. Enjoying all of the videos on this channel.
I love this video! It helped me to understand so much more about orthographic mapping. Thank you!
Thank you Reading League. This was an amazing video on OM and helps me understand the essential component of instruction needed for my students to go from decoding to the process of OM with explicit instruction on PA manipulation. I am currently reading David Kilpatrick's work so this really helped!
Wonderfully clear and appropriately reinforcing video on Orthographic Mapping! I am currently reading easy-Kilpatrick,(Equipped...) and this video made me look forward to daunting-Kilpatrick (Essentials...). Thank you!
You did a good job explaining the concept of orthographic mapping.
So excited to have found this series. Very keen to know the other titles on your desk! I see Overcoming Dyslexia and Making it Stick but would you mind sharing the other titles? I have David Kilpatricks Assessing etc book and LOVE it! Thanks again.
Thank you for this. I have an 8 year old who I'm helping with virtual learning through covid (his dad is my contractor/friend) and his reading deficits are significant while in all other areas he's exceptional. I've been going through the steps of normal phonics instruction with little to show for it. I can't wait for next week to get here so I can get to work with him.
This was an excellent explanation of orthographic mapping. I will look for more in this series.
Great video! My daughter is a struggling reader and this has been so helpful.
Thanks, do you actually suggest teaching students do those advanced level phonemic awareness tasks (deletion, substitution, reversing) to improve at untizing?
Your slide (around the 30:17 mark) titled Levels of phoneme awareness align with word reading development is slightly different from the one that Kilpatrick used in his presentation. The one difference is that he has Letter Name and Letter Sound Knowledge added to the first square under the Word-Reading Development column. This brings me to my question: How important is knowing letter names in learning to decode? I'm not trying to be snarky or insincere. This topic is in high debate in my building and district. Additionally, it is used as a measure for DIBELS composite score, but not as an indicator. I guess I need help explaining how this goes in to play.
Dear Stacey - so so sorry for the long delay in responding. Yes, for the purpose of this very time-limited video, I worked with him to develop a more simplified version. Truly just talking about that slide alone could easily eat an hour of time...there's so much to it! :)
Maria Murray So… how do YOU weight the importance of letter names vs letter sounds?
Can it be possible to have an orthographic mapping (and thus major fluency and reading speed issue) when you have really good phonemic awareness? This is what my daughter’s neuropsych text seems to show. 3rd grader with 5th grade level phonemic awareness but 1st grade level orthographic areas and 5th percentile reading speed. 77th percentile word reading.
Thank you for this information. Your presentation is very convincing. You mention research, but I can't find references to that research on the Reading League website. Can you point to it for me? I'm looking for peer reviewed studies conducted since 2012.
Hi Marybeth - do you have access to an academic library? If so, all the references that I cite/mention in this video are listed in David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
I was hoping you were going to provide a few practical exercises for kids lacking or in the situation you describe...they sound everything out.
Fantastic!
Thank you! You've explained this very well. My son has Orthographic Dyslexia, and I was wondering if you know of resources for strategies to improve orthographic mapping?
Hi Carolyn -I'm so sorry for the terribly late reply! please read David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.It will help you see what's necessary for orthographic mapping in more detail than I was able to provide in this video.
what kind of mapping is used for semantics?
Orthodontic 1:00 1:00 1:00 mapping basically means I'm white and I say so.
And the science is where?