Retraining Powerpoint for Telian Mnemonic Reading – Lively Letters and Reading Strategies. Can you read these words ???. sembopauddin nowpolepsee hoonerdorshun jebbulating chiggernautic winnobaded quorpinnetted thimopowllin. Phonemic Awareness.
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Hierarchy from easiest to hardest
challenging phonemic awareness task
SOUNDS AND LETTERS FOR READERS AND SPELLERS – Lessons already developed for these skills.
Ethay ighesthay ormfay foay onemicphay warenessay siay igpay atinlay !!
The highest form of phonemic awareness
is Pig Latin !!
A Prescriptive Reading Program that can be Customized for each Student
(Mastropieri and Scruggs, 1991.)
The chart below illustrates the results from the 1st pilot study done in Boston - TLC Reading done 30-45 minutes daily for 30 sessions (6 weeks) - 1, 2, or 3 students in a group including cognitively delayed, visually impaired, bilingual, and dyslexic students)
To be a good reader, you must successfully and simultaneously use 3 skills:
A deficiency in any one of these areas could severely impair an individual’s overall reading ability.
(YALE Children’s Study)
According to NIH research, 80 percent of children with a Learning Disability have dyslexia. Dyslexia is the most common learning disability, however only 1 in 10 children with dyslexia will qualify for SPED.
The ability to sound out words and spell words depends on the ability to hear and discriminate sounds – to identify, count, and order sounds
An estimated 30% of our population as weak auditory processing skills which lead to:STATISTICS – Why you need to teach Telian !
WORD / WORD READ
Cut out stories and adhere to back of classroom- sized cards
Cut magnetic tape strips and put on back of cards – classroom size and small cards
Begin by tracking consonant sounds – use finger to track, ROAST errors, decoding / encoding
d b b d b d b b
BEGIN DECODING / ENCODING with consonants introduced:
If this says b d t, what would this say – “b d p”.
If this says b d p, make it say “t b p”.
/a a a a a a a/
holding the vowel sounds –
ab ma at an na ad
VC and CVC words
Different from consonants - love to talk for a long time
“SLIDE” Game for blending
Start with “e” at the end of a word – CVCe words
Move to “e” next to a vowel – ie, oe, ue, ee, and ae
2 Vowels Go Walking
ai, ei, ea, oaShort and Long Vowels
ob mis con ex un
in aband fab
made tape cake bike fame tale
Cards – Mnemonic and Non-Mnemonic
bike bik rad rade mif
mife fil file tim time buv
buve tin tine liv live rip ripe
The tipe ate a nip of blip at the rone. He sake the map in a tap of buns. It was a hute of a sap from a sale ! Yike the sad, fat, rave of a man with a mane !
ee, ie, ue, oe
may boar loan meat rain taip
aim team ear groan lay stray
Then decide if the vowel is
happy or scared.
batter rabbit lesson buddy
committee clobber carrot
I teach this
I have the child look for Kicker “e” – if there is only 1 consonant in front of “e”, then he can kick the vowel, but if there are 2 – he is scared and just hides !!!
Y is the ACTOR of all the letters !!!
gym cyst crypt
hymn myth lynch
center cyclone cid
gym gyro germ gibberish
c a b
g y m
OPEN: As long as a vowel is by himself
at the end of a syllable, he is HAPPY
and yells out his name !
pre de pro
tri re be
rifle tumble fable
giggle stifle bundle
You can count the vowel sounds you hear in a word to decide how many syllables there are or you can put your hand under your chin and “feel” the syllables as your chin hits your hand.
traded - tra/ded prepare - pre/pare uniform - u/ni/form
conduct – con/duct mentor – men/tor combust – com/bust
distumplet – dis/tum/plet
do for all vowels in front of the last one.
proceeding hypodermic profession
contender enchantment commentate
fermenting absolutely excitement