The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech

The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech PowerPoint PPT Presentation


  • 974 Views
  • Uploaded on
  • Presentation posted in: General

LiPS. Oral-motor, visual, and auditory feedback system that enables all students to prove the identity, number, and order of phonemes in syllables and words.More basic and more extensive than traditional phonics programsAttention to direct development and integration of phonemic awareness with sou

Download Presentation

The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


1. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech January 27, 2009 LiPS Presenter: Marianne Pryor

2. LiPS Oral-motor, visual, and auditory feedback system that enables all students to prove the identity, number, and order of phonemes in syllables and words. More basic and more extensive than traditional phonics programs Attention to direct development and integration of phonemic awareness with sound-symbol knowledge and the sequence of those relationships

3. LiPS General assumption that teaching phonemic awareness is the same thing as teaching phonics Phonics, even “multisensory phonics” is primarily instruction in the sound-symbol associations and “rules” that operate in reading and spelling

4. LiPS Phonemic awareness is the oral sensory- cognitive functions that enable one to apply those applications and rules in reading and spelling. Students who lack phonemic awareness (the ability to think about and manipulate the individual sounds within spoken words) have difficulties with phonics information as the rules appear to have no logic.

5. LiPS Unless students can explain what they are experiencing, they may not be perceiving it.

6. LiPS Goal: Questioning interaction between instructor and students Sensory-Cognitive connections Cannot be reached if instructors tell their sensory awareness to students Students must come to awareness and experience sensory input and think about it

7. LiPS Language is powerful At each level, the instructor’s organization of language is critical in the students’ progress “Respond-to-the-response” Manner of interacting at the sensory level Simple and direct language is necessary to provide model for students in the questions their brain must ask if they are to develop self-generating, self-correcting activity with spoken and written language

8. LiPS This type of questioning is important not only in introducing concepts, but also in handling students’ errors. This program expects something more of teachers than a mechanical administration of concepts.

9. LiPS The learning process for this program will be developed during interaction with the students. Labeling or naming concepts and processes is vital to learning. Aids in abstract thinking Important for dealing with new concepts Information needs to be labeled and organized in order to be dealt with effectively

10. LiPS You may find it easier to deal effectively with LiPS, if you look at auditory processing as five general processes. Sensory input Perception Conceptualization Storage Retrieval

11. LiPS Sensory input is the basis of all other activity and must come first. When sensory input registers, the student become aware of something, and perception occurs. When something is perceived, is known, conceptualization is possible. The thing perceived can be talked about; it becomes a concept.

12. LiPS When these three processes have been experienced, then that something is an entity. Because it has been experienced to this depth, it can be stored and retrieved. If a student experiences difficulty in any one of the last four processes, it usually indicates incompleteness in the first process - insufficient or inaccurate sensory input.

13. LiPS So, how do we know that students are getting the sensory input? Language is the key Unless students can explain what they are experiencing, they may not be perceiving it.

14. LiPS It is important that instructors understand and are familiar with the structure of the program, so that the detailed instructions given in each level can be related to the overall structure.

15. LiPS Scope and Sequence of the Program 1. Setting the Climate for Learning 2. Identifying and Classifying Speech Sounds 3. Tracking Speech Sounds 4. Associating Sounds and Symbols 5. Spelling (Encoding) and Reading (Decoding)

16. Setting the Climate for Learning Involves helping students understand the learning process so that they can actively and positively engage themselves in it. Introduces the concept of listening selectively Students learn to discriminate between different sounds, associate sounds with their source, and focus on one sound to the exclusion of another occurring simultaneously

17. Identifying and Classifying Speech Sounds Students categorize the sounds on the basis of similarities and differences in the place and manner in which they are produced. The characteristics can be heard, seen and felt, for a multisensory experience with the sound. Students learn to identify, classify and label individual consonant and vowel sounds.

18. Tracking Speech Sounds The ability to track sounds in sequences and conceptualize them visually is a critical factor in reading and spelling. Tracking sounds with concrete objects is one of the keys to the LiPS approach. Mouth pictures Colored blocks

19. Associating Sounds and Symbols Letter symbols are classified, labeled and associated to reinforce sound-symbol associations. Sound-symbol associations should be overlapped with Tracking activities in spelling and reading of patterns.

20. Spelling and Reading Final goal of LiPS is self-correction in speech and self-generating, self-correcting activity in spelling and reading. Provides experience with integrating the auditory tracking skills and the sound-symbol associations developed in the previous levels.

21. Spelling and Reading When the student can handle tracking, and isolated sound-symbol associations with an accuracy level of 80% or better, instructors begin overlapping to spelling and reading pseudo words and real words with letter tiles.

22. LiPS Two Paths Through the Program Horizontal Path Presents all the consonants before moving on to vowel sounds Presents all vowel sounds before moving on to tracking, spelling and reading of syllables and words Vertical Path Presents three consonant pairs and three vowel sounds, and then uses them in tracking, spelling and reading simple syllables and words

23. Selective Listening Optional part of program Gross-sound discrimination activities are used not as an end in themselves but as a way of introducing the concept that conscious effort or attention can affect what one hears. Students are introduced to the concept of the ear functioning as a monitor in discriminating between sounds on a gross level, and to the task of selective listening.

24. Setting the Climate Help students know what they will be doing and why, so that they can participate actively in the learning process. For older students, you may address: Their fear of more failure Any impression that this is baby stuff The role of executive function Disruptive behavior

25. Identifying and Classifying Speech Sounds by Place and Manner of Articulation Help students experience the articulation of speech sounds on a conscious level Help them discover the distinctive oral-motor features of each sound and the relationships and contrasts among sounds Contrast aids perception

26. Identifying and Classifying Speech Sounds by Place and Manner of Articulation No two speech sounds are exactly alike However, important relationships do exist among them Can be classified and described on the basis of sameness and difference in their oral-motor features

27. The Pairs

28. Other Consonant Groups - The Cousins

29. Borrowers

30. Practicing Consonants Goal: Problem solve with the consonant categories to form automatic: Associations between sounds Labels Mouth pictures Letter symbols

31. Tracking Sequences of Consonants Unlike the rest of the steps in LiPS, this is one students may not need “Show me /p,t,t/ Use mouth pictures first Then colored felts or blocks

32. Vowel Sounds Vowel Circle Teach as many as you are comfortable with at one time. As few as three and as many as 15 Key words don’t help the students, they are for the instructors use in associating to the pronunciation of the sounds

33. Practice Vowels Establishes automatic level of processing for how vowels feel and their sound-symbol associations. Utilize Vowel Circle Mat

34. Tracking Sequences of Vowels Develops students’ ability to compare and contrast sequences of speech sounds and represent them visually. You need to decide whether your students need to do Tracking. Do not mix consonants and vowels at this level.

35. Tracking Sounds within Simple Syllables and Words Students will represent the sounds within simple syllables with mouth pictures, then colors and represent contrasts between syllables as one phoneme is added, omitted, substituted, shifted or repeated.

36. Manipulating Letters for Spelling and Reading: Tiles Goal: Beginning to spell and read chains of simple syllables in which, one by one, sounds are added, omitted, substituted, repeated or shifted Construct chains of simple syllables and words

37. Chains if bif bit boot boo bo ob thob if fif fof foth voth vooth vood food

38. Orthographic Expectancies After moving students into Reading and Spelling with tiles, you will begin to introduce how words can be expected to look and what the look of a word can tell you about how it sounds. Direct instruction in expectancies tends to accelerate acquisition of decoding, further engage executive function and instill confidence in knowing not only what he or she is doing, but why.

39. Orthographic Expectancies Understand and apply at least four high frequency orthographic patterns that affect the visual pattern of words The silent ‘e’ - the signal for a vowel to say its own name - moves to the end of the word “When two vowels go walking, the first one does the talking”- the other way for a vowel to say its own name

40. Orthographic Expectancies 3. The ‘c’ - usually a Scraper but becomes a Skinny when an ‘e’, ‘i’, or ‘y’ is right after it 4. The ‘g’ - also usually a Scraper and might become a Fat-Pushed when an ‘e’, ‘i’, or ‘y’ is right after it.

41. Reading and Spelling with Pencil and Paper: Lists As soon as students are reading and spelling with reasonable accuracy in tiles, begin to overlap to lists of words on paper 1.When decoding words on a reading list, identify the vowel in the word and pronounce it, then read the whole word with a finger tracing under it.

42. Reading and Spelling with Pencil and Paper: Lists 2.In spelling, the student should say the word aloud, slowly enough that their pencil and mouth are perfectly coordinated as they write. Using these two processes, the student will continue to develop the ability to independently attack words in reading and spelling.

43. Reading and Spelling Sight Words Goal: Developing instant recognition of the most frequently occurring words as a base for fluency in reading and ease in writing.

  • Login