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.
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