HI FOLKS,
MY SON HAS BEEN USING PHONOGRAPHICS WITH SOME SUCCESS. HE
HAD DELAYED HEARING LOSS DX AND HAS AUDITORY PROCESSING
ISSUES. HE IS IN A MAINSTREAMED 2ND GRADE CLASS, HAVING
REPEATED FIRST GRADE LAST YEAR. THE QUESTION IS HOW TO
TRANSITION FROM BASIC CODE TO ADVANCED CODE? HOW DOES ONE
KNOW WHEN HE IS READY? HE WANTS TO TACKLE MORE ADVANCED
BOOKS - HE CALLS SOME OF THE PRIMERS “BABY BOOKS”.
ALSO, IS THERE A MORE UPDATED OR MORE SPECIFIC ASSESSMENT
TOOL?
THE ASSESSMENT GIVEN IN READING REFLEX IS NOT ADEQUATE FOR
ASSESSING HIM. HIS DECODING IS INCONSISTENT SO FAR, BUT HE
IS READING 2-3 SYLLABLE WORDS OCCASIONALLY. HE LACKS
FLUENCY AND HE IS MUCH BETTER AT BLENDING THAN IN TAKING
WORDS APART.
thanks!!!
Re: Hearing Impaired Phono-graphics question?
There is a really great thing on discriminating /i/ and /e/ in LiPs. I highly recommend it. I have not yet taken the training but plan to. Anyway I am going thru the manual, xeroxed the materials— kind of going thru it as if I were a student. Very slowly. Ok a VERY slow student. :-)
Anyway there is a neat little trick that might help. /ee/ as in the long e sound is said with the mouth completely closed. You can’t get your finger in. However, if you say /i/ you can get in a fingernail. And /e/ you can get in your finger tip. You say that the finger is like a measuring stick. In LMB you have the kids discover this. But I think it is a neat little trick
A mirror is used as well.
Of course, I suppose it would work better in a smaller or one to one setting or with kids used to looking at their face and mouth saying sounds.
—des
Re: Hearing Impaired Phono-graphics question?
I am a PG tutor AND I have a son with a high frequency hearing loss. He also learned to read with PG (that’s what inspired me to get the PG training!).
Anyway, you should definitely move to advanced code! A child doesn’t need complete mastery of one sound before you move on. They will have plenty of opportunities to practice basic code as they read. You should keep practicing segmenting and phoneme manipulation (“what is “stick” when you take away the “t”, etc.) You can go to the library and check out very simple books (there are a few phonics series that do fine with basic code type stories; you just have to be picky). You can also “buddy read” harder books where your child reads the words that he can decode and you read the more difficult ones.
Re: Hearing Impaired Phono-graphics question?
Just to agree… some things you really need mastery before you move on — but telling short e from short i … well, half the adults in the world would be stuck there. And in general, when it’s something they really can’t hear the difference between — practice isn’t going to make that but so much better. I move on and when I’m dictating a short e or short i sound, I do them together and say “here are some short i words to spell” … or find osme otehrway of letting the student know that’s what it’s going to be.
Hi, Rose,
I am using Phono-Graphix with hearing impaired children this year. I just move to the next lesson when the kids are successful with the current one. It is essential that he be able to blend and segment. He needs to be patient about the more difficult books. He may know some harder words, but it is very likely that he has memorized them by sight. He needs the tools to decode new words.
A couple of my kids are a little inconsistent with the /e/ and /i/ sounds, for example, but I go on and correct them when thay make an error. I just follow the lessons in the book…basic code, adjacent consonants and then into advanced code. You just work on one lesson or skill until you feel they have it pretty well mastered (does not have to be 100%).
Why are the PG tests not adequate for assessing him?
Janis