Elkonin Procedure

I have no idea but the word has a vague feeling of familiarity. Have you done a search on this site? On other LD sites? on the web in general?

to represent units of sound and manipulate them? That is what LIPS uses…blocks…

here is a link to a paper that someone wrote on the web describing it in detail..
Approach #1:Elkonin Procedure
This is a procedure where students listen to word and have to push a marker of some type such as a bingo chip, sticker, or block into a printed square for each sound that they hear in the word. This can also be done with students writing the letter the student hears if the students are older or as students’ get older. Smith- Elden describes the Elkonin procedure as, “A card is prepared with a picture of a simple word at the top. Below the picture is a matrix that contains a box for each phoneme (not letter) in the word). The teacher models the process by slowing articulating the word phoneme- by - phoneme while pushing a counter into a box for each phoneme. The children can say the word with the teacher while the counters are being placed. Gradually the children should participate in this “say it and move it” (Ball & Blachman, 1991) activity by taking turns placing the counters in each box while saying each sound in a word. Both the matrix and picture can be eliminated over time so that the children are segmenting the word without visual clues.” (Smith-Elden)

An example of Elkonin boxes used for hearing sounds in words obtained from Smith-Elden Journal.

Approach #2:Phonological Awareness Songs
This approach suggests using songs to teach sound matching, isolation, blending, and segmentation. Yopp (1992) suggested the use of song games and presented an example to the tune of “If You’re Happy and You Know It, Clap Your Hands”(Smith-Elden):
If you think you know this word, shout it out!
If you think you know this word, shout it out!
If you think you know this word,
Then tell me what you’ve heard,
If you think you know this word, shout it out!
What the research says about these two approaches:
Research indicates a strong relationship between early phoneme awareness and later reading success, and it links some reading failure to insufficiently developed phoneme awareness skills (Smith-Elden). Research also supports that the use of the Elkonin Procedure can increase students’ phoneme awareness. For further information on the Elkonin Procedure or phonological awareness please access the following link http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html
A study was done on five kindergarten classrooms to research how students’ best learn phonological awareness skills. Each classroom was given a different instructional approach to implement in teaching phonological awareness skill. This report was then published by Murray and, “The research shows that activities focusing on the identities of individual phonemes, which make these phonemes familiar and memorable, and which help children recognize their identities in words could well be incorporated into early literacy programs that contain other activities we know to be helpful in preparing children to read.” (Murray) Murray’s article can be accessed at http://www.auburn.edu/~murraba/insight.html . Phonological Awareness Songs do just this. They are fun for lower elementary students and memorable. When most of us think back to learning the alphabet, it was through a song that we learned our ABC’s, wasn’t it?

Reading Decoding-Instructional Approaches:
Reading decoding as define by Vaughn, et. al is, “Recognition of letter-sound correspondences”. Students depend on phonological awareness skills as discussed above in order to recognize new words in their reading. The following two strategies can be implemented in order to help students develop reading decoding skills.
Approach #1: Word Wall
The word wall can be considered a permanent bulletin board that contains words in alphabetical order. Each week, month, or at the teacher’s discretion, new words are added to the bulletin board. The wall is used daily and each time a new word or words are added the teacher should discuss the correct pronunciation, use the word in a sentence, and discuss the meaning of all words. The words generally remain on the word wall throughout the year. The words on the word wall are generally your high frequency words. According to Vaughn, et al, “50% of written language contains 100 high-frequency words such as the, you, and was.” A word wall is a great resource for students in their writing also so that they can refer to the wall to correctly spell the words. Students eventually learn to read and spell the words. For a link to lists of words for word walls in grades K-3 click here http://www.k111.k12.il.us/lafayette/FourBlocks/word_wall_grade_level_lists.htm.

Example of what a word wall may look like:

A B C D E F G H I J K L
All Be Cat Dog Eat For Go Hot It Just Keep Live
AM Been Can Do End Fix Give He Is Jump Know Love

Approach #2: Sound Reading Solutions
§ Sound Reading Solutions is a reading software program that focuses on the ideas that there are seven road blocks to reading. This program addresses theses seven road blocks (as shown in the chart below) to enable students’ to have reading success. The software must be ordered from their website which is listed below. The software is available for all ages and it offers over thirty different strategies for teaching students reading decoding as well as comprehension skills. Sound Reading Instruction includes:
· Phonemic awareness - Sound Reading uses 14 methods to build this critical reading strategy the way speech and language therapist do - deeply and precisely.
· Rapid automatic naming - the strongest method for developing fluency
· Phonological (speech sound) recoding - a neurologically advanced method of teaching phonics. Develops the speech code that proficient readers use to master English’s overwhelming alphabetic code. A strong phonological code enables proficient readers to quickly master phonics.
· Phoneme discrimination - recent research shows that English’s complex sounds require precise discrimination for reading success.
· Vowel flexibility - the natural speech strategy that teaches meaningful decoding.
(Obtained from the Sound Reading Solutions Website)

Retrieved from the Sound Reading Website at http://www.soundreading.com/pages/index.cfm

The program that I would use for my classroom would be the elementary version. This version is a 30 lesson unit that teaches students reading decoding skills for grades K-5. It is interactive for the students. Additional information may be obtained about the elementary software at the following site http://www.soundreading.com/pages/programs.cfm?id=8F58EA66-0BE0-4148-A9E362BCC4962D9F.

Approach #1:Elkonin Procedure
This is a procedure where students listen to word and have to push a marker of some type such as a bingo chip, sticker, or block into a printed square for each sound that they hear in the word. This can also be done with students writing the letter the student hears if the students are older or as students’ get older. Smith- Elden describes the Elkonin procedure as, “A card is prepared with a picture of a simple word at the top. Below the picture is a matrix that contains a box for each phoneme (not letter) in the word). The teacher models the process by slowing articulating the word phoneme- by - phoneme while pushing a counter into a box for each phoneme. The children can say the word with the teacher while the counters are being placed. Gradually the children should participate in this “say it and move it” (Ball & Blachman, 1991) activity by taking turns placing the counters in each box while saying each sound in a word. Both the matrix and picture can be eliminated over time so that the children are segmenting the word without visual clues.” (Smith-Elden)

An example of Elkonin boxes used for hearing sounds in words obtained from Smith-Elden Journal.

Approach #2:Phonological Awareness Songs
This approach suggests using songs to teach sound matching, isolation, blending, and segmentation. Yopp (1992) suggested the use of song games and presented an example to the tune of “If You’re Happy and You Know It, Clap Your Hands”(Smith-Elden):
If you think you know this word, shout it out!
If you think you know this word, shout it out!
If you think you know this word,
Then tell me what you’ve heard,
If you think you know this word, shout it out!
What the research says about these two approaches:
Research indicates a strong relationship between early phoneme awareness and later reading success, and it links some reading failure to insufficiently developed phoneme awareness skills (Smith-Elden). Research also supports that the use of the Elkonin Procedure can increase students’ phoneme awareness. For further information on the Elkonin Procedure or phonological awareness please access the following link http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html
A study was done on five kindergarten classrooms to research how students’ best learn phonological awareness skills. Each classroom was given a different instructional approach to implement in teaching phonological awareness skill. This report was then published by Murray and, “The research shows that activities focusing on the identities of individual phonemes, which make these phonemes familiar and memorable, and which help children recognize their identities in words could well be incorporated into early literacy programs that contain other activities we know to be helpful in preparing children to read.” (Murray) Murray’s article can be accessed at http://www.auburn.edu/~murraba/insight.html . Phonological Awareness Songs do just this. They are fun for lower elementary students and memorable. When most of us think back to learning the alphabet, it was through a song that we learned our ABC’s, wasn’t it?

Reading Decoding-Instructional Approaches:
Reading decoding as define by Vaughn, et. al is, “Recognition of letter-sound correspondences”. Students depend on phonological awareness skills as discussed above in order to recognize new words in their reading. The following two strategies can be implemented in order to help students develop reading decoding skills.
Approach #1: Word Wall
The word wall can be considered a permanent bulletin board that contains words in alphabetical order. Each week, month, or at the teacher’s discretion, new words are added to the bulletin board. The wall is used daily and each time a new word or words are added the teacher should discuss the correct pronunciation, use the word in a sentence, and discuss the meaning of all words. The words generally remain on the word wall throughout the year. The words on the word wall are generally your high frequency words. According to Vaughn, et al, “50% of written language contains 100 high-frequency words such as the, you, and was.” A word wall is a great resource for students in their writing also so that they can refer to the wall to correctly spell the words. Students eventually learn to read and spell the words. For a link to lists of words for word walls in grades K-3 click here http://www.k111.k12.il.us/lafayette/FourBlocks/word_wall_grade_level_lists.htm.

Example of what a word wall may look like:

A B C D E F G H I J K L
All Be Cat Dog Eat For Go Hot It Just Keep Live
AM Been Can Do End Fix Give He Is Jump Know Love

Approach #2: Sound Reading Solutions
§ Sound Reading Solutions is a reading software program that focuses on the ideas that there are seven road blocks to reading. This program addresses theses seven road blocks (as shown in the chart below) to enable students’ to have reading success. The software must be ordered from their website which is listed below. The software is available for all ages and it offers over thirty different strategies for teaching students reading decoding as well as comprehension skills. Sound Reading Instruction includes:
· Phonemic awareness - Sound Reading uses 14 methods to build this critical reading strategy the way speech and language therapist do - deeply and precisely.
· Rapid automatic naming - the strongest method for developing fluency
· Phonological (speech sound) recoding - a neurologically advanced method of teaching phonics. Develops the speech code that proficient readers use to master English’s overwhelming alphabetic code. A strong phonological code enables proficient readers to quickly master phonics.
· Phoneme discrimination - recent research shows that English’s complex sounds require precise discrimination for reading success.
· Vowel flexibility - the natural speech strategy that teaches meaningful decoding.
(Obtained from the Sound Reading Solutions Website)

Retrieved from the Sound Reading Website at http://www.soundreading.com/pages/index.cfm

The program that I would use for my classroom would be the elementary version. This version is a 30 lesson unit that teaches students reading decoding skills for grades K-5. It is interactive for the students. Additional information may be obtained about the elementary software at the following site http://www.soundreading.com/pages/programs.cfm?id=8F58EA66-0BE0-4148-A9E362BCC4962D9F.

I’ve used the Elkonin boxes. It is a really effective little PA activity. I make up the boxes separately, and then use separate picture cards that might come from little sets of cards from the “alphabet or rhyming cards series”, magazines, and pictures printed off picture sets on CD. I particularly like the program Picture This. It comes with a 1000 pictures and formats to print them from. Anyway the separate pictures make it much easier to manipulate and perhaps a bit cheaper to make.

—des

Elkonin boxes are really good — chunks of Reading Reflex is based on it (though they don’t call them that). They are also called “letterbox lessons” and are explained with examples at http://www.auburn.edu/~murraba (“The Reading Genie” with lots of other excellent information).

:D A big thank you to everyone that responded. Your answers, as always, were very thorough, and intelligent. We really have some top notch teachers on this site. Some of you should consider creating your own reading programs or supplemental lessons.

Thanks again,
Caron

I have & am doing it, as have several other folks, trying to fill in the empty niches instead of adding another little independent program that’s like the rest. (There is a lot to be said for the slower, team approach — small-scale things tend to suit smaller groups of people.)
I’ve gotten a bit of funding to work on a college reading supplementary program this summer. IT’s more than a little scary since there are so many reasons it could flop (many of which I have no control over, and some that I do… but still may not be able to conquer)… but far as I can tell, *nobody*has kept records of broaching the word recognition issue. From Louise Bohr’s “College and Precollege Reading INstruction: What are the Real Differences: ““According to recent studies, the number of students with no knowledge of sound-letter relationships is only about 6 % of the adolescent population. (Davidson & Koppenhaver, 1993). For this reason, college reading is usually not concerned with orthography, phonics, and word recognition.”
I don’t know, does anybody else have a tiny bit of trouble with the inferences made there?
I suspect a genuine issue is, in the “elephant in the living room that we can’t talk about” category, that decoding is considered Something That Poor Illiterate People Have To Learn. And if the genuine issue (could be soemthing else) isn’t addressed, then the very best orthography & word rec program is going to flop. We’ll see :-)