[senco-forum] RE: senco-forum Digest, Vol 37, Issue 2

Re y1 phonological awareness
Here in Barnsley LA we have been using SALLEY published by Questions Publications (structured activities for language and literacy in the early years) very successfully. It was developed in Sandwell- Birmingham. Its principle focus is phonological awareness and it identifies the five core skills of attention, memory, listening, discrimination and sequncing as well as key language concepts. Questions publishing can be found at 321 Bradford Street, Birmingham B5 6ET.

I hope this is of use

Gill Roe
Inclusion Officer Barnsley LA (Developing dyslexia friendly schools)
-----Original Message-----
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Subject: senco-forum Digest, Vol 37, Issue 2

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Today's Topics:

   1. Y1 phonological awareness (Anusianena at aol.com)
   2. Re: Y1 phonological awareness (Olanys at aol.com)
   3. RE: Y1 phonological awareness (clare north)
   4. RE: Y1 phonological awareness (Sharon Fawcitt)
   5. SEBD long help please (lynn_harvey at blueyonder.co.uk)
   6. Re: SEBD long help please (Olanys at aol.com)
   7. RE: SEBD long help please (Sharon Fawcitt)
   8. Re: SEBD long help please (Olanys at aol.com)
   9. Interview questions (Grace Higney)
  10. RE: Y1 phonological awareness (Maggie Downie)
  11. RE: Y1 phonological awareness (clare north)
  12. Re: Y1 phonological awareness (Maggie Downie)
  13. Re: Y1 phonological awareness (Philip MacMillan)
  14. Re: Y1 phonological awareness (Olanys at aol.com)
  15. RE: Y1 phonological awareness (dolfrog)
  16. RE: Y1 phonological awareness (dolfrog)
  17. RE: Y1 phonological awareness (dolfrog)
  18. RE: Y1 phonological awareness (dolfrog)
  19. RE: Y1 phonological awareness (Allyson Bremner)
  20. Re: SEBD long help please
      (webmaster at aylesburyvale-sec.bucks.sch.uk)
  21. Re: Interview questions (webmaster at aylesburyvale-sec.bucks.sch.uk)
  22. SEBD help thanks (lynn_harvey at blueyonder.co.uk)

----------------------------------------------------------------------

Message: 1
Date: Sun, 1 Oct 2006 08:24:54 EDT
From: Anusianena at aol.com
Subject: [senco-forum] Y1 phonological awareness
To: senco-forum at lists.becta.org.uk
Message-ID: <3bf.bffbf89.32510d96 at aol.com>
Content-Type: text/plain; charset="US-ASCII"

Dear all
We have a group of children in y1 who are having great difficulties with  
blending - they simply "do not get it".  Difficulties include possible ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at  ways 
to develop their skills, as well as using whole word and onset and rime  
strategies.  Does anyone have good ideas for activities / games which could  be 
used by a TA in a small group, or alternatively just some further  advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't explain  
what we all do!)

------------------------------

Message: 2
Date: Sun, 1 Oct 2006 08:39:31 EDT
From: Olanys at aol.com
Subject: Re: [senco-forum] Y1 phonological awareness
To: senco-forum at lists.becta.org.uk
Message-ID: <4ad.350ca77d.32511103 at aol.com>
Content-Type: text/plain; charset="US-ASCII"

Poor phonological awareness can be one of the key indicators of a  child with 
APD. I would use mostly visual and concrete means of  teaching 

*cards with onset and rime, in different colours first then all the same  
colour to represent that they should be joined,

*get them to practise saying the words slowly then speeding up to show  
elision, while moving the onset card towards the rime card on a table  to show a 
visual connection 

*use tracing in sand and paint and felt and sandpaper letters etc,

* give them a whole word on a card then highlight the onset in  one colour 
then the rime in another, work backwards - showing them the  whole THEN the 
parts, as some children need the big picture before the  parts, being able to see 
how you break it down will help then to see how to  build it up

*use each child's own name, siblings, pets etc. to demonstrate, make  it 
personal to them

And I would refer them for APD testing...

Best wishes,
Aly

Chair Auditory  Processing Disorder in the UK/APDUK
www.lacewingmultimedia.com/APD.htm 
www.apduk.org

------------------------------

Message: 3
Date: Sun, 1 Oct 2006 14:02:29 +0100
From: "clare north" <clare at clarenorth.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: <Anusianena at aol.com>,	<senco-forum at lists.becta.org.uk>
Message-ID: <000f01c6e559$d9eebe30$0b00a8c0 at CLAREDESKTOP>
Content-Type: text/plain;	charset="us-ascii"

Hi Anusia
I have done this with Year 1 over a number of years with good results.
We ran small 'rotating' groups run by TAs and a couple of teachers. (3-
form intake + S/L Unit)
Try:
* General Listening activities first e.g. colouring sections of a
picture according to the instructions given by the adult e.g. colour the
thickest pencil green/ draw a spider on top of the man's hat. You can
find tour own pictures but Questions Publishing  and Prim-Ed publishing
does some photocopiable listening worksheets complete with instructions.
There is a good (but expensive) game called 'Topologie' (correct
spelling) which relies on the child giving instructions to another child
to complete a scene according to the design shown on a card. A cheaper
option might be 'Near and far' by Buki Ltd or make your own by
photographing Lego or playmobil people etc. Also try 'Headbanz' game and
Reading comprehension activities done as an oral task.

*'odd one out' games - find the picture that does not start with the
same sound as the others (e.g cat dog coat. Try to include a semantic
link (cat/dog) as those with insecure phonological awareness will opt
for these rather than the sound. If the children can manage 3 cards then
try four etc. You can use this for rhyming / final sounds / middle
sounds as well. Use picture cards (Ginn 360 and Oxford Reading Tree do
boxes of playing-card-sized pictures) or - (even more fun) collect
little bits and bobs e.g. button, ball, dog. My collection has been
built up gradually over several years and I wouldn't be without it.

* Rhyming Lotto games - Easylearn have a rhyming game but you can often
get them in Early Learning etc.

* 'Silly Bulls' from Philip and Tacey for syllable awareness

* Clap out syllables and put the picture or small toy in the correct box
or sorting ring

* Use the bomb from 'Pass the Bomb' to pass round a circle while the
children think of things that begin with a given letter

* Sorting Games- use small toys ideally but pictures will do and sort
them according to initial or final sound or rhyme patters. Start sorting
with two obviously different sounds e.g. s and b but move onto similar
sounds such as b and p or t and d. If you have children who have
particular speech immaturities you could use c and t (or whatever their
difficulty is)

* worksheet cut and stick activities - cut out the pictures and stick
them into the correct grid according to initial / final sound, rhyme or
number of syllables. I have got quite a few already made if you are
interested. Also -'Writing with Symbols' (Widget) is really useful for
producing pictures and worksheets quickly. 

* Don't forget to work on memory as well - Kims Game, sequences of cards
which have to be remembered in order, Mastering Memory software (CALSC).
I found the poor blending was often linked to poor memory

If you need any more info I have done quite a lot on listening and
phonological awareness so just met me know.

Clare

---
This email and any attachments have been scanned by AVG AntiVirus 7.0.

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 01 October 2006 13:25
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with

blending - they simply "do not get it".  Difficulties include possible
ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime

strategies.  Does anyone have good ideas for activities / games which
could  be 
used by a TA in a small group, or alternatively just some further
advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't
explain  
what we all do!)

------------------------------

Message: 4
Date: Sun, 1 Oct 2006 15:48:34 +0100
From: "Sharon Fawcitt" <sfawcitt at dsl.pipex.com>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "'senco-forum'" <senco-forum at lists.becta.org.uk>
Message-ID: <000401c6e568$ab7181a0$1400000a at SHARONSMEGAPC>
Content-Type: text/plain;	charset="US-ASCII"

Sound Linkage by Peter Hatcher and also SIDNEY programme,  made available to
Hants LEA,  matches very closely to what Aly is suggesting. - interestingly
(as this is a classic dyslexia remedy)
Pauline Bentote - a member of this forum  - may able to inform you how you
can access SIDNEY if you are outside Hants.  Hope you don't mind me
recommending you, Pauline.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of clare north
Sent: 01 October 2006 14:02
To: Anusianena at aol.com; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Y1 phonological awareness

Hi Anusia
I have done this with Year 1 over a number of years with good results.
We ran small 'rotating' groups run by TAs and a couple of teachers. (3-
form intake + S/L Unit)
Try:
* General Listening activities first e.g. colouring sections of a
picture according to the instructions given by the adult e.g. colour the
thickest pencil green/ draw a spider on top of the man's hat. You can
find tour own pictures but Questions Publishing  and Prim-Ed publishing
does some photocopiable listening worksheets complete with instructions.
There is a good (but expensive) game called 'Topologie' (correct
spelling) which relies on the child giving instructions to another child
to complete a scene according to the design shown on a card. A cheaper
option might be 'Near and far' by Buki Ltd or make your own by
photographing Lego or playmobil people etc. Also try 'Headbanz' game and
Reading comprehension activities done as an oral task.

*'odd one out' games - find the picture that does not start with the
same sound as the others (e.g cat dog coat. Try to include a semantic
link (cat/dog) as those with insecure phonological awareness will opt
for these rather than the sound. If the children can manage 3 cards then
try four etc. You can use this for rhyming / final sounds / middle
sounds as well. Use picture cards (Ginn 360 and Oxford Reading Tree do
boxes of playing-card-sized pictures) or - (even more fun) collect
little bits and bobs e.g. button, ball, dog. My collection has been
built up gradually over several years and I wouldn't be without it.

* Rhyming Lotto games - Easylearn have a rhyming game but you can often
get them in Early Learning etc.

* 'Silly Bulls' from Philip and Tacey for syllable awareness

* Clap out syllables and put the picture or small toy in the correct box
or sorting ring

* Use the bomb from 'Pass the Bomb' to pass round a circle while the
children think of things that begin with a given letter

* Sorting Games- use small toys ideally but pictures will do and sort
them according to initial or final sound or rhyme patters. Start sorting
with two obviously different sounds e.g. s and b but move onto similar
sounds such as b and p or t and d. If you have children who have
particular speech immaturities you could use c and t (or whatever their
difficulty is)

* worksheet cut and stick activities - cut out the pictures and stick
them into the correct grid according to initial / final sound, rhyme or
number of syllables. I have got quite a few already made if you are
interested. Also -'Writing with Symbols' (Widget) is really useful for
producing pictures and worksheets quickly. 

* Don't forget to work on memory as well - Kims Game, sequences of cards
which have to be remembered in order, Mastering Memory software (CALSC).
I found the poor blending was often linked to poor memory

If you need any more info I have done quite a lot on listening and
phonological awareness so just met me know.

Clare

---
This email and any attachments have been scanned by AVG AntiVirus 7.0.

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 01 October 2006 13:25
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with

blending - they simply "do not get it".  Difficulties include possible
ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime

strategies.  Does anyone have good ideas for activities / games which
could  be 
used by a TA in a small group, or alternatively just some further
advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't
explain  
what we all do!)

------------------------------

Message: 5
Date: Sun, 1 Oct 2006 18:31:28 +0100 (BST)
From: lynn_harvey at blueyonder.co.uk
Subject: [senco-forum] SEBD long help please
To: senco-forum at lists.becta.org.uk
Message-ID: <2440.82.38.94.47.1159723888.squirrel at 82.38.94.47>
Content-Type: text/plain;charset=iso-8859-1

Help if you can.This is quite long.
We have a boy just gone in to Yr3, June birthday, big for his age. He has
caused huge problems at home with his behaviour since reception year. At
school, a steady decline since the beginning of Y2. We have has support
from our KS1 Behaviour Support team, and every other agency you can think
of Parent partnership, social services, Ed Psyc, Clinical Psyc,
CAMHS,local parent support charity, offer of Webster Stratton training for
mum - she didn't feel able to take this up. Accident at home, Cp issues,
parents split up. He has been screened for everything we can think of. In
desperation CAMHS are thinking of trying Ritalin. This child is taking up
at least 20% of my time. Current situation is difficult. High level
disruption, loud shouting, oppositional behaviours, insults and abuse,
climbing both in in and outside school, running around shouting etc. In
short, we are at a loss. Has been referred to PRU - but full of
permenantly excluded children, so no places and waiting list closed. Have
managed to get PRU outreach support for two, one hour sessions a week.
Have tried lots of strategies based on rewards/sanctions. On top of that
we have a new head teacher who is great, but a little taken aback.
Child is staying with dad for 4 days whilst mum has to do some other
things which cannot wait. So I have 4 days to try and think of a way
forward. Forgot to say he is taught by 3 staff each day, due to the way
KS2 swap teachers for Lit num and foundation subjects. I don't think this
is at all good for him - but in the short term cannot change it.
Has anyone else dealt with this successfully?
As he walks through the classroom door shouting - 'you can't get me - too
late ha ha ha' I think we are approaching either restraint, exclusion or
bot ! - Would much rather avoid both of these. I need to have a structure
in place to support both him and the teachers. He does like helping in
nursery, but the poor nursery teacher has enough on her plate. Any advice
or suggestions of useful resources or web sites would be welcome. Thanks
for reading this - don't judge us too harshly, there are reasons I can't
discuss which have led to this situation getting to this stage. Thanks in
advance. Lynn .

------------------------------

Message: 6
Date: Sun, 1 Oct 2006 13:37:47 EDT
From: Olanys at aol.com
Subject: Re: [senco-forum] SEBD long help please
To: senco-forum at lists.becta.org.uk
Message-ID: <c4c.4406dee.325156eb at aol.com>
Content-Type: text/plain; charset="US-ASCII"

Has he had a psychiatric evaluation? This seems a little extreme even for  
EBD...poor kid is totally out of control.  

Best wishes,
Aly

Chair Auditory  Processing Disorder in the UK/APDUK
www.lacewingmultimedia.com/APD.htm 
www.apduk.org

------------------------------

Message: 7
Date: Sun, 1 Oct 2006 18:40:09 +0100
From: "Sharon Fawcitt" <sfawcitt at dsl.pipex.com>
Subject: RE: [senco-forum] SEBD long help please
To: <lynn_harvey at blueyonder.co.uk>, <senco-forum at lists.becta.org.uk>
Message-ID: <000001c6e580$a4304800$1400000a at SHARONSMEGAPC>
Content-Type: text/plain;	charset="us-ascii"

"He does like helping in nursery."   I know this was accompanied by a but. .
. .but perhaps he has LSA support which could support this more frequently
but in shorter bursts and any other things you have noticed he likes more
than others?   I'm sure you've done this already - you're list was
impressively extensive  - but sometimes,  someone repeating back something
I said, helps me.  You sound like you've done an excellent job thus far.
Best wishes.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
lynn_harvey at blueyonder.co.uk
Sent: 01 October 2006 18:31
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] SEBD long help please

Help if you can.This is quite long.
We have a boy just gone in to Yr3, June birthday, big for his age. He has
caused huge problems at home with his behaviour since reception year. At
school, a steady decline since the beginning of Y2. We have has support
from our KS1 Behaviour Support team, and every other agency you can think
of Parent partnership, social services, Ed Psyc, Clinical Psyc,
CAMHS,local parent support charity, offer of Webster Stratton training for
mum - she didn't feel able to take this up. Accident at home, Cp issues,
parents split up. He has been screened for everything we can think of. In
desperation CAMHS are thinking of trying Ritalin. This child is taking up
at least 20% of my time. Current situation is difficult. High level
disruption, loud shouting, oppositional behaviours, insults and abuse,
climbing both in in and outside school, running around shouting etc. In
short, we are at a loss. Has been referred to PRU - but full of
permenantly excluded children, so no places and waiting list closed. Have
managed to get PRU outreach support for two, one hour sessions a week.
Have tried lots of strategies based on rewards/sanctions. On top of that
we have a new head teacher who is great, but a little taken aback.
Child is staying with dad for 4 days whilst mum has to do some other
things which cannot wait. So I have 4 days to try and think of a way
forward. Forgot to say he is taught by 3 staff each day, due to the way
KS2 swap teachers for Lit num and foundation subjects. I don't think this
is at all good for him - but in the short term cannot change it.
Has anyone else dealt with this successfully?
As he walks through the classroom door shouting - 'you can't get me - too
late ha ha ha' I think we are approaching either restraint, exclusion or
bot ! - Would much rather avoid both of these. I need to have a structure
in place to support both him and the teachers. He does like helping in
nursery, but the poor nursery teacher has enough on her plate. Any advice
or suggestions of useful resources or web sites would be welcome. Thanks
for reading this - don't judge us too harshly, there are reasons I can't
discuss which have led to this situation getting to this stage. Thanks in
advance. Lynn .

------------------------------

Message: 8
Date: Sun, 1 Oct 2006 13:52:24 EDT
From: Olanys at aol.com
Subject: Re: [senco-forum] SEBD long help please
To: senco-forum at lists.becta.org.uk
Message-ID: <4c0.1327cb4.32515a58 at aol.com>
Content-Type: text/plain; charset="US-ASCII"

Apologies I missed the psych part on first reading. I worked with a  child 
like this once, he was year 6 and an IQ (even though I hate comparison  of IQs) 
of 51. Very low ability, couldn't even write his name when I got  there but 
could when I left! But his behaviour improved when he was allowed to  do half an 
hour of his favourite thing, colouring, after half an hour of "work",  stiing 
quietly and being well behaved.Took a LOT of calmness and patience,  positive 
reinforcement, not reacting and ignoring bad behaviour and showing  I was 
unimpressed. All made much worse by a really terrrible home life  and a lot of 
negative learned beahaviour. Maybe the nurturing element of being  around 
younger children is the key to helping him, give him responsibility  for something, 
a plant maybe or a job that's his alone that he can take  ownership of and 
pride in. Find out what he like or is good at and use that. I  think you;re right 
he needs sameness and consistency which he isn't getting at  home if parents 
are divorced and in school if he has 3 teachers. He is probably  scared and 
trying to control what he can.  

Best wishes,
Aly

Chair Auditory  Processing Disorder in the UK/APDUK
www.lacewingmultimedia.com/APD.htm 
www.apduk.org

------------------------------

Message: 9
Date: Sun, 1 Oct 2006 20:04:07 +0100 (BST)
From: Grace Higney <grace_higney at yahoo.co.uk>
Subject: [senco-forum] Interview questions
To: senco-forum at lists.becta.org.uk
Message-ID: <20061001190407.74478.qmail at web51109.mail.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Hi
  I have an interview coming up for a secondary SENCO. Any advice on possible questions I may be asked?

  Bette

------------------------------

Message: 10
Date: Sun, 1 Oct 2006 20:21:39 +0100 (BST)
From: Maggie Downie <maizie2004 at yahoo.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: Sharon Fawcitt <sfawcitt at dsl.pipex.com>,	'senco-forum'
	<senco-forum at lists.becta.org.uk>
Message-ID: <20061001192139.34915.qmail at web23014.mail.ird.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

I'm sorry, I really don't understand this.  What do all these activities have to do with learning to blend?

  What teaching did these children have in YR?  If they were taught  with whole word & onset & rime strategies in YR it's not  surprising that they can't blend.  They would be completely  confused about the whole process of reading.  Have they been given  text to read which is in advance of their phonic knowledge?

  Do they know the simple code (i.e one to one) letter/sound  correspondences to automaticity?  Can they respond to a grapheme  with the correct sound? Can they respond with the correct word if the  teacher says it one phoneme at a time?  Are they being taught to  sound out through a word from L to R and to re-read each grapheme more  rapidly until they do 'get' the word?

  If they can't do these  things I would work on them.  It is a  very rare child who can't learn to blend; you'd be very unlucky to get  a whole group of them in one year group.

  Maggie

Sharon Fawcitt <sfawcitt at dsl.pipex.com> wrote:  Sound Linkage by Peter Hatcher and also SIDNEY programme,  made available to
Hants LEA,  matches very closely to what Aly is suggesting. - interestingly
(as this is a classic dyslexia remedy)
Pauline Bentote - a member of this forum  - may able to inform you how you
can access SIDNEY if you are outside Hants.  Hope you don't mind me
recommending you, Pauline.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of clare north
Sent: 01 October 2006 14:02
To: Anusianena at aol.com; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Y1 phonological awareness

Hi Anusia
I have done this with Year 1 over a number of years with good results.
We ran small 'rotating' groups run by TAs and a couple of teachers. (3-
form intake + S/L Unit)
Try:
* General Listening activities first e.g. colouring sections of a
picture according to the instructions given by the adult e.g. colour the
thickest pencil green/ draw a spider on top of the man's hat. You can
find tour own pictures but Questions Publishing  and Prim-Ed publishing
does some photocopiable listening worksheets complete with instructions.
There is a good (but expensive) game called 'Topologie' (correct
spelling) which relies on the child giving instructions to another child
to complete a scene according to the design shown on a card. A cheaper
option might be 'Near and far' by Buki Ltd or make your own by
photographing Lego or playmobil people etc. Also try 'Headbanz' game and
Reading comprehension activities done as an oral task.

*'odd one out' games - find the picture that does not start with the
same sound as the others (e.g cat dog coat. Try to include a semantic
link (cat/dog) as those with insecure phonological awareness will opt
for these rather than the sound. If the children can manage 3 cards then
try four etc. You can use this for rhyming / final sounds / middle
sounds as well. Use picture cards (Ginn 360 and Oxford Reading Tree do
boxes of playing-card-sized pictures) or - (even more fun) collect
little bits and bobs e.g. button, ball, dog. My collection has been
built up gradually over several years and I wouldn't be without it.

* Rhyming Lotto games - Easylearn have a rhyming game but you can often
get them in Early Learning etc.

* 'Silly Bulls' from Philip and Tacey for syllable awareness

* Clap out syllables and put the picture or small toy in the correct box
or sorting ring

* Use the bomb from 'Pass the Bomb' to pass round a circle while the
children think of things that begin with a given letter

* Sorting Games- use small toys ideally but pictures will do and sort
them according to initial or final sound or rhyme patters. Start sorting
with two obviously different sounds e.g. s and b but move onto similar
sounds such as b and p or t and d. If you have children who have
particular speech immaturities you could use c and t (or whatever their
difficulty is)

* worksheet cut and stick activities - cut out the pictures and stick
them into the correct grid according to initial / final sound, rhyme or
number of syllables. I have got quite a few already made if you are
interested. Also -'Writing with Symbols' (Widget) is really useful for
producing pictures and worksheets quickly. 

* Don't forget to work on memory as well - Kims Game, sequences of cards
which have to be remembered in order, Mastering Memory software (CALSC).
I found the poor blending was often linked to poor memory

If you need any more info I have done quite a lot on listening and
phonological awareness so just met me know.

Clare

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-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 01 October 2006 13:25
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with

blending - they simply "do not get it".  Difficulties include possible
ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime

strategies.  Does anyone have good ideas for activities / games which
could  be 
used by a TA in a small group, or alternatively just some further
advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't
explain  
what we all do!)

---------------------------------
 All new Yahoo! Mail "The new Interface is stunning in its simplicity and ease of use." - PC MagazineFrom Anusianena at aol.com Sun Oct 01 20:44:45 2006
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From: Anusianena at aol.com
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Date: Sun, 1 Oct 2006 15:44:24 EDT
Subject: Re: [senco-forum] Y1 phonological awareness
To: maizie2004 at yahoo.co.uk, sfawcitt at dsl.pipex.com,
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The problem with asking for help in a 2-line email is that of course I  
cannot go into everything that has been done before or is being done now.

I just wanted some advice along the lines of "well, when we had some  
children with these difficulties we tried "x" and it really helped" - and many  
thanks to those of you who came back with really practical suggestions - you are  
all worth your weight in gold!

Sorry, I don't have the energy to go into great detail - we use largely JP  
in reception.  Why should we want to confuse children about the process of  
reading?  "Work on them" is precisely what we are trying to do.  Using  whole 
word strategies we are trying to give them alternatives as their  phonological 
skills are very poor.  We will continue to work to develop  these - of course.

They do not "get" the word when we try saying the phonemes more  rapidly.  
Did you ever hear that clip from a radio quiz show where the  answer was 
"potato" and the DJs told the contestant to blend "pot - 8 - toe" and  she simply 
could not do it - it was very funny to listen to but no matter how  fast she 
tried to say it, she could not hear the blended word.  Well,  likewise our 
children - they just repeat the sounds faster and faster, but  phonemes remain 
discrete.

Just hoping someone will share ideas that have worked for them.

Thank you.

------------------------------

Message: 11
Date: Sun, 1 Oct 2006 20:56:21 +0100
From: "clare north" <clare at clarenorth.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "'Maggie Downie'" <maizie2004 at yahoo.co.uk>,	"'Sharon Fawcitt'"
	<sfawcitt at dsl.pipex.com>,	"'senco-forum'"
	<senco-forum at lists.becta.org.uk>
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Content-Type: text/plain;	charset="US-ASCII"

Hi Maggie
Sorry if I misunderstood. Anusia asked for ideas for improving
phonological awareness and these are some that I have used successfully.
Some children do know letter-sound correspondences but still can't blend
- often a combination of auditory memory difficulties, immaturity, poor
listening etc. They may well remember letter-sound links but it doesn't
'compute' from an auditory point of view. This particularly applies to
the autistic continuum and language delayed children. The EAL children
will possibly have, to some degree, a different phonological system and
will need training to perceive English sounds. 

Again - sorry if I misunderstood
Clare

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-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Maggie
Downie
Sent: 01 October 2006 20:22
To: Sharon Fawcitt; 'senco-forum'
Subject: RE: [senco-forum] Y1 phonological awareness

I'm sorry, I really don't understand this.  What do all these activities
have to do with learning to blend?

  What teaching did these children have in YR?  If they were taught
with whole word & onset & rime strategies in YR it's not  surprising
that they can't blend.  They would be completely  confused about the
whole process of reading.  Have they been given  text to read which is
in advance of their phonic knowledge?

  Do they know the simple code (i.e one to one) letter/sound
correspondences to automaticity?  Can they respond to a grapheme  with
the correct sound? Can they respond with the correct word if the
teacher says it one phoneme at a time?  Are they being taught to  sound
out through a word from L to R and to re-read each grapheme more
rapidly until they do 'get' the word?

  If they can't do these  things I would work on them.  It is a  very
rare child who can't learn to blend; you'd be very unlucky to get  a
whole group of them in one year group.

  Maggie

Sharon Fawcitt <sfawcitt at dsl.pipex.com> wrote:  Sound Linkage by Peter
Hatcher and also SIDNEY programme,  made available to
Hants LEA,  matches very closely to what Aly is suggesting. -
interestingly
(as this is a classic dyslexia remedy)
Pauline Bentote - a member of this forum  - may able to inform you how
you
can access SIDNEY if you are outside Hants.  Hope you don't mind me
recommending you, Pauline.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of clare north
Sent: 01 October 2006 14:02
To: Anusianena at aol.com; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Y1 phonological awareness

Hi Anusia
I have done this with Year 1 over a number of years with good results.
We ran small 'rotating' groups run by TAs and a couple of teachers. (3-
form intake + S/L Unit)
Try:
* General Listening activities first e.g. colouring sections of a
picture according to the instructions given by the adult e.g. colour the
thickest pencil green/ draw a spider on top of the man's hat. You can
find tour own pictures but Questions Publishing  and Prim-Ed publishing
does some photocopiable listening worksheets complete with instructions.
There is a good (but expensive) game called 'Topologie' (correct
spelling) which relies on the child giving instructions to another child
to complete a scene according to the design shown on a card. A cheaper
option might be 'Near and far' by Buki Ltd or make your own by
photographing Lego or playmobil people etc. Also try 'Headbanz' game and
Reading comprehension activities done as an oral task.

*'odd one out' games - find the picture that does not start with the
same sound as the others (e.g cat dog coat. Try to include a semantic
link (cat/dog) as those with insecure phonological awareness will opt
for these rather than the sound. If the children can manage 3 cards then
try four etc. You can use this for rhyming / final sounds / middle
sounds as well. Use picture cards (Ginn 360 and Oxford Reading Tree do
boxes of playing-card-sized pictures) or - (even more fun) collect
little bits and bobs e.g. button, ball, dog. My collection has been
built up gradually over several years and I wouldn't be without it.

* Rhyming Lotto games - Easylearn have a rhyming game but you can often
get them in Early Learning etc.

* 'Silly Bulls' from Philip and Tacey for syllable awareness

* Clap out syllables and put the picture or small toy in the correct box
or sorting ring

* Use the bomb from 'Pass the Bomb' to pass round a circle while the
children think of things that begin with a given letter

* Sorting Games- use small toys ideally but pictures will do and sort
them according to initial or final sound or rhyme patters. Start sorting
with two obviously different sounds e.g. s and b but move onto similar
sounds such as b and p or t and d. If you have children who have
particular speech immaturities you could use c and t (or whatever their
difficulty is)

* worksheet cut and stick activities - cut out the pictures and stick
them into the correct grid according to initial / final sound, rhyme or
number of syllables. I have got quite a few already made if you are
interested. Also -'Writing with Symbols' (Widget) is really useful for
producing pictures and worksheets quickly. 

* Don't forget to work on memory as well - Kims Game, sequences of cards
which have to be remembered in order, Mastering Memory software (CALSC).
I found the poor blending was often linked to poor memory

If you need any more info I have done quite a lot on listening and
phonological awareness so just met me know.

Clare

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-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 01 October 2006 13:25
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with

blending - they simply "do not get it".  Difficulties include possible
ASD  (2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime

strategies.  Does anyone have good ideas for activities / games which
could  be 
used by a TA in a small group, or alternatively just some further
advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't
explain  
what we all do!)

---------------------------------
 All new Yahoo! Mail "The new Interface is stunning in its simplicity
and ease of use." - PC Magazine

------------------------------

Message: 12
Date: Sun, 1 Oct 2006 21:38:40 +0100 (BST)
From: Maggie Downie <maizie2004 at yahoo.co.uk>
Subject: Re: [senco-forum] Y1 phonological awareness
To: Anusianena at aol.com, sfawcitt at dsl.pipex.com,
	senco-forum at lists.becta.org.uk
Message-ID: <20061001203840.22324.qmail at web23006.mail.ird.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Sorry if I've upset you...I just wondered if unpicking their previous  learning might help to identify areas where phonic skills may not have  been thoroughly learned,  or may not have been taught at  all.  

  I have a friend working in EY who had the same problem (I work in mainstream KS3, where I haven't yet encountered a child who can't  blend, though there are plenty who don't care to use the strategy as it  is more work than guessing from initial letters, context &  pictures).  She persisted with the pure phonics approach and  enlisted the help of a puppet who needed their help in learning to  read, and who does 'naughty' things like snatching the card from them  with the word on that they have succesfully 'blended' (which should  have been theirs to keep...) They did, with constant practice, 'get  it'.  She has found this 'fun' approach very successful.

  Maggie

Anusianena at aol.com wrote:           
  The problem with asking for help in a 2-line email is that of course I   cannot go into everything that has been done before or is being done now.

  I just wanted some advice along the lines of "well, when we had some   children with these difficulties we tried "x" and it really helped" - and many   thanks to those of you who came back with really practical suggestions - you are   all worth your weight in gold!

  Sorry, I don't have the energy to go into great detail - we use largely JP   in reception.  Why should we want to confuse children about the process of   reading?  "Work on them" is precisely what we are trying to do.  Using   whole word strategies we are trying to give them alternatives as their   phonological skills are very poor.  We will continue to work to develop   these - of course.

  They do not "get" the word when we try saying the phonemes more   rapidly.  Did you ever hear that clip from a radio quiz show where the   answer was "potato" and the DJs told the contestant to blend "pot - 8 - toe" and   she simply could not do it - it was very funny to listen to but no matter how   fast she tried to say it, she could not hear the blended word.  Well,   likewise our children - they just repeat the sounds faster and faster, but   phonemes remain discrete.

  Just hoping someone will share ideas that have worked for them.

  Thank you.

---------------------------------
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From: <magssmithson at btopenworld.com>
Subject: Re: [senco-forum] SEBD long help please
To: lynn_harvey at blueyonder.co.uk, senco-forum at lists.becta.org.uk
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Hi Lynn
  You could do for Mark's advice for this I think as he deals with older SEBD's and I only work with early years but I'll do my best.

The answer in many cases (especially if severe) is to place a TA with him.  However, this will not work for some times either because you can't afford to have one with him 24/7 ( and we are in the real world here so no moralistic preaching from anyone else please) or your Authority will not award a statement or does not do so so you have to cater for him on a depleted School Action Plus level.

  OK - with / without a TA
  The difficulty with the 3 teachers is consistency.  Use the TA to keep the consistency the same.  With these children I have set up individual work stations in the classrooms, facing the wall.  This cuts down on stimulation and helps him avoid those children who also like to wind him up.  the same is used with ASD children to help them concentrate.  Ensure he has a visual timetable.  Work out what rewards he can have.  Break his timetable down into short slots of working with mini rewards inbetween followed with a larger reward at the end.  A mini reward could be a stamp on the card .. a certain amount of stamps means that he can play a favourite game / kick a footie for a certain number of minutes etc.
  Look at how his work is laid out.  Is it clearly indicated where he needs to start work (green dot) and where to end (red dot) so that he is not just faced with a blank page in a book.  Are worksheets cluttered and busy or easily laid out so that he can see them clearly.  Alot of these techniques are used again with ASD children.  SEBD kids are just as emotionally full as ASD so may of the same techniques apply.
  At playtimes he could go into the Nursery and play with the younger children, fostering his skills of nurturing.  At lunchtimes could a club be set up such as Dungeons & Dragons etc (this has been highlighted on here before but with newer games .. sorry.  Others will let you know about this on the forum if you ask)

  Definitely with a TA .. A seperate PSED curriculum is good but he needs specific anger management strategies.  Ensure all staff receive restraint training from the LEA (Your LEA SEN Advisor will know who runs it)  Also designate an area in the school that he can go to to calm down if he gets cross.  At first he will have to be escorted here using a 2 armed escort (2 people) until he gets the idea.  We often advise that the area (often a room) contains a large bean bag to jump on or a kick bag to punch or small cushions to throw.  It needs to have something so that he can get rid of the adrenalin.  Stay in there with him or watch through the window until he has calmed down.  Once he seems calm turn a sand timer over (5 minutes in this case)  many of my children like to pretend they are calm then walk back into the classroom and let rip again!  The 5 minute timer tends to sort this out.  If he starts to shout then just pick the timer up and start it again when he's calm.
  When looking at anger management I often ask the children where the anger starts and where does it finish.  I then let them know that being angry like that is "not allowed" and they will miss out if they carry on like that.  (I arrange a good demonstration of "missing out" later on in the day to reinforce this issue!)  I give them several solutions that they can try ... 
  hook up and count to 10
  5 deep breaths
  hands in pockets / backwards from 10
  piece of paper .. scribble on it with a pencil
  head down / blockout others for 5 minutes of a sandtimer
  When they have chosen their strategy we then use it in the cool down room after the 5 minute timer has run out.  We would say "I saw you were cross.  What could you do next time?"  Child answer.  Adult to then ask "How could I help?"
  Gradually (in most cases it takes 6 - 12 months) the child uses the room less and the strategy in the classroom more.  They are praised every time for "staying calm."  
  Additional to all of this is the fact that, once he returns to his classroom he must make good what he has thrown / swiped and then finish his work before playtime / lunchtime.  You need a back up strategy for this as the teacher will need to set up for next lesson / have a break.  Is there anywhere he could go to finish his work? (outside Head's office etc)
  Children who are emotionally full at home do like the routine of school.  Give him time in the mornings to do some relaxation exercises (Brain Gym or Higashi if that is done in your area)  Your behaviour service may have someone available to do meditation with him / teach him ways to block out the stress.
  Ensure you use your behaviour service for some one to one work with him looking at relaxation / anger management.  Often I have to point out that I'm not an extra body to sit with a group but that I've come to do the next step in his anger management program.
  Additional to all of this is the home life.  I am aware from what you said that there are further pressures at home.  Research on good mental health has shown that getting him into clubs in the community will lessen the amount of stress at home as he is not there as much.  Talk with Children's services about him going to an out of School club / football club / gym club after school.  I often recommend Martial Arts to my familiy's as the ethos is one of control which is what he needs.  All of these use up energy which depletes adrenalin stores, thus resulting in a feel good (endorphin) factor from the sport and not from a loss of temper.  (It is the feeling of the endorphins that he is after at the end of the day not the actual point that he has made everyone cross)  Wayne Rooney is a prime example of this (now gets his kicks out of running up and down a field rather than losing his temper at school and causing a riot)
  Sorry, burbled on
  Hope some of this helps
  E-mail me for any of this step by step & I'll try to explain it more clearly.  Mark (webmaster at aylesburyvale) will be much better than me at giving other ideas and he does work with older kids so it should be more helpful but this is what I'd try.  remember to stick to one strategy however and apply it consistently.  Jumping between strategies because there is no short term fix is worse than not doing anything at all.
  Good luck
  Thinking of you
  Mags

  PS For the times you've not got a TA ensure that tasks are individual not co-operative.  He will find this easier.  Also do not let him go in a group anywhere (out the door / into the playground / down the corridor at lesson change)  Keep him with a teacher completing a job then move when the school is calmer.  he will get less wound up this way.  Complete an audit of when he does kick off.  Instead of it feeling like it is all the time you may find it is at certain times of day / certain lessons.  Look at when he doesn't kick off .. why is this so?  it may give you a hint as to what reward systems would work well for him (eg One of my boys never kicks off in DT as he likes making things.  His reward is currently one piece of a robot at a time which he is split pinning together)
  Sorry this is so much stuff.  Time for a coffee!

------------------------------

Message: 13
Date: Sun, 1 Oct 2006 22:30:11 +0100
From: "Philip MacMillan" <P.Macmillan at exeter.ac.uk>
Subject: Re: [senco-forum] Y1 phonological awareness
To: <Anusianena at aol.com>, <maizie2004 at yahoo.co.uk>,
	<sfawcitt at dsl.pipex.com>,	<senco-forum at lists.becta.org.uk>
Message-ID: <001501c6e5a0$c7c74050$c6568056 at OWNERZXXITDV0A>
Content-Type: text/plain;	charset="iso-8859-1"

To properly understand reading development requires some knowledge of how we
produce and perceive speech as print is spoken and heard speech put on
paper. The Motor Theory of Speech Perception explains much of the findings
from research in the area of speech perception and production and also
through the connections between print and speech much of reading
difficulties, see Liberman (1997) for a concise explication of the Motor
theory or type into Google John Skoyles who is another good source of
information on the same subject.  Briefly the Motor Theory holds that speech
is perceived and processed not on the basis of acoustic parameters as might
be thought (good old common? sense) but on the basis of manner and place of
articulation (where and how it is made, for example voiced / unvoiced /
affricative / plosive / nasal etc.) so when you deal with incoming speech
your speech production mechamism is working out what it would have to do to
make the same sounds but at the neurological level before muscle movements
are invoked else it would be far too slow and confusing, just try orally
shadowing incoming speech you will find that your comprehension will all but
disappear and you will start falling behind .  In short speech is perceived
throught the mechanisms of its production.   The Motor Theory fits much of
the empirical data from speech production and perception research.  Nature
as always is economical and it is a fact that there are fewer sources of
difference between speakers in terms of articulatory cues and processes than
in  terms of the acoustic cues and processes.  We all make the same sounds
in the same ways even though acoustically they might differ (gender, age,
size accent etc.) this is why you have to teach your speech recogntion
programme to recognize your voice and even then it keeps getting it wrong,
three year olds do not.

The evidence from speech development is that segmenting is easier than
blending, if you say the word the motor programme involved has already
executed and there will be some residual feedback available from this
process to the speaker, all hearing speakers monitor their speech by the
synchrony between what their mouths are doing and what their ears are
hearing, each speaker is also a listener to themselves, introduce a 50 - 250
miilisecond delay between what is said and what is heard and speech will
deteriorate and disappear very rapidly).

We perceive and produce speech in syllables not phonemes but our writing
system is based on the phoneme so phonological awareness and the capacity to
discriminate and categorize speech sounds at the level of the phoneme is a
sine qua non of literacy development but not in speech development and
children have been dealing with spoken and heard speech for five years or so
before they are introduced to print.  The problem for some beginning readers
is that the phonemes are co- articulated within the syllable and this makes
it diffiicult for those individuals to easily identify the boundaries so
that they can then map them to the grapheme.  It is children with this type
of difficulty who may have problems in dealing with phonic drill type
exercises and approaches such as synthetic phonics and Toe by Toe.  So
before The Man From The Ministry sends THEM after me, most children will
learn well enough with synthetic phonics.  The trick is to identify those
who will have difficulties in phonemic analysis and teach then via explicit
analytic phonics but as they have displayed problems when working with
another's voice (else they would not be having problems with synthetic
phonics) then why not teach them through the medium of their own voice, that
way they do not have to translate the incoming voice and also have access to
all the sources of feedback from their own voice making the word / syllable
/ phoneme.  It may be this simple trick that will allow them to absorb the
idea that words and syllables are made up from phonemes by getting them to
pay close attention to what their voice is doing when they speak.  Remember
also that the child will be listening to his/ her bone conducted voice but
to your air conducted voice and trying to match the two this may make it
difficult for him to monitor his speech in same way as you do as you are
dealing with his /her air voice which is very different from their bone
voice and it is the bone voice that is used to monitor speech, an example of
the presence of the bone voice may be found in second langauge learning, you
may well think that your accent is fine as you are monitoring it from the
inside as it were whereas the listener is hearing a very different set of
sounds, this is why langauge lab gear is twin track so that you can hear
your air voice and match it against the teacher's model.   Speech is a skill
acquired simply through exposure to adult models of speech, reading and
writing are unnatural and need to be explicity taught and it requires much
effort on the part of the learner to do this, those with problems in the
discrimination and categorization of speech sounds will find it even harder.
If you want more detail on working with the child's own voice contact me off
list.

Philip EP

Refs

Liberman A.M. (1997) "How Theories of Speech Affect Research in Reading and
Writing"  In Benita Blachman (Ed.) Foundations of Reading Acqusition and
Dyslexia. Mahwah NJ. Lawrence Erlbaum Associates.
----- Original Message ----- 
From: <Anusianena at aol.com>
To: <maizie2004 at yahoo.co.uk>; <sfawcitt at dsl.pipex.com>;
<senco-forum at lists.becta.org.uk>
Sent: Sunday, October 01, 2006 8:44 PM
Subject: Re: [senco-forum] Y1 phonological awareness

>
> The problem with asking for help in a 2-line email is that of course I
> cannot go into everything that has been done before or is being done now.
>
> I just wanted some advice along the lines of "well, when we had some
> children with these difficulties we tried "x" and it really helped" - and
many
> thanks to those of you who came back with really practical suggestions -
you are
> all worth your weight in gold!
>
> Sorry, I don't have the energy to go into great detail - we use largely JP
> in reception.  Why should we want to confuse children about the process of
> reading?  "Work on them" is precisely what we are trying to do.  Using
whole
> word strategies we are trying to give them alternatives as their
phonological
> skills are very poor.  We will continue to work to develop  these - of
course.
>
> They do not "get" the word when we try saying the phonemes more  rapidly.
> Did you ever hear that clip from a radio quiz show where the  answer was
> "potato" and the DJs told the contestant to blend "pot - 8 - toe" and  she
simply
> could not do it - it was very funny to listen to but no matter how  fast
she
> tried to say it, she could not hear the blended word.  Well,  likewise our
> children - they just repeat the sounds faster and faster, but  phonemes
remain
> discrete.
>
> Just hoping someone will share ideas that have worked for them.
>
> Thank you.
>
>
> ---
> avast! Antivirus: Inbound message clean.
> Virus Database (VPS): 0639-4, 29/09/2006
> Tested on: 01/10/2006 21:07:23
> avast! - copyright (c) 1988-2006 ALWIL Software.
> http://www.avast.com
>
>
>

---
avast! Antivirus: Outbound message clean.
Virus Database (VPS): 0639-4, 29/09/2006
Tested on: 01/10/2006 22:30:13
avast! - copyright (c) 1988-2006 ALWIL Software.
http://www.avast.com

------------------------------

Message: 14
Date: Sun, 1 Oct 2006 18:09:56 EDT
From: Olanys at aol.com
Subject: Re: [senco-forum] Y1 phonological awareness
To: senco-forum at lists.becta.org.uk
Message-ID: <c52.42d080a.325196b4 at aol.com>
Content-Type: text/plain; charset="US-ASCII"

"I work  in mainstream KS3, where I haven't yet encountered a child who can't 
  blend"

Then Maisie you are very lucky...and it isn't  due to poor previous  
teaching. Phonics skills are not the same as good phonological awareness.  

Best wishes,
Aly

Chair Auditory  Processing Disorder in the UK/APDUK
www.lacewingmultimedia.com/APD.htm 
www.apduk.org

------------------------------

Message: 15
Date: Mon, 2 Oct 2006 00:02:26 +0100
From: "dolfrog" <dolfrog at tiscali.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "'Maggie Downie'" <maizie2004 at yahoo.co.uk>, <Anusianena at aol.com>,
	<sfawcitt at dsl.pipex.com>, <senco-forum at lists.becta.org.uk>
Message-ID: <55rtb3$6630h7 at mk-smarthost-2.mail.uk.tiscali.com>
Content-Type: text/plain;	charset="us-ascii"

Hi Maggie

You may be lucky but I can not blend, whether I want to or not, this has
nothing to do with being lazy, it is down to a thing called auditory
processing disorder, which I have had all of my life. And according to the
Medical Research Council so do 10% of the population, so those who you think
just want to guess because you think they are lazy could actually have APD
and need to learn using something like whole word and you choose to ignore
this. Well if that is the case then you are failing to live with reality and
preferring to live with your mantra.

Best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Maggie Downie
Sent: Sunday, October 01, 2006 9:39 PM
To: Anusianena at aol.com; sfawcitt at dsl.pipex.com;
senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Y1 phonological awareness

Sorry if I've upset you...I just wondered if unpicking their previous
learning might help to identify areas where phonic skills may not have  been
thoroughly learned,  or may not have been taught at  all.  

  I have a friend working in EY who had the same problem (I work in
mainstream KS3, where I haven't yet encountered a child who can't  blend,
though there are plenty who don't care to use the strategy as it  is more
work than guessing from initial letters, context &  pictures).  She
persisted with the pure phonics approach and  enlisted the help of a puppet
who needed their help in learning to  read, and who does 'naughty' things
like snatching the card from them  with the word on that they have
succesfully 'blended' (which should  have been theirs to keep...) They did,
with constant practice, 'get  it'.  She has found this 'fun' approach very
successful.

  Maggie

Anusianena at aol.com wrote:           
  The problem with asking for help in a 2-line email is that of course I
cannot go into everything that has been done before or is being done now.

  I just wanted some advice along the lines of "well, when we had some
children with these difficulties we tried "x" and it really helped" - and
many   thanks to those of you who came back with really practical
suggestions - you are   all worth your weight in gold!

  Sorry, I don't have the energy to go into great detail - we use largely JP
in reception.  Why should we want to confuse children about the process of
reading?  "Work on them" is precisely what we are trying to do.  Using
whole word strategies we are trying to give them alternatives as their
phonological skills are very poor.  We will continue to work to develop
these - of course.

  They do not "get" the word when we try saying the phonemes more   rapidly.
Did you ever hear that clip from a radio quiz show where the   answer was
"potato" and the DJs told the contestant to blend "pot - 8 - toe" and   she
simply could not do it - it was very funny to listen to but no matter how
fast she tried to say it, she could not hear the blended word.  Well,
likewise our children - they just repeat the sounds faster and faster, but
phonemes remain discrete.

  Just hoping someone will share ideas that have worked for them.

  Thank you.

---------------------------------
Save time, find those important emails with search capabilities for scanning
your inbox and folders. Get Yahoo! Mail

------------------------------

Message: 16
Date: Mon, 2 Oct 2006 00:16:35 +0100
From: "dolfrog" <dolfrog at tiscali.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "'Philip MacMillan'" <P.Macmillan at exeter.ac.uk>,
	<Anusianena at aol.com>,	<maizie2004 at yahoo.co.uk>,
	<sfawcitt at dsl.pipex.com>,	<senco-forum at lists.becta.org.uk>
Message-ID: <54l68l$6h1bn3 at mk-ironport-4.mail.uk.tiscali.com>
Content-Type: text/plain;	charset="us-ascii"

Hi Phil

May be you need to consult an educational audiologist if you can find one,
but there are a group you have ignore those who have problems with phones of
any sort, and are visual learners. And would prefer a whole word approach to
learning to read.

The government has only ever used market research techniques for any
research regarding reading etc, and has never ever used any rigorous
scientific research on this topic, and the Famous Clackmannanshire research
project was so flawed it was purely a market research project like those
used for most soap powders.

If they are serious about these issues then proper controls need to be used,
under rigorous scientific scrutiny to have any validity. All reading
programs must be included, and all children natural or adopted learning
styles included in the trials should be defined. There would also be a need
for a definition of the Task of reading, the skills required to be learnt,
and some understanding of how these skills interact. Then and only then can
you start recommending one program or another to help resolve any one set of
problems.

Phonological problems may not be curable especially if they are caused by
APD, and even the government is realising that these are the main problems
for many who have the dyslexic symptoms. 
What really needs to be done is to have a multi-disciplined working in each
county to work on these issues from all aspects and not just one profession
who do not have all the necessary expertise on the whole range of issues
involved.

Best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Philip
MacMillan
Sent: Sunday, October 01, 2006 10:30 PM
To: Anusianena at aol.com; maizie2004 at yahoo.co.uk; sfawcitt at dsl.pipex.com;
senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Y1 phonological awareness

To properly understand reading development requires some knowledge of how we
produce and perceive speech as print is spoken and heard speech put on
paper. The Motor Theory of Speech Perception explains much of the findings
from research in the area of speech perception and production and also
through the connections between print and speech much of reading
difficulties, see Liberman (1997) for a concise explication of the Motor
theory or type into Google John Skoyles who is another good source of
information on the same subject.  Briefly the Motor Theory holds that speech
is perceived and processed not on the basis of acoustic parameters as might
be thought (good old common? sense) but on the basis of manner and place of
articulation (where and how it is made, for example voiced / unvoiced /
affricative / plosive / nasal etc.) so when you deal with incoming speech
your speech production mechamism is working out what it would have to do to
make the same sounds but at the neurological level before muscle movements
are invoked else it would be far too slow and confusing, just try orally
shadowing incoming speech you will find that your comprehension will all but
disappear and you will start falling behind .  In short speech is perceived
throught the mechanisms of its production.   The Motor Theory fits much of
the empirical data from speech production and perception research.  Nature
as always is economical and it is a fact that there are fewer sources of
difference between speakers in terms of articulatory cues and processes than
in  terms of the acoustic cues and processes.  We all make the same sounds
in the same ways even though acoustically they might differ (gender, age,
size accent etc.) this is why you have to teach your speech recogntion
programme to recognize your voice and even then it keeps getting it wrong,
three year olds do not.

The evidence from speech development is that segmenting is easier than
blending, if you say the word the motor programme involved has already
executed and there will be some residual feedback available from this
process to the speaker, all hearing speakers monitor their speech by the
synchrony between what their mouths are doing and what their ears are
hearing, each speaker is also a listener to themselves, introduce a 50 - 250
miilisecond delay between what is said and what is heard and speech will
deteriorate and disappear very rapidly).

We perceive and produce speech in syllables not phonemes but our writing
system is based on the phoneme so phonological awareness and the capacity to
discriminate and categorize speech sounds at the level of the phoneme is a
sine qua non of literacy development but not in speech development and
children have been dealing with spoken and heard speech for five years or so
before they are introduced to print.  The problem for some beginning readers
is that the phonemes are co- articulated within the syllable and this makes
it diffiicult for those individuals to easily identify the boundaries so
that they can then map them to the grapheme.  It is children with this type
of difficulty who may have problems in dealing with phonic drill type
exercises and approaches such as synthetic phonics and Toe by Toe.  So
before The Man From The Ministry sends THEM after me, most children will
learn well enough with synthetic phonics.  The trick is to identify those
who will have difficulties in phonemic analysis and teach then via explicit
analytic phonics but as they have displayed problems when working with
another's voice (else they would not be having problems with synthetic
phonics) then why not teach them through the medium of their own voice, that
way they do not have to translate the incoming voice and also have access to
all the sources of feedback from their own voice making the word / syllable
/ phoneme.  It may be this simple trick that will allow them to absorb the
idea that words and syllables are made up from phonemes by getting them to
pay close attention to what their voice is doing when they speak.  Remember
also that the child will be listening to his/ her bone conducted voice but
to your air conducted voice and trying to match the two this may make it
difficult for him to monitor his speech in same way as you do as you are
dealing with his /her air voice which is very different from their bone
voice and it is the bone voice that is used to monitor speech, an example of
the presence of the bone voice may be found in second langauge learning, you
may well think that your accent is fine as you are monitoring it from the
inside as it were whereas the listener is hearing a very different set of
sounds, this is why langauge lab gear is twin track so that you can hear
your air voice and match it against the teacher's model.   Speech is a skill
acquired simply through exposure to adult models of speech, reading and
writing are unnatural and need to be explicity taught and it requires much
effort on the part of the learner to do this, those with problems in the
discrimination and categorization of speech sounds will find it even harder.
If you want more detail on working with the child's own voice contact me off
list.

Philip EP

Refs

Liberman A.M. (1997) "How Theories of Speech Affect Research in Reading and
Writing"  In Benita Blachman (Ed.) Foundations of Reading Acqusition and
Dyslexia. Mahwah NJ. Lawrence Erlbaum Associates.
----- Original Message ----- 
From: <Anusianena at aol.com>
To: <maizie2004 at yahoo.co.uk>; <sfawcitt at dsl.pipex.com>;
<senco-forum at lists.becta.org.uk>
Sent: Sunday, October 01, 2006 8:44 PM
Subject: Re: [senco-forum] Y1 phonological awareness

>
> The problem with asking for help in a 2-line email is that of course I
> cannot go into everything that has been done before or is being done now.
>
> I just wanted some advice along the lines of "well, when we had some
> children with these difficulties we tried "x" and it really helped" - and
many
> thanks to those of you who came back with really practical suggestions -
you are
> all worth your weight in gold!
>
> Sorry, I don't have the energy to go into great detail - we use largely JP
> in reception.  Why should we want to confuse children about the process of
> reading?  "Work on them" is precisely what we are trying to do.  Using
whole
> word strategies we are trying to give them alternatives as their
phonological
> skills are very poor.  We will continue to work to develop  these - of
course.
>
> They do not "get" the word when we try saying the phonemes more  rapidly.
> Did you ever hear that clip from a radio quiz show where the  answer was
> "potato" and the DJs told the contestant to blend "pot - 8 - toe" and  she
simply
> could not do it - it was very funny to listen to but no matter how  fast
she
> tried to say it, she could not hear the blended word.  Well,  likewise our
> children - they just repeat the sounds faster and faster, but  phonemes
remain
> discrete.
>
> Just hoping someone will share ideas that have worked for them.
>
> Thank you.
>
>
> ---
> avast! Antivirus: Inbound message clean.
> Virus Database (VPS): 0639-4, 29/09/2006
> Tested on: 01/10/2006 21:07:23
> avast! - copyright (c) 1988-2006 ALWIL Software.
> http://www.avast.com
>
>
>

---
avast! Antivirus: Outbound message clean.
Virus Database (VPS): 0639-4, 29/09/2006
Tested on: 01/10/2006 22:30:13
avast! - copyright (c) 1988-2006 ALWIL Software.
http://www.avast.com

------------------------------

Message: 17
Date: Mon, 2 Oct 2006 00:34:26 +0100
From: "dolfrog" <dolfrog at tiscali.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "'Philip MacMillan'" <P.Macmillan at exeter.ac.uk>,
	<Anusianena at aol.com>,	<maizie2004 at yahoo.co.uk>,
	<sfawcitt at dsl.pipex.com>,	<senco-forum at lists.becta.org.uk>
Message-ID: <54l68l$6h1dj9 at mk-ironport-4.mail.uk.tiscali.com>
Content-Type: text/plain;	charset="us-ascii"

Hi Phil

I forgot to mention APD has nothing to do with motor issues, and yet it has
more to do with phonological problems than the issues you mentioned

Best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Philip
MacMillan
Sent: Sunday, October 01, 2006 10:30 PM
To: Anusianena at aol.com; maizie2004 at yahoo.co.uk; sfawcitt at dsl.pipex.com;
senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Y1 phonological awareness

To properly understand reading development requires some knowledge of how we
produce and perceive speech as print is spoken and heard speech put on
paper. The Motor Theory of Speech Perception explains much of the findings
from research in the area of speech perception and production and also
through the connections between print and speech much of reading
difficulties, see Liberman (1997) for a concise explication of the Motor
theory or type into Google John Skoyles who is another good source of
information on the same subject.  Briefly the Motor Theory holds that speech
is perceived and processed not on the basis of acoustic parameters as might
be thought (good old common? sense) but on the basis of manner and place of
articulation (where and how it is made, for example voiced / unvoiced /
affricative / plosive / nasal etc.) so when you deal with incoming speech
your speech production mechamism is working out what it would have to do to
make the same sounds but at the neurological level before muscle movements
are invoked else it would be far too slow and confusing, just try orally
shadowing incoming speech you will find that your comprehension will all but
disappear and you will start falling behind .  In short speech is perceived
throught the mechanisms of its production.   The Motor Theory fits much of
the empirical data from speech production and perception research.  Nature
as always is economical and it is a fact that there are fewer sources of
difference between speakers in terms of articulatory cues and processes than
in  terms of the acoustic cues and processes.  We all make the same sounds
in the same ways even though acoustically they might differ (gender, age,
size accent etc.) this is why you have to teach your speech recogntion
programme to recognize your voice and even then it keeps getting it wrong,
three year olds do not.

The evidence from speech development is that segmenting is easier than
blending, if you say the word the motor programme involved has already
executed and there will be some residual feedback available from this
process to the speaker, all hearing speakers monitor their speech by the
synchrony between what their mouths are doing and what their ears are
hearing, each speaker is also a listener to themselves, introduce a 50 - 250
miilisecond delay between what is said and what is heard and speech will
deteriorate and disappear very rapidly).

We perceive and produce speech in syllables not phonemes but our writing
system is based on the phoneme so phonological awareness and the capacity to
discriminate and categorize speech sounds at the level of the phoneme is a
sine qua non of literacy development but not in speech development and
children have been dealing with spoken and heard speech for five years or so
before they are introduced to print.  The problem for some beginning readers
is that the phonemes are co- articulated within the syllable and this makes
it diffiicult for those individuals to easily identify the boundaries so
that they can then map them to the grapheme.  It is children with this type
of difficulty who may have problems in dealing with phonic drill type
exercises and approaches such as synthetic phonics and Toe by Toe.  So
before The Man From The Ministry sends THEM after me, most children will
learn well enough with synthetic phonics.  The trick is to identify those
who will have difficulties in phonemic analysis and teach then via explicit
analytic phonics but as they have displayed problems when working with
another's voice (else they would not be having problems with synthetic
phonics) then why not teach them through the medium of their own voice, that
way they do not have to translate the incoming voice and also have access to
all the sources of feedback from their own voice making the word / syllable
/ phoneme.  It may be this simple trick that will allow them to absorb the
idea that words and syllables are made up from phonemes by getting them to
pay close attention to what their voice is doing when they speak.  Remember
also that the child will be listening to his/ her bone conducted voice but
to your air conducted voice and trying to match the two this may make it
difficult for him to monitor his speech in same way as you do as you are
dealing with his /her air voice which is very different from their bone
voice and it is the bone voice that is used to monitor speech, an example of
the presence of the bone voice may be found in second langauge learning, you
may well think that your accent is fine as you are monitoring it from the
inside as it were whereas the listener is hearing a very different set of
sounds, this is why langauge lab gear is twin track so that you can hear
your air voice and match it against the teacher's model.   Speech is a skill
acquired simply through exposure to adult models of speech, reading and
writing are unnatural and need to be explicity taught and it requires much
effort on the part of the learner to do this, those with problems in the
discrimination and categorization of speech sounds will find it even harder.
If you want more detail on working with the child's own voice contact me off
list.

Philip EP

Refs

Liberman A.M. (1997) "How Theories of Speech Affect Research in Reading and
Writing"  In Benita Blachman (Ed.) Foundations of Reading Acqusition and
Dyslexia. Mahwah NJ. Lawrence Erlbaum Associates.
----- Original Message ----- 
From: <Anusianena at aol.com>
To: <maizie2004 at yahoo.co.uk>; <sfawcitt at dsl.pipex.com>;
<senco-forum at lists.becta.org.uk>
Sent: Sunday, October 01, 2006 8:44 PM
Subject: Re: [senco-forum] Y1 phonological awareness

>
> The problem with asking for help in a 2-line email is that of course I
> cannot go into everything that has been done before or is being done now.
>
> I just wanted some advice along the lines of "well, when we had some
> children with these difficulties we tried "x" and it really helped" - and
many
> thanks to those of you who came back with really practical suggestions -
you are
> all worth your weight in gold!
>
> Sorry, I don't have the energy to go into great detail - we use largely JP
> in reception.  Why should we want to confuse children about the process of
> reading?  "Work on them" is precisely what we are trying to do.  Using
whole
> word strategies we are trying to give them alternatives as their
phonological
> skills are very poor.  We will continue to work to develop  these - of
course.
>
> They do not "get" the word when we try saying the phonemes more  rapidly.
> Did you ever hear that clip from a radio quiz show where the  answer was
> "potato" and the DJs told the contestant to blend "pot - 8 - toe" and  she
simply
> could not do it - it was very funny to listen to but no matter how  fast
she
> tried to say it, she could not hear the blended word.  Well,  likewise our
> children - they just repeat the sounds faster and faster, but  phonemes
remain
> discrete.
>
> Just hoping someone will share ideas that have worked for them.
>
> Thank you.
>
>
> ---
> avast! Antivirus: Inbound message clean.
> Virus Database (VPS): 0639-4, 29/09/2006
> Tested on: 01/10/2006 21:07:23
> avast! - copyright (c) 1988-2006 ALWIL Software.
> http://www.avast.com
>
>
>

---
avast! Antivirus: Outbound message clean.
Virus Database (VPS): 0639-4, 29/09/2006
Tested on: 01/10/2006 22:30:13
avast! - copyright (c) 1988-2006 ALWIL Software.
http://www.avast.com

------------------------------

Message: 18
Date: Mon, 2 Oct 2006 01:03:58 +0100
From: "dolfrog" <dolfrog at tiscali.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: <Anusianena at aol.com>,	<senco-forum at lists.becta.org.uk>
Message-ID: <55rtb3$6638op at mk-smarthost-2.mail.uk.tiscali.com>
Content-Type: text/plain;	charset="us-ascii"

Hi Anusia

Away from all of the mantras and longwinded explanations.

You may find some practical advice from some who have found solutions for
these types of problems.

Have a look at the links below
http://www.learningstyles.apduk.org/vslteachread.htm 

http://www.learningstyles.apduk.org/vsl_lks_reading.htm 

http://www.learningstyles.apduk.org/vsl_lks_spell.htm 

http://www.learningstyles.apduk.org/vslwholeword.htm 

and an article that puts much of this in perspective

http://www.learningstyles.apduk.org/powerofvt1.htm 

All of the above are the APD friendly versions of these articles, the
original pdf files can be downloaded from
http://www.learningstyles.apduk.org/powerofvt1.htm 
in the Visual Spatial Learner section

best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: Sunday, October 01, 2006 1:25 PM
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Y1 phonological awareness

Dear all
We have a group of children in y1 who are having great difficulties with  
blending - they simply "do not get it".  Difficulties include possible ASD
(2 
awaiting assessment), language delay and EAL.

Clearly they have weak phonological awareness and we will be looking at
ways 
to develop their skills, as well as using whole word and onset and rime  
strategies.  Does anyone have good ideas for activities / games which could
be 
used by a TA in a small group, or alternatively just some further  advice...

Many thanks.

Anusia
Primary SENCO
(actually now called "inclusion manager" but that somehow doesn't explain  
what we all do!)

------------------------------

Message: 19
Date: Mon, 2 Oct 2006 07:30:32 +0100
From: "Allyson Bremner" <a.bremner at oratory.co.uk>
Subject: RE: [senco-forum] Y1 phonological awareness
To: "Philip MacMillan" <P.Macmillan at exeter.ac.uk>,
	<Anusianena at aol.com>,	<maizie2004 at yahoo.co.uk>,
	<sfawcitt at dsl.pipex.com>,	<senco-forum at lists.becta.org.uk>
Message-ID:
	<13E6F935874BB342A23DA675A96416A7013D8D86 at ermintrude.oratory.internal>
Content-Type: text/plain;	charset="utf-8"

Thank you so much for that Philip.  This is one I shall print off and keep.  Ally

	-----Original Message----- 
	From: senco-forum-bounces at lists.becta.org.uk on behalf of Philip MacMillan 
	Sent: Sun 01/10/2006 22:30 
	To: Anusianena at aol.com; maizie2004 at yahoo.co.uk; sfawcitt at dsl.pipex.com; senco-forum at lists.becta.org.uk 
	Cc: 
	Subject: Re: [senco-forum] Y1 phonological awareness

	To properly understand reading development requires some knowledge of how we
	produce and perceive speech as print is spoken and heard speech put on
	paper. The Motor Theory of Speech Perception explains much of the findings
	from research in the area of speech perception and production and also
	through the connections between print and speech much of reading
	difficulties, see Liberman (1997) for a concise explication of the Motor
	theory or type into Google John Skoyles who is another good source of
	information on the same subject.  Briefly the Motor Theory holds that speech
	is perceived and processed not on the basis of acoustic parameters as might
	be thought (good old common? sense) but on the basis of manner and place of
	articulation (where and how it is made, for example voiced / unvoiced /
	affricative / plosive / nasal etc.) so when you deal with incoming speech
	your speech production mechamism is working out what it would have to do to
	make the same sounds but at the neurological level before muscle movements
	are invoked else it would be far too slow and confusing, just try orally
	shadowing incoming speech you will find that your comprehension will all but
	disappear and you will start falling behind .  In short speech is perceived
	throught the mechanisms of its production.   The Motor Theory fits much of
	the empirical data from speech production and perception research.  Nature
	as always is economical and it is a fact that there are fewer sources of
	difference between speakers in terms of articulatory cues and processes than
	in  terms of the acoustic cues and processes.  We all make the same sounds
	in the same ways even though acoustically they might differ (gender, age,
	size accent etc.) this is why you have to teach your speech recogntion
	programme to recognize your voice and even then it keeps getting it wrong,
	three year olds do not.

	The evidence from speech development is that segmenting is easier than
	blending, if you say the word the motor programme involved has already
	executed and there will be some residual feedback available from this
	process to the speaker, all hearing speakers monitor their speech by the
	synchrony between what their mouths are doing and what their ears are
	hearing, each speaker is also a listener to themselves, introduce a 50 - 250
	miilisecond delay between what is said and what is heard and speech will
	deteriorate and disappear very rapidly).

	We perceive and produce speech in syllables not phonemes but our writing
	system is based on the phoneme so phonological awareness and the capacity to
	discriminate and categorize speech sounds at the level of the phoneme is a
	sine qua non of literacy development but not in speech development and
	children have been dealing with spoken and heard speech for five years or so
	before they are introduced to print.  The problem for some beginning readers
	is that the phonemes are co- articulated within the syllable and this makes
	it diffiicult for those individuals to easily identify the boundaries so
	that they can then map them to the grapheme.  It is children with this type
	of difficulty who may have problems in dealing with phonic drill type
	exercises and approaches such as synthetic phonics and Toe by Toe.  So
	before The Man From The Ministry sends THEM after me, most children will
	learn well enough with synthetic phonics.  The trick is to identify those
	who will have difficulties in phonemic analysis and teach then via explicit
	analytic phonics but as they have displayed problems when working with
	another's voice (else they would not be having problems with synthetic
	phonics) then why not teach them through the medium of their own voice, that
	way they do not have to translate the incoming voice and also have access to
	all the sources of feedback from their own voice making the word / syllable
	/ phoneme.  It may be this simple trick that will allow them to absorb the
	idea that words and syllables are made up from phonemes by getting them to
	pay close attention to what their voice is doing when they speak.  Remember
	also that the child will be listening to his/ her bone conducted voice but
	to your air conducted voice and trying to match the two this may make it
	difficult for him to monitor his speech in same way as you do as you are
	dealing with his /her air voice which is very different from their bone
	voice and it is the bone voice that is used to monitor speech, an example of
	the presence of the bone voice may be found in second langauge learning, you
	may well think that your accent is fine as you are monitoring it from the
	inside as it were whereas the listener is hearing a very different set of
	sounds, this is why langauge lab gear is twin track so that you can hear
	your air voice and match it against the teacher's model.   Speech is a skill
	acquired simply through exposure to adult models of speech, reading and
	writing are unnatural and need to be explicity taught and it requires much
	effort on the part of the learner to do this, those with problems in the
	discrimination and categorization of speech sounds will find it even harder.
	If you want more detail on working with the child's own voice contact me off
	list.

	Philip EP

	Refs

	Liberman A.M. (1997) "How Theories of Speech Affect Research in Reading and
	Writing"  In Benita Blachman (Ed.) Foundations of Reading Acqusition and
	Dyslexia. Mahwah NJ. Lawrence Erlbaum Associates.
	----- Original Message -----
	From: <Anusianena at aol.com>
	To: <maizie2004 at yahoo.co.uk>; <sfawcitt at dsl.pipex.com>;
	<senco-forum at lists.becta.org.uk>
	Sent: Sunday, October 01, 2006 8:44 PM
	Subject: Re: [senco-forum] Y1 phonological awareness

	>
	> The problem with asking for help in a 2-line email is that of course I
	> cannot go into everything that has been done before or is being done now.
	>
	> I just wanted some advice along the lines of "well, when we had some
	> children with these difficulties we tried "x" and it really helped" - and
	many
	> thanks to those of you who came back with really practical suggestions -
	you are
	> all worth your weight in gold!
	>
	> Sorry, I don't have the energy to go into great detail - we use largely JP
	> in reception.  Why should we want to confuse children about the process of
	> reading?  "Work on them" is precisely what we are trying to do.  Using
	whole
	> word strategies we are trying to give them alternatives as their
	phonological
	> skills are very poor.  We will continue to work to develop  these - of
	course.
	>
	> They do not "get" the word when we try saying the phonemes more  rapidly.
	> Did you ever hear that clip from a radio quiz show where the  answer was
	> "potato" and the DJs told the contestant to blend "pot - 8 - toe" and  she
	simply
	> could not do it - it was very funny to listen to but no matter how  fast
	she
	> tried to say it, she could not hear the blended word.  Well,  likewise our
	> children - they just repeat the sounds faster and faster, but  phonemes
	remain
	> discrete.
	>
	> Just hoping someone will share ideas that have worked for them.
	>
	> Thank you.
	>
	>
	> ---
	> avast! Antivirus: Inbound message clean.
	> Virus Database (VPS): 0639-4, 29/09/2006
	> Tested on: 01/10/2006 21:07:23
	> avast! - copyright (c) 1988-2006 ALWIL Software.
	> http://www.avast.com
	>
	>
	>

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Message: 20
Date: Mon, 02 Oct 2006 09:59:15 +0100
From: "webmaster at aylesburyvale-sec.bucks.sch.uk"
	<webmaster at aylesburyvale-sec.bucks.sch.uk>
Subject: Re: [senco-forum] SEBD long help please
To: lynn_harvey at blueyonder.co.uk,senco-forum at lists.becta.org.uk
Message-ID: <4520d4e3.204.cd0.23167 at aylesburyvale-sec.bucks.sch.uk>
Content-Type: text/plain; charset="iso-8859-1"

Just some questions:

Has he been referred for statutory assessment?
If so what was the outcome?
Does he have a statement? If so it clearly is not meeting
his needs and needs reviewing.

I would really advise to avoid any kind of restraint. This
is a very specialist area of expertise requiring lengthy
training. If a child is so bad that they need regular
restraint (for their own safety and that of others) and
you've tried every thing else in the book then a mainstream
school probably isn't appropriate provision at this point in
time.

I am all for inclusion but there is a point when a primary
school has to accept the fact that it cannot provide the
level of specialist provision available at a BESD special
school. (I hope that doesn't come across as patronising)

Just initial thoughts.

Mark

----- Original Message -----
From: lynn_harvey at blueyonder.co.uk
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] SEBD long help please
Date: 01-Oct-2006 18:33:28 +0100

> Help if you can.This is quite long.
> We have a boy just gone in to Yr3, June birthday, big for
> his age. He has caused huge problems at home with his
> behaviour since reception year. At school, a steady
> decline since the beginning of Y2. We have has support
> from our KS1 Behaviour Support team, and every other
> agency you can think of Parent partnership, social
> services, Ed Psyc, Clinical Psyc, CAMHS,local parent
> support charity, offer of Webster Stratton training for
> mum - she didn't feel able to take this up. Accident at
> home, Cp issues, parents split up. He has been screened
> for everything we can think of. In desperation CAMHS are
> thinking of trying Ritalin. This child is taking up at
> least 20% of my time. Current situation is difficult. High
> level disruption, loud shouting, oppositional behaviours,
> insults and abuse, climbing both in in and outside school,
> running around shouting etc. In short, we are at a loss.
> Has been referred to PRU - but full of permenantly
> excluded children, so no places and waiting list closed.
> Have managed to get PRU outreach support for two, one hour
> sessions a week. Have tried lots of strategies based on
> rewards/sanctions. On top of that we have a new head
> teacher who is great, but a little taken aback. Child is
> staying with dad for 4 days whilst mum has to do some
> other things which cannot wait. So I have 4 days to try
> and think of a way forward. Forgot to say he is taught by
> 3 staff each day, due to the way KS2 swap teachers for Lit
> num and foundation subjects. I don't think this is at all
> good for him - but in the short term cannot change it. Has
> anyone else dealt with this successfully? As he walks
> through the classroom door shouting - 'you can't get me -
> too late ha ha ha' I think we are approaching either
> restraint, exclusion or bot ! - Would much rather avoid
> both of these. I need to have a structure in place to
> support both him and the teachers. He does like helping in
> nursery, but the poor nursery teacher has enough on her
> plate. Any advice or suggestions of useful resources or
> web sites would be welcome. Thanks for reading this -
> don't judge us too harshly, there are reasons I can't
> discuss which have led to this situation getting to this
> stage. Thanks in advance. Lynn .
> 
> 
> 
> 
> ==========================================================
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--
Mark Norwood
www.avssc.org

----------------------------------------
Thought:
A higher percentage of eggs sold are from free range hens 
than the percentage of Tea bags sold are Fairtrade.
Conclusion: We live in a century where people are more
concerned
about the welfare of chickens than they are the welfare of
people.
PLEASE BUY FAIRTRADE!
----------------------------------------

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 This email has been sent from the Bucks LEA. If you have 
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Message: 21
Date: Mon, 02 Oct 2006 10:02:03 +0100
From: "webmaster at aylesburyvale-sec.bucks.sch.uk"
	<webmaster at aylesburyvale-sec.bucks.sch.uk>
Subject: Re: [senco-forum] Interview questions
To: Grace Higney
	<grace_higney at yahoo.co.uk>,senco-forum at lists.becta.org.uk
Message-ID: <4520d58b.2de.7d4.26659 at aylesburyvale-sec.bucks.sch.uk>
Content-Type: text/plain; charset="iso-8859-1"

From: Grace Higney <grace_higney at yahoo.co.uk>
>   I have an interview coming up for a secondary SENCO. Any
> advice on possible questions I may be asked?

The 'Every Child Matters' agenda is bound to be writ BIG.

Also provision mapping may well come up.

Mark

--
Mark Norwood
www.avssc.org

----------------------------------------
Thought:
A higher percentage of eggs sold are from free range hens 
than the percentage of Tea bags sold are Fairtrade.
Conclusion: We live in a century where people are more
concerned
about the welfare of chickens than they are the welfare of
people.
PLEASE BUY FAIRTRADE!
----------------------------------------

========================================================================
 This email has been sent from the Bucks LEA. If you have 
 cause for complaint regarding the content of this email please contact
                        abuse at bucksgfl.org.uk
========================================================================

------------------------------

Message: 22
Date: Mon, 2 Oct 2006 11:47:19 +0100 (BST)
From: lynn_harvey at blueyonder.co.uk
Subject: [senco-forum] SEBD help thanks
To: senco-forum at lists.becta.org.uk
Message-ID: <58584.217.33.207.195.1159786039.squirrel at 217.33.207.195>
Content-Type: text/plain;charset=iso-8859-1

Dear all,

Thank you for your help and support. It helps to know that you are all out
there and listening. I'm now trying to put together a programme for the
child, and will explain it to him and his mum when he comes back on
Friday. Have been taking photos so I can do a visual timetable, short
tasks, away from distractions, rewards in the form of visits to nursery,
and cleaning/feeding the snails I have in my room. Next move is to get
some stick insects for him to look after - some responsibility. Thinking
also about teaching him to play the resorder.

Thanks everyone.
Lynn

End of senco-forum Digest, Vol 37, Issue 2
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