置顶推文
“If we are going to teach children how their writing system works, we need to teach them the interrelation of morphology, phonology, and etymology."
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Stephanie Ruston
8.7K posts
Stephanie Ruston
@Spell2Read
Helping kids build knowledge and understanding for spelling and reading. #Orthography #Phonology #Morphology #Etymology #StructuredWordInquiry #Dyslexia
Escondido, CA 加入时间 Kasım 2016
852 关注1.4K 粉丝
@ged10 @ReadingShift @NickieSimonetti @londonjohn9 @catteach @mazst @DoctorSam7 @JohnBaldLangLit @dylanwiliam @ManYanaEd @CuriousReader13 @dmounty14 @ray42164 @DrMPaff @GovTutor @ReadingShanahan @SaraJPeden @jeffrey_bowers @KirstenDuncombe @jdtdobson @teachforever54 @rfarmer27 @annarzepeckaka1 @DrMaryHoward @borneo_pete @buckingham_j @nellkduke Are you arguing that kids should not study the English writing system until they have been programmed to treat it as a code for speech, a bad explanation of how written English works?
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@Spell2Read @ReadingShift @NickieSimonetti @londonjohn9 @catteach @mazst @DoctorSam7 @JohnBaldLangLit @dylanwiliam @ManYanaEd @CuriousReader13 @dmounty14 @ray42164 @DrMPaff @GovTutor @ReadingShanahan @SaraJPeden @jeffrey_bowers @KirstenDuncombe @jdtdobson @teachforever54 @rfarmer27 @annarzepeckaka1 @DrMaryHoward @borneo_pete @buckingham_j @nellkduke Initial instruction focusing on attention to transparent sound-letter relationship... before intro. code complexities. A tiny % of carefully selected complex code is beneficial but too many elements confuse ch. who struggle.
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Nice peek into Sam Bommarito's post into Sam's upcoming presentation: Reading Recovery is a viable, balanced approach to literacy. I'm excited to be presenting/attending Lit Con 2022 so I'll have an opportunity to see all of the presentations:
@DoctorSam7
doctorsam7.blog/2021/08/28/rea…
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@ged10 @ReadingShift @NickieSimonetti @londonjohn9 @catteach @mazst @DoctorSam7 @JohnBaldLangLit @dylanwiliam @ManYanaEd @CuriousReader13 @dmounty14 @ray42164 @DrMPaff @GovTutor @ReadingShanahan @SaraJPeden @jeffrey_bowers @KirstenDuncombe @jdtdobson @teachforever54 @rfarmer27 @annarzepeckaka1 @DrMaryHoward @borneo_pete @buckingham_j @nellkduke Will you please explain what you mean by "1st stages"?
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@ReadingShift @NickieSimonetti @Spell2Read @londonjohn9 @catteach @mazst @DoctorSam7 @JohnBaldLangLit @dylanwiliam @ManYanaEd @CuriousReader13 @dmounty14 @ray42164 @DrMPaff @GovTutor @ReadingShanahan @SaraJPeden @jeffrey_bowers @KirstenDuncombe @jdtdobson @teachforever54 @rfarmer27 @annarzepeckaka1 @DrMaryHoward @borneo_pete @buckingham_j @nellkduke Yes, if scrupulous attention paid to sequencing & rigorous decoding practice in lst stages (inc.extended period for ch with reading difficulties). Preference for instruction incorporated w.lively,empathetic storytelling- requires wide knowledge of alphabet code+consistent inst.
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Stephanie Ruston 已转推
To say you can predict the future is to say there will be no new ideas.
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“Understanding a word’s structure and then spelling the word by announcing its morphemes is a more reliable strategy for spelling than sounding it out or judging the word on its looks.” @MaryBethSteve18 mbsteven.edublogs.org/2023/05/28/tri…
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Isn’t their work amazing? Check out the tools they use to deepen their understanding of the writing system, identify and correct errors in their current thinking, and create explanatory knowledge for reading and spelling.
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These lucky learners are studying the English writing system, investigating “tricky” words to discover their relatives, elements, and units.
mbsteven.edublogs.org/2023/05/28/tri…
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@JSerravallo @NateJoseph19 Hi Jennifer. I agree that there are several strategies for word reading that are not MSV.
Did the research that you shared also look at peeling off known affixes (to reveal the base element) as a word-level action that readers can take?
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@NateJoseph19 I sent some peer reviewed research to your email a while back that looked at strategies for word reading that are not MSV. If you define "strategy" as an "active process" then things like successive vs continuous blending are examples of word-level actions readers can take.
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“Done properly, it is scientifically evidence-based practice. Petscher et al. (2020) include comprehension strategies among the set of practices that have “compelling evidence in the science of reading” for younger and older students (p. 5).” Yup. Knowledge + strategies. Both/and
Nate Joseph@NateJoseph19
Great article by @buckingham_j fivefromfive.com.au/blog/dont-disc…
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@LinguisticsGirl Happy Anniversary! I'm glad you are here. I've learned a lot from your tweets and website. Thank you!
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Linguistics Girl has been on Twitter for 10 years! The website started in September 2011. #MyTwitterAnniversary
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“The fact that the grapheme <t> in act and action maps onto different pronunciations is not evidence of a poor spelling system; rather, it is evidence that English spelling encodes morphology in a consistent manner.” cpb-eu-w2.wpmucdn.com/blogs.bristol.…
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Morphological analysis tools such as word sums and matrices provide a useful structure for helping kids to think about word pronunciations and meanings #sthash.3N5pIOzY.dpbs" target="_blank" rel="nofollow noopener">shanahanonliteracy.com/blog/what-shou…
Mr Leyshon@RyonWLeyshon
Looking at how words containing a shared base change as other morphemes are added/removed will not only solidify core spelling patterns but also draw attention to how the phonological aspects of a word can change even when the spelling remains constant within these word families.
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@TimRasinski1 @DrMPaff @rrcna_org @plthomasEdD Tim Shanahan warns of this very real potential to harm, noting that he has been hearing from many teachers whose schools have severely cut back on critical aspects of reading instruction to facilitate phonics coverage. #sthash.vaAqTyUB.YAdhqEeF.dpbs" target="_blank" rel="nofollow noopener">shanahanonliteracy.com/blog/more-on-h…
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@DrMPaff @rrcna_org @plthomasEdD It has the potential to harm when it takes up all the instructional oxygen so that other critical competencies are neglected. A recent self report survey of primary grade teachers indicated more than 3-4 times more minutes devoted to phonics/word study per week than to fluency
Stow, OH 🇺🇸 English
@MiriamFein @jeffrey_bowers @ehanford @DeborahLynam Like phonics, SWI teaches grapheme-phoneme correspondences explicitly, but it does so in the context of morphological families to help kids understand how they work.
Going deeper than phonics, it helps kids (and their teachers) grow their knowledge of the *system* itself.
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@MiriamFein @jeffrey_bowers @ehanford @DeborahLynam To be fair, teachers and students also identify all of the graphemes in written words, mapping them to phonemes and noting how they may be pronounced differently in related words (e.g., the <t> in <act> and <action>).
Spelling words out loud is only one of several activities.
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Headlines that say 65% of kids can't read really read or 2/3 of kids struggle to read aren't accurate. Or helpful. Focus on the percentage below basic. It's pretty startling.
37 percent.
nationsreportcard.gov/ndecore/xplore…
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Note: I meant to include a link to the source for the above <act> family matrix. It's Dr. @GinaCookeLEX's work, not mine. twitter.com/GinaCookeLEX/s…
LuckyGirlLinguist💃@GinaCookeLEX
@SCESCLiteracy @eeharrington4 You can group anything in a cell that can work across that row. For example, here, I do NOT group <ion> and <ive> because *activeable and *actionly are nor possible words. But the connecting <u> can serve the words actual, actually, actuary, and actuate, so I group accordingly.
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Children can use word sums and matrices to study English words in the permanent context of their morphological families.
Mr Leyshon@RyonWLeyshon
I’d love to hear if anyone else has any ‘go-to’ spelling activities they feel help children to consider the both the phonology and morphology of words!
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“Every time we study a word in its family, we learn more about the system.” - Dr. Gina Cooke shamelessspelling.com/time-to-heal/
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These tools and activities require children to spell and read words while analyzing and considering their phonology and morphology together.
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