Thank you for your interest in Read America's From Sound to Symbol to
Meaning Dual Certification Course in our Phono-Graphix and Language
Wise methods. The course content and materials for working with new
and remedial readers draw upon theory and research in many fields.
The developers of these internationally acclaimed methods understand
that among the problems in education is a lack of cross-over from various
areas of investigation and bodies of knowledge in Psychology, Linguistics,
and Developmental Kinesiology. In 1993, they set the field of reading
research and instruction on its side with their reseach published in the
Orton Annals of Dyslexia (C. McGuinness, et al, 1993; Reading Reflex,
Simon and Schuster, 1997) in which they demonstrated standard score gains
in reading of six times that acheived by other reading methods, by
addressing the true nature of the English written code and the three
skills needed to teach such a code. In 2000, the McGuinnesses released
their Language Wise Verbal Intelligence program (Yale University Press, 2000).
The McGuinnesses latest work, From Sound to Symbol to Meaning,
brings the two methods, courses, and materials together in a seamless
format for teachers and students.
Read America's new dual certification course gives teachers tools
for teaching both Phono-Graphix and Lanauge Wise. Just as Phono-Graphix
demystified the sound-symbol relationship by addressing the true nature
of the code and the three skills needed to read it, Language Wise
takes teachers and their students one step further From Sound to Symbol to Meaning.
Four Day Course Syllabus
Day One
Address the areas of research and practice drawn upon in the theory and practice of Phono-Graphix® reading and spelling instruction.
Introduce four children and their reading scores and subscores on Phono-Graphix skills tests. These four children will be used throughout the course as a means of teaching and discussing diagnostics and clinical and classroom practice.
Again, using the four children, we look at the challenges that face them as they attempt to master the four concepts and three skills necessary to read and spell English. As we discuss these concepts and skills we look in depth at why each is required, discussing specific examples of when and how each skill is used, and exploring what the data show about correlates between segmenting and comprehension, phoneme manipulation and fluency, and blending and memory.
- Concepts
- Letters are pictures of sounds
- A sound picture is made with one or more than one letter
- There is variation in the code
- There is overlap in the code
- Skills
- segmenting
- blending
- phoneme manipulation
With a basis of understanding carefully laid, we move forward in the afternoon to discuss where each child is placed in the instructional scheme, as well as how to manage differing abilities in the same class.
The basic code level of instruction is demonstrated with a focus on good technique and specific error correction for each lesson.
The Phono-Graphix breakthrough in teaching segmenting is discussed and demonstrated in detail.
In the afternoon we discuss interpreting subskill scores to determine the length of time needed to remediate specific students. We demonstrate and practice giving the tests.
Phono-Graphix error pattern analysis is demonstrated and discussed as a diagnostic tool for determining
students’ mis-strategies. The four types of errors are covered in detail.
- Types of Errors Found in Error Pattern Analysis
- Phonological
- Phonic
- Visual
- Global
Day Two
On day two we move into blue level work, using two of our demonstration students for further coverage of diagnostics and presentation. Key lessons are demonstrated and discussed in detail with an emphasis of how each might go with students of varying abilities.
- Lessons for the instruction of Adjacent Consonant Sounds
- Blue Word Bulding
- Blue Phoneme Manipulation
- Blue Word Reading
- Advanced Code Instruction
- Discovering Reading and Mapping
Phono-Graphix error correction is discussed and demonstrated, offering specific learning theory as an argument for using errors as the instructional platform. A distinction is draw between errors that demonstrate missing
information and errors that demonstrate poor skills.
After morning break we move into an argument for moving at a fairly fast pace through the program. As a case for moving quickly through the program we use the original Phono-Graphix research published in the Orton Annals of Dyslexia, and five studies conducted since.
Phono-Graphix - a new method for remediating
reading problems, C. McGuinness, et al, vol. 46, 1996
Stacy A. Endress, Education & Treatment of Children Magazine/Journal, May 1, 2007, Volume: 30, Issue: 2.
"Dyslexia-specific brain activation profile becomes normal following successful remedial training," Author: Simos,P., et al, Neurology, vol. 58, p. 1203-1212., 2002.
Phono-Graphix - who needs additional literacy
support? An outline of research in Bristol schools.,
Support for Learning 17 (1), 34-38.; Dias, Katy & Juniper, Lynne (2002).
"Assessing the benefits of phonics intervention on hearing-impaired children's word
reading" Author: Sue Palmer, Centre for Human Communication and Deafness,
University of Manchester Deafness and Education International 2 (3), 2000 Whurr Publishers Ltd.
After lunch there is a two hour practicum for establishing
proficiency at the lessons demonstrated on days one and two.
Day Three
On day three we:
- Go over the concept of variation in more detail.
- Cover overlap in the code.
- Demonstrate how to follow directly on to Language Wise lessons during the above two lessons using the materials in your certification kit or our Imagine This materials.
- Demonstrate Word Analysis.
- Demonstrate Scratch Sheet Spelling using the materials in your kit or our Strategy for Spelling materials.
- Demonstrate through participation in a Sound Search.
Using two of our demonstration students we demonstrate and discuss the use of specific error corrections, highlighting as we proceed through the four kinds of errors students make.
- Phonological
- Phonic
- Visual
- Global
After morning break we move into discussion and demonstration, using our Imagine This kit, of how placement of materials and movement can facilitate attention, broad visual processing, and long term memory and retrieval of information.
Using Imagine This we extend sound and symbol lessons into meaning based lessons as we we demonstrate the application of orienting tasks, semantic orienting questions, and deepening-techniques for improving long term memory of difficult material.
As part of this demonstration we discuss and exemplify the importance of drawing a distinction between sound and symbol lessons and meaning lessons so that children are oriented to the specific nature of the material being presented.
Several Language Wise lessons are demonstrated:
- Connections
- Elaboration
- Stand Ins
Returning to sound and symbol we demonstrate two ways to do Scratch Sheet Spelling, with or without the Strategy for Spelling materials.
We break for lunch with a sound search of the Phono-Graphix story Lou the Moose.
After lunch we have a two hour practicum of the lessons learned today.
Day Four
On day four we explore the linguistic challenges associated with multisyllable word reading and spelling. The phonological structure of multisyllable words is discussed.
Using our demonstration students as examples we demonstrate Multisyllable Word Construction and move quickly to Multisyllable Process Spelling, using examples of how different children might respond to and be
challenged by syllable breaks, accents, and the schwa sound heard in multisyllable words.
There is an extended discussing of when and how to bring students forward from isolated sound mapping to the blended sound mapping that proficient readers do naturally.
The use of our Teen Literacy Kit and Extended Student Manual is discussed as alternative materials for working with older students.
Then moving from sound to symbol to meaning we discuss and describe the Language Wise lessons Word Detective, Elaboration, and Brainstorming.
We discuss how to access the online examination and
what the options are for Language Wise certification with the order of a Language Wise kit or the Imagine This kit.
Before lunch there is a question and answer period, opening questions for any level of instruction.
After lunch there is practicum using the advanced code and multisyllable level lessons taught on days three and four.
COURSE BROCHURE AND MATERIALS
Sound to Symbol to Meaning Dual Certification Course Exams
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