Peter J. Hatcher, Fiona J. Duff, Charles Hulme
Sound Linkage
An Integrated Programme for Overcoming Reading Difficulties
Peter J. Hatcher, Fiona J. Duff, Charles Hulme
Sound Linkage
An Integrated Programme for Overcoming Reading Difficulties
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Fully revised to reflect the latest advancements in the field, the third edition of Sound Linkage provides a guide to phonological techniques for improving the reading comprehension skills of students with reading delays and dyslexia. Based in an comprehensive 1994 study performed by the authors and updated research of the last two decades, this manual covers word and syllable identification, identification and supply of rhyming words, identification and discrimination of phonemes, and blending, segmentation, deletion, substitution, and transposition of phonemes within words. Teachers, child…mehr
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Fully revised to reflect the latest advancements in the field, the third edition of Sound Linkage provides a guide to phonological techniques for improving the reading comprehension skills of students with reading delays and dyslexia. Based in an comprehensive 1994 study performed by the authors and updated research of the last two decades, this manual covers word and syllable identification, identification and supply of rhyming words, identification and discrimination of phonemes, and blending, segmentation, deletion, substitution, and transposition of phonemes within words. Teachers, child psychologists, and special education needs coordinators will benefit from the book's thorough coverage, photocopiable record sheets, and appendix of additional activities for students.
The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children's reading books.
This third edition has been revised throughout to include the latest developments in the field
These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age
All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning
The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
The updated edition of this successful resource has been developed to support children with reading delays and dyslexia. It contains a phonological training programme, an explanation of how this programme can be embedded within a broader reading intervention, a standardized test of phonological awareness and a methodology to grade children's reading books.
This third edition has been revised throughout to include the latest developments in the field
These resources have been used with a wide range of children and found to be suitable for use with any reading-delayed children, irrespective of cognitive ability and age
All activities are accompanied by a set of photocopiable record sheets, a set of pictures, and an appendix of additional activities useful in helping children master a particular skill or to reinforce existing learning
The ten sections of activities within the guide include: identification of words and syllables; identification and supply of rhyming words; identification and discrimination of phonemes; and blending, segmentation, deletion, substitution and transposition of phonemes within words.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Wiley & Sons
- 3. Aufl.
- Seitenzahl: 200
- Erscheinungstermin: 7. Mai 2014
- Englisch
- Abmessung: 323mm x 232mm x 31mm
- Gewicht: 956g
- ISBN-13: 9781118510087
- ISBN-10: 1118510089
- Artikelnr.: 40134005
- Verlag: Wiley & Sons
- 3. Aufl.
- Seitenzahl: 200
- Erscheinungstermin: 7. Mai 2014
- Englisch
- Abmessung: 323mm x 232mm x 31mm
- Gewicht: 956g
- ISBN-13: 9781118510087
- ISBN-10: 1118510089
- Artikelnr.: 40134005
Peter J. Hatcher was, until his retirement, Senior Lecturer in Psychology at the University of York. He also worked as a Senior Educational Psychologist with the Cumbria Education Authority. His work in the area of understanding and helping children with reading difficulties master the skills of reading, with Charles Hulme and Andrew Ellis, culminated in their groundbreaking research (1994) that supported the Sound Linkage Hypothesis. Prior to working as an Educational Psychologist, he taught primary, secondary and tertiary-age students in special and mainstream settings in Australia, the Bahamas, Sierra Leone and the UK. Fiona J. Duff is a Research Associate at the University of Oxford. She was previously a research fellow at the University of York, where she also completed her PhD. During her studies, she was awarded the British Psychological Society Postgraduate Award and was seconded to the Parliamentary Office of Science and Technology, where she authored a briefing note for parliamentarians on teaching children to read. Charles Hulme is Professor of Psychology at University College London. He is a former Editor-in-Chief of the journal Scientific Studies of Reading and is currently a Senior Editor of the Association of Psychological Science's flagship journal, Psychological Science. His publications include five authored and four edited books, over 190 journal articles, as well as several psychometric tests, including the United Kingdom's new standard test of reading comprehension, the York Assessment of Reading for Comprehension.
Acknowledgements x Foreword xi About the companion website xii Introduction
1 Test of phonological awareness 3 Programme administration 10 Phonological
training activities 10 Phonological linkage activities 12 Section 1:
Identification of words as units within sentences 15 Activity 1:
Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity
2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in
sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle'
and 'end' to an aural activity 17 Activity 4: Production of initial, fi nal
and medial words in sentences of two to four words 18 Activity 5: Matching
counters to words in sentences of two to five words 19 Section 2:
Identification and manipulation of syllables 21 Activity 1: Introduction to
syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm
in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24
Activity 4: Introduction to syllable segmentation 25 Activity 5:
Segmentation of words into syllables (two to four) 26 Activity 6: Syllable
counting in words of two to four syllables 27 Activity 7: Syllable deletion
28 Section 3: Identification and supply of rhyming words 29 Activity 1:
Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and
non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4:
Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6:
Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words
that rhymes with a target word 36 Section 4: Identification and
discrimination of phonemes 37 Activity 1: Introduction to 'saying a word
slowly' 38 Activity 2: Picture sound association (initial sounds of words)
38 Activity 3: Word pair discrimination 39 Activity 4: Identification of
initial sounds in words 40 Activity 5: Identification of final sounds in
words 42 Activity 6: Identification of medial sounds in words 44 Activity
7: Discrimination of two of three words with the same initial sound 46
Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9:
Discrimination of two of three words with the same final sound 48 Activity
10: Discrimination of two of three words with the same medial sound 48
Activity 11: Discrimination of word pairs with the same initial sound 49
Activity 12: Discrimination of word pairs with the same final sound 50
Activity 13: Discrimination of word pairs with the same medial sound 51
Activity 14: Discrimination of one of three words with the same initial
sound as a target word 51 Activity 15: Discrimination of one of four words
with a different initial sound 52 Activity 16: Discrimination of one of
three words with the same final sound as a target word 54 Activity 17:
Discrimination of one of four words with a different final sound 55 Section
5: Phoneme blending 57 Activity 1: Production of words from two to four
sounds 58 Activity 2: Production of words from two sounds 59 Activity 3:
Production of words from three sounds 59 Activity 4: Production of words
from four sounds 60 Activity 5: Production of words from fi ve sounds 61
Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound
linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of
four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four
sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1:
Production of the initial sound of target words 70 Activity 2: Production
of the final sound of target words 70 Activity 3: Production of the medial
sound of target words 71 Activity 4: Introduction to the concept of
breaking up a word into sounds 72 Activity 5: Introduction to segmenting a
word while pushing counters into boxes 73 Activity 6: Phoneme counting with
two to four counters (A) 74 Activity 7: Phoneme counting with two to four
counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9:
Sound linkage: Discrimination of two of three words with the same initial
'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words
with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination
of two of three words with the same medial 'sound' 79 Section 7: Phoneme
deletion 81 Activity 1: Introduction to the concepts of 'missing from' and
'without' 82 Activity 2: Introduction to the concepts of 'taken away' and
'left' in relation to sounds in words 83 Activity 3: Specification of the
initial sound deleted from a word 85 Activity 4: Specification of the final
sound deleted from a word 85 Activity 5: Specification of a medial sound
that has been deleted from a word 86 Activity 6: Deletion of the initial
sound of a word to produce another word (A) 87 Activity 7: Deletion of the
initial sound of a word to produce another word (B) 88 Activity 8: Deletion
of the fi nal sound of a word to produce another word 89 Activity 9:
Deletion of the medial sound of a word to produce another word 89 Activity
10: Sound linkage: Discrimination of a word produced by deleting the
initial sound from a stimulus word 90 Activity 11: Sound linkage:
Discrimination of a word produced by deleting the final sound from a
stimulus word 92 Section 8: Phoneme substitution 95 Activity 1:
Introduction to the concept of changing the beginning item of a sequence 96
Activity 2: Revision of the concept of 'first sound in a word' 96 Activity
3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution
(initial sound) 98 Activity 5: Phoneme substitution (final sound) 98
Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound
linkage: Substitution of initial letters/phonemes in words 100 Activity 8:
Sound linkage: Substitution of final letters/phonemes in words 102 Activity
9: Sound linkage: Substitution of medial letters/phonemes in words 103
Section 9: Phoneme transposition 105 Activity 1: Defining the concept of
backwards (using pictures) 106 Activity 2: Defining the concept of
backwards (in relation to words) 106 Activity 3: Defining the concept of
backwards (in relation to sounds in words) 107 Activity 4: Reversing the
sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms
109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the
sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112
Section 10: Phonological linkage activities 115 Instructions 116
Establishing a link between sounds and the written form of words 116 Using
letters as clues in text reading 117 Multisyllabic words and words with
suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical
background to the programme 120 Phonological awareness and learning to read
120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies
for the effectiveness of 'reading with phonology' programmes 126 Using
sound linkage as one component of an integrated approach to teaching
reading 128 Grading children's early reading books 132 Summary 132 Test
development and standardisation 133 Appendix 1: Additional activities 142
Section 2: Identification and manipulation of syllables 142 Section 3:
Identification and supply of rhyming words 142 Section 4: Identification
and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section
6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8:
Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2:
Table of percentages (observed score / possible score) × 100 148 Appendix
3: Grading children's early reading books 149 Sound linkage training
programme: Record Sheets 156 Record Sheet A: Test of phonological awareness
156 Record Sheet B: Identification of words as units within sentences 158
Record Sheet C: Identification and manipulation of syllables 160 Record
Sheet D: Identification and supply of rhyming words 162 Record Sheet E:
Identification and discrimination of phonemes 164 Record Sheet F: Phoneme
blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H:
Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet
J: Phoneme transposition 183 References and Bibliography 185
1 Test of phonological awareness 3 Programme administration 10 Phonological
training activities 10 Phonological linkage activities 12 Section 1:
Identification of words as units within sentences 15 Activity 1:
Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity
2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in
sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle'
and 'end' to an aural activity 17 Activity 4: Production of initial, fi nal
and medial words in sentences of two to four words 18 Activity 5: Matching
counters to words in sentences of two to five words 19 Section 2:
Identification and manipulation of syllables 21 Activity 1: Introduction to
syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm
in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24
Activity 4: Introduction to syllable segmentation 25 Activity 5:
Segmentation of words into syllables (two to four) 26 Activity 6: Syllable
counting in words of two to four syllables 27 Activity 7: Syllable deletion
28 Section 3: Identification and supply of rhyming words 29 Activity 1:
Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and
non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4:
Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6:
Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words
that rhymes with a target word 36 Section 4: Identification and
discrimination of phonemes 37 Activity 1: Introduction to 'saying a word
slowly' 38 Activity 2: Picture sound association (initial sounds of words)
38 Activity 3: Word pair discrimination 39 Activity 4: Identification of
initial sounds in words 40 Activity 5: Identification of final sounds in
words 42 Activity 6: Identification of medial sounds in words 44 Activity
7: Discrimination of two of three words with the same initial sound 46
Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9:
Discrimination of two of three words with the same final sound 48 Activity
10: Discrimination of two of three words with the same medial sound 48
Activity 11: Discrimination of word pairs with the same initial sound 49
Activity 12: Discrimination of word pairs with the same final sound 50
Activity 13: Discrimination of word pairs with the same medial sound 51
Activity 14: Discrimination of one of three words with the same initial
sound as a target word 51 Activity 15: Discrimination of one of four words
with a different initial sound 52 Activity 16: Discrimination of one of
three words with the same final sound as a target word 54 Activity 17:
Discrimination of one of four words with a different final sound 55 Section
5: Phoneme blending 57 Activity 1: Production of words from two to four
sounds 58 Activity 2: Production of words from two sounds 59 Activity 3:
Production of words from three sounds 59 Activity 4: Production of words
from four sounds 60 Activity 5: Production of words from fi ve sounds 61
Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound
linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of
four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four
sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1:
Production of the initial sound of target words 70 Activity 2: Production
of the final sound of target words 70 Activity 3: Production of the medial
sound of target words 71 Activity 4: Introduction to the concept of
breaking up a word into sounds 72 Activity 5: Introduction to segmenting a
word while pushing counters into boxes 73 Activity 6: Phoneme counting with
two to four counters (A) 74 Activity 7: Phoneme counting with two to four
counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9:
Sound linkage: Discrimination of two of three words with the same initial
'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words
with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination
of two of three words with the same medial 'sound' 79 Section 7: Phoneme
deletion 81 Activity 1: Introduction to the concepts of 'missing from' and
'without' 82 Activity 2: Introduction to the concepts of 'taken away' and
'left' in relation to sounds in words 83 Activity 3: Specification of the
initial sound deleted from a word 85 Activity 4: Specification of the final
sound deleted from a word 85 Activity 5: Specification of a medial sound
that has been deleted from a word 86 Activity 6: Deletion of the initial
sound of a word to produce another word (A) 87 Activity 7: Deletion of the
initial sound of a word to produce another word (B) 88 Activity 8: Deletion
of the fi nal sound of a word to produce another word 89 Activity 9:
Deletion of the medial sound of a word to produce another word 89 Activity
10: Sound linkage: Discrimination of a word produced by deleting the
initial sound from a stimulus word 90 Activity 11: Sound linkage:
Discrimination of a word produced by deleting the final sound from a
stimulus word 92 Section 8: Phoneme substitution 95 Activity 1:
Introduction to the concept of changing the beginning item of a sequence 96
Activity 2: Revision of the concept of 'first sound in a word' 96 Activity
3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution
(initial sound) 98 Activity 5: Phoneme substitution (final sound) 98
Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound
linkage: Substitution of initial letters/phonemes in words 100 Activity 8:
Sound linkage: Substitution of final letters/phonemes in words 102 Activity
9: Sound linkage: Substitution of medial letters/phonemes in words 103
Section 9: Phoneme transposition 105 Activity 1: Defining the concept of
backwards (using pictures) 106 Activity 2: Defining the concept of
backwards (in relation to words) 106 Activity 3: Defining the concept of
backwards (in relation to sounds in words) 107 Activity 4: Reversing the
sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms
109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the
sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112
Section 10: Phonological linkage activities 115 Instructions 116
Establishing a link between sounds and the written form of words 116 Using
letters as clues in text reading 117 Multisyllabic words and words with
suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical
background to the programme 120 Phonological awareness and learning to read
120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies
for the effectiveness of 'reading with phonology' programmes 126 Using
sound linkage as one component of an integrated approach to teaching
reading 128 Grading children's early reading books 132 Summary 132 Test
development and standardisation 133 Appendix 1: Additional activities 142
Section 2: Identification and manipulation of syllables 142 Section 3:
Identification and supply of rhyming words 142 Section 4: Identification
and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section
6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8:
Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2:
Table of percentages (observed score / possible score) × 100 148 Appendix
3: Grading children's early reading books 149 Sound linkage training
programme: Record Sheets 156 Record Sheet A: Test of phonological awareness
156 Record Sheet B: Identification of words as units within sentences 158
Record Sheet C: Identification and manipulation of syllables 160 Record
Sheet D: Identification and supply of rhyming words 162 Record Sheet E:
Identification and discrimination of phonemes 164 Record Sheet F: Phoneme
blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H:
Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet
J: Phoneme transposition 183 References and Bibliography 185
Acknowledgements x Foreword xi About the companion website xii Introduction
1 Test of phonological awareness 3 Programme administration 10 Phonological
training activities 10 Phonological linkage activities 12 Section 1:
Identification of words as units within sentences 15 Activity 1:
Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity
2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in
sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle'
and 'end' to an aural activity 17 Activity 4: Production of initial, fi nal
and medial words in sentences of two to four words 18 Activity 5: Matching
counters to words in sentences of two to five words 19 Section 2:
Identification and manipulation of syllables 21 Activity 1: Introduction to
syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm
in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24
Activity 4: Introduction to syllable segmentation 25 Activity 5:
Segmentation of words into syllables (two to four) 26 Activity 6: Syllable
counting in words of two to four syllables 27 Activity 7: Syllable deletion
28 Section 3: Identification and supply of rhyming words 29 Activity 1:
Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and
non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4:
Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6:
Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words
that rhymes with a target word 36 Section 4: Identification and
discrimination of phonemes 37 Activity 1: Introduction to 'saying a word
slowly' 38 Activity 2: Picture sound association (initial sounds of words)
38 Activity 3: Word pair discrimination 39 Activity 4: Identification of
initial sounds in words 40 Activity 5: Identification of final sounds in
words 42 Activity 6: Identification of medial sounds in words 44 Activity
7: Discrimination of two of three words with the same initial sound 46
Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9:
Discrimination of two of three words with the same final sound 48 Activity
10: Discrimination of two of three words with the same medial sound 48
Activity 11: Discrimination of word pairs with the same initial sound 49
Activity 12: Discrimination of word pairs with the same final sound 50
Activity 13: Discrimination of word pairs with the same medial sound 51
Activity 14: Discrimination of one of three words with the same initial
sound as a target word 51 Activity 15: Discrimination of one of four words
with a different initial sound 52 Activity 16: Discrimination of one of
three words with the same final sound as a target word 54 Activity 17:
Discrimination of one of four words with a different final sound 55 Section
5: Phoneme blending 57 Activity 1: Production of words from two to four
sounds 58 Activity 2: Production of words from two sounds 59 Activity 3:
Production of words from three sounds 59 Activity 4: Production of words
from four sounds 60 Activity 5: Production of words from fi ve sounds 61
Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound
linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of
four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four
sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1:
Production of the initial sound of target words 70 Activity 2: Production
of the final sound of target words 70 Activity 3: Production of the medial
sound of target words 71 Activity 4: Introduction to the concept of
breaking up a word into sounds 72 Activity 5: Introduction to segmenting a
word while pushing counters into boxes 73 Activity 6: Phoneme counting with
two to four counters (A) 74 Activity 7: Phoneme counting with two to four
counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9:
Sound linkage: Discrimination of two of three words with the same initial
'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words
with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination
of two of three words with the same medial 'sound' 79 Section 7: Phoneme
deletion 81 Activity 1: Introduction to the concepts of 'missing from' and
'without' 82 Activity 2: Introduction to the concepts of 'taken away' and
'left' in relation to sounds in words 83 Activity 3: Specification of the
initial sound deleted from a word 85 Activity 4: Specification of the final
sound deleted from a word 85 Activity 5: Specification of a medial sound
that has been deleted from a word 86 Activity 6: Deletion of the initial
sound of a word to produce another word (A) 87 Activity 7: Deletion of the
initial sound of a word to produce another word (B) 88 Activity 8: Deletion
of the fi nal sound of a word to produce another word 89 Activity 9:
Deletion of the medial sound of a word to produce another word 89 Activity
10: Sound linkage: Discrimination of a word produced by deleting the
initial sound from a stimulus word 90 Activity 11: Sound linkage:
Discrimination of a word produced by deleting the final sound from a
stimulus word 92 Section 8: Phoneme substitution 95 Activity 1:
Introduction to the concept of changing the beginning item of a sequence 96
Activity 2: Revision of the concept of 'first sound in a word' 96 Activity
3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution
(initial sound) 98 Activity 5: Phoneme substitution (final sound) 98
Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound
linkage: Substitution of initial letters/phonemes in words 100 Activity 8:
Sound linkage: Substitution of final letters/phonemes in words 102 Activity
9: Sound linkage: Substitution of medial letters/phonemes in words 103
Section 9: Phoneme transposition 105 Activity 1: Defining the concept of
backwards (using pictures) 106 Activity 2: Defining the concept of
backwards (in relation to words) 106 Activity 3: Defining the concept of
backwards (in relation to sounds in words) 107 Activity 4: Reversing the
sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms
109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the
sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112
Section 10: Phonological linkage activities 115 Instructions 116
Establishing a link between sounds and the written form of words 116 Using
letters as clues in text reading 117 Multisyllabic words and words with
suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical
background to the programme 120 Phonological awareness and learning to read
120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies
for the effectiveness of 'reading with phonology' programmes 126 Using
sound linkage as one component of an integrated approach to teaching
reading 128 Grading children's early reading books 132 Summary 132 Test
development and standardisation 133 Appendix 1: Additional activities 142
Section 2: Identification and manipulation of syllables 142 Section 3:
Identification and supply of rhyming words 142 Section 4: Identification
and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section
6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8:
Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2:
Table of percentages (observed score / possible score) × 100 148 Appendix
3: Grading children's early reading books 149 Sound linkage training
programme: Record Sheets 156 Record Sheet A: Test of phonological awareness
156 Record Sheet B: Identification of words as units within sentences 158
Record Sheet C: Identification and manipulation of syllables 160 Record
Sheet D: Identification and supply of rhyming words 162 Record Sheet E:
Identification and discrimination of phonemes 164 Record Sheet F: Phoneme
blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H:
Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet
J: Phoneme transposition 183 References and Bibliography 185
1 Test of phonological awareness 3 Programme administration 10 Phonological
training activities 10 Phonological linkage activities 12 Section 1:
Identification of words as units within sentences 15 Activity 1:
Introduction to the concepts of 'beginning', 'middle' and 'end' 16 Activity
2: Comprehension of the concepts of 'beginning', 'middle' and 'end' in
sentences 16 Activity 3: Transferring the concepts of 'beginning', 'middle'
and 'end' to an aural activity 17 Activity 4: Production of initial, fi nal
and medial words in sentences of two to four words 18 Activity 5: Matching
counters to words in sentences of two to five words 19 Section 2:
Identification and manipulation of syllables 21 Activity 1: Introduction to
syllabic rhythm in poems (A) 22 Activity 2: Introduction to syllabic rhythm
in poems (B) 23 Activity 3: Syllable blending (two to four syllables) 24
Activity 4: Introduction to syllable segmentation 25 Activity 5:
Segmentation of words into syllables (two to four) 26 Activity 6: Syllable
counting in words of two to four syllables 27 Activity 7: Syllable deletion
28 Section 3: Identification and supply of rhyming words 29 Activity 1:
Introduction to rhyme 30 Activity 2: Discrimination of pairs of rhyming and
non-rhyming words 31 Activity 3: Supplying rhymes (A) 31 Activity 4:
Supplying rhymes (B) 32 Activity 5: Supplying rhymes (C) 33 Activity 6:
Rhyme supply (riddles) 35 Activity 7: Discrimination of one of three words
that rhymes with a target word 36 Section 4: Identification and
discrimination of phonemes 37 Activity 1: Introduction to 'saying a word
slowly' 38 Activity 2: Picture sound association (initial sounds of words)
38 Activity 3: Word pair discrimination 39 Activity 4: Identification of
initial sounds in words 40 Activity 5: Identification of final sounds in
words 42 Activity 6: Identification of medial sounds in words 44 Activity
7: Discrimination of two of three words with the same initial sound 46
Activity 8: Introduction to the concept of 'same end' sound 47 Activity 9:
Discrimination of two of three words with the same final sound 48 Activity
10: Discrimination of two of three words with the same medial sound 48
Activity 11: Discrimination of word pairs with the same initial sound 49
Activity 12: Discrimination of word pairs with the same final sound 50
Activity 13: Discrimination of word pairs with the same medial sound 51
Activity 14: Discrimination of one of three words with the same initial
sound as a target word 51 Activity 15: Discrimination of one of four words
with a different initial sound 52 Activity 16: Discrimination of one of
three words with the same final sound as a target word 54 Activity 17:
Discrimination of one of four words with a different final sound 55 Section
5: Phoneme blending 57 Activity 1: Production of words from two to four
sounds 58 Activity 2: Production of words from two sounds 59 Activity 3:
Production of words from three sounds 59 Activity 4: Production of words
from four sounds 60 Activity 5: Production of words from fi ve sounds 61
Activity 6: Sound linkage: Blending of two sounds 62 Activity 7: Sound
linkage: Blending of three sounds 63 Activity 8: Sound linkage: Blending of
four sounds (initial blends) 64 Activity 9: Sound linkage: Blending of four
sounds (final blends) 66 Section 6: Phoneme segmentation 69 Activity 1:
Production of the initial sound of target words 70 Activity 2: Production
of the final sound of target words 70 Activity 3: Production of the medial
sound of target words 71 Activity 4: Introduction to the concept of
breaking up a word into sounds 72 Activity 5: Introduction to segmenting a
word while pushing counters into boxes 73 Activity 6: Phoneme counting with
two to four counters (A) 74 Activity 7: Phoneme counting with two to four
counters (B) 75 Activity 8: Segmenting words into sounds 75 Activity 9:
Sound linkage: Discrimination of two of three words with the same initial
'sound' 76 Activity 10: Sound linkage: Discrimination of two of three words
with the same final 'sound' 77 Activity 11: Sound linkage: Discrimination
of two of three words with the same medial 'sound' 79 Section 7: Phoneme
deletion 81 Activity 1: Introduction to the concepts of 'missing from' and
'without' 82 Activity 2: Introduction to the concepts of 'taken away' and
'left' in relation to sounds in words 83 Activity 3: Specification of the
initial sound deleted from a word 85 Activity 4: Specification of the final
sound deleted from a word 85 Activity 5: Specification of a medial sound
that has been deleted from a word 86 Activity 6: Deletion of the initial
sound of a word to produce another word (A) 87 Activity 7: Deletion of the
initial sound of a word to produce another word (B) 88 Activity 8: Deletion
of the fi nal sound of a word to produce another word 89 Activity 9:
Deletion of the medial sound of a word to produce another word 89 Activity
10: Sound linkage: Discrimination of a word produced by deleting the
initial sound from a stimulus word 90 Activity 11: Sound linkage:
Discrimination of a word produced by deleting the final sound from a
stimulus word 92 Section 8: Phoneme substitution 95 Activity 1:
Introduction to the concept of changing the beginning item of a sequence 96
Activity 2: Revision of the concept of 'first sound in a word' 96 Activity
3: Changing the initial sound of a word 97 Activity 4: Phoneme substitution
(initial sound) 98 Activity 5: Phoneme substitution (final sound) 98
Activity 6: Phoneme substitution (medial sound) 99 Activity 7: Sound
linkage: Substitution of initial letters/phonemes in words 100 Activity 8:
Sound linkage: Substitution of final letters/phonemes in words 102 Activity
9: Sound linkage: Substitution of medial letters/phonemes in words 103
Section 9: Phoneme transposition 105 Activity 1: Defining the concept of
backwards (using pictures) 106 Activity 2: Defining the concept of
backwards (in relation to words) 106 Activity 3: Defining the concept of
backwards (in relation to sounds in words) 107 Activity 4: Reversing the
sequence of sounds in a word 108 Activity 5: Introduction to spoonerisms
109 Activity 6: Spoonerisms 110 Activity 7: Sound linkage: Reversing the
sequence of sounds in a word 111 Activity 8: Sound linkage: Spoonerisms 112
Section 10: Phonological linkage activities 115 Instructions 116
Establishing a link between sounds and the written form of words 116 Using
letters as clues in text reading 117 Multisyllabic words and words with
suffixes and prefixes 118 Playing with words 118 Sound Linkage: Theoretical
background to the programme 120 Phonological awareness and learning to read
120 The Hatcher, Hulme and Ellis study 121 Evidence from subsequent studies
for the effectiveness of 'reading with phonology' programmes 126 Using
sound linkage as one component of an integrated approach to teaching
reading 128 Grading children's early reading books 132 Summary 132 Test
development and standardisation 133 Appendix 1: Additional activities 142
Section 2: Identification and manipulation of syllables 142 Section 3:
Identification and supply of rhyming words 142 Section 4: Identification
and discrimination of phonemes 143 Section 5: Phoneme blending 144 Section
6: Phoneme segmentation 145 Section 7: Phoneme deletion 146 Section 8:
Phoneme substitution 146 Section 9: Phoneme transposition 146 Appendix 2:
Table of percentages (observed score / possible score) × 100 148 Appendix
3: Grading children's early reading books 149 Sound linkage training
programme: Record Sheets 156 Record Sheet A: Test of phonological awareness
156 Record Sheet B: Identification of words as units within sentences 158
Record Sheet C: Identification and manipulation of syllables 160 Record
Sheet D: Identification and supply of rhyming words 162 Record Sheet E:
Identification and discrimination of phonemes 164 Record Sheet F: Phoneme
blending 171 Record Sheet G: Phoneme segmentation 174 Record Sheet H:
Phoneme deletion 177 Record Sheet I: Phoneme substitution 180 Record Sheet
J: Phoneme transposition 183 References and Bibliography 185