Which Skill Makes Learning to Write Particularly Difficult Compared With Learning to Read?

Phonological Skills Tin can Be an Underlying Cause of Difficulties With Fluent Word Reading

Difficulties with reading can stem from different underlying causes. Phonological skills, which involve hearing and manipulating sounds in spoken language (e.g. phonemes, syllables) are necessary for developing strong discussion reading skills. Phonological skills help children understand how letters and letter of the alphabet patterns work to correspond linguistic communication in impress. Problems in developing phonological sensation can contribute to difficulties with fluent word reading, and, in turn, often cause problems with comprehension.

How Issues With Phonological Skills May Present

Difficulty with phonological skills might become evident in classroom observations or assessments, even before the start of formal schooling. Children might display difficulty with:

• noticing rhymes, alliteration, or repetition of sounds
• remembering how to pronounce new words or names; distinguishing deviation(s) in similar sounding words
• clapping out syllables or separating a chemical compound word
• identifying the first sound in a word or separating a word into its individual sounds
• adding, subtracting, or substituting single sounds within a word (Understood.org; Ehri et al., 2001)
• recognizing and producing the correct audio for phonics/spelling patterns, even after practicing with them
• decoding new words
• after sounding out a word correctly, blending those sounds back together to read the word
• remembering and automatically recognizing words, even after repeated opportunities to practice reading them (Kilpatrick, 2015)

Screening for Phonological Skills

Universal screening starting in Kindergarten should assess phonological skills, in order to identify children who are experiencing problems with phonological awareness and require instructional support to prevent future difficulties. For more information nearly universal screening and a list of Massachusetts-approved screening assessments, see Early Literacy Screening Assessments.

Underlying Causes of Difficulty With Phonological Skills

Possible root cause(s) of phonological difficulty include:

• lack of explicit instruction and practice in phonological and phonemic awareness
• a cadre problem in the phonological processing system of linguistic communication (Moats & Tolman, 2019)

Phonological difficulties can be linked specifically to dyslexia. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with authentic and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically outcome from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom education. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and groundwork cognition (International Dyslexia Association).

For more information almost early identification and continued access to evidence-based education as it relates to dyslexia, see the Massachusetts Dyslexia Guidelines .

Preventing Problems With Phonological Skills

Many children who experience issues with phonological skills did not receive adequate pedagogy and opportunities to do. These problems with phonological skills can be prevented with strong core instruction. Students with dyslexia, however, accept a neurological divergence which makes it harder for them to develop phonological awareness. Some of these students need much more deliberate instruction in phonological awareness and related phonics noesis and additional back up delivered through Tier 2 and/or 3.

"When I meet [struggling readers], at that place is not a lot of joy and many of them have already internalized failure by third course. But when they're given this prove-based instruction, there's but this look of pride and joy and happiness and a rebuilding of confidence in their lives. And it'south non just in reading, it's a conviction that you can see that spreads out throughout their whole bookish feel."

Norma Hancock
Reading Specialist and Doctoral Research Fellow
Voice communication and Language (Canvass) Literacy Lab at MGH Institute

Approaches to Intervention for Students Who Have Difficulty With Phonological Skills

Intervention is necessary when children practice non make adequate progress with phonological skills even after receiving strong core instruction with opportunities to do. Children with phonological difficulties benefit from intensive practice with phonological sensation; practice associating phonemes (sounds) to spelling patterns; and practice decoding words (Snowling, 2013).

• Planning Standards Aligned Instruction inside a Multi-Tiered System of Support: Phonological Awareness , from the National Heart on Intensive Intervention (Resource)
• Sample intervention lessons, from National Eye on Intensive Intervention: Blending , Segmenting

Signs of dyslexia can be observed as early every bit the preschool years. Interventions can be effective in supporting students to read, and earlier intervention is more than constructive than waiting until 2nd or 3rd form. Evidence showing that children with dyslexic difficulties can be helped past specific interventions underlines the need for timely action (Snowling, 2013).

• "The Dyslexia Paradox" ** and the role of early intervention for dyslexia, from Dr. Nadine Gaab on Reading Rockets

"What unremarkably happens is that children have to fail to acquire to read over a pregnant period of time before someone pays attention and says, 'this child seems to accept a reading difficulty.'… This 'wait to fail' approach really is detrimental to the child's academic outcome, merely also for the child's mental health."

Nadine Gaab
Acquaintance Professor of Education
Harvard Graduate School of Educational activity

Culturally Responsive Practice

For older students who are experiencing difficulties reading, having to work on "babyish" phonological awareness tasks tin be especially discouraging. In particular, Blackness and Latino students may perceive remedial intervention as a confirmation of race-based stereotypes that they are less capable than their peers, a phenomenon known every bit stereotype threat (Steele, 2010). Notwithstanding, bear witness-based interventions targeted at students' demonstrated needs are crucial for their success. Teachers tin reduce stereotype threat and support students who need to practice foundational skills past positioning themselves as the student's ally or learning partner (Hammond, 2013). Hammond suggests that teachers tin can course a trusting allyship with a student in this situation with strategies such as:

• Asking the student to share her perspective on what is causing her reading difficulty
• Setting specific learning goals with the student, and tracking her progress towards those goals
• Letting the student know explicitly that the work will be difficult only that you are her partner, and naming what y'all will specifically do to assist her make progress
• Communicating your belief in the student'southward capacity to succeed (Hammond, 2013).

For Boosted Data

• Components of the Cadre Literacy Block: Foundational Skills past grade level
• Skills for Early Reading: Phonological sensation
• Supporting students with dyslexia: Edifice the Foundation for Best Practices (International Dyslexia Association, 2019).
• Risk factors for reading: Reading Risk Indicators by Grade Level ** (Reading Rockets)
• IES Practice Guide Foundational Skills to Support Reading for Agreement in Kindergarten Through 3rd Form
• Adams, G.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, Physician: Brookes.
• Blachman, B.A., Ball, East.W., Blackness, R., & Tangel, D.M. (2000). Road to the code: A phonological sensation program for immature children. Baltimore, Medico: Brookes.

Scientific Data About Phonological Difficulties

• Bus, A. G., & van Izendoorn, M. H. (1999). Phonological sensation and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403–414.
• National Plant for Literacy (2008). Developing early on literacy: Report of the National early literacy panel .
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
• Anthony, J.Fifty., & Francis, D.J. (2005). Development of phonological awareness. Current Directions in Psychological Scientific discipline, fourteen(5), 255–259.

References

Ehri, Fifty.C., Nunes, S. R., Willows, D., M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Inquiry Quarterly, 36, 250–287.

Hammond, Z. (2013). Culturally Responsive Teaching and the Brain. 1000 Oaks, CA: Corwin.

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties (Essentials of psychological assessment). Boston: John Wiley and Sons

Moats. L.C.& Tolman, C. A. (2019). LETRS (3rd edition). Voyager Sopris Learning.

Steele, C. M. (2010). Issues of our fourth dimension. Whistling Vivaldi: How stereotypes touch on us and what we tin exercise. Due west Due west Norton & Co.

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Last Updated: June 22, 2021

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Source: https://www.doe.mass.edu/massliteracy/reading-difficulties/phonological-skills.html

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