![]() Grapheme segmentation as a visual representation of the phoneme to grapheme mapping of English words, and a practical application using speech sound lines and numbers, to develop spelling skills.The following practical strategies will be demonstrated: In the lecture delegates will consider the impact slow, non-automatic word recognition has on KS2 students, and the difficulties students with limited phoneme to grapheme mapping skills face when spelling. Four main activities will be introduced, that Year 3 – 6 teachers have reported being highly effective and easily implemented. It can be difficult for KS2 teachers to know how to adapt activities and ensure that they move past this phase before starting high school. ![]() They may recognize a word on paper, but still spell it incorrectly when encoding – and fail to notice. They also struggle to spell words phonetically and accurately map the phonemes to their corresponding graphemes, or effectively edit their own writing. They may read each word aloud, but it is with a robotic voice, they ignore punctuation cues and it’s unlikely they’re comprehending what they’re reading. As they can’t decode with automaticity they can’t develop fluency. With poor phonemic awareness, and only a limited knowledge of the phoneme-grapheme combinations that are used to represent the spoken code as text, many students move through primary school unable to develop automaticity in word recognition and reach the ‘sight word’ reading phase. Quick, effective, evidence-based strategies will be shared to improve decoding fluency and strengthen orthographic mapping skills. ![]() Teachers need to prepare students for the demands of the high school curriculum and are time poor. Over 1 in 4 children currently leave primary school unable to read age-appropriate text with comprehension. Slow, non-automatic word recognition processes in alphabetic orthographies typically occur when children are faced with trying to ‘sound out’ most of the words, or by laboriously using sentence context cues to guess the unknown word. Word processes that are inefficient hinder text understanding by reducing the cognitive resources available for comprehension. This lecture is the third in a series of lectures by Dr Grace Elliott and Emma Hartnell-Barker, and will offer practical classroom-based solutions for KS2 students exhibiting slow, non-automatic word reading.
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