Sound Linkage

An Integrated Programme for Overcoming Reading Difficulties

Peter J. Hatcher, Fiona J. Duff, Charles Hulme

• Éditeur: Wiley-Blackwell
• Année: 2014
• ISBN:
  9781118510162
• Édition: 3
• Sujet: Education
• Sous-sujet: Teaching Methods for Reading

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.

SECTION 1

Identification of Words as Units Within Sentences

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ACTIVITY 1 Introduction to the Concepts of ‘Beginning’, ‘Middle’ and ‘End’

Materials needed: Picture Sheets 1 and 2.

Instructions

Present the pictures, giving help as necessary. Say:

Look at this train. Can you show me the beginning of the train? Can you show me the end of the train? Where is the middle of the train?

If no difficulty is encountered with those questions, begin Activity 2. If there are difficulties, continue with the next picture.

Say:

The next picture is about a line of people, at a bus stop. Look. This lady is at the beginning of the line [point]. Who's at the end? Can you find somebody in the middle of the line?

If no difficulty is encountered with those questions, move to Activity 2. Otherwise, continue with the next picture.

Say:

Now we've got a line of traffic waiting at the lights. Can you show me what's at the beginning of the line? What's at the end? And what's in the middle?

Again, if a child has no difficulty, move to Activity 2. Otherwise, continue with the next picture.

Say:

Here's a boy going along the road. There's a row of houses with numbers 1, 2, 3, 4, 5. Which house is at the end of the road? Which house is at the beginning of the road? Which house is in the middle?

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ACTIVITY 2 Comprehension of the Concepts of ‘Beginning’, ‘Middle’ and ‘End’ in Sentences

Materials needed: Picture Sheets 1 and 2 and photocopiable Record Sheet B (p. 158).

Instructions

Set out the two worksheets. Record the answers to the following questions:

Who's at the end of the line at the bus stop?	[ ]
Where's the middle house in the road?	[ ]
Show me the end of the train.	[ ]
Find the house at the beginning of the road.	[ ]
Who's at the beginning of the line at the bus stop?	[ ]
What's waiting in the middle of the line at the traffic lights?	[ ]
Total	[ ]/6

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ACTIVITY 3 Transferring the Con...