​The Alphabetic Principle and Phonics


The National Research Council (1998) highlighted the importance of the alphabetic principle and phonics when they observed, "Visual word recognition can flourish only when childre n displace the belief that print is like pictures with the insight that written words are comprised of l e t t e r s that, in turn, map to speech sounds." (p. 45)

National Reading Council (1998). Preventing Reading Difficulties in Young Children. National Academy Press .



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Phonemic Awareness 4 Classroom Practice:

Use explicit activities in French to reinforce Phonological Awareness:

Begin instruction with tasks at the word level and progress gradually to more difficult tasks at the syllable & phoneme levels:

     🍉   sentences are a series of words
     🍉   words are a series of syllables
     🍉  syllables are complex phonemes

​Remember that instruction which focuses on segmenting and blending has the greatest impact on the development of early reading skills.  Based on the pamphlet by Dr. Wise and Dr. Chen​


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Reading is acknowledged as critical to virtually every aspect of learning; yet as many as one in five children has difficulties learning to read (Lyon, 1995). Juel (1988).


It is through phonemic identification that children will obtain greater success

and develop a love of reading.


Phonological Awareness for reading:


There are two main measures of phonological awareness:

​1.  Sound isolation

​2.  phoneme blending


Watermelonworks™ French Sounds is just that. 


A)   The sound game is a series of cards that identifies a comprehensive list of sounds in isolation. 

The sound game also consists of complex phonemic blends.

​The sound game engages the speed of lexical access when used as flash cards.


​B)  The consonant game is phonemic blending of CV sounds.


C) Word building engages lexical access.  Give the student a set of pre-sorted patented phonemic cards that spell certain words and ask the student to spell the word you have spoken.  Not only will the child be able to engage and perform, the child will be able to spell, speak and read the words during the process.  This process ensures lifelong retention.


​D)  Repeat after me audio  enhances the phonological working memory by being able to recite the identified phonemic blends contained  in the "sound game" using a sound chart list and a structured audio component.


Take the risk out of reading!  Use the patented Watermelonworks™ methodology today!


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​​​​Planting the Seeds of language™


Abstract:

Learning to read and spell words is a central part of becoming literate.


During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment.

Rather, mastery of letters is required.

Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues.  Initially, words are read by accessing remembered associations between a few letters in spellings and sounds in pronunciations. Later, when decoding skill matures, complete spellings are analyzed as phonemic symbols for pronunciations and are stored in memory.


Various studies indicate that having a visual picture of speech in memory is an important part of a person's information-processing equipment. Spellings may influence how words are pronounced, what sounds people think are in words, how quickly people judge spoken word rhymes, how rapidly pronunciations change over time. 

Ehri, Learning to read and spell, 1984


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Les sons, les lettres et le mots.


  1. Les sons sont produits par l'expiration de l'air venant des poumons.  Il y a des voyelles et des consonnes.
  2. La phonétique étudie les sons du langage tels qu'ils sont produits.
  3. La phonologie étudie les sons du point de vue de leur function dans une langue : les sons qui permettent de distinguer les mots les uns des autres s'appellent les phonemes.*

      *  Grevisse Goose  Grammaire 1990 p13.


In other words...

1. Sound is produced by air passing through the lungs.  There are vowels and consonants.

2. Phonetics is the study of speech sounds and their production.

3. Phonology studies sound from the point of view of their function in language : sounds that distinguish words from each other are called phonemes.*



Watermelonworks™ French Sounds is just that.  A linguistically designed program that reinforces decoding skills for students to succeed in reading, writing and speaking French.  French sounds links the written to the oral for success!


Designed as a remediation tool for struggling learners but is effectively used for emerging readers! A prevention tool for effective learning.


Take the risk out of reading!  Use the patented Watermelonworks™ methodology today!


​#laconsciencephonologique #frimm #fsl #frenchsounds #french4all #bilingualnation #canadianmade