Reading Readiness - Speech Services Niagara

Reading Readiness A pre-literacy program for identified children Sharon Kleyn, CDA Lisa Sylvester, SLP What is Reading Readiness? 6 week program

1.5 hours once a week Typically led by 2 CDAs Focus on 5 specific letters (1 each week, reviewing all in the final session) Syllable segmentation Rhyming Stories, games, and songs each week Group activity including parents/caregivers at the end of each session

Who is in the program? Children who are on the Speech caseload In their JK year of school (or age equivalent) Maximum 8 children per group Screened using subtests of the Assessment of Literacy and Language (ALL) Letter knowledge

Rhyme knowledge If child fails either of these subtests they are eligible for the program Pre/Post-Test Informal screen developed locally Includes

Letter-name knowledge Letter-sound knowledge Syllable segmentation Rhyming Book awareness skills Pre/Post-Test: Letter Knowledge M

D F H A S Pre/Post-Test: Letter Knowledge I R C

P X T Pre/Post-Test: Letter Knowledge M D F H

A S Pre/Post-Test: Letter Knowledge I R C P X T Pre/Post-Test: Rhyme Knowledge Rhyming is explained to the child Examples are given

Child is shown 2 pictures, they are named, and the child is asked if they rhyme Pre/Post-Test: Rhyme Knowledge Cat Cow Pre/Post-Test: Syllable Segmentation

Syllable segmentation is explained to the child 2 examples are given Child is given a word and asked to clap it out Pre/Post-Test: Print Awareness Question Show me the title of the book. What do you think the story is about?

Show me where you start reading. Total Correct Responds Correctly Yes/No Responds Correctly Yes/No

Yes/No Yes/No Yes/No Yes/No Overview of Sessions

Sign-in Letter activity Circle time 2 small group activities Group activity with parents/caregivers Homework

Song Stickers Signing In Children sign in beside their own name on the attendance sheet Children find their name tag Sarah Letters Letters focused on are

S, C, P, D, M We chose letters representing sounds that are frequently targeted in therapy We wanted to include various places and manners of articulation These also represent sounds that are initial targets in the Jolly Phonics program Letter Activity

Week 1: S Hide-in-Beans Week 2: C Grocery Shopping Week 3: P Pizza Week 4: D Letter Cut and Paste Week 5: M 5 Little Monkeys Week 6: I Spy box of all target letters

S Hide-in-Beans Children are shown the letter S and are asked if they know the name and sound Children take turns looking for objects in the bean sensory bin When they find an object, the object is named and the child is asked if it begins with the s sound and/or letter Play continues until all s objects are found C Grocery Shopping

Children are given grocery lists of 3 items 2 items begin with the letter C (k sound) 1 item begins with another sound The leaders go over the grocery list with the child Child is asked whether each item begins with the k sound or letter C Children look for the items in the store and pay for their items

P Pizza Children are shown the letter P and are asked if they know the letter name and sound Children take turns looking for pictures of items that begin with P Children are shown 2 pictures, given the name, and are asked which one begins with /p/ or p Children put the items that begin with P

on a velcro pizza D Cut and Paste Activity Children are shown a large letter D and asked if they know the name and sound Pictures of objects beginning with the letters D, S, C, and P are placed on the table Children are to find the objects beginning with the letter D The pictures of D objects are glued on the large letter D to make a collage

M Five Little Monkeys Children are shown the letter M and are asked if they know the name and sound Pictures of M words and non-M words are velcroed to the bottom of each monkey Children take turns finding words that begin with M The monkeys that have an M picture are put on the bed Children take turns pushing the button to make the bed bounce up

I Spy Box Children are shown the letters S, C, P, D, and M and are asked if they know the letter names and sounds Children are to find objects in the I Spy box that begin with the target sounds Children are to find the target letters in the I Spy box Circle Time

Routine board Review group rules Review previous weeks homework Sing Willoughby Wallaby Woo Read a book Focus on syllable segmentation or rhyming, alternating each week

Books Syllable Segmentation Week 1: Spots Birthday Party by Eric Hill Week 3: The Very Hungry Caterpillar by Eric Carle Week 5: From Head to Toe by Eric Carle Children are given animal or food cut-outs to hold

Children clap out syllables of their cut-out when it appears in the story Rhyming Books Week 2: Bards Rhyme Time by Julie Aigner-Clark Week 4: Sheep in a Jeep by Nancy Shaw Week 6: Ted in a Red Bed by Phil Roxbee Cox

Children are given cut-outs of the animals and objects of each story Children are given opportunity to identify rhyming words Group leaders model many rhyming words during reading of stories Small Group Activities Divide into 2 small group activities 1 leader with 4 children in each group 1 group focuses on rhyme and the other

on syllable segmentation Week 1: two activities for syllable segmentation Week 2: two activities for rhyming Weeks 3-6: one activity for each concept Groups switch activities so everyone participates in both activities Small Group Activities Syllable Segmentation Activities Week 1: Fishing and Mr. Bucket

Week 3: Feeding puppets Week 4: Pop Up Pirate Week 5: Human board game Week 6: Thomas Great Race Fishing Children are each given a fishing pole Children take turns catching a fish On the back of each fish is an animal picture Children clap out the number of syllables of the animal

Play continues until there are no more fish Mr. Bucket Children take turns clapping out the number of syllables of household objects using pictures Children are given a ball to put in Mr. Bucket at the end of their turn Once all the balls are handed out, the game is played Feeding Puppets

Children are each given a puppet Children are given a choice between 2 objects of which food they want to feed their puppet Children clap out the number of syllables of the food item Play continues until food items are finished Pop-Up Pirate Children take turns clapping out the number of syllables of ocean items using pictures

Children are given a sword to put in PopUp Pirate after each turn Play continues until the pirate pops Human Board Game Pictures of vehicles are set up as a road on the floor Children begin at the start and take turns throwing a die and moving 1-3 spaces Children are asked what the vehicle is and are to clap out the number of syllables Human Board Game Video

Thomas Great Race Each child chooses a train Child is shown a picture of a sport and is to clap out the number of syllables Child is given a piece of coal to help his or her train move up the track Play continues until all trains reach the end of the track Our Syllable Segmentation Findings

Children have the most success with segmenting 2-3 syllable words Children want to segment 1-syllable words into 2-syllable words Most children find this concept easier to grasp Small Group Activities Rhyming Activities Week 2: Week 3: Week 4:

Week 5: Week 6: Lucky Ducks and When Pigs Fly Whats in Neds Head? Cariboo Egg hunt Bean bag toss Lucky Ducks Children are each given a nest with a picture on it (cat, bed, tree, bug) and the corresponding

word All the ducks are put in the pond (each duck has a picture on it that rhymes with one of the nest pictures) Children take turns picking a duck out of the pond and names the picture on it Child is given a choice of rhyming words between two nests. For example: bee-tree or bee-cat? Play continues until all nests have 3 ducks Lucky Ducks Video

When Pigs Fly Each child is given a cloud that has a picture on it (snail, dog, cake, shoe) and corresponding word Pictures are velcroed onto the pigs Children take turns choosing a pig Child is given choice between two clouds as to which word rhymes with the one on his/her pig. For example: Mail-shoe or mail-snail? Once all the clouds have their pictures, the pigs are flown into the sky

Whats in Neds Head? Items are placed in Neds head ahead of time There are 4 boxes with a picture on the lid (clock, log, cat, coat) and corresponding word Children take turns pulling objects out of Neds head Child is given choice between 2 boxes to find the rhyming picture Play continues until all objects are out

Cariboo The game Cariboo was modified with pictures of our choice Children take turns choosing a picture from a pile Clinician chooses 2 pictures on the Cariboo game, names them, and the child chooses the correct rhyming word Child opens the door of the rhyming picture Play continues until all balls have been found Egg Hunt

Each child is given a basket that has a picture of a body part on it (eye, knee, toe, thumb) Eggs are hidden around the room and the children look for them Once all the eggs are found the leader gathers them up Children take turns opening the eggs, taking the picture out, and choosing the rhyming basket picture Play continues until all eggs are opened Bean Bag Toss

Each child is given a vehicle (train, car, boat, van) Pictures are velcroed onto the bean bags Children are given a choice between 2 bean bag pictures to find the one that rhymes with their vehicle. For example: Star-car or man-car? Once all the bean bags are used, children take turns throwing the bean bags Our Rhyming Findings Children have more success with rhyming

one syllable words Children have more success with rhyming consonant-vowel (CV) words than consonant-vowel-consonant (CVC) words Children have more success with rhyming when given a choice between 2 words. For example: Bee-car or bee-knee? Rhyming is very difficult to teach! Children either get it or not Circle Time with Parents/Caregivers

Parents and caregivers are brought in for a child-parent activity in a large group Leaders explain to parents the focus of the activity Parents and children complete activity Parent Activities Week 1: Feed Puppets (syllable segmentation) Week 2: Headbands (rhyming) Week 3: Whats in Neds Head? (rhyming) Week 4: Rhyming Houses (rhyming)

Week 5: Shopping (letter) Feed the Puppets Group leaders explain syllable segmentation to parents Children are each given a puppet Parents are given food objects Parents give a choice to their child between 2 objects of which food they want to feed their puppet Children clap out the number of syllables of the food item

Play continues until food items are finished Headbands Rhyming is explained to parents Each child is given a headband with a picture and corresponding word on it Parent and child are given 4 pictures that rhyme and 2 that do not rhyme Parent shows and names for child 2 pictures and child chooses the picture that rhymes with the one on his/her headband

Whats in Neds Head? Items are placed in Neds head ahead of time There are 4 boxes with a picture on the lid (clock, log, cat, coat) Children take turns pulling objects out of Neds head Child is given choice between 2 boxes to find the rhyming picture Play continues until all objects are out Rhyming Houses

Parent and child are given a house with a picture and corresponding word on it Each house has 5 rhyming pictures and 2 that do not rhyme Parent and child find the pictures that rhyme with their house and put them in the house Shopping for /m/ Each child is given 2 objects, one that begins with the letter sound /m/ and one that begins

with the letter sound /d/ Children take turns pushing the shopping cart around the circle while everyone sings A Shopping We Will Go At the end of the song the child stops Whoever is closest to the shopper shows the child their two objects and names them The shopper decides which object begins with the letter sound /m/ Play continues until all M objects are in the cart Shopping Activity Video

Homework Children are given homework to be completed for the following week Leaders explain the homework of the day to parents/caregivers Homework packages include Letter of the day collage every week Syllable Segmentation weeks 1, 3, 5, and 6 Rhyming weeks 2-6

Letter Homework Children are given a large cut-out letter pictures that begin with and do not begin with the letter of the day Parents are to cut out all pictures Parent shows child two pictures (each beginning with different sounds), names them both and asks the child Which one begins with /s/? depending on the letter of the day

Syllable Segmentation Homework Paper Bag Puppets Children are given paper bags and animal pieces to make puppets at home Child claps out syllables of food items to feed the puppet Occupation Tic-Tac-Toe Children are given a sheet with different occupations Parent and child take turns clapping out syllables of

occupations Favourite Characters Children clap out the number of syllables of their favourite character and glue the picture under the corresponding number (1, 2, or 3) Rhyming Homework Headbands Parent and child make a headband at home Rhyming and non-rhyming words are provided

Parent helps child decide which words rhyme Rhyming words are glued on the headband Down by the Bay Parent and child generate a rhyme for Down by the Bay Draw corresponding picture Rhyming Homework Rhyming Book Parents read the rhyming book provided to their child

Complete corresponding activity sheets Rhyming Activity Children are given pictures of rhyming and non-rhyming CV words Parent helps child decide which pictures rhyme Circle Time with Parents/Caregivers Sing Down by the Bay in parent-child group

Parents are given copies to take home Children are given a sticker At the end of Week 6, children are given a prize to take home - more on that in a minute! Parent Involvement During 2 sessions, parents participate in the Ready Set Read program while their children attend Reading Readiness

They bring their childs goals with them Supports carryover of skill Encourages homework completion References Graham, A., McNamara, J., & Van Lankveld, J. (2010). Summer Family Literacy for Vulnerable Learners: A follow-up study of an exploratory study of a summer literacy program for Kindergarten children at-risk for reading difficulties. Submitted to Journal of Early Education and Development. OConnor, R.E., Natari-Syverson, A., & Vadasy, P.F. (1996).

Ladders to Literacy: The effects of teacher-led phonological activities for Kindergarten children with and without disabilities. Exceptional Children, 63, 117-130. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. Mandel Morrow, Lesley (2007). Developing Literacy in Preschool, Guilford Press, New York.

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