University of Edinburgh
 

Literacy Workshop 2: Developing English in a Sign/Bilingual School

Presented on Wednesday 28 February 2007

frank barnes logo

Live English Work at Frank Barnes School for Deaf Children

Mark Varley

Developing Phonological Awareness Skills: An overview of the use of THRASS

THRASS handbook

thrass diagram

The Phoneme - Grapheme Principle

/m/ - m, mm, mb
/f/ - f, ff, ph
/s/ - s, ss, se, c, ce

The Grapheme - Catch All

/f/ - f, ff, ph, *
/f/ - cough
/f/ - f, ff, ph, *gh

Does It Look Right?

/f/ - f, ff, ph, *gh

fish
ffish
phish
ghish

How is THRASS different?

O.L.M.O.S. 23 phonemes vs Phoneme - Grapheme Principle 44 phonemes

Phonographic Skills

Graphemes to Phonemes = Blending (Reading)
Phonemes to Graphemes = Segmenting (Spelling)

thrass diagram

Why did we need THRASS?

  • School Self-Evaluation & School Performance
  • End of Key Stage 2 NC Assessments
  • Development and use of decoding strategies
  • Need for a whole school approach

Why did we need THRASS at Frank Barnes?
Developing Phonological Awareness

What is phonological awareness?

  • Awareness and skills related to the internal structure of words
  • Underpins reading skills
  • Need to have knowledge of phoneme- grapheme correspondencies (the sounds/ lip shapes that match with different spelling choices)
  • Phonological awareness will develop in a language rich environment

Developing Phonological Awareness

  • For deaf children research is emerging, but still limited.
    useful background texts Stern (1996) and Lebayert (The Roles of Phonological Codes)
  • Deaf children show phonological awareness through
    - Lexical decision making (real vs nonsense words)
    - Rhyme judgements
    - Use of phoneme- grapheme correspondancies
  • Early fingerspelling strengthens graphemic awareness
  • Skills affected by frequency and regularity of words

Developing Phonological Awareness

  • Audit of Frank Barnes teaching staff approaches to teaching literacy:
    - Current approaches
    - Understanding of terms
    - Can deaf children develop phonological awareness
  • Need to link BSL, fingerspelling and lip reading skills development to literacy work.

Summary of practice to date

  • Development in understanding and skills in key areas, & progress in metalinguistic awareness within THRASS sessions
  • Use of THRASS as a tool to develop phonographic skills, embedding it into daily literacy practice.
  • Use of Bigmouth to provide visual information on articulation and development of Word File sheets to support spelling
  • Use of colour coded lip patterns to support Live English skills
  • Use of Visual Phonics (developed by Babs Day, Longwill School)
  • THRASS assessments available
  • SLT assessment of lip reading and speech perception skills.
  • Long term:
    - Quantify and measure impact of approach through analysis of reading behaviour and summative reading assessments.
    - Develop a ‘SATS’ style spelling assessment.

Summary of practice to date

  • Development in understanding and skills in key areas, & progress in metalinguistic awareness within THRASS sessions
  • Use of THRASS as a tool to develop phonographic skills, embedding it into daily literacy practice.
  • Use of Bigmouth to provide visual information on articulation and development of Word File sheets to support spelling
  • Use of colour coded lip patterns to support Live English skills
  • Use of Visual Phonics (developed by Babs Day, Longwill School)
  • THRASS assessments available
  • SLT assessment of lipreading and speech perception skills
  • Long term:
    - Quantify and measure impact of approach through analysis of reading behaviour and summative reading assessments
    - Develop a ‘SATS’ style spelling assessment

Adapting approaches/ materials for phonological awareness work

  • Developing signs for concepts in BSL
  • Using spoken language materials/ resources with sign support, explaining concepts and ideas in BSL
  • Sharing ideas with colleagues in other settings (through professional networks, eg; SALTIBAD)
  • Colour coding system with Bigmouth lip-shape resources

Our recipe for developing this work…

Decide what you want to make:

  • Honest dialogue between different professionals/ perspectives
  • Clarity of roles

Give it a try with some new ingredients:

  • Working collaboratively to try different approaches

Taste it to see if it’s any good:

  • Evaluate what works – try again if needed
  • Enjoy what you try out!

THRASS Letter Name Rap

A B O P
A B C O P Q
A B C D E F G O P Q R S T U

H I V W
H I J V W X
H I J K L M N V W X Y Z Z Z

Phonological Awareness Quiz

1. How many animals on the chart?

2. Which picture comes after net?

3. How many graphemes match the phoneme /m/, what are they?

4. How many digraphs match the phoneme /s/?

5. What is the initial phoneme in fish? What is the name of the grapheme that matches it?