Post Primary - Phonological Awareness and Phonics

Age 11 - 16

Pupils with literacy difficulties will transition into post-primary education, often presenting with poor reading fluency, struggling to recognise individual words and having poor spelling. Often the root cause is the same, a phonological or orthographic difficulty, but there is a likelihood of possible co-occurring difficulties and executive function difficulties. Working memory difficulties can make the learning process more complicated for the pupil. Vocabulary development plays an increasingly important role. Intervention should begin early for these pupils and a programme of intervention needs to be based on thorough teacher assessment. Link to Assessment

Phonological Awareness Difficulties

Phonological awareness deficit is an inability to perceive and manipulate the sounds in the spoken word. This difficulty can persist into post-primary years. Phonological awareness can be impacted by hearing difficulties, working memory difficulties but also an under-developed phonological processor and orthographic processor. Phonemic awareness, the ability to detect, identify, and manipulate phonemes in spoken words, is the most sophisticated level of phonological awareness. It can be a predictor of later reading achievement and phonemic awareness can develop as a result of learning to read.

Phonemic awareness develops when pupils are taught to hear and manipulate the sounds in words. If a pupil struggles orally blending sounds to form a word, then that pupil may not be able to read the word with automaticity when he / she sees it in print. Likewise, if a pupil cannot orally segment a word, then the pupil may struggle when attempting to spell the word if he / she does not know what the word looks like. It is important to be aware that many pupils with literacy difficulties have working memory difficulties and cannot blend phonemes together. Diagnostic and standardised testing will enable the teacher to establish a starting point for the pupil and plan an approach to target a pupil’s specific needs. A sequential, cumulative multi-sensory and phonics- based approach may help those pupils with working memory difficulties or co-occurring difficulties to begin to master phonological awareness and phonic knowledge. Some pupils may be able at this stage to segment and blend individual phonemes as they have already acquired orthographic awareness from print and have a developing knowledge of words in long-term memory but there are a significant minority of pupils who will continue to struggle to learn phonemic awareness beyond the consonant level and who will not be able to distinguish between the vowel sounds. Link to Assessment

Impact on word recognition, reading, spelling and writing	Recommendations for Reasonable Adjustments
Inaccurate decoding of unfamiliar words	A phonics-based programme which focuses on word families may still be appropriate (Year 8-10). Break phonics lessons into smaller, manageable chunks of information for example: Teach blend beginnings or consonant blends-/fl/, /gl/, /cl/ Teach consonant digraphs-/sh/, /ch/, /th/ Teach assimilation-/mp/, /nd/, /nt/, /nch/, /nk/ Teach vowel-consonant digraphs-/ar/, or/, /er/ Rules for ‘w’ and ‘v’ words Double letters (ll, ff, ss, ck) Magic ‘e’ Hard and soft ‘c’ and ‘g’ Wall words (tch, dge, gu) Long vowel sounds (ai, ay, oa, ow, ou, oo, ew, ue, igh, y, ee, ea, oi and so on) Vowel digraphs (oi, oy, ou, ow, au, aw and so on) Vowel consonant digraphs (ir, ur, ear) Suffixing rules Irregular plurals Syllable division Regular final syllables (tion, le, and so on) Complex suffixing Complex spelling patterns (ph saying /f/, ch saying /k/
The pupil may be unaware of how to segment syllables in word	Demonstrate syllables in compound words, for example, ‘armchair’, ‘doorstep’ Introduce the pupil to the syllable division tool in Texthelp Read and Write: Read and Write Quick Reference Guide Model correct pronunciation Teach syllabification -Emphasise the syllables, over emphasise hidden sounds – get the pupil to repeat the word back, for example, ‘parliament’, ‘chocolate’ Use visual aids: Display the word showing syllable divide, au/to/mat/ic Ask the pupil to clap syllables (e-lec-tri-ci-ty) Blend syllables (en-ve-lopes) Delete syllables (‘say microwave, say it again but don’t say mic’ {rowave}, Teach Poetry-emphasise rhythm and rhyme patterns – Haikus, the writer counts the number of syllables in each line (5/7/5) Highlight Alliteration in Poetry-‘Digging’ by Seamus Heaney, for example the phrase, ‘gravelly ground’ or ‘Anthem for Doomed Youth’ by Wilfred Owen, the phrase ‘rifles rapid rattle’ Highlight Onomatopoeia in text-‘Digging’ by Seamus Heaney:, for example, the phrase, ‘...squelch and slap’ Highlight root words, scribe (meaning write) – prescription, inscription, manuscript, scribble, or photo (meaning light) – photograph, photosynthesis, telephoto, photocopies resources available via links below: Literacy Service - Initial Contact Support Portal If staff members do not already have access to the portal, please complete the staff details form below: Literacy Service: Initial Contact Support Portal - Staff Details Form
The pupil may sometimes be unable to recognise if a word has been pronounced correctly	Ask the pupil to watch you as you say the word correctly. Ask the pupil to attempt saying the word
The pupil may have difficulty recalling or remembering new words	Write and talk when explanations of vocabulary are being given Prioritise teaching Tier 2 and 3 vocabulary, which a pupil is unlikely to encounter in everyday speech
Difficulty remembering academic vocabulary	In each subject (science, art, history and so on) teachers should provide explicit vocabulary instruction to help pupils access and use academic language Vocabulary development-this is an essential ongoing element of any lesson. Ensure the pupil knows what any new words mean- never assume Consider which words and phrases to teach as part of curriculum planning Provide written, pictorial or graphic support when spoken language must be processed
The pupil may be unaware of the parts of a word- root, prefixes and suffixes and this will require explicit teaching	Teach morphology, for example, root word and prefixes and suffixes Teach etymology (if the pupil shows an interest) to help him / her remember unfamiliar words and make connections between words Root analysis- teach the common roots of words, such as, ‘port’ means to carry and develop the pupil’s awareness of related words- transport, import, export, deport Morphological Knowledge-teach common prefixes, such as ‘re’, meaning ‘again’ and ‘tion’ meaning ‘the act of’ Historical context-Etymological Knowledge, explore the historical and cultural context of words and the influence of other language on the English language Teacher Guidance: Words derived from Greek and Latin Origins- Morphology and Etymology Teacher Guidance: Morphology on the Days of the Week

Working Memory Difficulties

Working memory difficulties persist for many pupils in post-primary education. It is essential that teachers recognise that there are pupils in the classroom who will have a very limited working memory capacity. Strategies to support the working memory will need to be taught and reasonable adjustments made to the environment to scaffold the pupils learning. Assistive technology plays an ever -increasing role providing the pupil with by-pass strategies.

Impact on word recognition, reading, spelling and writing	Recommendations for Reasonable Adjustments
A pupil with working memory difficulties will struggle to follow lengthen instructions	Ensure information or instructions are presented slowly and concisely avoid long complex instructions Break instructions into single steps, chunking and pausing to allow processing time. Provide pupil with a “Help Box” or “Help Board” which highlights what steps are required in the lesson
The pupil may struggle with new vocabulary which will impact on comprehension of texts	Chunk information to aid learning, for example, pattern of words Provide visuals of all new vocabulary Provide recorded lesson and visual diagrams as an aid Ensure the pupil understands what the unfamiliar word means Overlearning and repetition helps ensure learning is secure and computer games which support the activity increases pupil motivation and enjoyment Repeat key concepts and skills frequently to reinforce learning
Difficulty with spelling and writing as the pupil struggles to remember correct phonemes to use in a spelling Difficulty holding several sounds in his / her short-term memory Difficulties remembering the multiple mappings for phonemes Pupil has already incorrect storage of word spelling in his / her memory trace	Use multisensory approaches when introducing new vocabulary and engage all the senses-visual, auditory and kinaesthetic. This will consolidate learning for the pupil, for example, write the word (using cursive handwriting) and ask the pupil to say the word as it is written-Simultaneous Oral Spelling Technique: Simultaneous Oral Spelling Instructions EA Guidance Video: Simultaneous Oral Spelling (SOS) (4:39 mins)
The pupil may not have retained vocabulary or spelling rules introduced in previous lessons	Ensure new learning is connected to prior knowledge to aid retention Make learning intentions and success criteria very clear to the pupil Teach spelling rules: The doubling rule: When a word has one vowel before a single consonant, double the consonant before adding the ending: The word ‘sit’ becomes ‘sitting’ The drop ‘e’ rule: When a word ends in ‘e’ you drop it before adding a suffix, if the suffix begins with a vowel, ‘care’ becomes ‘cared’ The add rule-if the suffix begins with a consonant, such as (ly, ness, ful, s, less, ment, some, ty) keep the ‘e’ and just add the suffix: Teacher Guidance: Advice for Teachers on Spelling Rules

Morphemic Awareness and Etymology of unfamiliar words

Morphology is how meaningful units are put together to form words, for example ‘ing’. It is important that pupils with literacy difficulties are explicitly taught about plurals, prefixes and suffixes. Etymology is the study of word origins and may be useful to help pupils remember why some words are spelt in a particular way.

Impact on fluency, comprehension and writing	Recommendations for Reasonable Adjustments
The pupil may be unsure of correct prefixes and suffixes to use	Develop Metalinguistic Awareness– by developing word study skills the pupil learns about the internal structure of words, how they are formed and how they relate to one another. This can positively impact his / her overall language skills. It will also help the pupil to develop a knowledge of the etymology and morphology, of words encountered in literature: Teacher Guidance: Words derived from Greek and Latin Origins- Morphology and Etymology Teacher Guidance: Morphology on the Days of the Week Further information and resources are available via the links below: Literacy Service - Initial Contact Support Portal If staff members do not already have access to the portal, please complete the staff details form below: Literacy Service: Initial Contact Support Portal - Staff Details Form Teach suffixes-Highlight patterns and rules, ‘-dom’ (meaning place or state of being) –freedom, kingdom, boredom, ‘-able or -ible’ (meaning capable of being) –edible, presentable, abominable, credible Teach prefixes Highlight prefixes, ‘anti-’ (meaning against, opposite of) -antiseptic, antibody, ‘de’-(meaning down, off, away from) – devalue, deactivate, debug, degrade Raise awareness of similar sounding words-effect and affect, allusion and illusion Cross Linguistic comparison - a pupil can explore word origins and how this has impacted on the morphological structure of many of our words. It is important to look at the impact of Roman, Greek and Anglo-Saxon culture on many words in the English language Interest and motivation can be enhanced by exploring and studying words. At times, a pupil with literacy difficulties will remember a more difficult word if he/ she is interested in it
The pupil may have limited knowledge of vocabulary and how it impacts on text	Provide opportunities for literature analysis - the pupil can explore how specific words contribute to the author’s intent and enhance the impact of the text
The pupil may have difficulty understanding academic texts and answering questions appropriately	Ensure all new academic language is clearly explained and provide a visual copy of difficult words

Assistive Technology

New Microsoft 365 Reading Coach in Immersive Reader
Microsoft 365 Immersive Reader
Microsoft 365 Read Aloud (Text-to-Speech feature)
Texthelp Text-to-Speech
Texthelp Dictionary
Digital and Audio Books
Mind-mapping software

Signposting for Free Professional Learning Modules

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the ‘Children and Young People’s Services Professional Learning Programme’, which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September:

Bibliography and References

Birsh, J.R., Carreker, S., (2018) Multisensory Teaching of Basic Language Skills. Paul H. Brookes Publishing Co.

Education Endowment Foundation: Improving Literacy in Secondary Schools

Post Primary - Phonological Awareness and Phonics

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