Using Compound Words to Introduce Syllables

Guest post by Margot Edwards 

 

Teaching a child to understand the underlying structure of spoken language is a key component in the child’s development of phonemic awareness, a crucial skill for children who are learning to read.

It can be difficult, however, to explain the concept of syllables to a preschooler. Even small children are intimately familiar with the meaning of language. Sentences and words have meaning. But a syllable may have a meaning of its own (such as run- in running), or it may not (the al- in alligator). If a syllable has no independent meaning, many children simply don’t notice it as a unit of speech apart from the meaning of the whole word.

I recommend easing children into this tricky concept with a series of compound word activities. Compound words are multi-syllable words that are made up of smaller words, such as snowball, dollhouse, and horseshoe. Because each syllable of a two-syllable compound word is a word on its own, children are better able to notice the syllables and to understand what you mean when you talk about dividing a word into parts.

Recent research has shown us that synthesis (blending separate syllables into words) is easier for children than analysis (dividing words into syllables). So start with two synthesis activities. In the first, Making Compound Words, say two one-syllable words for the child (such as pop and corn), with a big pause in between, and the child will combine them to make a compound word. In a follow-up activity, Making A Longer Word, you give the child the two parts of a three-syllable compound word (e.g., blue and berry), to combine into a longer word.

Analysis of compound words is a more difficult skill, so I’ve created a series of six activities to teach the concept bit by bit. In Part 1, the child must identify the first part of a compound word (“Say fishbowl but don’t say bowl”), using a picture card as a visual clue. On the card are four pictures, one of which is the correct answer.

Part 2 is exactly the same activity but without any picture clues. Without pictures, the child will have to work harder to remember the word, divide it into parts, and say only the part you ask for.

Part 3 requires the child to pick out the second syllable (“Say rainbow without rain…what’s the last word in rainbow?”), with picture cards as clues. Part 4 is the same but with no picture cards.

In Part 5, give the child a mix of words. Sometimes you will have him tell you the first part of the word, and sometimes the second part. This is a big challenge for his memory and listening skills, but we provide picture cards to help him. In the sixth and final activity, the child must identify either the first or last syllable of a compound word, with no picture clues.

Start with the first of these activities, play it with the child for 10-15 minutes a day until he’s mastered it, then move on to the next activity. Before you know it, the child will be ready to dive into learning about syllables.

Margo Edwards is the Director of Content Development at SightWords.com, a website dedicated to the promotion of child literacy through a variety of free online resources. SightWords.com is proud to be sponsored by the Georgia Preschool Association. 

Early Words Together:coming together nicely

The Early Words together project is in full swing at the Lichfield and South Staffs Children's Centres now. It is a superb new initiative from the National Literacy Trust to help families develop their skills in order to help their children at home. Studies have shown that parents are a huge influence on children's educational success, so if they can help from very early on, it will have a knock one effect to school progress and beyond. The NLT call it the 'home learning environment' or HLE.

The 6 week programme looks at the importance of sharing books, how nursery rhymes are  still important, mark making, choosing stories and also includes a visit from the library staff.

Many people think that libraries are quiet places where children should be seen and not heard but in fact, they actively encourage families. The library staff use puppets to show children the positives of joining the library so they can have access to new books every week.

The feedback from the families so far has been very positive, 'I think its really useful to know about these things,' said Anne-Marie, mum of 2 pre-schoolers. The sessions will be fully evaluated both internally and externally as part of a pilot project running until next March. If successful, it will be run nationwide.

Early Words Together: can you help me please? I need volunteers for this great project.

We are looking for volunteers to help with this very worthwhile initiative. No experience necessary as all training given. You would only be required to pass a safeguarding check, as I'm sure you'd understand is essential for anyone working with children.

https://audioboo.fm/boos/1736197-early-words-together

Please ring Kerry on 01543 421830   or Becky 01922 415632

Or email info@smalltalk-ltd.co.uk or LibbyHill1@aol.com

'Books are old-fashioned, out-dated and a waste of time and space

...... and they just gather dust!' So said my ex-mother-in-law one day when I was reading to my first baby aged 12 months. It was Twinkle, twinkle by Nick Sharratt. I remember he was transfixed by the shimmering star on the front and touched each page with it's different texture. He joined in at the end of each sentence with the well rehearsed rhythmic phrases. He delighted in turning the pages while sitting on my knee, showing me each wonder with a special backwards glance and a smile. 

As I said to her at the time in the politest tone I could muster, 'Actually, books are fantastic!'
i summarised why last year but as it's National Book Day on thursday, I make no apology for re-iterating what I said.

Introduction:

There have been many, many research studies on the influence reading to children has on their educational growth, and in almost all of the studies done, reading to children as early as six months of age has been ‘proven not only as a good parent-child bonding, but as giving the child a good educational start in life’ (Maria-Helen Goyetche, owner of Early Childhood Education, 2009). The following is a summary of the available research & results of interviews with several early years’ practitioners:

General points:
1. Babies: There’s no such thing as too early. It’s good to start showing babies pictures and talking about them as soon as they focus her eyes on the pattern on a jumper or the change-mat. It’s part of parent –child interaction. Sue Gerhardt, discusses the major adverse implications on the developing brain if not there is not this type of quality interaction, (‘Why love matters’, 2004) *

2. Toddlers: discovering new words, learning to "read" pictures to find the meanings of words or the answers to questions hiding behind those thrilling pull-tabs: where's the kitten gone?

3. Pre-schoolers: a realisation that pictures on the page are the introduction to print; being read to helps the child toward written language at this age just as it helps towards spoken language two years previously.

4. School-Aged: Once children are used to being read to, they will never be bored if somebody will read, and since there are bound to be times when nobody will read and they are bored, they'll have the best possible reason to learn to read themselves.

All the research agrees that reading to themselves isn't a signal to stop reading to them though, even when the child starts to read stories to himself for pleasure. 

Specific
1. Bonding
Maybe the most important benefit a parent and child have from reading together is a bond which naturally develops as they spend time together. They are connecting with the baby while the baby is doing the things she likes best; being with you and hearing your voice speaking to her. ‘The book isn’t as important as the moment and........ it could even be a comic,’ Lesley Smith, Early Years Practitioner.

2. Attention/listening:
Attention skills are extremely important and need to be learnt to be successful in school. Attention and listening are the main skills in decline in the 21st century. A recent survey of 100 primary schools hi-lighted this (Libby Hill, 2010). By sharing a story book early on, it is helping to develop both attention span and listening.

3. Social interaction
Perhaps the most important benefit is the time the adult spends reading with the child. ‘The book is the vehicle for the interaction, which is the most important thing,’ Deborah Falshaw, Teacher & Early Years Practitioner.

4. Communication
Many of the components of communication are developed whilst sharing a book: turn-taking, listening, shared attention and speaker/listener roles are identified

5. Language
Hearing the adult use different intonation patterns and the full range of phonology of the language they’re speaking helps develop the child’s own speech and language.

a) Vocabulary: linking the names of words to the pictures helps vocabulary development. It’s often easier to find pictures than real objects to show the child. In any event, the pictures supplement the child’s semantic links to aid the acquisition of new vocabulary.

b) Reasoning: Following a character's actions in a story helps develop problem solving skills. Children are just learning about the world they live in. They are beginning to learn that their actions have consequences. Story book characters can help test these sometimes confusing issues without the pain of going through it themselves. The next time a child is confronted by a situation he has encountered in a story that has been read to him, he will know he has options.


6. Intelligence/Imagination
Getting children absorbed in books helps stimulate imagination which has been proved to advance their thinking power. They learn to pretend and put themselves in the story which often promotes a higher level of thinking. Children who are read to at an early age find it easier to express themselves and their feelings, making them more confident as they grow up (Professor James Law, City University, own conference notes 2009).

7. Emotional development
Children’s emotions can be validated through story reading. Sharing stories about characters who have the same emotions, especially negative ones, lets the child know that the feelings are normal. Children can learn from the reactions of the characters in the story (Susan Anderson, ‘The invaluable importance of reading to your child’).

8. Good habits
Children will pass on the love of reading to their children if they have been read to. Children live what they learn. They will be more likely to share reading with their own children.

9. Introducing difficult topics


10. Helping to handle stress
Life can be tough for a child in the 21st century. Books provide escapism as well as a source of comfort.

Conclusion:

Maryann Wolf Director/professor of the Centre for Reading and Language Research at Tufts University, USA "Children who begin kindergarten having heard and used thousands of words, whose meanings are already understood, classified, and stored away in their young brains, have the advantage on the playing field of education. Children who never have a story read to them, who never hear words that rhyme, who never imagine fighting with dragons or marrying a prince, have the odds overwhelmingly against them."

Penelope Leach, child development guru: ‘When parents read aloud to their children, everyone wins. It's fun for the adult and great for the kids. Easy for you and good for them. You don't even have to ration it because, unlike TV or ice cream, there's no such thing as too much’.

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How can a speech therapist help literacy?

A post by the excellent Talking Matters team from Australia.

This week is “Speech Pathology Week” and Speech Pathology Australia have chosen the theme “Literacy for life”. This was chosen because literacy is a form of communication, there is a strong link between speech and language skills and the development of literacy and because speech pathologists have much to offer in helping develop literacy skills.  

Speech therapists/pathologists, teachers and parents can work together to develop literacy skills though the lifespan. At Talking Matters we work mainly with children, and the literacy skills developed in childhood have an impact right through the rest of peoples lives. Here are some ways speech pathologists support communication and literacy in children.    

Babies – It is never too young for children to experience books.  Babies enjoy bright colourful books with familiar pictures and things they can touch. Early speech and language skills are important for later literacy development. Babies are learning to listen to voices and understand familiar words.  They love rhymes and songs. They are developing babbling and copying adult sounds and intonation patterns.  A speech pathologist can advise parents how to best develop their babies early language skills. Speech Pathologists can also help with any feeding problems which can impact on speech development.             

• Toddlers – Toddlers continue to love books and begin to listen to the words, not just look at the pictures. They enjoy stories with simple storylines and lots of action.  They also enjoy picture books about favourite topics which help develop vocabulary. They may begin to recognise familiar signs and symbols. Their speech is developing with lots of single words and they are beginning to combine words together. A speech pathologist can help if a child is not using many words, combining words together or is not clear in their production of familiar words.

• Pre-schoolers - Children are now beginning to develop pre-literacy skills. They understand how books work, with a beginning and ending and words that tell about the pictures.  They are beginning to learn about letters and sounds and may recognise their name and the first letter in their name. They are speaking in longer sentences, most of their speech is clear and they can hold a simple conversation. Speech pathologists can help with concerns about speech and language skills. Support to develop these skills now helps with preventing reading and writing difficulties later.       

• School-aged children – At school children are developing formal literacy skills. The ability to understand and use language impacts on the ability to read and write, and speech pathologists can support parents and teachers in developing these skills in children. Children are also learning about the relationships between letters and sounds, and how sound patterns form words. Children who have difficulty hearing sounds in words,  sounding out and blending words, reading, writing and comprehending what they read can all benefit from support from a speech pathologist. As children progress with literacy, the oral and written language used in school increases in complexity.  Speech pathologists continue to help children develop these skills and can also provide strategies and supports for children with literacy difficulties.               

At Talking Matters we can provide assessment and support to develop speech, language and literacy skills.  We also have a large amount of information on our website to support parents and teachers in develop language and literacy skills.

Visit our website at talkingmatters.com.au to find out more. Download free information and activities from the “plus” section of our website.

Talking Matters Team