Investigating literacy teachers' linguistic knowledge

	hospital / SWW	hospitable / WSWW
Phonics	hos / pit / al	hos / pit / a / ble
CEPD	hos / pi / tal	hos / pit / a / ble
LDP	hosp / it / al	ho / spit / ab / le
Onset maximization before phonotatic constraints	ho / spi / tal	ho / ~~spi~~ / ta / ble

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Slide 16: Phonic vs. phonological needs for syllable division

Phonic vs. phonological needs for syllable division

	kitten / SW	spelling / SW
Phonics	kit / ten	spel / ling
CEPD	kitt / en	spell / ing
LDP	kitt / en	spell / ing
Onset maximization before phonotatic constraints	ki / tten	~~spe~~ / lling

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Slide 17: MRC Psycholinguistic Database

MRC Psycholinguistic Database

Screenshot of a spreadsheet from the MRC Psycholinguistic Database: rows of English words from INHERITOR to INITIATIVE, each with a slash-separated phonemic transcription and a second phonetic transcription, with flag letters (S, B) in the first columns.

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Slide 18: Teacher knowledge of syllable division does not match linguistic analysis or needs of machine readable representation

Teacher knowledge of syllable division does not match linguistic analysis or needs of machine readable representation

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Slide 19: Slide 19

The iLearnRW project logo: the word “ilearn” in blue with “RW” in red above a curved line of stars.

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Slide 20: How do you tell the game where the boundary is?

How do you tell the game where the boundary is?

Screenshot of a spelling game, “Split the suffix from the word below”: the word “Helpful” on a wooden plank with a division mark, a “Correct words” panel showing “Hopeful”, a cartoon figure in a white karate uniform with a black belt, “Round 1”, a star with “2”, and the score “2/10”.

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Slide 21: How do you tell a reader which syllables are open?

How do you tell a reader which syllables are open?

Screenshot of a text on a Samsung e-reader screen with a toolbar (My library, Bookmark, Search, Outlines) and a passage beginning “The train stopped in the station and all the cats got off”, with some words highlighted in cyan and yellow.

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Slide 22: How do you analyze text and find instances of < ay > = / eɪ / as in day, way

How do you analyze text and find instances of < ay > = / eɪ / as in day, way

Screenshot of the iLearnRW Demo Application: a text pane on the left, a grid of coloured cells (green, yellow, orange and red) beside it, a “Problem Title: Vowel sounds” panel listing words with the problem, and a table of text properties below.

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Slide 23: Slide 23

balloon
2 syllables: bal[short, closed] loon [long, closed]
adding rule
noun, verb
b & l oo n 5 phonemes, 7 letters
stress loon
possible misspellings: baloon, balun, balloonning
possible confusions:
inflectional forms: balloons [noun, verb], ballooning [verb, noun], ballooned [verb]
derivational forms: balloonist
example sentences
ways of teaching difficulties
Pedagogic knowledge: relative position in a learning programme
Linguistic awareness: frequency (typicality) and relevance to individual student

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Slide 24: iLearnRW Internal Dictionary

iLearnRW Internal Dictionary

Screenshot of a spreadsheet of the iLearnRW internal dictionary: rows of phoneme strings, suffix rules (SUFFIX_NONE, SUFFIX_ADD, SUFFIX_DROP), word forms such as “hor, hors, horse, horses” and phonetic transcriptions.

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Slide 25: Teacher decision tree

Teacher decision tree

Diagram of the teacher decision tree in five steps. Step 1: choose a difficulty to work on. Step 2: choose a game activity. Step 3: choose additional words to complete the activity. Step 4: choose the proportion of words selected from the list of tricky words. Step 5: observe the student performance before designing the next activity, with a speed (slow) and precision (accurate) bar chart.

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Slide 26: Conclusion

Conclusion

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Slide 27: Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outside the classroom.

Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outside the classroom.

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Slide 28: Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rather than algorithmically.

Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rather than algorithmically.

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Slide 29: Teachers and non-teachers would benefit from tools that would support their access to the analysis of language.

Teachers and non-teachers would benefit from tools that would support their access to the analysis of language.

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Investigating literacy teachers' linguistic knowledge

Slide 1: Investigating literacy teachers' linguistic knowledge