# Investigating literacy teachers' linguistic knowledge Canonical page: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157 - Talk date: Not established - SlideShare upload: 2014-03-28 (upload date, not the delivery date) - Event: Not established - Place: Not established - Topics: Language & meaning - Language: en - Slides in the original listing: 29 - Coverage: Full text of all 29 slides, each paired with its original slide image (slide N is section N). - Original listing: https://www.slideshare.net/slideshow/investigating-literacy-teachers-linguistic-knowledge-32841157/32841157 - Cover image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-01.png - Reader data (JSON): https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/presentation.json - TalkWeaver package (outline and images, ZIP): https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157/investigating-literacy-teachers-linguistic-knowledge-32841157-talkweaver.zip - TalkWeaver outline: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157/talkweaver/investigating-literacy-teachers-linguistic-knowledge-32841157-outline.md ## Slide 1: Investigating literacy teachers' linguistic knowledge Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-1 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-01.png **Dominik Lukes, Dyslexia Action** **Daniel Gooch, IoE** ## Slide 2: Outline Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-2 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-02.png ## Slide 3: Slide 3 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-3 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-03.png (The slide shows no title; the heading above is its contents label.) - Linguistic underpinnings of literacy - Teacher knowledge - Phonics vs phonology - ILearnRW needs ## Slide 4: Slide 4 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-4 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-04.png (The slide shows no title; the heading above is its contents label.) > “Why do teachers need to know about the Structure of Language?” > > — Townend and Walker, 2006 ## Slide 5: Slide 5 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-5 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-05.png (The slide shows no title; the heading above is its contents label.) *“those who were most comfortable with the course content were those who already had some knowledge of language structure.”* ## Slide 6: Slide 6 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-6 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-06.png (The slide shows no title; the heading above is its contents label.) > “Good teachers should be made uncomfortable by their first encounter with the social and structural complexity of language.“ > > — Lukes, 2010 ## Slide 7: Which reading skills do you teach most often? Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-7 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-07.png ## Slide 8: Slide 8 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-8 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-08.png (The slide shows no title; the heading above is its contents label.) - “Syllable division” - “Vowels” - “Understanding unfamiliar words from context” - “Finding patterns in words” - “Dividing words into base and suffixes” ## Slide 9: How do you teach syllables? Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-9 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-09.png ## Slide 10: Slide 10 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-10 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-10.png (The slide shows no title; the heading above is its contents label.) - “Wooden letters” - “Cards - physically move things around” - “Highlight things with pens” - “Marking consonants and vowels in the text” - “How many beats are there in that word” ## Slide 11: Slide 11 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-11 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-11.png (The slide shows no title; the heading above is its contents label.) - “Cumulative small steps building on each other” - “Play games, particularly when a child is starting to struggle/get bored” ## Slide 12: What’s missing? Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-12 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-12.png ## Slide 13: Slide 13 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-13 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-13.png (The slide shows no title; the heading above is its contents label.) - Pronunciation dictionary - Phonics vs linguistics - Corpus - Dialect variation ## Slide 14: Syllable division knowledge Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-14 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-14.png ## Slide 15: Phonic vs. phonological needs for syllable division Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-15 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-15.png | | 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 | ## Slide 16: Phonic vs. phonological needs for syllable division Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-16 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-16.png | | 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 | ## Slide 17: MRC Psycholinguistic Database Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-17 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-17.png ![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.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-46cf3f822332a631.png) ## Slide 18: Teacher knowledge of syllable division does not match linguistic analysis or needs of machine readable representation Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-18 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-18.png ## Slide 19: Slide 19 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-19 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-19.png (The slide shows no title; the heading above is its contents label.) ![The iLearnRW project logo: the word “ilearn” in blue with “RW” in red above a curved line of stars.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-e8c5129a3bbb3330.png) ## Slide 20: How do you tell the game where the boundary is? Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-20 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-20.png ![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”.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-5e91723b181b191b.png) ## Slide 21: How do you tell a reader which syllables are open? Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-21 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-21.png ![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.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-80275fe6e05bdb45.png) ## Slide 22: How do you analyze text and find instances of < ay > = / eɪ / as in day, way Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-22 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-22.png ![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.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-bc4f2f80be78bcd4.png) ## Slide 23: Slide 23 Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-23 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-23.png (The slide shows no title; the heading above is its contents label.) - **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 ## Slide 24: iLearnRW Internal Dictionary Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-24 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-24.png ![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.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-c2ba8fc79203a1cb.png) ## Slide 25: Teacher decision tree Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-25 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-25.png ![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.](https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-32269b20806b9eca.png) ## Slide 26: Conclusion Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-26 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-26.png ## Slide 27: Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outside the classroom. Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-27 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-27.png ## Slide 28: Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rather than algorithmically. Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-28 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-28.png ## Slide 29: Teachers and non-teachers would benefit from tools that would support their access to the analysis of language. Cite: https://slides.dominiklukes.net/investigating-literacy-teachers-linguistic-knowledge-32841157#section-29 · Original slide image: https://slides.dominiklukes.net/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-29.png Collections: [Reading, writing and accessibility](https://slides.dominiklukes.net/?collection=access), [Teaching and learning](https://slides.dominiklukes.net/?collection=teaching)