{
  "title": "Investigating literacy teachers' linguistic knowledge",
  "sections": [
    {
      "id": "section-1",
      "title": "Investigating literacy teachers' linguistic knowledge",
      "level": 2,
      "headingHtml": "Slide 1",
      "html": "<h3>Investigating literacy teachers' linguistic knowledge</h3><p><strong>Dominik Lukes, Dyslexia Action</strong></p><p><strong>Daniel Gooch, IoE</strong></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=1\">View original slide 1</a></p>"
    },
    {
      "id": "section-2",
      "title": "Outline",
      "level": 2,
      "headingHtml": "Slide 2",
      "html": "<h3>Outline</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=2\">View original slide 2</a></p>"
    },
    {
      "id": "section-3",
      "title": "Slide 3",
      "level": 2,
      "headingHtml": "Slide 3",
      "html": "<ul><li>Linguistic underpinnings of literacy</li><li>Teacher knowledge</li><li>Phonics vs phonology</li><li>ILearnRW needs</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=3\">View original slide 3</a></p>"
    },
    {
      "id": "section-4",
      "title": "Slide 4",
      "level": 2,
      "headingHtml": "Slide 4",
      "html": "<blockquote><p>“Why do teachers need to know about the Structure of Language?”</p><p>— Townend and Walker, 2006</p></blockquote><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=4\">View original slide 4</a></p>"
    },
    {
      "id": "section-5",
      "title": "Slide 5",
      "level": 2,
      "headingHtml": "Slide 5",
      "html": "<p><em>“those who were most comfortable with the course content were those who already had some knowledge of language structure.”</em></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=5\">View original slide 5</a></p>"
    },
    {
      "id": "section-6",
      "title": "Slide 6",
      "level": 2,
      "headingHtml": "Slide 6",
      "html": "<blockquote><p>“Good teachers should be made uncomfortable by their first encounter with the social and structural complexity of language.“</p><p>— Lukes, 2010</p></blockquote><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=6\">View original slide 6</a></p>"
    },
    {
      "id": "section-7",
      "title": "Which reading skills do you teach most often?",
      "level": 2,
      "headingHtml": "Slide 7",
      "html": "<h3>Which reading skills do you teach most often?</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=7\">View original slide 7</a></p>"
    },
    {
      "id": "section-8",
      "title": "Slide 8",
      "level": 2,
      "headingHtml": "Slide 8",
      "html": "<ul><li>“Syllable division”</li><li>“Vowels”</li><li>“Understanding unfamiliar words from context”</li><li>“Finding patterns in words”</li><li>“Dividing words into base and suffixes”</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=8\">View original slide 8</a></p>"
    },
    {
      "id": "section-9",
      "title": "How do you teach syllables?",
      "level": 2,
      "headingHtml": "Slide 9",
      "html": "<h3>How do you teach syllables?</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=9\">View original slide 9</a></p>"
    },
    {
      "id": "section-10",
      "title": "Slide 10",
      "level": 2,
      "headingHtml": "Slide 10",
      "html": "<ul><li>“Wooden letters”</li><li>“Cards - physically move things around”</li><li>“Highlight things with pens”</li><li>“Marking consonants and vowels in the text”</li><li>“How many beats are there in that word”</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=10\">View original slide 10</a></p>"
    },
    {
      "id": "section-11",
      "title": "Slide 11",
      "level": 2,
      "headingHtml": "Slide 11",
      "html": "<ul><li>“Cumulative small steps building on each other”</li><li>“Play games, particularly when a child is starting to struggle/get bored”</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=11\">View original slide 11</a></p>"
    },
    {
      "id": "section-12",
      "title": "What’s missing?",
      "level": 2,
      "headingHtml": "Slide 12",
      "html": "<h3>What’s missing?</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=12\">View original slide 12</a></p>"
    },
    {
      "id": "section-13",
      "title": "Slide 13",
      "level": 2,
      "headingHtml": "Slide 13",
      "html": "<ul><li>Pronunciation dictionary</li><li>Phonics vs linguistics</li><li>Corpus</li><li>Dialect variation</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=13\">View original slide 13</a></p>"
    },
    {
      "id": "section-14",
      "title": "Syllable division knowledge",
      "level": 2,
      "headingHtml": "Slide 14",
      "html": "<h3>Syllable division knowledge</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=14\">View original slide 14</a></p>"
    },
    {
      "id": "section-15",
      "title": "Phonic vs. phonological needs for syllable division",
      "level": 2,
      "headingHtml": "Slide 15",
      "html": "<h3>Phonic vs. phonological needs for syllable division</h3><table><thead><tr><th></th><th>hospital / SWW</th><th>hospitable / WSWW</th></tr></thead><tbody><tr><td><em>Phonics</em></td><td>hos / pit / al</td><td>hos / pit / a / ble</td></tr><tr><td><em>CEPD</em></td><td>hos / pi / tal</td><td>hos / pit / a / ble</td></tr><tr><td><em>LDP</em></td><td>hosp / it / al</td><td>ho / spit / ab / le</td></tr><tr><td><em>Onset maximization before phonotatic constraints</em></td><td><s>ho</s> / spi / tal</td><td>ho / <s>spi</s> / ta / ble</td></tr></tbody></table><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=15\">View original slide 15</a></p>"
    },
    {
      "id": "section-16",
      "title": "Phonic vs. phonological needs for syllable division",
      "level": 2,
      "headingHtml": "Slide 16",
      "html": "<h3>Phonic vs. phonological needs for syllable division</h3><table><thead><tr><th></th><th>kitten / SW</th><th>spelling / SW</th></tr></thead><tbody><tr><td><em>Phonics</em></td><td>kit / ten</td><td>spel / ling</td></tr><tr><td><em>CEPD</em></td><td>kitt / en</td><td>spell / ing</td></tr><tr><td><em>LDP</em></td><td>kitt / en</td><td>spell / ing</td></tr><tr><td><em>Onset maximization before phonotatic constraints</em></td><td><s>ki</s> / tten</td><td><s>spe</s> / lling</td></tr></tbody></table><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=16\">View original slide 16</a></p>"
    },
    {
      "id": "section-17",
      "title": "MRC Psycholinguistic Database",
      "level": 2,
      "headingHtml": "Slide 17",
      "html": "<h3>MRC Psycholinguistic Database</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-46cf3f822332a631.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=17\">View original slide 17</a></p>"
    },
    {
      "id": "section-18",
      "title": "Teacher knowledge of syllable division does not match linguistic analysis or needs of machine rea…",
      "level": 2,
      "headingHtml": "Slide 18",
      "html": "<h3>Teacher knowledge of syllable division does not match linguistic analysis or needs of machine readable representation</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=18\">View original slide 18</a></p>"
    },
    {
      "id": "section-19",
      "title": "Slide 19",
      "level": 2,
      "headingHtml": "Slide 19",
      "html": "<p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-e8c5129a3bbb3330.png\" alt=\"The iLearnRW project logo: the word “ilearn” in blue with “RW” in red above a curved line of stars.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=19\">View original slide 19</a></p>"
    },
    {
      "id": "section-20",
      "title": "How do you tell the game where the boundary is?",
      "level": 2,
      "headingHtml": "Slide 20",
      "html": "<h3>How do you tell the game where the boundary is?</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-5e91723b181b191b.png\" alt=\"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”.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=20\">View original slide 20</a></p>"
    },
    {
      "id": "section-21",
      "title": "How do you tell a reader which syllables are open?",
      "level": 2,
      "headingHtml": "Slide 21",
      "html": "<h3>How do you tell a reader which syllables are open?</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-80275fe6e05bdb45.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=21\">View original slide 21</a></p>"
    },
    {
      "id": "section-22",
      "title": "How do you analyze text and find instances of < ay > = / eɪ / as in day, way",
      "level": 2,
      "headingHtml": "Slide 22",
      "html": "<h3>How do you analyze text and find instances of &lt; ay &gt; = / eɪ / as in day, way</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-bc4f2f80be78bcd4.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=22\">View original slide 22</a></p>"
    },
    {
      "id": "section-23",
      "title": "Slide 23",
      "level": 2,
      "headingHtml": "Slide 23",
      "html": "<ul><li><strong>balloon</strong></li><li>2 syllables: bal[short, closed] loon [long, closed]</li><li>adding rule</li><li>noun, verb</li><li>b &amp; l oo n 5 phonemes, 7 letters</li><li>stress loon</li><li>possible misspellings: baloon, balun, balloonning</li><li>possible confusions:</li><li>inflectional forms: balloons [noun, verb], ballooning [verb, noun], ballooned [verb]</li><li>derivational forms: balloonist</li><li>example sentences</li><li>ways of teaching difficulties</li><li>Pedagogic knowledge: relative position in a learning programme</li><li>Linguistic awareness: frequency (typicality) and relevance to individual student</li></ul><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=23\">View original slide 23</a></p>"
    },
    {
      "id": "section-24",
      "title": "iLearnRW Internal Dictionary",
      "level": 2,
      "headingHtml": "Slide 24",
      "html": "<h3>iLearnRW Internal Dictionary</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-c2ba8fc79203a1cb.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=24\">View original slide 24</a></p>"
    },
    {
      "id": "section-25",
      "title": "Teacher decision tree",
      "level": 2,
      "headingHtml": "Slide 25",
      "html": "<h3>Teacher decision tree</h3><p><img src=\"/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/media/img-32269b20806b9eca.png\" alt=\"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.\" loading=\"lazy\"></p><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=25\">View original slide 25</a></p>"
    },
    {
      "id": "section-26",
      "title": "Conclusion",
      "level": 2,
      "headingHtml": "Slide 26",
      "html": "<h3>Conclusion</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=26\">View original slide 26</a></p>"
    },
    {
      "id": "section-27",
      "title": "Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outsid…",
      "level": 2,
      "headingHtml": "Slide 27",
      "html": "<h3>Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outside the classroom.</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=27\">View original slide 27</a></p>"
    },
    {
      "id": "section-28",
      "title": "Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rat…",
      "level": 2,
      "headingHtml": "Slide 28",
      "html": "<h3>Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rather than algorithmically.</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=28\">View original slide 28</a></p>"
    },
    {
      "id": "section-29",
      "title": "Teachers and non-teachers would benefit from tools that would support their access to the analysi…",
      "level": 2,
      "headingHtml": "Slide 29",
      "html": "<h3>Teachers and non-teachers would benefit from tools that would support their access to the analysis of language.</h3><p><a href=\"/investigating-literacy-teachers-linguistic-knowledge-32841157?mode=originals&amp;page=29\">View original slide 29</a></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-01.png",
      "text": "Investigating literacy teachers' linguistic knowledge\nDominik Lukes, Dyslexia Action\nDaniel Gooch, IoE"
    },
    {
      "number": 2,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-02.png",
      "text": "Outline"
    },
    {
      "number": 3,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-03.png",
      "text": "Linguistic underpinnings of literacy\nTeacher knowledge\nPhonics vs phonology\nILearnRW needs"
    },
    {
      "number": 4,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-04.png",
      "text": "“Why do teachers need to know about the Structure of Language?”\n— Townend and Walker, 2006"
    },
    {
      "number": 5,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-05.png",
      "text": "“those who were most comfortable with the course content were those who already had some knowledge of language structure.”"
    },
    {
      "number": 6,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-06.png",
      "text": "“Good teachers should be made uncomfortable by their first encounter with the social and structural complexity of language.“\n— Lukes, 2010"
    },
    {
      "number": 7,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-07.png",
      "text": "Which reading skills do you teach most often?"
    },
    {
      "number": 8,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-08.png",
      "text": "“Syllable division”\n“Vowels”\n“Understanding unfamiliar words from context”\n“Finding patterns in words”\n“Dividing words into base and suffixes”"
    },
    {
      "number": 9,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-09.png",
      "text": "How do you teach syllables?"
    },
    {
      "number": 10,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-10.png",
      "text": "“Wooden letters”\n“Cards - physically move things around”\n“Highlight things with pens”\n“Marking consonants and vowels in the text”\n“How many beats are there in that word”"
    },
    {
      "number": 11,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-11.png",
      "text": "“Cumulative small steps building on each other”\n“Play games, particularly when a child is starting to struggle/get bored”"
    },
    {
      "number": 12,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-12.png",
      "text": "What’s missing?"
    },
    {
      "number": 13,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-13.png",
      "text": "Pronunciation dictionary\nPhonics vs linguistics\nCorpus\nDialect variation"
    },
    {
      "number": 14,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-14.png",
      "text": "Syllable division knowledge"
    },
    {
      "number": 15,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-15.png",
      "text": "Phonic vs. phonological needs for syllable division\n | hospital / SWW | hospitable / WSWW\nPhonics | hos / pit / al | hos / pit / a / ble\nCEPD | hos / pi / tal | hos / pit / a / ble\nLDP | hosp / it / al | ho / spit / ab / le\nOnset maximization before phonotatic constraints | ho / spi / tal | ho / spi / ta / ble"
    },
    {
      "number": 16,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-16.png",
      "text": "Phonic vs. phonological needs for syllable division\n | kitten / SW | spelling / SW\nPhonics | kit / ten | spel / ling\nCEPD | kitt / en | spell / ing\nLDP | kitt / en | spell / ing\nOnset maximization before phonotatic constraints | ki / tten | spe / lling"
    },
    {
      "number": 17,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-17.png",
      "text": "MRC Psycholinguistic Database"
    },
    {
      "number": 18,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-18.png",
      "text": "Teacher knowledge of syllable division does not match linguistic analysis or needs of machine readable representation"
    },
    {
      "number": 19,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-19.png",
      "text": ""
    },
    {
      "number": 20,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-20.png",
      "text": "How do you tell the game where the boundary is?"
    },
    {
      "number": 21,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-21.png",
      "text": "How do you tell a reader which syllables are open?"
    },
    {
      "number": 22,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-22.png",
      "text": "How do you analyze text and find instances of < ay > = / eɪ / as in day, way"
    },
    {
      "number": 23,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-23.png",
      "text": "balloon\n2 syllables: bal[short, closed] loon [long, closed]\nadding rule\nnoun, verb\nb & l oo n 5 phonemes, 7 letters\nstress loon\npossible misspellings: baloon, balun, balloonning\npossible confusions:\ninflectional forms: balloons [noun, verb], ballooning [verb, noun], ballooned [verb]\nderivational forms: balloonist\nexample sentences\nways of teaching difficulties\nPedagogic knowledge: relative position in a learning programme\nLinguistic awareness: frequency (typicality) and relevance to individual student"
    },
    {
      "number": 24,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-24.png",
      "text": "iLearnRW Internal Dictionary"
    },
    {
      "number": 25,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-25.png",
      "text": "Teacher decision tree"
    },
    {
      "number": 26,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-26.png",
      "text": "Conclusion"
    },
    {
      "number": 27,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-27.png",
      "text": "Much of teachers’ knowledge is implicit and cannot be directly relied on for expert advice outside the classroom."
    },
    {
      "number": 28,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-28.png",
      "text": "Teachers’ linguistic knowledge has to be represented through proxies and interaction patterns rather than algorithmically."
    },
    {
      "number": 29,
      "image": "/readers/investigating-literacy-teachers-linguistic-knowledge-32841157/pages/page-29.png",
      "text": "Teachers and non-teachers would benefit from tools that would support their access to the analysis of language."
    }
  ],
  "pageKind": "PowerPoint slides rendered with LibreOffice"
}