20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling
A Complete Resource for Speech Pathologists, Intervention Specialists, and Reading Tutors
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The typical student, who will benefit most, is reading six months to two years below grade level, writing very little and what they write is not readable due to poor spelling. Math calculations are often an area of strength. This student will likely have a history of language and/or articulation delay impairment often accompanied with a history of middle ear infection with or without mild, intermittent hearing loss. 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling provides speech language pathologists and intervention specialists with strategies and a systematic process to address phonemic skill developmental delays that result in reading and writing fluency delays and disorders. The exercises featured support Reading and Writing skill development in the classroom by first developing skills in a small group or individual setting. The system presented develops phonemic and phonological awareness, auditory memory for sounds in words, auditory discrimination between phonemes and mapping of phonemes to letters. For some students, classroom lessons about rhyme, learning to identify beginning, middle and ending sounds in words and learning word families and phonic rule patterns are not enough to enable them to understand how sounds and letters work together to form the written word. Their auditory systems prevent them from “making sense” of the sound system of our language. {See notes at the end of this section} The exercises in 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling provide ‘motor’ clues/cues to help students match what they ‘feel ‘with what they hear and see. Providing one auditory and movement cue between each syllable enables students to make sense of sound/letter relationships and phonic rules governing the English language. Only ONE sound changes between each syllable to simplify the task of finding sound changes between words. Real words are used for MOST phoneme changes. Learning to recognize when a word is not a word also helps students realize when something does not make sense to cue them to reread for comprehension. Each vowel tone presents as a comparison between only two vowel tones at a time. Combinations of tones are paired by similarity in tone and proximity of production in the mouth. Words presented in similar pairs support development of auditory discrimination between vowel tones, voiced to voiceless phonemes, and other similar phonemes. In the glossary, a list of labels is included for the descriptive labels used to group sounds by the movements of tongue, jaw, and lips along with meanings of words from the lists that may be unfamiliar to typical children. A phonic rule chart is included to identify sound and letter patterns associated with short and long vowels {Appendix D}. Some pages contain spellings for phonic rule patterns. The phonic chart shows how vowel sounds determine spelling patterns.
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About the Book
20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling presents a complete, systematic process for addressing phonemic and phonic training. 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling includes: • Informal Assessment • Directions for implementation • Strategies for blending, segmenting, vowel discrimination, and tracking sounds in syllables • Reproducible Word lists, Student Worksheets and Record Sheets • 134 real word lists comparing syllables with one phoneme change comparison • 134 words and sentences with leveled reading, spelling & writing exercises • Phonic Rules Chart for Short and Long Vowel spelling patterns • Word Lists for phonic spelling patterns related to vowel tone • Sample Goals and Objectives for Intervention and Individual Education Plans “My son Josh went through this program when he was in elementary school. My husband and I have always credited Mrs. Dinsmore with how well Josh did in school. We feel that he would have struggled when he was older. We were amazed at the growth he made with his reading and writing. These were areas that he avoided when working at home with us.” — Melissa Finley, parent and 3rd grade teacher of 32 years 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling is an invaluable tool for the Speech Language Pathologist or Intervention Specialist working with children demonstrating dyslexia, auditory processing disorders, or are simply experiencing difficulties acquiring reading and spelling skills in elementary schools. Tutors working with adults who have not learned to read and spell fluently may use 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling for tutoring lessons as well. The exercises are adaptable for any age.
About the Author
Vickie Dinsmore is a Speech Language Pathologist who worked with children in the public schools for over 28 years. During her years in the public schools she spent the most time with children in grades three to five. After retirement, she worked on organizing her life’s work in the area of phonemic processing into 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling. While working, approximately twenty percent of her caseload each year demonstrated weaknesses in the areas of phonological and phonemic processing. Over the years, she often considered writing a book that would contain all of the strategies, documentation support and word lists she created and collected. 20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling” is the result. She now provides private therapy to school age children and writes a blog for www.20MinutePhonemicTraining.com. Vickie has two daughters and three grandchildren. She resides in Morrow, Ohio with her husband, David. She holds a Bachelor’s of Science degree in Speech Pathology and Audiology from Ball State University. She received a Master’s Degree in Education from Wright State University. Her degree emphasis was in the areas of language development and assessment. She completed a thesis project studying the effects of ear infections before the age of three upon later acquisition of reading fluency and comprehension skills in grades one through six. She holds a Speech Language Pathology license issued by the State of Ohio [SP.6593]. She is a member of the Ohio Speech Language and Hearing Association.