20 Minute Phonemic Training for Dyslexia, Auditory Processing, and Spelling: A Complete Resource for Speech Pathologists, Intervention Specialists, and Reading Tutors

By Vickie Dinsmore

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.

• Language: English
• Publisher: iUniverse
• Release date: Aug 10, 2017
• ISBN: 9781532028786

Vickie Dinsmore

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 lifes 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 Bachelors of Science degree in Speech Pathology and Audiology from Ball State University. She received a Masters 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.

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Copyright © 2017 Vickie Dinsmore.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

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ISBN: 978-1-5320-2879-3 (sc)

ISBN: 978-1-5320-2878-6 (e)

iUniverse rev. date: 11/13/2017

Contents

Introduction

Before Beginning

Phonemic Assessment

Directions for 20 Minute Phonemics

After the Pages are Selected

Strategies for Blending When Students Struggle

Strategies for Tracking and Segmenting Sound Changes Between Syllables

Reading

Writing

Day 1 with the student: The Sound and Letter Story

CVC SET 1

SHORT VOWEL TONES

CVC Labials, Alvoelars, Voiced and Voiceless Pairs

CVC Labials, Alvoelars, Voiced and Voiceless Pairs

CVC Labials, Alvoelars, Voiced and Voiceless Pairs

CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs

CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs

CVC Labials, Alveolar, Palatals, Dentals Voiced and Voiceless Pairs

CVC Velars, Alveolar, Palatals

CVC Velars, Alveolar, Palatals

CVC Velars, Alveolar, Palatals

CVC SET 2

LONG AND SHORT VOWEL TONES

CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs

CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs

CVC Long and Short Vowels with Labials, Alveolar, Voiced and Voiceless Pairs

CVC Labials, Alveolar, Palatals, Dentals with long and short vowels

CVC Labials, Alveolar, Palatals, Dentals with long and short vowels

CVC Labials, Alveolar, Palatals, Dentals with long and short vowels

Velars, Alveolar, Palatals, Dentals With long and short vowels

Velars, Alveolar, Palatals, Dentals With long and short vowels

Velars, Alveolar, Palatals, Dentals

CCV and CCVC SET 3

LONG AND SHORT VOWEL TONES

Reversals

Practice Lists for /r/ phoneme reversals

How to Treat Sound Reductions and Reversals

CCV All Consonant Sounds with Long Vowels in /s/ Blends,

CCV All Consonant sounds with /s/, /r/ and /l/ blends

CCV All Consonant sounds with /s/, /r/ and /l/ blends

CCVC s Blends

CCVC s Blends

CCVC s Blends

CCVC l Blends

CCVC l Blends

CCVC l Blends

CCVC r Blends

CCVC r Blends

CCVC r Blends

CCVC r and l Blends

CCVC r and l Blends

CCVC r and l Blends

CVCC and CCVCC

CVCC and CCVCC

CVCC and CCVCC

CVCC and CCVCC

CVCC and CCVCC

CVCC and CCVCC

Afterword

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Glossary

Bibliography

Introduction

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 sensory [motor or feeling] 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