West Virginia
Phonological Awareness
Project
West Virginia Department of Education
Office of Special Programs
Extended and Early Learning
Adapted from information by
C. Melanie Schuele, Ph.D.
Vanderbilt University
What do you remember about
learning to read?
Most educators were very successful at
learning to read.
Most educators like to read.
What does it mean that people who are good
at reading are trying to teach reading to
children who are not very good at learning to
read and probably don’t like reading very
much?
Discussion Topics




WVDE PROGRAM OVERVIEW/RATIONALE
◦ How did we get here?
WHAT IS PHONOLOGICAL AWARENESS?
◦ What is your phonological awareness?
PROGRAM COMPONENTS
◦ How does this program relate to tiered instruction?
PROGRAM IMPLEMENTATION
◦ Classroom Component
◦ Intensive Phonemic Awareness Program (IPAP) Intervention

SCHOOL IMPLEMENTATION
◦ School Team Roles
◦ Materials
◦ Assessment
◦ Monitoring
Why Worry About Reading?

20% of elementary students nationwide have
significant problems learning to read.

80% of all referrals to special education involve
reading difficulties (Kavale and Reese, 1992).

The rate of reading failure for African-Americans,
Hispanic, limited-English speakers and poor children
ranges from 60% to 70%.

75% of children behind in reading in 3rd grade
remain behind through high school.

Poor readers are more likely to drop out of
school.

One-third of fourth graders who are poor readers
come from college-educated families.

75% of children with oral language impairments
are reading disabled in fourth grade.

Children with language impairments are 6 times
more likely to be reading disabled than peers.

Effective prevention and early intervention programs
can increase the reading skills of 85 to 90% of poor
readers to average levels. (Lyon, 1997)
Why Focus on Phonemic Awareness?

Longitudinal studies of reading acquisition
have demonstrated that…
◦ the acquisition of phonemic awareness is highly
predictive of reading success.
◦ At the kindergarten level, phonemic awareness abilities
appear to be the best single predictor of successful
reading acquisition.

Without direct phonemic awareness
instructional support….
◦ 25% of middle-class first graders and substantially
more children from less literacy–rich backgrounds will
evidence serious difficulty in learning to read and
write.
Why are we here?
To improve children’s early reading
achievement

Poor phonemic awareness
◦ significant factor in the poor early reading
achievement of many children.

Through instruction….
◦ children’s phonemic awareness skills can be
improved.

Improvement in phonemic awareness skills
◦ leads to greater reading achievement.
What are the Implications?

According to Research, Best Practice, Evidencebased Practice…………….
◦ All children should receive phonological
awareness instruction as part of literacy
instruction.
 In the early grades, especially kindergarten.
◦ Children who do NOT have an adequate
foundation of phonological awareness…
 Require intensive phonemic awareness intervention
(e.g., small group) at the end of kindergarten and/or
beginning of first grade.
What Motivated the WVDE
Phonological Awareness Project?

Student Achievement
◦ Data from Statewide Assessment
◦ Low literacy scores

Legal Implications
 No Child Left Behind
 IDEA

ASHA
◦ Changing Roles and Responsibilities of SLPs in
literacy initiatives

Initiated by WVDE in 2001
Project Goals

To increase
◦ Number of students reading on grade level.
 Third Grade
◦ Professional educators’ knowledge base
 Importance of phonemic awareness in the reading program.

To provide professional educators with
◦ Strategies
 Teach and promote student mastery of phonological
awareness.
◦ Appropriate intervention strategies when student
mastery has not been met.

Program Expansion to additional
school sites.
Project Collaboration

Collaboration with university researchers.
◦ Dr. Melanie Schuele
 to plan the project
 to in-service the professional staff
◦ Evaluation: Dr. Laura Justice

Collaboration across WVDE to fund and
coordinate the project.
◦ Reading First
◦ Special Education
◦ Title I

Collaboration with local county school
districts to implement the project.
What was the rationale for
program development?

By teaching specific phonemic awareness skills to
kindergarten and first-grade children….
◦ Provide them the opportunity to “catch up” to their peers
before they experience failure.

One-on-one training is highly effective but not cost
efficient.
◦ Training must be effective and cost-efficient and timeefficient.
◦ Group instruction can be effective and efficient.

Educational practice needs to reflect researchbased practice.
Rationale……

Many materials are available for phonemic
awareness training, but…..
◦ Little guidance as to how to effectively implement
comprehensive, systematic, intensive training with children.
◦ Textbooks

Phonemic awareness training must be……
◦ Adequate in scope, intensity and duration.

Materials and programs must……
◦ Explain “how to teach” skills as well as describe activities.

Intensive, early intervention can…..
◦ Prevent reading difficulties.
Who are the children we
anticipated would benefit?

All children benefit from instruction that
reflects best practice.

Children lacking early literacy experiences.

Children needing an extra push.

Children with speech/language disabilities.

Children with learning disabilities.
WVDE Pilot Project
How did we get here?

Program Design
◦ Classroom Based Instruction
◦ Intensive Phonological Awareness Program

Selection of School Sites

Training/Materials

Pre and Post Assessment

Evaluation
Program Design

Classroom- Based Phonological Awareness Instruction
◦ Instruction provided to all children in kindergarten and first grade
classes.
◦ Incorporated into classroom daily activities.
◦ Teacher or collaboration w/ SLP or Title I
◦ Phonemic Awareness in Young Children: A Classroom Curriculum
◦ Data Collected
______________________________________________________
 Intensive Phonological Awareness Training Program (IPAP)
 Small Group Instruction: (6 students)

Fall: First Grade
Spring: Kindergarten
 Three 30 min sessions/week for 12 weeks






Letter names/sounds reviewed each session
Weeks 1-3:
Rhyme Training
Weeks 4-8:
Initial Phoneme Segmentation
Weeks 7-9:
Final Phoneme Segmentation
Weeks 10-12: Word Segmentation and Blending
Data Collection
WVDE Pilot Project
Selection of School Sites

Schools: 15 Sites Selected
◦ Funding


Application Process
Criteria
◦
◦
◦
◦

Administrative Support
School Commitment
Geographic Considerations
Representative Cross Section of Schools
School Teams
◦ Classroom Component:
 Kindergarten/First Grade Teachers
◦ Intensive Intervention:
 Speech-language pathologist
 Title I teacher
 Special Educator
Training

School Teams trained by Dr. Schuele.
◦ Intensive – 5 days

Two strands of instruction/intervention.
◦ (1) Classroom based instruction:
 Kindergarten/First Grade
 Material: Phonemic Awareness in Young Children: A Classroom
Curriculum
________________________________________________
◦ (2) Small group intervention
 Low-achieving first graders
 Low-achieving kindergartners
 Material: Intensive Phonemic Awareness Program (IPAP) Book
IPAP Materials Box box

Evaluate child outcomes.
◦ Kindergarten classrooms
◦ Small group intervention participants
Training Materials

Classroom Program

Phonemic Awareness in
Young Children: A
Classroom Curriculum


Intensive Program

Intensive Phonological
Awareness Program (IPAP)
Manual
◦ Brookes Publishing Company
◦ Dr. Melanie Schuele
Activity Implementation
Record
◦ IPAP Implementation Record
Forms
◦ Kindergarten and First Grade

IPAP Materials Box
◦ All materials to implement
IPAP

Resource

Speech to Print: Language
Essentials for Teachers

Resource
◦

Sounds Abound: Listening,
Rhyming, and Reading
Brookes Publishing Company
◦ LinguiSystems
Assessment:
Pre and Post Intervention





Test of Phonological Awareness (TOPA)
PALS ( Phonological Awareness
Screening)
Invented Spelling Task
Alphabet Knowledge and Letter-Sound
Knowledge Task
DIBELS (Dynamic Indicators of Basic
Early Literacy Skills)
Evaluation Questions
What improvement in phonological awareness do
kindergarten children exhibit as a result of
consistent classroom based instruction?
_________________________________________

For kindergarten and 1st grade students who are
identified as deficient in phonological awareness,
what improvement in phonological awareness is
realized as a result of a small group, 12-week
intensive intervention program?
________________________________________


Dr. Laura Justice – University of Virginia
PALS-K Word Recognition
18
16
14
12
10
8
6
Total Words Read
4
2
0
Add-On
Reg.
Children Below Benchmark
End of Year
Add-On
Regular
26%
41%
Beginning
Sounds
9%
20%
Alphabet
Knowledge
26%
30%
Letter Sounds
61%
66%
4%
16%
Rhyme
Spelling
Developmental Spelling
First Grade
Change Over 12 Weeks/first grade
10.5
10
9.5
9
8.5
8
IPA Chn.
Comparison Chn.
Alphabet Knowledge
Kindergarten
Change Across 12 Weeks
6
5
4
3
2
1
0
IPA Chn.
Comparison Chn.
What were the school
teams’ perceptions of the
project?
CURRENT STATUS

200 SCHOOLS
◦ READING FIRST SCHOOLS
◦ RTI SCHOOLS
MONITOR CURRENT SCHOOLS
 HIGH NEEDS TASK FORCE

◦ FULL IMPLEMENTATION – 2010
◦ RESA TRAININGS ANNUALLY
Phonological Awareness
Training Objectives

Increase knowledge ….
◦ in order to provide effective phonemic awareness
instruction.

Analyze the sound structure of language ….
◦ in order to understand the importance and skills
necessary to analyze sounds.

Develop effective teaching strategies ….
◦ in order to provide effective phonemic awareness
instruction.
What do we know about
children who display
difficulties in learning to
read from the outset?
Poor word recognition skills with
underlying deficits in phonemic
awareness.
models of
READING DEVELOPMENT
Chall’s (1983) Six Stages of Reading
Stage 0:
Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
18 yrs.)
Preceding (0-5 yrs.)
Initial Reading or Decoding (5-7 yrs.)
Ungluing from Print (7-9 yrs.)
Reading to Learn (9-14 yrs.)
Multiple Viewpoints (14-18 yrs.)
Construction and Reconstruction (above
READING

word identification
◦ sight word recognition
◦ word attack skills

comprehension
◦ word level comprehension
◦ sentence level
comprehension
◦ text level comprehension
WHAT IS PHONOLOGICAL
AWARENESS?
WHAT IS PHONEMIC
AWARENESS?
WHAT IS PHONICS?
Phonological Awareness


An awareness of the sound structure
of spoken language
An aspect of metalinguistic ability or
metalinguistic awareness.
◦ Think about language as an object of thought,
……….separate from language meaning.

Not important for communicative uses of
language.
Crucial for literacy acquisition
Phonological Awareness

The ability to analyze the the sound
units (phonemes, syllables) of language.
◦ metalinguistic skill

NOT hear, NOT discriminate

Phonemic awareness critical to early
reading ability.
Phonological Awareness
Phonemic Awareness
Phonological
Awareness
Phonemic
Awareness
Phonemic awareness ???????
Phonological awareness ???????

Phonological awareness – a broader term;
analyze the overall sound structure of words.
◦ What rhymes with cat? Which word is longer
– watermelon or house?

Phonemic awareness – a more narrow term,
analyze the specific sounds in words.
◦ What sound does box start with? Tell me the
three sounds in the word cat.

Terms are often used synonymously.
Phonological Processing
Predicts Reading Achievement

Phonological memory
◦ repeat nonsense words of increasing length

Rapid automatized naming
◦ names of common objects, colors

Phonological or phonemic awareness
Why is the acquisition of
phonological awareness a
challenge for so many children?
ROW A: Letters
f
i
sh
ROW B: Sounds
/f/
/i/
/sh/
Row C:
Pronunciation
And
Meaning
Lewkowicz, 1980
What can a child do with phonological
awareness? phonemic awareness?

Color the picture that rhymes with cat.

Tell me a word that rhymes with moon.

Do cat and cow begin with the same sound?

Circle the pictures that begin with the “kuh” sound.

Tell me a word that begins with mmm.

What word does /k/ – /ae/ – /t/ make? Put the sounds
together.

What are the three sounds in the word phone?

Pig Latin – alktay igpay atinlay
Letter-Sound Correspondences

Alphabet Knowledge
◦ Letter names
◦ Letter Sounds

Alphabetic principle……
◦ Words can be divided into sounds…….phonemic awareness
◦ Sounds can be linked to letters………..Alphabet Knowledge
◦ 26 letters, 44 sounds, 245 letter patterns
_______________________________________________
What can a child do with phonemic awareness
and the alphabetic principle?

Write the letter for the beginning sound in box.

Write the letter for the ending sound in house.

Read this word: fish. Sound it out.
Phonological
Awareness
Focus: sound structure of
words
 Intervention tasks
involve identifying,
segmenting, and
manipulating the
sounds in words,
without reference to
the letters that
represent the sounds

Achievement: ability to
segment a spoken word
into its component
sounds (a metalinguistic
skill); ability to combine
sounds into words
Phonics
Focus: print representation of
sounds and words
 Intervention tasks involve
identifying, categorizing the print
symbols (i.e., letters) that are
used to represent speech sounds


Achievement: ability to represent
a spoken word in print with
conventional sound-symbol
correspondences; ability to
create a spoken production of a
written word by “sounding out”
the written word
New names for old concepts?
PHONOLOGICAL AWARENESS =
AUDITORY DISCRIMINATION?
NO
PHONOLOGICAL AWARENESS = PHONICS?
NO
LINKING:
Phonemic Awareness and Phonics and Reading
READING
Phonics
Phonemic Awareness
Phonological Awareness
What Phonemic Awareness Instruction
Will and Won’t Do?

DO…….
◦ Benefit students who don’t figure it out on their own
◦ Benefit especially students who are having problems
learning to decode words

WON’T DO…..
◦ Ameliorate deficits in vocabulary and reading
comprehension (language comprehension)
Manipulate phonemes
COMPLEXITY
Segment/blend Individual
Phonemes
Onset-rime segment/blend
Alliteration, Sound Sorts
Rhyme
Syllable segmentation
Phonological Awareness Tasks
Lewkowicz (1980)
 sound-to-word
matching
 word-to-word matching
 recognition of rhyme
 isolation of beginning, medial or final
sound
 phonemic segmentation
 counting phonemes
 blending
 deletion of a phoneme
 specification of phoneme deleted
 phoneme substitution
DEVELOPMENT: Benchmarks
AGE
Analysis: SKILL or ABILITY
preschool
segmentation of words into syllables, sentences into monosyllabic
words
some rhyming ability
some beginning sound ability
early kindergarten
judge rhyming words
generate rhyming words
middle
kindergarten
match words with same beginning sounds
match words with same final sounds
segment initial sounds and final sounds
late kindergarten
segment sounds in two and three sound words (e.g., CV, VC, CVC)
early first grade
segment sounds in words with blends (e.g., skate, jump)
Instructional Sequence
Instructional Tasks
Segmenting sentences into words (monosyllabic words)
Segmenting words into syllables
RHYME

rhyme judgment
rhyme matching
rhyme generation
INITIAL SOUNDS

FINAL SOUNDS

SOUND SEGMENTATION AND BLENDING

initial sound judgment
initial sound matching
initial sound segmentation
final sound judgment
final sound matching
final sound segmentation
CV and VC words
CVC words
CCVC and CVCC words
The Big Question……..
What effort is necessary for the
child to acquire a foundation of
phonological awareness that
enables him or her to benefit from
formal classroom reading
instruction?
The Answer…….

Nothing …
◦ the child comes to school reading
◦ the child comes to school on the cusp of
reading.

Whatever we’ve been doing for the last
umpteen years.

Explicit phonological awareness instruction
◦ classroom-based instruction in kindergarten
◦ small group intensive instruction at the end of
kindergarten or beginning of first grade.
Development of Phonological
Awareness

Variability in children's phonological awareness
skills at kindergarten entry.
◦ Children gradually develop phonological awareness, as early
as preschool and continuing throughout the school years.
◦ Early phonological awareness from experiences.

Instruction is crucial to development of
phonological awareness for many children.
◦ Children need a foundation of phonological awareness to
succeed at word decoding (phonics).
Report: National Reading Panel (2000)
Evidence-based Practice
Phonemic Awareness

PA can be taught and learned.

PA instruction helps children learn to read.

PA instruction helps children learn to spell.

PA instruction is most effective when it focuses on one
or two types of phoneme manipulation rather than
several types.

PA instruction is most effective when children are
taught to manipulate phonemes by using alphabet
letters.
What are the essential components of
phonological awareness instruction?







Achieve phonemic awareness:
◦ the ability to segment words into sounds.
Incorporate letters/sounds to transition to reading and
writing instruction.
Provide a foundation on which to build more complex
skills.
Speech before print.
Developmentally appropriate.
Consistent with principles of speech structure.
Phonological awareness plays a causal role in reading
development
◦ crucial skill: PHONEMIC AWARENESS: segmenting
and blending
What have we learned from
phonological awareness
interventions?
o
Earlier is better – provide instruction before
reading failure is experienced
o Phonological awareness develops as a result of
appropriate instruction, not maturation.
o Children respond differently to instruction.
o Phonemic awareness is a precursor to reading
achievement.
Phonological Awareness Ability and
Reading Achievement
Torgesen and Mathes, 2000
Phonological Awareness Ability and
Reading Achievement
Torgesen and Mathes, 2000
Why are we doing this?

No Child Left Behind (NCLB)
◦ Individual child is focused
◦ Scientifically-based research reading instruction

Individual with Disabilities Education Act (IDEA)
◦ Prevention
 Pre-referral
◦ Response to Intervention (RTI)
 Tiered Instruction
 Implementation in Elementary Schools
◦ Reading scientists now estimate that 95% of all children can be
taught to read at a level constrained only by their reasoning
and listening comprehension abilities. (Moats, 2000)
Learning Disabilities

Some children, despite their participation in a
preventative phonemic awareness
instructional intervention, fail to acquire word
reading skill within the “normal” range.
◦ Estimates 2% to 6% of population

Intervention for Learning Disabled students:
◦ Provide more extensive instruction individually or in
small group settings.
◦ Recognize that gains in reading will require more
instruction and more reading time than most
children.

Tier 3 Instruction
SOUND STRUCTURE
OF ENGLISH
Teacher of Phonological Awareness
What do you need to know about the
sound structure of language?
What do you need to know about
how speech is represented with print?
Words and Speech Sounds

Words are made up of phonemes.

Children must be able to figure out what
sounds are in a word in order to decode
words and spell words.

Teachers must assist children in analyzing
the sounds in words BEFORE they ask
children to think about how print represents
speech.
Instructional Goal

Children segment words into sounds.
◦ Say the word, break the word into its
individual sounds.
◦ NOT
 differentiate between vowel sounds
 classify vowels as long or short
 match vowel sounds, and so on…..
Take a test! Tell me the number of
sounds in these words
1.
2.
3.
4.
5.
6.
cat
cake
fish
you
truck
stamp
7. the
8. fuse
9. ring
10.catch
11.box
12. exact
13. coupon
Tell me the number of sounds in these
words: ANSWERS
1.
2.
3.
4.
5.
6.
7.
cat -- 3
cake -- 3
fish -- 3
you -- 2
truck -- 3
stamp -- 5
the -- 2
8. fuse -- 4
9. ring -- 3
10. catch – 3
11. box -- 4
12. exact -- 6
13. coupon – it depends`
Categorizing Speech Sounds

Place - lips, teeth, tongue, hard palate (roof of
mouth) or soft palate (back of mouth)

Manner – stop, nasal, fricative, affricate, glide,
liquid

Voiced or voiceless – vibration of vocal
cords
With a partner, discuss where
these sounds are made:
/b/
 /k/
 /d/
 /f/
 /g/
 /h/
 /j/

•
•
•
•
•
•
•
/l/
/m/
/n/
/p/
/r/
/s/
/t/
•
•
•
•
•
•
•
/v/
/w/
/y/
/z/
/ch/
/sh/
/th/
Phonetic Symbols
Lips
Lips
/teeth
Tongue
Between
Teeth
Tongue
Behind
Teeth
Roof of
Mouth
Back of
Mouth
Stop
e
p, b
t, d
k, g
nasal
m
n
ng
fricative
f,v
th, th s, z
sh, zh
Throat
Why do I have so much trouble
doing this?
If I can’t do this, how can a
child?
_____________________________
Your performance is influenced by
your knowledge of print.
You have “lost” some of your ability
to analyze speech.
Vowel Chart
BACK
FRONT
HIGH
LOW
see
sit
tube
make
put
pet
boat
cat
saw
time cup
fox
How does speech map to print?

26 Roman letters, more than 40
phonemes or speech sounds

Grapheme:
◦ Single letter or combination of letters
◦ We use 250 graphemes to represent 40
phonemes!!
Moral of the Story
Children need lots of practice learning to
analyze the sound structure of words
before they are asked to figure out how
the sounds of words are represented in
print.
WVDE Phonological Awareness
Collaborative Project

Program Components
◦ Classroom-based Instruction
 Kindergarten/First Grade
 Delivered by: Teacher
 May Collaborate with SLP or Title I
_______________________________________
◦ Intensive Intervention (Small Group)
 Fall: First Grade
Spring: Kindergarten
 Delivered by: Interventionist
 SLP,Title I Reading Specialist, Special Education
 Assessment: Dibels
Tier 1: Classroom-Based
Phonological Awareness Instruction
Kindergarten and First Grade

Best practice: Build a foundation of phonological awareness in
all children
◦ Identify those children who struggle and need further
intervention

Daily instruction provided to all children regardless of
performance level or risk status
◦ 15-20 Minutes/day

Material: Phonemic Awareness In Young Children: A
Classroom Curriculum
◦ Suggested Sequence of Instruction
◦ Cost-effective
Phonemic Awareness in Young Children: A
Classroom Curriculum








Sequence of Activities and Teaching Descriptions
◦ Simple to Complex Tasks
Listening Games
Rhyming
Words and Sentences
Awareness of Syllables
Initial and Final Sounds
Phonemes
Introducing Letters and Spellings
Adams, M., Foorman, B., Lundberg, I., & Beeler,T. (1997).
Phonemic awareness in young children: A classroom
curriculum. Baltimore: Brookes.
Tier 2 Intervention
Small Group Intensive Intervention

Children who have not mastered phonemic awareness as a
result of classroom instruction.
 DIBELS

Small group instruction (6 students)
 Fall: First Grade Spring: Kindergarten

Teach a foundation of phonological awareness to include
phonemic awareness and segmentation

Materials: Intensive Phonological Awareness Manual
 Instructional Materials Kit
Intensive Phonological Awareness
Program (IPAP)

Time Frame: 3 - 30 min. sessions per week
 18 hours of instruction

Letter names/sounds reviewed each session

Weeks 1-3:
Weeks 4-6:
Weeks 7-9:
Weeks 10-12:



Rhyme
Initial Sounds
Final Sounds
Word Segmentation and Blending
Schuele, C. M., & Dayton, N. (2000). Intensive phonological
awareness program. Nashville,TN:
School Team Roles

Kindergarten Teacher:
 Implement daily instruction with entire kindergarten class.

SLP, Title I Reading Teacher and/or Special Education Teacher:
 Provide 12 week IPAP

6 first graders (Fall) and 6 kindergartners (Spring)
 collaborate with the kindergarten teacher in classroom-based
instruction.

First Grade Teacher:
 Reinforce phonemic awareness skills with entire class.

Assessment Coordinator:
 Coordinate all assessment with kindergarten and first grade
children.

Contact Person:
 Coordinate program and share information from the WVDE.
WVDE Project:Two Tiered
Instruction in Kindergarten
September
May
September to May: Implement classroom supplemental curriculum
September: Evaluate
all K children in
classroom
January: Evaluate all K children in
classroom. Identify 6 low achievers
February to May: Implement
.
small group intervention with low
achievers
May: Evaluate all K children
in classroom
WVDE Project: Two-Tiered
Instruction in First Grade
August, September and October
September to October: Implement classroom supplemental curriculum
August/September: Evaluate all first
grade children in classroom. Identify 6 low
achievers
September to December: Implement small group
intervention with low achievers
.
December: Evaluate low achievers
Children Need ….

Initially to realize that words are composed of
sounds.

Initially to experience simple tasks of paying
attention to sounds in words (e.g., rhyme).

To move gradually from simple to more complex
phonological awareness tasks, culminating in
phonemic awareness tasks.

Phonemic awareness to benefit from later
decoding or phonics instruction.

T0 BECOME SUCCESSFUL READERS!!
Technical Assistance
Document

INTRODUCTION
◦
◦
◦
◦
◦
◦
◦
Project Overview
Record Keeping
Teacher Documentation
Student Selection
Monitoring
School Contact
Ordering Information for Program
Materials
◦ Timeline
Program Implementation

Implementation of Phonemic
Awareness in Young Children:
Classroom Curriculum
◦ Kindergarten Classroom (p.8)
 Activity Implementation Record (p.11)
◦ First Grade Implementation (p.23)
 Activity Implementation Record (p. 24)

Implementation of Intensive
Phonemic Awareness Program (IPAP)
(p.27)
◦ IPAP Record Form
TEAM DECISIONS

Who will collaborate with the
kindergarten teacher on the classroom
instruction?

Who will implement the 12 week
intervention program with the group of 6
first grade children?

Who will implement the 12 week
intervention program with the group of 6
kindergarten children?
Resource Information





WVDE Power Point Presentation(p.35)
◦ Notes Page/Website
Informational Materials
◦ Research/Background
Parent Notification Letter (p.37)
Monitoring Documentation Form (p.38)
◦ Title I/Reading First/Special Ed
◦ Jean Pearcy
School Contact Information
◦ Liaison w/ WVDE
Assessment

Dynamic Indicators of Basic Early
Literacy Skills (DIBELS)
◦ DIBELS Analysis: Kindergarten(p.41)
◦ DIBELS Analysis: First Grade (p. 42)
Assessment Guide for IPAP (p.43)
 Paper/Pencil Booklets (p. 45)
 References (p. 49)

QUOTABLE QUOTES FROM IPAP

Wiley Ford Elementary, Mineral County
“This was my first experience with the IPAP . I was very impressed. The
student enjoyed it and made great progress for the exercises in the
program.”
Jamie Hill Special Ed IPAP
Teacher
Fort Gay Elementary , Wayne County
Teachers and parents have come to me and said they have seen major
improvement with these kids.”
Crystal Young. IPAP instructor


Point Pleasant Primary, Mason County
We really believe that the emphasis on Phonemic Awareness in
kindergarten and early first grade is making a difference in the reading
success of our students.
Lois Jones, Title I ,PA Instructor
MORE QUOTES
Ceredo Elementary, Cabell County
They all have shown great improvement. I’m so proud of them!

Christine Kelly, M. Ed, CCC – SLP
Rosedale Elementary, Fayette County
No funding for DIBELS in the first grade, so we are only doing kindergarten.
Ted Dixon, Principal

Vienna Elementary, Wood County
We have very much enjoyed the IPAP program and can see how beneficial the
program has been for our children. I am anxious to see if we get the same
progress as we prepare to start the program with kindergarten.
Lana Barlett, IPAP instructor, first year

THE BOTTOM LINE

Bonham Elementary, Kanawha County
Patsy Serles, third year IPAP teacher
“At first I was not sure about this program because of
the repetition. But after three years and seeing the
turnaround of struggling students who could master
phonemic awareness, she said,
” I‘M A BELIEVER!
This program really works!”
WEST VIRGINIA KINDERGARTEN
IPAP DIBELS SCORES 2007-2008
January Results
ISF
PSF
NWF
Total
Benchmark
24%
20%
22%
22%
Strategic
56%
36%
35%
42%
20%
PSF
46%
NWF
44%
Total
36%
Benchmark
73%
45%
54%
Strategic
26%
29%
27%
May Results
Deficit
WEST VIRGINIA FIRST GRADE
IPAP DIBELS SCORES 2007-2008
September Results
PSF
NWF
Total
Benchmark
Strategic
Deficit
32%
50%
18%
19%
45%
36%
26%
48%
27%
January Results
PSF
NWF
Total
Benchmark
76%
32%
54%
Strategic
21%
50%
36%
Contact Information
Kathy Knighton , Program Coordinator
kknighto@access.k12.wv.us
Phyllis Veith, Assistant Director
pveith@access.k12.wv.us
Office of Special Programs
Extended and Early Learning
West Virginia Department of Education
(304) 558-2696 or Fax (304) 558- 3741