![]() ![]() We also fluently translate meaning into words when we efficiently spell them. Fast word recognition helps us quickly attach meaning and grammatical information, needed for comprehension and fluent reading. The result is incredibly efficient word storage and word retrieval (sometimes called Mental Orthographic Representations). Word-form memory, researchers believe, develops when we efficiently bind the sounds we hear (processing) to the spelling we see (orthography). Sound mapping requires the phonological system with orthographic knowledge (spelling rules and patterns), attaching sound to spelling within a word, such as: Strong processing helps us accurately and efficiently “map” sounds onto letters within a word, often referred to as sound mapping. This skill helps learners develop sound-to-letter automaticity, needed to develop word-form memories, needed to develop fluent reading and writing skills. Phonological processing is foundational for reading and writing and is an area of weakness for many students with dyslexia and/or dysgraphia. Manipulate sounds to change words, such as perceiving and then changing the letter needed to convert the word “then” into the word “than.”.Track sound and syllable changes between words, such as hearing which sound changes between the words “spend” and “spent,” or which syllable/sound changes between inflict and inflect.(The vowel sound in the second syllable is a schwa in my midwestern US dialect.) Tracking sounds involves both blending sounds together to read a word and segmenting sounds apart in order to write a word. Track sounds and syllables within words, such as saying and hearing two syllables in the word “magnet,” as well as recognizing the sounds within each syllable, such as /m-a-g/ and /n-ə-t/.Phonological processing includes the ability to: ![]() It is a subcategory of phonological awareness, combining all components as essential aspects of phonological processing. It is needed for the foundational literacy skill of attaching meaningful sounds to letters, expanding this entire process into the reading and writing domains. Phonemic Awareness is the ability to track and manipulate sounds (phonemes) in spoken words. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval.” The American Speech-Language-Hearing Association (ASHA) defines phonological processing as “the use of the sounds of one’s language (i.e., phonemes) to process spoken and written language. (Gesturing, sign, facial expression, intonation, etc., are also forms of communication and must also be perceived and interpreted.) It is needed for listening, speaking, reading, and writing-the four modes of language that make up the majority of our communication. Processing is both perceiving and attaching meaning. Processing sounds allows a baby to learn that babbling /ma-ma/ attaches to mama/momma, becoming the word mommy likewise, babbling /da-da/ attaches to dada, becoming the word daddy. It is the brain’s ability to manage and manipulate phonemes, and to attach meaning to sounds in both spoken and written language. ![]() Phonological processing refers to a cognitive skill critical to our language development. Phonemes are the sounds we articulate to make words, and the sounds we hear within words. Different spoken languages across the world have their own set of sounds or phonemes. Phonemes are meaningful sound units in our language system. Can we attach meaning to sound? Can we prioritize meaningful sounds and ignore background noise? Can we localize where sounds come from? Sound processing is our ability to manage and utilize the sounds we hear. ![]() Is hearing within average range? Do we have hearing loss or chronic ear infections that impede our ability to perceive sounds? Sound acuity is our ability to hear sounds (i.e. To understand how we build phonological processing skills, we first need to clarify some terms: When we put all these components together, consistently practiced through various levels of reading and writing, we call this a multi-linguistic approach. We also know that skills must be efficiently coordinated to achieve fluent reading and writing. At RIL, we recognize that literacy skills need to be explicitly taught: phonological processing, orthographic knowledge, and morphological awareness (all defined in the previous blog post: What is a Comprehensive LA Program?). ![]()
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