Help please, phonemes resources.

[Lonecatwithkitten]

Starting point I am dyslexic and was taught to read by look and say. I have no phonics knowledge.
We are now embarking on dyslexia diagnosis process for DD (yr6). I has not been obvious as in some ways I am lucky she is bright so has developed coping strategies.
In the initial phase of diagnosis it has been found she has a low processing speed and despite learning to read using phonics has no knowledge of phonemes.
There will be help in school, but as I also have no phonemes knowledge I can't reinforce at home.
What is the best resource for them?
They also spoke about short and long vowels ?!? No idea about these either.

Hi there! Hope this helps! I live and breathe by this website!

www.sparklebox.co.uk/literacy/alphabet/phoneme-collections/#.VBmTyPldWnA

Thank you I would prefer not to use any sparklebox resources.

Fair enough, a lot of teachers use them and while in training to be a teacher we were told about it. If nothing else it's a starting point.

Tylastar are you aware of one of the directors convictions and hat many LAs block this site because of this?

No I did not! Sorry!
I think I'll stop using it myself!!

In that case the other site I use is Primary Resources. All free to download.

Lonecatwithkitten

I'll paste in the 44 English sounds and the main spellings for them (for those that have more than one), with examples of words for each.

1. /a/ - |cat|
2. /a-e/ - , , - |plate, play, plain|
3. /ar/ - |car|
4. /air/ - - |care|
5. /au/ - , - |sauce, saw|
6. /b/ - |bed|,
7. /ch/ - , - |chat, catch|,
8. /d/ - |dog|,

9 . /e/ - |end|, 10. /ee/ - / , - |eat, eel, funny|, 11. /er/ - / / - |her, turn, girl|, 12. /f/ - |fish|, 13. /g/ - |garden|, 14. /h/ - |house|, 15. /i/ - |ink|, 16. /i -e/ - , - |bite, by|, 17. /j/ - , , - |jug, bridge, oblige|, 18. /k/ - , , , , - |cat/ot/ut, pick, kite/kept, quick, fix|, 19. /l/ - |lips|, 20. /m/ - |man|, 21. /n/ - |nose|, 22. /ng/ - |ring|, 23. /o/ - , , - |on, want, quarrel|, 24. /o-e/ - , - |bone, so|, 25. /oi/ - |coin, toy|, 26. /oo/ -|food|, 27. /oo/ -|good|, 28. /or/ - , - |order, more|, 29. /ou/ - , - |out, now|, 30. /p/ - |pin|, 31. /r/ - |rug|, 32. /s/ - , - |sun, face|, 33. /sh/ - , on, an - |shop, station, musician|, 34. /t/ - , < - -te> - |tap, delicate|, 35. /th/ - |this| 36. /th/ - |thing|, 37. /u/ - |up|, 38. /u -e/ - , - |cube, cue|, 39. /v/ - , - |van, have|, 40. /w/ -|wind|, 41. /y -/ - |yes|, 42. /z/ - , - |zip, wise|, 43. /zh/ - , - |vision, treasure| 44. /unstressed half-vowel/ (or schwa) which occurs mainly in endings like –er, -en, -ain (bigger, flatten, certain)

I hope this helps. U can find many much fancier charts online, but u can copy the above and change it to suit u.
Masha Bell

We use twinkl for phonics stuff.

Lonecatwithkitten with respect to previous posters sites like Sparklebox, twink; and Primary Resources are only as good as the maker's understanding of the subject and aren't useful unless you understand the basic concepts of phonics.

If you have an ipad I would recommend itunes.apple.com/gb/app/id769196201?mt=8&affId=1736887 to demonstrate how to help your daughter and alphabeticcodecharts.com/parents.html

I'm afraid masha's chart is nothing like the way children are taught in school so will confuse.

Thank you Mrz I have down loaded a chart.
Masha whilst I can see what you are trying to show with your chart when phonics are a total mystery to you without the letters that make the sounds being highlighted it makes no sense. The chart Mrz linked to gave me the sound and then all the letter combinations that can make that sound.

MrZ - thank you for app info, just what I have been looking for!

www.phonicbooks.co.uk/ebook.php you might be interested in new books the first unit is free (4 book)

Lonecatwithkitten

I am glad that u found something that u think will help.

My chart gives u just the main spellings for each sound, but several have lots unpredictable other spellings, without a main spelling,
e.g. /ee/ in 'speak, seek, shriek, seize, police, people, me, key, ski, quay',
/er/ : her, third, early, worse, turn,
long /oo/ : blue, shoe, flew, through, to, you, too.

Phonics teaching starts with the most used spellings, in simple words, but gradually things get more complex, with several spellings for identical sounds.

But in nursery rhymes and other simple poems, and children's books not specifically written for teaching phonics, e.g. Goldilocks and the 3 bears, there are lots of words with tricky spellings.

Please don't think that u cannot help your dd with learning to read because u don't have a good enough grasp of phonics. Most parents don't, and many teachers don't either, because English phonics is complex.

What all parents can do, once their children start learning to read, is to listen to them read for about 10 mins each day and help them with decoding / accessing the words they stumble over.

The hard bit is not getting cross with your child when s/he keeps being tripped up by words s/he has met lots of times before. - It's usually because of some irregularly used letters (once, key, through). Some children take quite a while to cope with the likes of those.

I am very fortunate my daughter can read and very well. It would seem that despite being taught phonics she used look and say herself. The issue is there is no phonemes knowledge to support spelling so in addition to low processing speed, inability to recognise patterns she may no the correct letters for a word, but can not see when they are in the wrong order feild and agian would be two examples for her.
I also can not recognise these as incorrect as I have the same processing problem so need to know the specific letters that make the sound for example
e - e, ae, ai
I appreciate it can be really difficult for others to understand that we really can not recognise a word is incorrectly spelt.

I can. I remember having great trouble remembering where to put the surplus i in friend, before or after the e.

When many years later i became a teacher of English and saw wrong spellings in essays all the time, i sometimes became uncertain what the right spelling was.

Phonics is of very limited help with learning to spell the 4,000+ common words with one or more tricky bits in them. They have to be imprinted on your brain word by word.

The ei and ie combinations are especially nasty, because they can both spell the /ee/ sound (weird, protein, ceiling - field, thief, believe) and other sounds as well (veil - pie, diet). The ie spelling for /ee/ is slightly more common than the ei one, but the main ones are ea, ee and e-e (treat, meet, even).

The things that will help your dd with learning to spell most will be reading and writing. Reading helps with imprinting the right look of words with tricky spellings. The physical memory of writing, or typing, helps to establish a connection between between hand and brain and helps the right spellings to become automatic. But it takes a while, and some people find it much harder than others, just as some are better at playing an instrument or doing sport.

Obviously I disagree with masha, many good prolific readers are poor spellers especially if like your daughter they look at the whole rather than the parts. Good phonics teaching encourages the learner to look closely at the spellings for the sounds in the word and relate them to other words containing the same sound/spelling.

The act of physically saying the sounds as you write them is helpful for fixing in long term memory (research shows typing doesn't have the same results). Obviously the more you see/read/write the word correctly the easier it becomes.

I used Starfall with dd. It is American though but we found it to be very helpful and it really starts with the basics and works up.

Planning to start with ds soon too though he's a bit young as only just 2.

Good phonics teaching encourages the learner to look closely at the spellings for the sounds in the word and relate them to other words containing the same sound/spelling.

All good teaching does that, but it's tricky to do with words like 'tough', 'cough' or 'through'.

And how do u explain why 'caught' and 'taught'
but fought' and thought^?

U learn them as little groups, but it's basically just rote-learning rather than applying any kind of logical pattern or rule.

An inexpensive book that may give you more insight into current Phonics methods of reading and spelling, and that she can either use on her own, or with adult support if she prefers, is reviewed in the MN Book Reviews.

In the "Children's educational books and courses" section, the Oxford Phonics Spelling Dictionary is described, and you can link to view sample pages from it, and purchase if you so wish. It may clarify aspects of Phonics for her, to help her understand 'how it all works', and it goes up to early secondary school level, so could help her for a few years.

No masha it's easy to do with cough and tough and through if you look at the spellings for the sounds in the word

My DS uses Jellypips, they are wristbands with the phonemes printed on. I didn't have a clue about phonics but the leaflet they came with is on the fridge! Think they were about £12 from school fair, you get a whole pack with 32 bracelets and he wears the bracelet to look at the letters and the high frequency words attached to them.

Also, phonics international has been a brilliant website for us.