In decoding a printed word, a student uses their letter sound knowledge and blending to identify it. The encoding process is the opposite of decoding. This way they can match the phoneme making that sound to the printed letter ‘n.’ This allows the student to make connections and map the spoken word to the spelling of the printed word. For example they will need to be aware that the /n/ is heard at the end. A student will need to identify where, in the oral word, they hear the various sounds. If the student can figure out that pin is made up of the sounds /p/ /i/ /n/, they can match those sounds, already stored in memory, to the letters p-i-n. Next the student has to match those phonemes to the printed letter sequence that represents the word pin. The technical term for this is phonological synthesis, which means “bringing sounds together.” To link the printed word, pin, to the spoken word, pin, the student will need to be able to break the spoken word pin into its individual phonemes. In my previous blog, I discussed how a student would approach a word such as pin, to identify it using their letter-sound knowledge skills and their phonological blending skills. A student’s letter-sound skills and phonemic analysis skills will allow them to map the sequence of letters, that make up pin, onto the pronunciation they already have in long term memory. However, how can they turn that unknown printed word into a known sight word, a word they recognize instantly when they next see it? The student will need to pay attention to the individual letters and sounds in that word. It is also very likely that a student of this age has that word in their phonological long term memory, so they have something on which to map or anchor that word. So how exactly does this work? Well, let’s take a word such as pin, a word that most first grade students are likely to encounter in print. ” He goes on to say that if this process is going to work well, a student will need to be proficient in their letter-sound knowledge and advanced phonemic awareness. David Kilpatrick explains, “Orthographic mapping proposes that we use the pronunciations of words that are already stored in long-term memory as the anchoring points for the orthographic sequences (letters) used to represent those pronunciations. Sight words and orthographic sequences of letters are hooked or anchored to pronunciations of words which are already stored in our long term memory, because we learned to speak long before we learned to read. These all work together to help us produce a long term memory of the words we learn. So how exactly are sight words stored? We know that orthographic mapping requires advanced phonemic awareness, letter-sound knowledge, and phonological long term memory. This hypothesis proposed that we teach ourselves most of the words we know, but it didn’t explain how that actually happens. I mentioned David Share and his “Self-Teaching Hypothesis” in a previous blog. However it only became more widely known in the 1990s, after British researchers began to work with her theory. Orthographic mapping has been known about since the late 1970s, and was first described by Linnea Ehri, when her work in the 1980s provided evidence for her Orthographic Mapping Theory. Today, I will be dealing with orthographic mapping, which David Kilpatrick describes as, “The process we use to store printed words in our long-term memory.” In my previous blog, I described the importance of phonological blending and letter-sound knowledge to phonic decoding, or word identification. Orthographic mapping is now considered “the most current theory of how children form sight word representations” (Torgesen 2004b, p.36)įrom David Kilpatrick’s book, “Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.”
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