Charting a Path to Phonological Success: Charting and Zoom-mediated PA Training


Presenter(s): Paul M. Meng

Abstract: This session will describe an approach to moderate intensity phonological awareness training that was successfully delivered during Zoom-mediated instructional sessions. The SCC was used in conjunction with the Timings chart to monitor both acquisition and fluency-building of targeted phonological awareness skills. Three middle school-aged students participated in phonological ware was training as part of a larger summer reading program. The full program consisted of 3-5 reading-related skills per child and covered content ranging from basic phonological awareness through advanced reading comprehension and morphological analysis. The program (a first-year pilot) served 10 children in two groups of five, 3 – 7.5 hours per week, for four weeks. Three students entered with PA performance typical of students in the Kindergarten to first-grade range and received Phonological Awareness Training as one component of their intervention. Each of the three students participated in just under 20 hours of instruction and practice activities across the program, of which 3-7 hours were spent on phonological awareness training. Two students met criterion for each of the five critical levels of phonological awareness, with one of these two meeting fluency criterion for the advanced levels beyond typical training as well. The third student made progress in excess of what is typical in a two-year general education program, having acquired accurate responding through 4 of the five typical levels of PA training and fluency in the first three. The unique demands of a Zoom-mediated PA training session necessitated the application of charting for responses during both acquisition and fluency-building, using both frequency of responding and latency to respond.

Event Level: Intermediate                    CEUs: Unavailable for this presentation 

Objective(s): 1. Understand the key considerations for charting phonological awareness responses; 2. Describe the five (+1) levels of phonological awareness training; 3. Understand the key distinctions between charting responses in acquisition versus responses in fluency-building; 4. Understand how to address the challenges of Zoom-mediated instruction and practice sessions by charting latency of responding during acquisition.

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