Caryn Bell

Reference

Introduction

The word phonology comes from the Greek word phone meaning voice or sound and the Greek word logos meanings word or speech. Wikepedia

Thus, one can infer that phonology is about studying the relationship between sound and words. While such a definition would never be explained to children, they are expected at a small age to master the concept of sounds and words. This can be a complex task for a child, but with the right tools almost any child can learn to identify the relationships of each. One effective way to teach children the concept of phonology is through word sorting.

Definition of phonology

Phonology

Clearly defining phonology is the equivalent of nailing Jello to a tree. It is nearly impossible because of the consistency of the thing in question. Like Jello, phonology is a complex substance that is difficult to solidify. Nonetheless, researchers have made valiant attempts to give the concept a somewhat tangible definition. According to researchers like John Austin and Michael Dummett, phonology is defined as the study of how sounds are organized and used in natural language. The operative word here is “sound.” While there are numerous components associated with phonology such as phonetics, morphology, syntax, and pragmatics, the holistic nature of phonology pertains to its origin or lowest level of understanding, which is sound. Without the comprehension of the sound component, the study of phonology can be a daunting task.

A Visual of Phonology

The following illustration shows the successive levels of progression associated with the continuum of phonology. Obviously, the lowest level of phonological understanding is observed in the stage of phonetics. This is where young children are just barely gaining a concept of sound. This may appear in the memorization of nursery rhymes, etc. Next, children move into the phonological stage. This is where children begin to grasp the relational correspondence between sound and language. They begin to see that sounds are represented by letters. Morphology is where children begin to learn that letters can make up small units of meaning. Then, children simultaneously learn syntax which is the way words are ordered in sentence. Next comes semantics which is also associated with meaning and lastly, pragmatics which deals with the governing rules of language. The next illustration shows the way sounds are articulated in the mouth which is one of the fundamental techniques of grasping phonics and ultimately phonology.

Definition of Words Sorts

word sorts

Since the late eighties, word study has evolved at great lengths. As children, our teachers urged us to sound out words, and as a result these instructors relied heavily on a student’s ability to retain material through rote memorization. Likely, we learned rules and patterns. Today, word study has become much more innovative and interactive for students. In this day and age, phonics instruction includes a hand-on approach to learning that allows students to explore using manipulatives in order to construct meaning of words and parts of words. According to Cunningham’s research, the brain instinctively categorizes material. It is a pattern detector, if you will, not a think tank for memorizing rules Evolution (Cunningham, 2004).

They are simply this: cards, pictures, or objects that may be categorized by a sundry of topics. For instance, students using word sorts for the purpose of sound might organize specific objects with the initial sound each object starts with. This is particularly beneficial to children who are still in the early stages of phonological development. Slowly as students begin to see the correlation between the sound and the graphophonemic representation, instructors might want to introduce initial consonants

Sound Sorts

In Words Their Way, the authors suggest the need for students to experience language in an environment that is uninhibited from external distractions. This means students, particularly those practicing with sound sorts for the first time, need the freedom to practice without the fear of being corrected. Specifically as Bear states, “They need to experience mistakes and learn from them. In particular, they need to make their own discoveries and form their own generalizations about how the English spelling system works” (Bear, Invernizzi, Templeton, Johnston, 2004). This means when a child places the image of a cat and a kite under the candy picture, they are not to be corrected at least not at the moment. This discovery is the child’s innate ability to strive to make sense of a concept at its finest. If a child is corrected at this moment, it is improbable that the child will take the risk again. Instead, he will wait for the teacher to show him how the task is to be completed. The disheartening reality of this is that he will more than likely continue to struggle with his deductive reasoning skills because he has never had to employ them. Nonetheless, a child should not continue to learn incorrectly. There is always a time and a place for correction just not in the primitive moments of self discovery.

Summary

As stated, the definition of phonology cannot be easily understood because of the complexity of the term. It encompasses all components of literacy. Perhaps, the best analogy is to think of it as a braid, all different strands weaving into one solid structure that creates a magnificent tapestry we call reading. Phonology is not merely sounding out words or merely understanding what is read. It is everything in between, but it, nonetheless, starts at a very basic or primitive level. Students must move up the continuum to progress as readers, but it starts with sound. This is the reason sound sorts play such a pivotal role in the reading process. As opposed to more archaic forms of instruction, sound sorts equip students with manipulatives that let them explore language in a way that forces them to build on certain schemata that already exists. They are not focusing on memorization; instead they are experimenting with a literacy skill that will lay the foundation for reading achievement in subsequent grades. However, it must be noted that sorts are not limited to merely phonetics. Sound sorts, thematic sorts, and virtually any imaginable sort can be tailored to fit any student at any stage of the reading process.

External Links

This is a great web site for showing how word study has evolved over the years. There is a particular emphasis on word sorts that is interesting

Evolution of Word Study

This is a good site for any teacher who is looking for an interactive site where students can practice sorts.

Sound Sorts

This site provides an excellent index of terms and concepts associated with the history and premise of phonology

Phonology

This is a great web site for researching or questioning any aspect of phonology.

Phonology Research

This is a great web site that gives teachers access to leveled readers that are individualized to meet students’ needs

Leveled Readers

References

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004) Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd Ed.). Upper Saddle River , NJ Pearson Prentice Hall.

Beck, I.L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Cunningham, P. M. (2005) Phonics they use: Word for reading and writing (4th Ed.). Boston , MA : Pearson Education, Inc.

Olle,R. (1994) Word Sorts: Vocabulary development with adult literacy learners.''Journal of Reading''. 38:3 (230-231).

Commentary by Raiza

Caryn you did a wonderful job with this wiki. I particularly liked the analogies you used in describing phonology and the graphics you added. There was one minor spacing mistake I saw in the Word Sorts paragraph "representation,instructors might want to introduce initial consonants" you need a space between the comma and instructors.

Also you emphasized word sorts to be a phonetic activity. You could mention that word sorts can be used at every stage of phonology. They are great tools for adolescent and adult learners as well, for vocabulary development.

Well done!

Reference

Olle,R. (1994) Word Sorts: Vocabulary development with adult literacy learners.''Journal of Reading''. 38:3 (230-231).

Commentary by Kelly Murphy

Great Job Caryn. I love how you compared phonology to jello. Very interesting, and it helps me get a better understanding of the topic. I also like the visuals that you included. I believe that we were supposed to have 5 internal links, so you may want to add another. I think the words from you phonological visual would make great links. Wonderful Job!!

Commentary by Julie Mcgill

Awesome Job! I'm wondering if you were bored with this topic since you are an honor's high school teacher? You did an excellent job getting down to the basic stages. It made for an easy read. There was only one mistake I saw and that would be the reference to the first illustration and you state: The following illustration shows the successive... I would change the word following to ABOVE or THIS since the illustration you are referring to is the first one above the paragraph.

I also was confused with your evolution link. In doesn't appear to be placed correctly in the paragraph.

Those are the items I notice. GREAT JOB!!!

Hopefully I am doing this correctly, I had the number six and you are number eight. Beutiful page layout; love the graphics. The only things I was confused about was your Wikipedia link and also the evolution links. How do they fit into your wiki? I liked the word sort link that you included.