Jj is for Jottings 49. Nasal Sounds – And I Don’t Mean Blowing Your Nose!
Nina is demonstrating how to say /n/: see – her tongue is up behind her top front teeth and of course the air is coming down her nose. She is actually starting to say “Nnnnina”. Clever girl.
When you have a head cold, people say you sound “nasal”, or “nasally”. In fact the opposite is true and you are in fact sounding denasal. Here’s how it works: Continue reading
Jj is for Jottings 48. One Letter Doesn’t Always Equal One Sound.
If you have read “Aa is for Alpacas” you will already know this, but just in case you haven’t… the letter x is actually two sounds /ks/. (Remember that the slashes mean the sound rather than the letter name/s.) The other thing you will know Continue reading
Jj is for Jottings 47. Minimal Pairs: Voiced vs. Voiceless.
You may not have noticed this before, but many of our consonant sounds in English come in pairs. The sounds are the same except for the fact that one uses the voice and the other does not. You’ll see what I mean when I tell you what the pairs are (with the first of each pair being the voiceless one): /p,b/; /t,d/; /k,g/; /f,v/; /s,z/; /ch,j/; /sh and the sound in the middle of “measure”, which does not have a letter to represent it/; and /th/ – voiceless, as in “thumb” and voiced, as in “the, mother”. A minimal pair is a pair of sounds or words that differ by only one feature, in this case voicing. Other minimal pairs may differ by a whole sound eg. beg/big; bat/bag.
Before we go any further, I should explain that the slashes (/ /) mark the fact that we are talking about a sound as opposed to a letter name. This is explained in more detail in the introduction to Aa is for Alpacas.
When teaching the sounds made by letters, many adults (including teachers) fall into the trap of adding the schwa vowel to voiceless consonants, with the result that /p/, for example, ends up as /pə/ i.e. a voiceless consonant, /p/, with a voiced consonant , /ə/, added to the end. It should be just /p/ followed by breath. Voicing voiceless consonants to children confuses them in the following ways:
Some children have difficulties with the voiced/voiceless phenomenon in their speech. It’s usually confined to voicing /p,t,k/ or maybe even just one of those, but it is remarkable just how difficult it makes them to understand when they voice all three of them. And it is quite difficult to remediate, too.
Please be aware of the voiceless sounds and given them a fair go – your child’s literacy will be much the better for it.
See also: https://educatingalpacas.com/more-minimal-pairs-voiced-vs-voiceless/
6 days after we said goodbye to April, Shikha had to have surgery on his paw to remove a foreign body (which didn’t turn out to be there after all!) He kept walking around shaking his leg, trying to get rid of the yellow bandage with smiley faces on it. It lasted all of 24 hours. He said It Didn’t Make Him Feel Like Smiling and he Wasn’t Putting Up With It Any Longer.
Jj is for Jottings 46. Schwa – the Undercover Vowel.
There’s a sneaky little vowel which we say many times every day and are probably quite unaware of it. Its name is “schwa”, its phonetic symbol is /ə/, and it sounds like a little grunt. It’s the undercover vowel because Continue reading
educatingalpacas.com supports the book “Aa is for Alpacas”. See Why This Book?
Welcome to my blog – Educating Alpacas. Does this mean that we are educating the alpacas – teaching them to count and so on – or are the alpacas helping to educate people? Although we do a little bit of educating the alpacas (see blog post “Halter-Training April), it is mainly that the alpacas are involved in helping to educate both adults and children. The starting point for this blog is my book “Aa is for Alpacas”, written out of desperation at being unable to find an accurate alphabet book which measured up to my standards and which I could recommend to parents to help teach sound-letter links i.e. the sound made by each letter of the alphabet. You cannot rely on this happening at school and, even if it does, children need to practise at home.
It is not only the lack of knowledge of sound-letter links which is tripping up children in the early stages of learning to read, but there are many other issues which I have observed during more than 35 years of working as a speech pathologist in education – issues which have arisen during this time and which are contributing to a decline in literacy in Australian children. These concerns are shared by experienced teachers. Via the medium of the blog and its accompanying Facebook page I set out to bring up issues which are affecting children’s learning, many of which may not have occurred to parents; some strategies for parents to implement with their children at home; pictures and anecdotes about the alpacas and their animal friends and neighbours; and any other vaguely-related issues which I feel moved to bring to people’s attention.
Since “Aa is for Alpacas” was the starting point for the blog, there are references made to both the animals in the book and to the information presented in the User Guide. This is the only alphabet book that I am aware of which has a comprehensive guide for adults reading with the children, and it also has a book-reading (click on the Video button at the top of this page) so that adults can check whether they are saying sounds correctly and not confusing the children with letter names. The book is aimed at 3-7 year olds, but can easily be used as a remedial tool for older children.
The Book Launch. This was in an educational supplies shop, Chalk and Chat, in Albury (New South Wales). Our shearer and his wife very kindly brought along two young, very well-behaved, alpacas for the children to meet.
Jj is for Jottings 40. A Listening Activity.
If you have read the introduction to “Aa is for Alpacas”, you will be aware that I have flagged poor listening skills as a growing problem in this increasingly visual world. Children who are poor listeners are limited in their ability to learn in many areas of life, but particularly at school, since teaching will usually have both visual and auditory components (and sometimes auditory only). Continue reading
Off to school next year – excellent preparation.
Jj is for Jottings 33. How More Routine, Fewer Choices Make for Smarter and Happier Children. Part 3.
Here is the third part of an article which appeared in the Pulse section of the Border Mail on February 6 last year, and it bears repeating. The first part was in Jottings 18 and the second in Jottings 26.
Behavioural optometrist Michael Smith gave these guidelines:
How to prepare your child for the ‘game of school’
• Talk with your child;
• Travel/drive/explore the world;
• Use a wide range of vocabulary;
• Play simple games with words and alphabetic sounds (make it fun);
• Read books daily — limit distractions and make the experience a special time; and
• If you are concerned about your child’s progress or development, do some research and get help as it is easier to rectify problems at an earlier age.
THE fallout is felt in the classroom.
Mrs McCormack (a teacher for 45 years, now retired) knows all too well the validity of Mr Smith’s comments after four decades of teaching.
“Nothing can replace the experience of the smell and touch of a book, of sitting cuddled up on your parent’s knee while they read to you and hearing and seeing the expression in their voice,” she says.
And while she believes advances in technology have brought a wealth of stimulation to our world, at the same time it is robbing children of vital skills needed for school and life.
“It’s like we have thrown out everything that’s old to bring in everything that’s new,” she says.
“It may not happen in my lifetime but I can see a point where the focus will return to the basics — the three Rs (Reading, ‘Riting and ‘Rithmetic).
Mr Smith is adamant the over-use of electronic media before kids start school is affecting them socially, physically and mentally.
“Plonking children in front of a television for hours a day and then another two hours on the iPad or Xbox is depriving children of movement and of words,” he says.
“So many kids are starting school with a limited ability to be creative, to see in their mind.”
These are the children who end up at Mr Smith’s door.
He has countless stories of parents who come to him almost at their wit’s end about little Johnny mucking up, falling behind and generally struggling to grasp the basics of learning.
In a heart-felt letter, one mum wrote that she once had a son who hated school so much he would cry and lock himself in the toilet.
“Every day he would lay on my bed and say I hate myself, why can’t I learn and every day my heart would break (sic) for him,” she wrote.
“He was three years behind the other children in his grade and falling further and further behind.
“Now he’s a changed boy; he loves going to school, his handwriting has improved 100 per cent and he is now reading books, loves maths and is going well at sport.”
But it was the new-found confidence evident in her son’s own words that captured it best for Mr Smith.
“Thank you for helping me. You have helped me in my school work so much,” the boy wrote in pencil.
“Now can you help me pick up a chick … ha ha.
Some of the alpacas’ neighbours who live in the orchard next to their paddock. They can have conversations through the gate if they choose, although the alpacas have never seen chicks this small because they are locked in a pen with their mother until they are big enough not to be attacked by a cat or a bird of prey.
Jj is for Jottings 19. Literacy Development.
There is a close relationship between listening/speaking (oral language) and reading/writing (written language).
From early on in life we listen, think and talk. We THINK in oral language and pictures in our minds. We READ and WRITE by building another layer onto the listening, thinking and talking. Therefore, if oral language is reduced or imperfect in any way, we have a faulty base on which to build written language. It is like trying to build a brick wall on a foundation of sand.
Not all children who have early speech and language problems will have difficulty in learning to read and write, but about 50% will. Many children beginning school do not have strong enough language skills to support learning to read and write, even if they don’t have any glaringly apparent speech or language problems.
Speech/language problems can occur at sound, word or sentence level.
Sound Level: Difficulty in producing sounds.
Not being able to hear the individual sounds in a word.
Word Level: Not understanding the meanings of words.
Not being able to remember familiar words.
Not knowing how or why to change parts of words to change
meaning eg. Adding an ‘s’ to make a plural.
Sentence Level: Not understanding or using the grammatical rules of
language. Continue reading
Meet Sam’s friend, Marshmallow – a bantam with plenty of attitude. You’ll see a little sequence over the next few posts. She’s in the distance, admittedly, but there’ll be a close-up later on. Sam is eating some dried food.
Jj is for Jottings 12: Some quick statistics.
An Australian study done in 2010 found that 20% of 4-5 year old children were assessed as having a speech impairment.
Following on from that a separate study showed that, from a sample of parents who had expressed concerns about their child’s ability to talk and produce speech sounds, 60.4% did not attempt to access any speech pathology services. In fact they did nothing about it at all. Continue reading
Shearing 2014. Free at Last!
Jj is for Jottings 1. Repetition, Repetition, Repetition.
I love to be told that a teacher has just read “Aa is for Alpacas” to her class. Of course I’m delighted to hear it. Continue reading
