Bethanne

Bethanne's Resources and Workspace

Useful websites for visual phonics

[] this one has detailed information on how to teach visual phonics

[|http://www.stsvisualphonicschicago.com]

[] this is ran by a professor doing research on visual phonics

Joshua Crisp

Emily Wise

Caitlyn Connolly

Kenneth Pallis

Bethanne Petrylak

Update 2

**Topic**: Letter Sound Correspondence

**Intervention**: Visual Phonics

**Tasks**: October21: Interventions, background, and training issues identified. October 28: Implementations of interventions described November 3: group paper is prepared and final touches are added (5-7 pages). November 16: Group comes together to run through the presentation to clarify any questions or concerns.
 * October 12 **: Turn in update 2
 * November 4 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Turn in group paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 28 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Be prepared for group presentations

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">October 12: Update 2 complete <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">October 21: The intervention has been identified, all member have been doing extensive research on the visual phonic intervention, Training issues have been identified <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">October 28: Per the articles and websites the members have found the implementations of intervention have been described <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 3: group paper is prepared and final touches are added (5-7 pages). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 16: Group comes together to run through the presentation to clarify any questions or concerns.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Progress on tasks **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 4 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Turn in group paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 28 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Be prepared for group presentations

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week of October 17: Continue doing any final research needed, organize a basic outline of the paper; Schedule 1 group meeting <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Weeks of November 7,14,21: The group will be preparing for the presentation; meeting when necessary most likely once a week
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">New tasks/Timeline **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week of October 24 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Members should be working on their sections of the paper; Schedule 2 group meeting if needed
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Week of October 31 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: **Final draft of paper is due on Friday**, group members should be adding final touches to their work; mandatory meeting to make sure paper is well put together and ready to hand in
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">November 28 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Be prepared for group presentation


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Responsiblities **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">:
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Bethanne **<span style="font-family: 'Cambria','serif'; font-size: 16px;">: paper: Intro- use all articles and websites provided on the wiki to come up with a strong introduction
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Caitlyn **<span style="font-family: 'Cambria','serif'; font-size: 16px;">: paper: methods- articles and websites on the wiki will provide information needed along with your research
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Emily **<span style="font-family: 'Cambria','serif'; font-size: 16px;">: paper: what does the research say about the intervention- articles and websites on the wiki will provide information needed along with your research
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Joshua **<span style="font-family: 'Cambria','serif'; font-size: 16px;">: paper: methods- articles and websites on the wiki will provide information needed along with your research
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">Kenneth **<span style="font-family: 'Cambria','serif'; font-size: 16px;">: paper: conclusion/evaluation- All member will have posted their information on the wiki use it to draw up a rational conclusion and evaluation

References:

Cawthon, S.W. (2010). Visual phonics for reading instruction. //Visual Phonics.// Retrieved from http://ows.edb.utexas.edu/?q=node/512 Marta, B. M., Gross, K., & Smigel, S. (2010). See the sound visual phonics. //See-the-Sound Visual Phonics//. Retrieved from http://www.stsvisualphonicschicago.com Narr, R. F., Cawthon, S. W. (2010). The “wh” questions of visual phonics: what, who, where, when, and why. //Journal of Deaf Studies and Deaf Education.// 66-78. Smith, A., Wang, Y. (2010). The impact of visual phonics on the phonological awareness and speech production of a student who is deaf: a case study. //American Annals of the Deaf.// 155(2). 124-130. Snow, B. (2011). Visual phonics. //International Communication Learning Institute.// Retrieved from http://www.seethesound.org Woosley, M. L., Satterfield S. T., Roberson L. (2006) Visual phonics: an English code buster?. //American// //Annals of the Deaf.// 452-457. Trezek, B. J., Wang, Y., Woods, D. G., Gampp, T. L., & Paul, P. V. (2007). Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. //Journal of Deaf Studies and Deaf Education//, 12(3), 373-384. Trezek, B. J., & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. //Journal of Deaf Studies and Deaf Education//, 11(2), 202-213.