FACULTAD DE FILOLOGÍA
GRADO EN ESTUDIOS INGLESES
TRABAJO DE FIN DE GRADO
CURSO 2024/ 2025
TÍTULO: Phonological Di icul ies in Spanish Dyslexic Child en
Lea ning English as a Fo eign Language: A Case S udy
AUTOR/A: Paloma Ga cía León
TUTOR/A: Ma ía Heliodo a Cuenca Villa ín
Fecha: 28 de mayo de 2025
Vº Bº del Tu o
Fi ma: Fi mado
GARCIA
LEON
PALOMA -
20502927Z
Fi mado
digi almen e po
GARCIA LEON
PALOMA -
20502927Z
Fecha: 2025.05.27
22:12:22 +02'00'
TABLE OF CONTENTS
0. ABSTRACT ..................................................................................................... 1
1. INTRODUCTION ........................................................................................... 1
2. THEORETICAL BACKGROUND ................................................................ 3
2.1. Wha is dyslexia? ...................................................................................... 3
2.2. Phonological De ici Theo y ..................................................................... 5
2.3. Indi idual di e ences and i s a iables. Types o dyslexia ..................... 6
2.4. Phonological awa eness ............................................................................ 8
2.5. Linguis ic ans e s ................................................................................... 9
2.6. Emo ional and social impac .................................................................. 11
3. METHOD ...................................................................................................... 12
3.1. Sc eening Tes ......................................................................................... 12
3.1.1. Pa icipan s .................................................................................. 13
3.1.2. Speech Ma e ials .......................................................................... 13
3.1.3. P ocedu e ..................................................................................... 14
3.2. In e en ion P og amme ........................................................................ 14
3.2.1. Pa icipan .................................................................................... 14
3.2.2. Speech Ma e ials .......................................................................... 14
3.2.2.1. Indi idual P e-Tes ................................................................ 15
3.2.3. P ocedu e ..................................................................................... 16
3.3. Pos -Tes .................................................................................................. 17
3.3.1. Speech Ma e ials .......................................................................... 18
3.3.2. P ocedu e ..................................................................................... 18
4. RESULTS ...................................................................................................... 18
4.1. Sc eening Tes ......................................................................................... 18
4.2. Indi idual P e-Tes ................................................................................. 20
4.3. In e en ion P og amme and Pos -Tes ................................................ 22
5. DISCUSSION AND CONCLUSIONS .......................................................... 24
6. ACKNOWLEDGEMENTS .......................................................................... 27
7. REFERENCES .............................................................................................. 27
8. APPENDICES ............................................................................................... 30
8.1. Appendix I............................................................................................... 30
Speech Ma e ials o he English Sc eening Tes ........................ 30
8.2. Appendix II ............................................................................................. 32
Speech Ma e ials o he Spanish Sc eening Tes ............................. 32
8.3. Appendix III............................................................................................ 34
Speech Ma e ials o he indi idual P e-Tes .............................. 34
8.4. Appendix IV ............................................................................................ 36
Speech Ma e ials o he In e en ion P og amme .................... 36
8.5. Appendix V ............................................................................................. 38
Speech Ma e ials o he Pos -Tes .............................................. 38
1
ABSTRACT
This s udy aims o de ec phonological challenges in Spanish-speaking child en
wi h dyslexia who a e lea ning English as a FL and o design a ailo ed in e en ion o
help wi h hei lea ning issues. Using a sc eening es as a s a ing poin , he esea ch
iden i ied one pa icipan , an 8-yea -old boy, who was con i med o ha e dyslexia, bo h
h ough he es and o icial medical diagnosis. Gi en he limi ed ime, a quali a i e
me hodology was adop ed, ocusing on an indi idualized in e en ion. The esea che
conduc ed h ee sessions wi h he s uden o he in e en ion pe iod, playing in e ac i e
lea ning games and c ea ing ac i i ies speci ically designed o mee his needs and
s eng hen his phonological awa eness, le e -sound co espondences and o he co e
language skills. The O on-Gillingham app oach se ed as a guiding amewo k,
emphasizing di ec , pe sonalized, and mul isenso y ins uc ion, which is an essen ial
s a egy o engaging dyslexic lea ne s who o en s uggle wi h adi ional pape -based
me hods. The esul s show ha he mos challenging aspec s o lea ning English as a
o eign language o he dyslexic child a e w i ing and eading. This is due o he
complexi y o he g apheme-phoneme co espondence in English, which is an opaque
language, in di e ence wi h Spanish, which is anspa en . Despi e he sho du a ion o
he in e en ion, no able imp o emen s we e obse ed in he s uden 's abili y o
manipula e le e s and sounds (phonological awa eness). This sugges s ha when
child en wi h lea ning di icul ies ecei e app op ia e and pe sonalized educa ional
suppo , hey can make signi ican imp o emen a he same a e as hei classma es.
Keywo ds: Dyslexia, Phonological Awa eness, English as a Fo eign Language,
Examine , Pa icipan .
1. INTRODUCTION
Few would dispu e he ac ha lea ning English as a o eign language is aking
o e he wo ld, being al eady conside ed he Lingua F anca. This applies no only o
businesses and ades om a coun y o ano he , o o he a eas whe e communica ion is
c ucial, bu English is also, mo e han e e , qui e p esen in educa ional en i onmen s
om young ages. In addi ion, new eaching models a e being in oduced o hose who
need special a en ion, and one o he mos common lea ning di icul ies p esen in young
s uden s is dyslexia: “El alumnado con dislexia cons i uye el 80% de los as o nos del
ap endizaje” (Angulo, M., Gonzalo, J., Luque, J.L., Rod íguez, M.P., Sánchez, R.,
2
Sa o as, R.M., Vázquez, M. (2012, p. 7). I child en al eady s uggle wi h dyslexia in
hei na i e language, lea ning a o eign language becomes mo e o a challenge. In
ela ion o ha , his wo k is going o s udy he phonological di icul ies (p oblems in
dealing wi h he speech sound o wo ds) ha a dyslexic child, whose i s language is
Spanish, aces when lea ning a o eign language, which in his case is English.
As Youman, M., & Ma he , N. (2020) s a e: “dyslexia is a neu ological diso de
cha ac e ized by di icul ies wi h wo d ecogni ion, spelling, and eading a e”.
Acco ding o he In e na ional Dyslexia Associa ion (IDA), his condi ion s ems om
de ici s in phonological awa eness, wo king memo y, and p ocessing speech, which make
wo d decoding pa icula ly challenging. Al hough he e is s ill much esea ch ha needs
o be done in he ield o dyslexia, i s impac is gaining s udies wi h yea s, and he e o e,
i s in luence in he FL is being highligh ed. Fo child en wi h dyslexia, lea ning a second
language such as English in ol es s uggling wi h addi ional ba ie s han a child wi hou
i . Fo example, Spanish is a language ha is ead he same way ha is w i en, which is
called he g apheme-phoneme co espondence (Suá ez-Coalla, P., Ma ínez-Ga cía, C.,
Ca no a, A., (2020), and dyslexic child en al eady g apple wi h i . This co espondence
“ acili a es he s o ing o he o hog aphic ep esen a ion o hose wo ds in memo y”
(Suá ez-Coalla e al., 2020, p. 2). Bu , when i comes o English, his G-P co espondence
does no exis as he language is cha ac e ized by a deep and i egula o hog aphy. So,
hese i egula i ies, acco ding o Suá ez, seem o p e en ( om an ea ly age) he
de elopmen o o hog aphic ep esen a ions o in e media e uni s such as hymes,
syllables, mo phemes, e c, and his is whe e dyslexic child en lea ning his o eign
language seem o scu le.
Mo i a ed by his issue, his s udy’s p ima y ocus is unde s anding how he
cha ac e is ics o dyslexia in e e e in a pa icula s uden who lea ns English as a o eign
language and c ea e a speci ic ea men wi h me hodological s a egies o wo k on his
speci ic diagnosis. As F iedmann, N., and Col hea , M. (2018) acknowledge, he e is a
huge a ie y o phonological impai men s, bu , “knowing he di e en ways he eading
p ocess can b eak down and unde s anding he p ope ies o each ype o dyslexia allows
he de elopmen and applica ion o ocused ea men di ec ions ha a e ailo ed o he
speci ic e o s and sou ce o each ype o de elopmen al dyslexia” (p. 721). In e e ence
o ha quo e, his pape add esses he ollowing ques ions: Whe e does a (Spanish)
dyslexic child ge s uck mos when lea ning English? Can a dyslexic s uden lea n a
o eign language a he same pace as o he child en? Do hey need ano he me hod o
lea n mo e e ec i ely? The hypo hesis o hese ques ions will show ha child en wi h
3
dyslexia do in ac ha e mo e ba ie s in lea ning a o eign language bu his can be
a oided o educed wi h he necessa y a en ion.
The p esen pape is di ided as ollows: Sec ion 2 is dedica ed o he heo e ical
backg ound, including de ini ions, ypes, and in e es ing esea ch on he opic o dyslexia
and he o eign language. Sec ion 3 is wholly dedica ed o he p ocess o he c ea ion o
he s udy o he pa icipan , and hus how i has been ca ied ou . Subsequen ly, Sec ions
4 and 5 show he esul s and he conclusions ha he s udy has p o ided, oge he wi h
he u u e esea ch. And inally, Sec ions 6 and 7 a e dedica ed o acknowledgemen s and
e e ences each.
2. THEORETICAL BACKGROUND
2.1. Wha is dyslexia?
As i has been p e iously men ioned, dyslexia, o de elopmen al dyslexia (DD),
is being paid g ea e a en ion o han a ew yea s ago, as inc easing cases in young
s uden s a e being iden i ied. Fo ha eason, many de ini ions a e showing up bu he
one ha is ha ing mo e ex ension claims ha dyslexia is iden i ied as: “un as o no
especí ico del ap endizaje de la lec u a de base neu obiológica, que a ec a de mane a
pe sis en e a la decodi icación onológica (exac i ud lec o a) y/o al econocimien o de
palab as ( luidez y elocidad lec o a) in e i iendo en el endimien o académico con un
e aso lec o de al menos dos años” (Angulo e al., 2012, p.8). In o he wo ds, “Dyslexia
is a di icul y in lea ning o decode ( ead aloud) and o spell” (J. Snowling, Hulme, &
Na ion, 2020, p. 501). These di icul ies seem o be oo ed by a damage o he
phonological componen (Lyon, Shaywi z, & Shaywi z, 2003, as ci ed in Rabia & Sal e y,
2021). In e es ingly, hese impai men s in eading and spelling do no seem o be ela ed
o hei IQ (in ellec ual quo ien ) skills: e bal and non- e bal abili ies, memo y, speed
o p ocessing, easoning, e c. As J. Snowling e al., (2020) s udied wi h some indi iduals
aking an IQ es : “Assuming no ob ious neu ological o senso y impai men and no lack
o educa ional oppo uni y, child en wi h a e age o abo e a e age Full-Scale IQ who
ne e heless show p oblems wi h eading and spelling may be classi ied as dyslexic” (p.
502). Besides, Caylak (2010) adds o his: “The lea ning disabili ies in eading (dyslexia)
a ec s he child en by unexpec ed p oblems in academic pe o mance despi e no mal
in elligence” (p. 1). This demons a es ha dyslexic child en p obably no only ha e he
same IQ han he es o he class bu may also be abo e i . Thus, he e is no ela ionship
be ween phonological di icul ies and in elligence.
4
Diagnosing dyslexia is mo e o a challenge hough, and he age a which i is
diagnosed seems o a y among s uden s. Acco ding o Caylak, E., (2010): “Reading
Disabili y (RD) o De elopmen al Dyslexia (DD) is diagnosed in he school age child en
(4 and 7%) (p. 1)”. Howe e , he easons why dyslexia may be p esen in a s uden can
be due o di e en and some imes un easonable easons. Resea ch demons a e ha
dyslexia is inhe i ed om a gene ic componen o he diso de , “wi h a he i able a ia ion
es ima ed a 50-70%” (Caylak, 2007, as ci ed in Caylak, E. 2010, p. 1). Some s udies ha e
shown ha dyslexia is mo e likely o appea in child en ( om ou yea s onwa ds) who
ead less (J. Snowling, M., Hulme, C. & Na ion, K., 2020), bu i has been con as ed by
o he s udies such as he one o S ano ich and Siegel (1994) as ci ed in J. Snowling, M.
e al., (2020): “The e a e no clea quali a i e o quan i a i e di e ences in eading as a
unc ion o disc epancy” (p. 501). Howe e , hese kinds o diso de s may be hin ed by
eache s in some cases, as he Diagnos ic and S a is ical Manual o he Ame ican
Psychia ic Associa ion (2013, as ci ed in J. Snowling, M. e al., 2020) s a es: “a good
indica o is low academic achie emen o age o a e age achie emen ha is sus ainable
only by ex ao dina ily high le els o e o o suppo ” (p. 69). In o he cases, i can also
be ecognised by asks o apid naming cons i u ing a measu e “ ha p edic s eading
luency, and ha s uggling eade s pe o m e y slowly on hese asks compa ed wi h
no mal eade s” (Wol & Bowe , 2000, as ci ed in Abu Rabia, S., & Sal e y, A., 2021, p.
1). The e a e numbe s o examples o es s ha ha e been c ea ed o diagnose dyslexia,
and one o hem is he STAS es , which is a s anda dized es o decoding and spelling
de elopmen by Klinkenbe g and Skaa (2003, as ci ed in And esen & Mons ud, 2022).
I consis s o bo h indi idual es s and sc eens add essed o s uden s om 2nd g ade
h ough seconda y school. Thei esul s iden i y s uden s’ delays in decoding and
spelling, o e ing a basis o u he assessmen s (And esen & Mons ud, 2022). Apa
om hese e idences, ailu e in eading seems o be cu iously connec ed o he ype o
o hog aphy, some hing explained by he o hog aphy dep h hypo hesis, “which e lec s
he deg ee o cla i y o he g apheme-phoneme co espondence” (Rabia e al., 2021, p.
1). A he same ime, eading is connec ed o he ocabula y p o iciency as well. The
p oblem wi h dyslexic child en is ha hei eading expe ience is o en limi ed, so he
ocabula y le el migh be lowe and would nega i ely a ec w i en p oduc ion (Ál a ez-
Cañizo, M., Al onso, O., & Suá ez-Coalla, P. 2023).
Al hough dyslexia is gaining much esea ch as i s cases a e inc easing, he e is
s ill a conside able necessi y o de elop pe sonalized ea men s o speci ic diagnoses.
In ac , Spanish esea ch seems o be he poo es one since he e a e ew, i any, sou ces
5
ha discuss he in luence o Spanish in English in he con ex o dyslexia. I is e y
impo an o unde line ha i s impac on each s uden is e y di e en and each o hem
may su e om a iable p oblems depending on he language skill.
2.2.Phonological De ici Theo y
This heo y ensu es ha indi iduals wi h dyslexia ha e “speci ic impai men s in
he ep esen a ion, s o age and/o e ie al o speech sounds” (Ramus, 2003, as ci ed in
Caylak, E., 2010, p. 1). I s o igin was due o he g owing in e es s by specialis s who
s a ed o app ecia e he di icul ies o “ex ac ing phonemes om he speech s eam and
he a - eaching implica ions o hese insigh s wi h ega d o he challenges o lea ning o
ead a w i ing sys em based on phonemic uni s” (L. Sha e, D. 2021). Reading a wo d
cons i u es, acco ding o expe s, o wo p ocesses: he o hog aphical and he
phonological; PDH claims ha people wi h dyslexia ha e no well de eloped hese wo.
This means ha eading diso de s (RD) a e cha ac e ized by di icul ies when
“ ecognizing a wo d, spelling and decoding i (omissions (e.g., “ply” ins ead o “play”),
subs i u ions (e.g., “a m” o “hand”), in e sions (e.g., “aks” ins ead o “ask”), o
addi ions (e.g., “o ” and “ o”) o wo ds o agmen s o wo ds)” (Caylak, E., 2010, p. 1).
Besides, he PDH (Phonological De ici Hypo hesis) explains how child en wi h
dyslexia a e impai ed on a a ie y o phonological awa eness skills. Phonological
awa eness (PA) s ands o : “ he conscious abili y o access and manipula e he phonemic
le el o speech” (Caylak, E., 2010, p. 2). Howe e , measu ing he PA o ea ly s uden s
has been a con adic o y ield o s udy. Acco ding o McB ide-Chang, C. (1995), he e
a e h ee componen s ha seem o be epea ed among asks o e alua e s uden s’
phonological awa eness in spi e o he di e si y, and hey a e, i s , lis ening o a epea ed
wo d o pe cei e a s imulus, second, asking he pa icipan o ope a e on ha s imulus
(depending on he age o he pa icipan , he ope a ion may be di e en ( epe i ion o a
sound, iden i ica ion o a le e , e c)), and hi d, exp essing esponses o he gi en s imuli.
The impo ance o his heo y in he ield o dyslexia has been due o explain he
di e en di icul ies o dyslexic s uden s and i has helped specialis s o gi e a mo e
accu a e educa ional app oach ocused on phonological awa eness (abili y o ecognise
and manipula e language’s sounds) which can a y no ably om an indi idual o ano he .
This can be explained by he di e en ypes o dyslexia ha ocus on majo di icul ies
ha a s uden aces wi h dyslexia.
None heless, he PDH has had a lo o c i icism. Some au ho s acknowledge ha
i is ue ha dyslexic s uden s su e om issues in phonological p ocessing when i
6
comes o eading. Howe e , hey ag ee in hinking ha his heo y is o e simpli ied since
ocusing only on he phonological aspec o explain wha occu s in a dyslexic’ b ain is
me ely an igno ance o o he po en ial cogni i e, linguis ic, o en i onmen al ac o s. Fo
example, Nicolson, R,.I, & Fawce , A.J., 1995 in hei a icle Dyslexia is mo e han a
phonological disabili y, made a esea ch wi h s uden s in o de o demons a e ha he
PDH lacks dep h. He es ed a con ol g oup wi h di e en ages and compa ed hem o he
dyslexic g oup, and i showed expec ed esul s o he con ol g oup, which means ha
he oldes pe o med much be e han he younges g oup because he eens we e s ill
de eloping skills. Howe e , o he dyslexic, hey we e no only wo se in phonological
skills, bu also in segmen a ion, hyming, memo y, a icula ion and p ocessing speed, and
he asse s: “such an impai men canno be caused en i ely by eading di icul ies” (B yan
and Goswami, 1986, as ci ed in Nicolson, R,.I, & Fawce , A.J., 1995, p. 136).
Thus, i has been e y di icul o au ho s o assu e ha he PDH is en i ely
eliable. Zoccolo i, P. (2022) s udied wo o he cases in which wo au ho s, Be en e al.
and Szenko i s, “ha e ied o de i e explici and es able hypo heses o suppo o
discon i m he phonological de ici heo y o dyslexia” (p. 54), ocusing on di e en
pe spec i es. They disco e ed ha when i comes o he phonological e ec in bo h
g oups: “no g oup di e ence was ound compa ing indi iduals wi h and wi hou a eading
diso de ”. So, is he phonological de ici heo y w ong? O is i inaccu a e? The answe
is no clea ye , bu he e a e la ge e idences which demons a e ha i lacks uni e sali y,
because no all indi iduals wi h eading o language diso de s exhibi phonological
p ocessing de ici s, and he e o e no all hose wi h phonological de ici s s uggle wi h
eading.
2.3.Indi idual di e ences and i s a iables. Types o dyslexia.
As Tu ne , E. & Pughe, J. (2004) no e in hei book Dyslexia and English: “The e
a e many dyslexic lea ne s who ha e mas e ed he mechanics o eading success ully and
o all appea ances a e no di e en om hei non-dyslexic pee s when i comes o eading
abili y”. Roughly speaking, we can e e o he concep o dyslexia as “de elopmen al
dyslexia” o “acqui ed dyslexia”. The i s one s ands o “child en who ha e ne e lea n
o ead co ec ly, and as a consequence, e en hough hey can bo h ead and w i e, hey
use all hei men al and a en i e ene gies because, unlike hei pee s, he p ocess is no
au oma ic”. The second dyslexia e e s o eading diso de s due o a b ain damage (Dalla
Libe a, S. 2016). None heless, he main di e ence be ween hese wo is ela ed o he
dis inc ion be ween pe iphe al dyslexias and cen al dyslexias.
13
eason, a sc eening es c ea ed by he Ha p Lea ning Ins i u e (2014) has been aken as a
model o his s udy, which consis s o some ac i i ies ha some pa icipan s om wo
di e en p i a e schools ha e wo ked wi h be o e s a ing wi h he ailo ed me hod, o
de ec possible dyslexias.
3.1.1. Pa icipan s
A o al o 15 s uden s ha e unde gone a dyslexic sc eening es o de ec hose who
could ha e added p oblems when lea ning he o eign language. They a e om di e en
schools in he same own and, mo e o less, hey a e he same age (6-7-8). The e a e 7
gi ls and 11 boys, all Spanish na i e speake s, and hey a e all s udying EFL in bo h he
school and p i a e academies. They all ha e a beginne p o iciency le el in English, and
hey a e lea ning simple ocabula y such as animals, colou s, clo hes, e c. The sc eening
es has been c ea ed om he ocabula y hey a e amilia wi h, o he wise hey would
no ha e been able o comple e i .
3.1.2. Speech Ma e ials
Al hough he English Sc eening Tes , as men ioned abo e, has been aken om he
Ha p Lea ning Ins i u e (2019), i has unde gone some modi ica ions. Fi s , he on used
is e y impo an because i acili a es his comp ehension and eading. Asociación Mad id
con la Dislexia (2014) and B i ish Dyslexia Associa ion (1972) ag ee ha he e a e some
guidelines o ollow when dealing wi h dyslexic s uden s. They bo h ag ee ha he bes
on o use o s uden s wi h dyslexia a e, among o he s, A ial and Comic Sans, “as le e s
can appea less c owded” (2023). Besides, he on size should be “12-14 poin o
equi alen ”, he ideal le e spacing which imp o es eadabili y is a ound 35% o he
a e age le e wid h, and he in e -wo d spacing “should be a leas 3.5 imes he in e -
le e spacing”. Fu he mo e, hey asse ha “lowe case le e s a e easie o hem o
ead”, and i should be a oided he use o unde lining and i alics, which “can make he
ex appea o un oge he and cause c owding”. These a e some o he modi ica ions ha
he es has unde gone, including also he pa ag aph’s alignmen o he le , wi hou
jus i ica ion, as he Dyslexia S yle Guide (2023) poin s, o make i easie o hem o ind
he s a and end o each line (See Appendix I o examine he speech ma e ials used o
he English Sc eening Tes ).
3.1.3. P ocedu e
14
This sc eening es consis s o eigh s uden -di ec ed ac i i ies which he pa icipan s
mus comple e. In hese, s uden s de elop hei w i ing and eading skills, and depending
on he ac i i y, hey ha e o ci cle, ma ch, memo ize o w i e independen wo ds and
le e s. In a b ie explana ion, all he ac i i ies o his i s pa we e ela ed wi h he
eading and w i ing o le e s o ac i a e and de ec any p oblem conce ning hei
phonological awa eness in English. They we e old ha hey we e in an exam so hey had
o wo k indi idually. The examine was p esen bu ied o help as li le as possible, e en
hough hey had some doub s because o hei young age.
3.2. In e en ion P og amme
The English Sc eening Tes demons a ed ha ou o 15 s uden s, only one was
de ec ed o be dyslexic. Fo his eason, his s udy coun s on one s uden and he
in e en ion will be c ea ed om his needs o y o imp o e hem.
3.2.1. Pa icipan
The s uden is 8 yea s old, male, and he is in a no mal class in bo h he school and he
p i a e academy o English. Wi h se e e dyslexia, acco ding o his psycho-pedagogical
e alua ion epo , he s uden p esen s di icul ies in his na i e language such as
unde achie emen , cogni i e de elopmen below wha is expec ed o his age, lack o
skills in exp ession, communica ion, comp ehension, low abili y o concen a e and, mos
impo an ly he e, p o ound e o s in eading and w i ing. Apa om his, he s uden has
expe ienced se e al head su ge ies, p esen s se e al clinical epo s summa izing
hyd ocephalus and ollow-up in neu osu ge y. This is consis en wi h he heo y ha he
majo i y o dyslexic pa icipan s a e males. Howe e , gene ics is no co esponded he e
as many o he dyslexic child en because in his medical epo he does no appea o ha e
any dyslexic ela i es.
3.2.2. Speech Ma e ials
Acco ding o A a o e al. (2007), in A ellan Fe i, R.M. (2015): “exis en
di e en es écnicas de abajo que se suelen u iliza ” (p. 16) o dyslexic s uden s. In he
p oposal o he ca e o dyslexic s uden s, she s udies accu a e me hods o hose who
su e om issues wi h lea ning a language. She emphasizes he undamen al ole o
eading in child en who a e lea ning o be awa e o le e s, since i is he way o hei
co ec de elopmen . Fo his eason, she highligh s he ac ha eache s mus o esee
s uden s’ phonological awa eness and ace hei issues as soon as possible. Fo he
15
app oach o helping wi h dyslexic issues, she quo es Al a ado e al. (2007) o an icipa e
ha eaching should be based on he me hodological p inciples p o ided by Dislexia
Ac ion (2006), which a e: “ap endizaje es uc u ado, acumula i o, signi ica i o,
pa iendo siemp e de lo que ya conoce el alumno y ap endizaje mul isenso ial, además de
lexible y con una pa icipación ac i a de los alumnos” (p. 20).
3.2.2.1.Indi idual P e-Tes
Be o e s a ing wi h a ailo ed s udy, he examine wan ed o know he weaknesses
when i comes o he de elopmen o skills in he o eign language, especially speaking,
lis ening, w i ing, and eading. In o de o know his, an indi idual P e-Tes was
conduc ed be o e s a ing wi h he h ee di ec ed and ailo ed sessions o he in e en ion
p og amme, and i helped o ecognise his di icul ies in he English language and c ea e
he me hod om hese esul s, mo e closeness o his weaknesses we e ob ained.
Fi s , he s uden was gi en a sho Spanish Sc eening Tes wi h a lis o Spanish
le e s and asked him o ead hem ou loud o know his phonological di icul ies in his
i s language. Then, he was gi en a lis o wo ds in Spanish asking him o ead hem ou
loud. Ha ing known his di icul ies in he mo he ongue makes he in e en ion mo e
accu a e in o de o know which a e he added complica ions in he o eign language. This
would help o c ea e a ailo ed s udy o s eng hen his weaknesses (To see he ma e ials
used o he Spanish Sc eening Tes see Appendix II).
Then, he indi idual P e-Tes was ca ied ou (see Appendix III o examine he
speech ma e ials o he indi idual P e-Tes ). Ini ially, i was necessa y o e iew all he
English ocabula y ha would be wo ked h ough he es o make he pa icipan
com o able in he si ua ion and e esh his knowledge. A e ha , o he speaking es ,
he was shown some images wi h ocabula y he is amilia wi h, and he was asked
ques ions like “Wha ’s his?” o “Is his a og?” expec ing him o answe “yes, i is” o
“no, i isn’ ”. Then, he pa icipan was gi en images ha ep esen he wo ds, and he
examine p onounced one o each pai ou loud, asking him o ci cle he wo d he hea d.
The pai s o wo ds we e: “ca -ba ”, “ ox- og”, “shi -ski ”, “jeans-g een”, “dog- og”,
“ha -ba ”, “jump-jumpe ”. Finally, in o de o know whe e his g ea es di icul ies a e
when i comes o w i ing wo ds in English, he s uden was asked simple ques ions such
as “How do you w i e og?”, “How do you w i e climb?”. To make i easie o him, he
expe imen e helped o ecognise he wo d ha he was asked o w i e by doing a ges u e
ha he in e p e s wi h his pa icula wo d. Fo example, i he was asked o w i e ox, he
examine would pu he hands on op o he head o ep esen he ox’s ea s. The wo ds
16
ha he was asked o w i e down we e ox, og, ca , jump, d ess, ed, blue, ba , one, and
six.
3.2.3. P ocedu e
A e he sho P e-Tes which helped o ecognise his g ea es di icul ies, he
expe imen e analysed which pa e ns would be mo e e icien gi en his cha ac e is ics
and his necessi ies. Since he mos di icul ask o him comes o he associa ion o
sounds o le e s and ice e sa, his sho - e m s udy will ocus on he O on-Gillingham
app oach, by Samuel O on and Anna Gillingham in he 1930s. This me hod “is an
ins uc ional app oach specially guided owa ds dyslexia and o he ela ed lea ning
disabili ies” (Pu kayas ha, S., Nehe e, N., & Pu kayas ha, J., 2012). The OG app oach has
been demons a ed o be a e y e ec i e ool o child en wi h lea ning issues ha
in ol es he mul isenso y me hod, which “is conside ed as he mos e ec i e eaching
me hod”, whe e “lea ne s g asp concep s easily and success ully when eaching in ol es
se e al bodily senses” (Pu kayas ha, S., e al. 2012). The OG app oach uses audi o y,
isual, and kinaes he ic elemen s oge he o eaching, and “i emphasizes he use o
ouch and mo emen (Kinaes he ic) in me hods o eaching and lea ning” (Be nadowski,
C., 2017). This me hod is also cha ac e ized by i s one-on-one ins uc ion and i s g adual
complexi y. Au ho s claim ha “OG u o ing may be mos e ec i e in a p i a e se ing
u ilizing one-on-one ins uc ion ou side o b ick and mo a schools” (Be nadowski, C.,
2017). Thus, his s udy will be based on his app oach which is belie ed o eap child en’s
ewa d. None heless, due o he b e i y o he in e en ion, his s udy’s p ima y ocus has
been he g apheme-phoneme co espondence especially wi h consonan s. Some owels
ha e also been wo ked on, bu gi en he ac ha , depending on he wo d, hey co espond
o di e en phonemes, such as he owel le e “a” ha migh be p onounced as /æ/, /ɑ:/,
/eɪ/, /ə/, /ɒ/, /ɔ:/ depending on he posi ion o phone ic con en , his is some hing ha could
only be de eloped in a deepe and longe in e en ion.
Sayeski, K.L., Ea le, G. A., Da is, R., & Calama i, J. (2019) published a book in
which hey deal wi h he OG app oach in a s udy wi h wo dyslexic s uden s and hey
o e a lesson plan di ided in o h ee main sec ions: wo d s udy decoding (phonological
awa eness, syllable wo k, decoding i egula lea ned wo ds), spelling and w i en
exp ession (spelling and dic a ions), and luency + comp ehension (sen ence eading and
lis ening comp ehension). They assu e ha “ his in oduc o y, basic aining is ample o
p o ide a weal h o new s a egies ha can complemen he deli e y o eading
in e en ion o s uden s wi h eading disabili ies o who a e s uggling o lea n o ead”.
17
Thus, his one-on-one s udy will be ca ied ou based on hei planning and
he e o e in he o de shown in Table 1.
Table 1. S udy Plan
SKILL
Week 1
Wo d
decoding
(60’)
In oduc o y phonics song
Associa ion o le e s o sounds
Bingo wi h le e s
“Yes, I’m hyming”
E alua ion
Week 2
Spelling
and w i en
exp ession
(60’)
In oduc o y song
Syllable awa eness
Clapping game
T acing le e s
“I can o de sen ences” game
E alua ion
Week 3
W i en
luency
(60’)
In oduc o y song
Isola ing speech sounds
Wo d puzzle
W i ing wo ds
E alua ion
Week 4
Pos Tes
E alua ion
To see all he ac i i ies ha he expe imen e and he s uden ha e wo ked on du ing he
in e en ion pe iod, see Appendix IV.
3.3. Pos -Tes
The Pos -Tes has been de ised aking in o accoun wha has been wo ked on du ing
he in e en ion pe iod. The esul s below show which pa s we e mo e di icul o he
pa icipan , and he Pos -Tes , consis ing o six di e en ac i i ies, conside ed all he
issues co e ed by he in e en ion p og amme implemen ed o help he dyslexic lea ning
o e come his s uggle wi h English.
18
3.3.1. Speech Ma e ials
As wi h he P e-Tes , he Pos -Tes was designed o assess a comp ehensi e ange o
English language skills, inco po a ing asks ha e alua e speaking, w i ing, lis ening, and
eading abili ies. This in eg a ed app oach was in ended o p o ide a holis ic iew o he
dyslexic lea ne ’s linguis ic de elopmen and o allow o a meaning ul compa ison
be ween his pe o mance be o e and a e he in e en ion. The Pos -Tes comp ises a
o al o six ac i i ies, each ca e ully cons uc ed o e lec a sligh ly highe le el o
di icul y han hose included in he P e-Tes . This inc ease in complexi y aims o
challenge he lea ne ’s acqui ed skills and o e alua e he ex en o which he in e en ion
has con ibu ed o his p og ess. Fo a de ailed desc ip ion o each ac i i y included in he
Pos -Tes , see Appendix V.
3.3.2. P ocedu e
A e he comple ion o he in e en ion p og amme, a Pos -Tes assessmen was
adminis e ed on he inal day, ollowing s uc u ed sessions wi h he pa icipan . The
Pos -Tes was ca ied ou in he same space as hese, and in he same manne , being he
examine and he pa icipan alone. Th oughou he du a ion o he in e en ion, he
examine closely obse ed and documen ed he s uden ’s beha iou s, eac ions, and
pe o mance in each session. These de ailed obse a ions se ed as a ounda ion o
designing he ailo ed Pos -Tes aimed a e alua ing whe he any p og ess had been made
in add essing he s uden ’s ini ial challenges wi h he English language. Gi en ha he
s uden ’s p ima y di icul y lies in he a ea o phonological awa eness, he Pos -Tes was
speci ically designed o include a ge ed ac i i ies ocused on le e -sound
co espondence and sound ecogni ion. These asks we e selec ed in en ionally o
measu e imp o emen s in he s uden ’s abili y o associa e le e s wi h hei
co esponding sounds, a skill ha plays a c i ical ole in de eloping accu a e eading and
w i ing abili ies. I was expec ed ha h ough he consis en p ac ice and suppo p o ided
du ing he in e en ion pe iod, he s uden would demons a e measu able imp o emen
in he Pos -Tes .
4. RESULTS
4.1. Sc eening Tes
In gene al, all he pa icipan s egis e ed g ea esul s o he i s ac i i y, which
consis ed o w i ing down he English alphabe . Howe e , he dyslexic pa icipan
showed esul s ha con i med is dyslexia as he mixed le e s, jumped om one le e o
19
ano he , and some imes he omi ed some le e s. The second ac i i y consis ed o
di e en ia ing be ween “b” and “d”, some hing ha all s uden s s uggle wi h, especially
wi h p in ed sc ip , and he examine also w o e wo big “b” and “d” on he boa d because
s uden s asked o i . Resul s we e gene ally good, bu only he dyslexic s uden had one
mis ake. Resul s in ac i i y h ee, whe e hey had o ci cle e e sed le e s, we e equa ed.
Howe e , in ac i i y ou , which consis ed o ci cling he wo ds ha co esponded o
clo hes among di e en ocabula y ( ouse s, -shi , squi el, ed, jeans, e c) wi h a lis
o wel e wo ds whe e hey should no ha e made any mis ake, he dyslexic pa icipan
exhibi ed wo. Subsequen ly, ac i i y i e consis ed o h ee wo ds ha he examine
w o e on he boa d (one by one) and s uden s had o memo ize hem in i een seconds
and hen w i e hem down. The wo ds chosen we e hedgehog, which none o he s uden s
w o e co ec ly since i ’s a di icul wo d and i has wo syllables. Secondly, snake, which
was also di icul o hem and many w o e “sanke”, which can be explained by a nega i e
ans e om Spanish phono ac ics. The e a e wo owel le e s in he wo d snake, so he
Spanish lea ne s o English ha e w i en he le e “a” be ween “s” and “n”, since /sn/ is
no a pe missible clus e in Spanish. Finally, wi h he wo d -shi , hey seemed o be
mo e amilia wi h i and non-impo an mis akes a e ound. This ac i i y was di icul
o bo h he non-dyslexic s uden s and he dyslexic one, and i can also be concluded ha
he wo d leng h has had an e ec on all o hem since none o hem w o e he i s wo d
(hedgehog) co ec ly. Ac i i y six was abou ci cling he e e sed le e s wi hin each
wo d. The wel e wo ds in he box had, each one, a e e sed le e . O e all, li le mis akes
we e ound, bu he dyslexic s uden , e en wi h he help o he examine , aced di icul ies
wi h some wo ds, ei he by ci cling le e s ha we e no e e sed o by lea ing some
wo ds blank. Ac i i y se en seemed o be easie o all he s uden s, whe e hey had o
ci cle he wo ds ha we e en i ely e e sed. No e en he dyslexic s uden made a
mis ake, some hing ha ells ha he mo e in o ma ion he ge s, he easie i becomes o
him o esol e an ac i i y. Finally, ac i i y eigh con ained i e wo ds wi h i e images
o ma ch: climb, og, jump, bu e ly, and ox. All o he s uden s showed g ea esul s in
his ac i i y and hey did i in a e y sho ime. Howe e , wi h he examine ’s assis ance,
he dyslexic s uden s ill con used “ og” and “ ox”, bo h monosyllabic wo ds beginning
wi h “ ” and sha ing he same owel le e “o”.
All in all, he e we e app oxima ions in he ime ha s uden s las ed comple ing i ,
and he a e age was a 3’10’’. Howe e , he s uden wi h dyslexia las ed a o al o 4’33’’
and he helped himsel wi h an alphabe ha was a ached o he wall. E en wi h his help,
his phonological awa eness o he alphabe is low, as le e s a e mixed, epea ed, and
20
o he s a e absen . Fo example: he w o e “a, b, c, d, g, h, i, l, m […]”. Abo e all, i is ue
ha he shows sho comings ha he should no ha e a his age, bu his weaknesses can be
wo ked on. The es shows ha his g ea es di icul y is in w i ing and le e in e p e a ion,
eading, and his capaci y o memo ize wo ds is e y low. The Ha p Lea ning Ins i u e
assu es ha bo h dyslexic na i e speake s o English and dyslexic lea ne s o English as
a FL om g ades 5 o 8 eigh yea s old should ha e less han 5 mis akes in he whole es
ha hey p esen . Gi en he case o his s udy, which was sho e and ins ead o 19
ac i i ies, as ha one p esen s, i included 8 ac i i ies, he numbe o mis akes should no
exceed 2/3 ailu es. Howe e , he dyslexic s uden p esen ed a ound 12 mis akes. No
only his bu he did no show a con iden beha iou while doing he es , looking a ound
he class o check i his ac i i ies coincided wi h his iends’.
A e ha , he dyslexic pa icipan was gi en a sho Spanish Sc eening Tes . I
con ained a lis o le e s and he examine asked him o ead hem ou loud o know his
phonological di icul ies in his i s language, and he con used he sounds /b/ and / /.
Then, he was gi en a lis o wo ds asking him o ead hem ou loud, and he had p oblems
wi h wo ds wi h consonan clus e s, as in ombligo, ono, globo, ompe a, p ensa, and
ac o , as he mixed consonan s, and he same happened o him when he was asked o
w i e hem down. Ha ing known his di icul ies in he mo he ongue makes he
in e en ion mo e accu a e in o de o know which a e he added complica ions in he
o eign language.
4.2. Indi idual P e-Tes
In he i s ac i i y, ou o 14 wo ds, he ecognised 11. The ones he s uggled mo e
wi h we e ox, ini ial diag aphs as in shi , and ini ial clus e s as in ski , due o he ac
ha i was di icul o him o assimila e ha wo le e s co espond o one sound. In he
same way ha he s uggles wi h clus e s as in ski , in he Spanish Sc eening Tes he
ended o misp onounce wo ds wi h pe missible clus e s in his i s language as /ns/ in
anspo e.
In he lis ening pa , su p isingly, he did no make any mis ake. This means ha
when he hea s a wo d, he knows how o associa e i o he image, and he is able o
dis inguish ini ial and inal le e s as in “ ox- og”, “ca -ba ”, o “shi -ski ”. Howe e ,
when he is asked o epea , mos o he ime he misses inal le e s as he p onounces ox
as / o/, og as / o/, ca and ba as /ca/ and /ba/. The examine helped him epea hese
wo ds se e al imes o highligh inal sounds, bu hey seemed di icul o him o
p onounce. The ac i i y in which he had o poin ou “The ed dog” o “The blue ish”,
21
and also lashca ds o simila sounds such as “The yellow ox” s “The yellow og” o
“The g een og” s “The g een ox”, he was also able o dis inguish sounds. This ac i i y
seemed o be easy o him as he did no make any mis akes a all.
De ini ely, he w i ing pa was he mos di icul pa o him as he only w o e
h ee wo ds co ec ly: “one”, “d ess”, and “six”. The e is a clea ans e he e om his
na i e language, Spanish, since he does no w i e sounds ha he does no hea , o
example in blue /blu:/, which he w i es as “blu” since he las “e” is silen . In addi ion,
wha seems o be mo e di icul o him is o ecognise inal le e s in he wo ds because
he does no w i e any o hem, as he w o e “ o”, “ e”, “blu”. Mo eo e , he also p esen s
di icul ies when w i ing down wo ds wi h dig aphs as in shi , whe e he was unable o
ecognise he phoneme /ʃ/, o clus e s as in ski . Wi h he wo d jump, /dʒʌmp/, i was
e y di icul o him o ecognise he phoneme /dʒ/ o “j” and he con used i wi h le e
“g” epea edly. This associa ion migh be due o hei (“g” s “j”) p onuncia ion in
Spanish, which in mos cases, ollowed by a owel le e , a e p onounced he same as in
ji a a and ge anio. Besides, a e he consonan “g” he w o e he owel le e “a” because
o i s p onuncia ion, he simila sound o /ʌ/ o he Spanish /a/, as he w o e /gam/ o jump
and /ganpa/ o jumpe . In jump, he migh ha e elided he inal /p/ because in Spanish is
no e y common o ha e wo consonan s in he coda; in ac , Spanish a ou s he open
syllable (wi hou coda), and when a Spanish wo d has coda, i usually has one consonan
ins ead o wo. In di e ence, in jumpe , he does w i e he consonan /p/ because he migh
ecognise i as pa o he onse o he second syllable.
In he eading, he egis e ed 3 w ong answe s, ou o 10, as he did no ecognise
he wo ds h ee, i e, and nine. The eason why he did no ecognise hese wo ds may be
due o he p onuncia ion, as in i e / aɪ / and nine /naɪn/ he would no expec he owel
“i” a e he consonan because i sounds as /aɪ/. This can be explained by a nega i e
ans e om Spanish g apheme o phoneme ela ionships. In Spanish, he le e “i” is
always p onounced as /i/, in di e ence wi h English. The ela ionships be ween sounds
and le e s a e much simple in Spanish han in English.
Wha we can conclude om his i s es is ha his bigges weaknesses a e on he
g apheme-phoneme co espondence, as i is di icul o him o bo h w i e wo ds and
p onounce hem. The pa icipan is able o ma ch images, and when he examine
p onounces a wo d, he clea ly unde s ands wha i e e s o. The mo e con ex ual
in o ma ion he ecei es, he be e he comp ehends he wo d. Howe e , his phonological
awa eness is e y limi ed, and he equi es signi ican suppo in associa ing le e s wi h
hei co esponding phonemes.
22
4.3.In e en ion P og amme and Pos -Tes
The esul s o his s udy ha e shown ha he Spanish child wi h dyslexia who
pa icipa ed in he in e en ion p og amme accomplished signi ican imp o emen o e a
ela i ely sho pe iod o ime. Th oughou he sessions, no only did he child show
inc easing con idence in his abili ies, e lec ed in bo h his pe o mance and a i ude, bu
he also exhibi ed a mo e posi i e and mo i a ed app oach as he ealized his own p og ess.
Fu he mo e, he p ocess e ealed ha he is conside ably mo e engaged and e ec i e
when wo king wi h TICS-based ac i i ies, as he OG app oach sugges s. T adi ional
pape -and-pencil asks ended o bo e him, whe eas in e ac i e compu e games, ich in
s imuli, kep him ocused and ac i ely in ol ed in he lea ning p ocess. A clea
imp o emen was obse ed be ween he P e-Tes and he Pos -Tes esul s, as shown in
Table 2, pa icula ly in he ecogni ion o some phonemes which we e impossible o him
o ecognise a he beginning o he in e en ion pe iod (see below). This enhanced
phonemic awa eness has also con ibu ed o a mo e accu a e spelling when w i ing wo ds
in mos cases, highligh ing he e ec i eness o he in e en ion. Howe e , gi en he
complexi y o he g apheme-phoneme co espondence in English, many sounds would
need o be wo ked ye , such as owels, dig aphs, and phonemes highligh ed in Table 2.
O e all, all skills ha e imp o ed, pa icula ly w i ing and eading, which ha e been he
mos challenging o him due o his lea ning disabili y. Howe e , con inued e o and
suppo a e s ill needed o u he de elop hese a eas.
Table 2. Compa ison o esul s be ween he P e-Tes and he Pos -Tes
Skill A ea
Be o e (P e-Tes ) ❌
A e (Pos -Tes ) ✅
Phonological
Awa eness
S uggles o iden i y and di e en ia e
English sounds.
Di e en ia es di icul
sounds (no all) and is able
o sing he alphabe .
Segmen a ion
Easy o him o segmen syllables a e
explana ion.
Uses clapping as a me hod
o blend and segmen
syllables.
Spelling
Some ini ial and all inal sounds a e no
p onounced. No di e en ia ion be ween
le e s “g” and “j”. Phonemes /ʃ, θ, ʃ/ no
ecognized.
Is able o di e en ia e
be ween le e s “g” and “j”
in mos cases and hei
co esponding phonemes
and o a icula e and
dis inguish phonemes as
/ʃ, θ, ʃ/ in mos cases.
29
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a Fo eign Language by Spanish Child en Wi h Dyslexia. F on . Psychol. 11:19.
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8. APPENDICES
8.1. Appendix I
Speech ma e ials o he English Sc eening Tes
1.W i e he alphabe below in lowe case le e s.
31
2. Ci cle all he B’s om he box below.
b
d
b
q
d
b
p
d
b
b
q
q
b
p
d
q
b
d
d
b
b
d
p
q
b
d
q
b
d
b
p
p
d
b
p
b
d
p
b
3. Ci cle each e e sed le e .
In his ac i i y, 18 le e s a e shown in a able and some o he le e s a e e e sed.
They ha e o ci cle he e e sed ones in o de o di e en ia e om he co ec ones. This
ac i i y is done by hand.
4. Ci cle he wo ds ha co espond o clo hes.
Rabbi T ouse s O ange
Liza d Yellow T-shi
Squi el Jeans D ess
Coa Pa o Shoes
5. Memo y Game.
This game consis s o h ee wo ds which will be shown one by one by he
examine wi h a ime (20’’), and he s uden s ha e o memo ize he wo ds o w i e i
down la e . The s uden s a e amilia wi h he wo ds.
___________________________
___________________________
___________________________
6. Ci cle each e e sed le e wi hin he wo d.
This ac i i y, simila o ac i i y 3, consis s o a able o 12 wo ds whe e each o
he wo ds con ains a e e sed le e , and he s uden s ha e o ci cle ha one. This ac i i y
needs o be done by hand as well as ac i i y 3.
7. Ci cle each e e sed wo d.
In his ac i i y, 10 wo ds a e p esen and hey ha e o ci cle he e e sed ones.
Also done by hand.
8. Ma ch each wo d wi h i s co esponding image.
32
Climb F og Jump Bu e ly Fox
*No e ha modi ica ions wi h he ex , acco ding o he B i ish Dyslexia Associa ion
(2023), as poin 3.2.1. shows mus be done in o de o acili a e eading o he dyslexic
s uden s.
8.2. Appendix II
Speech ma e ials o he Spanish Sc eening Tes
1.Read hese le e s ou loud.
e
o
i
u
b
n
c
x
z
j
s
q
ñ
y
p
d
l
g
m
ñ
2. Read hese wo ds ou loud.
globo
peine
pueblo
cie o
e mi a
uego
gigan e
cue po
gi asol
especie
ein a
g anizo
ombligo
ono
blanco
al omb a
pulga
ompe a
p ensa
ien o
huelga
mue o
lienzo
c is al
es ella
mueble
p incesa
as u o
bosque
somb e o
ie a
clo o
33
peldaño
gen e
iun al
pla o
in e o
lieb e
p egun a
ac o
3. Ci cle he image ha co esponds o he sen ence.
34
8.3. Appendix III.
Speech ma e ials o he indi idual P e-Tes
1. Re iew all he ocabula y.
35
2. Speaking: showing images and asking he pa icipan : Is his a …? Wha ’s his?
3. Ci cle he wo d you hea :
a. Ca /ba
b. Fox/ og
c. Shi /ski
d. Jeans/g een
e. Dog/ og
. Ha /ba
g. Jump/jumpe
4. Poin he images you hea :
h. The ed dog
i. The blue ish
j. The yellow ox
k. The g een og
l. The pu ple abbi
5. W i ing:
m. Can you w i e ox?
n. Can you w i e og?
o. Can you w i e ca ?
p. Can you w i e jump?
q. Can you w i e d ess?
. Can you w i e ed?
s. Can you w i e blue?
. Can you w i e ba ?
u. Can you w i e one?
. Can you w i e six?
6. Ma ch numbe s wi h hei spelling.
1. Th ee
2. Fi e
3. Ten
4. Se en
36
5. Two
6. One
7. Th ee
8. Nine
9. Fou
10. Six
8.4. Appendix IV
Speech ma e ials o he In e en ion P og amme
Session 1:
1. In oduc o y song: h ps://www.you ube.com/wa ch? =BELlZKpi1Zs
2. Colo he beginning sound.
a. (image o spide ): e d s c
b. (image o ox): g h s
c. (image o pizza): b p d
d. (image o ouse s): c h
e. (image o jumpe ): g j s b
. (image o hedgehog): j k h g
g. (image o un): s c b
h. (image o climb): c l k h
i. (image o bu e ly): b d g
j. (image o og): g d h
3. Associa ion o le e s o sounds:
h ps://www.abcya.com/games/ alk_ o_me_alphabe
h ps://www.abcya.com/games/alphabe _ma ching_game
4. Bingo wi h le e s:
h ps://www.abcya.com/games/alphabe -bingo
h ps://www.abcya.com/games/alphabe
37
5. “Yes, Im hyming” game:
h ps://www.abcya.com/games/alphaba s_ hyming
Session 2:
1. In oduc o y song:
h ps://www.you ube.com/wa ch? =ccEpTTZW34g
2. Syllables game:
h ps://www.abcya.com/games/alphaba s_syllables
3. T acing le e s:
h ps://app.lexe cise.com/mylexe cise/index/index/demo/2c9h67miz 6 hkl8?_gl
=1*1 xwzh*_gcl_au*MTE4ODQ3OTQwOS4xNzQ0NzEwMDQ3
4. O de ing wo ds in a sen ence:
h ps://wo dwall.ne /es/ esou ce/4265082/o de - he-sen ences
5. The examine gi es he pa icipan sepa a ed (p e iously p epa ed) wo ds in pape
and he has o o de he sen ence. Example: he is gi en he wo ds like, don’ , I, spide s.
Wo ds should be p in ed and cu ou o in some way ha he s uden can manipula e
hem.
Session 3:
1. In oduc o y song:
h ps://www.you ube.com/wa ch? =UFaMBm8-7mQ
2. Isola ing speech sounds:
h ps://app.lexe cise.com/mylexe cise/index/index/demo/6xomiu8dy m4m981?_
gl=1*1buu3eg*_gcl_au*MTE4ODQ3OTQwOS4xNzQ0NzEwMDQ3
38
3. Wo d puzzle: This game is hand c ea ed and i consis s o gi ing he pa icipan
wo ds jumbled le e by le e wi h hei images o him o o de he le e s and o m he
wo d. The examine epea s he wo d se e al imes o him o lis en o he sounds and
in e p e hem.
Wo ds: climb, bu e ly, go illa, s op, hink, hai , chai , ship, boa , coa , milk,
blue, snail, snake, lag, showe , jump, clap, s uden , shopping.
Example: (image o hink /θɪŋk/): K I T N H
*The game can be complica ed i he examine does no p onounce he wo ds.
4. W i ing wo ds game:
h ps://app.lexe cise.com/mylexe cise/index/index/demo/ll4m2gkogxhzc0zj?_gl
=1*encmuw*_gcl_au*MTE4ODQ3OTQwOS4xNzQ0NzEwMDQ3
5. Ask he pa icipan o w i e down he ollowing wo ds:
Think, showe , s op, s uden , bu e ly, blue, ship, snake, shi , ski .
8.5. Appendix V
Speech ma e ials o he Pos -Tes
1. W i e he alphabe below.
*The alphabe is imed.
2. Ask he s uden o ead he ollowing pai s o wo ds:
a. Ca / ba
b. F og / ox
c. Jump / jumpe
