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Lexion |
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Phonology (1).
The pupil begins working
at the phonological
awareness level. This
training results in
becoming aware of
phonemes (phoneme
positioning,
segmentation, and
blending) that are the
fundamentals of speech. |
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Phonology (2).
Having reached the goals
of the first stage, the
pupil continues with
tasks on
phoneme-grapheme
correspondence. The
initial exercise on the
letter/sound level shows
two pictures and the
task may be ‘which one
begins with [h]?’
(pronounced as a
phoneme, not as a letter
name). At a later step
the pictures are
accompanied by a visible
letter. This way the
child learns that the
phoneme is the sound of
the letter. |
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Phonology (3).
When the child has
understood the concept
of phonemes as opposed
to letter names, it
continues with the
‘Sound memory’ exercise.
When finding two
identical sounds in
sequence the card faces
turn up. |
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Phonology (4).
Now, exercises on
phonemic awareness are
introduced. The crucial
exercise is called
‘Sound split’, which
trains the segmentation
of words into phonemes,
as well as the
reassembly of phonemes
into words, with the
help of letters. This is
useful for children with
mainly logographic
strategies. The exercise
integrates phonemic and
phonological skills,
thus facilitating the
development of
phonological processing.
There are four steps
involved in the exercise
itself:
1 2 3
4
1. Visual
segmentation. Splitting
the letters apart into
phonemes/graphemes. The
child learns about the
visual segments of the
word.
2. Vísual
segmentation and
reassembly into original
word. Also rearranging
letters back into a
word. The child learns
the phonological link
between phoneme and
grapheme.
3. Visual
segmentation, reassembly
into original word, and
writing on paper. Also
writing the word on a
piece of paper while
pronouncing the letter
sounds aloud.
4. Auditory and
visual segmentation,
reassembly into original
word, and writing on
paper. The exercise
begins with hearing the
word and deciding how
many sounds it contains.
This completes the
integration of visual
and auditory processes. |
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Phonology (Spelling) (5).
After having worked
sufficiently with
segmenting and blending,
the child is ready to
deal with various
spelling problems.
Spelling variants are
trained from a
phonological aspect.
Common spelling rules
are also introduced. |
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Syllables (1).
More exercises follow,
now from the syllable
aspect. First, syllables
are identified by
finding one of the
syllables of a word, and
dragging it into a box.
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Syllables (2)
Later, syllables are
segmented and assembled
visually and auditorily
in various exercises.
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Words (1).
The exercise ‘Write the
word’ offers a great
variety of word lists
and settings. It is
especially suited for
pupils not sufficiently
developed in
phonological strategy.
One of the settings
allows the copying of a
given word presented
spoken along with a
picture. At a later step
the word model is
presented for a short
while, so it has to be
copied from memory. When
the pupil writes the
word on the keyboard,
another setting may be
used allowing for an
immediate response after
each letter. Yet another
setting uses alternative
letters to choose from
when writing the word. |
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Words (2).
Various exercises offer
training in letter
sequencing with help of
phonological analysis at
the word level. |
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Words (3).
The exercise ‘Read with
speed’ is designed for
pupils who struggle with
phonological decoding.
The exercise shows words
or phrases for a limited
period of time and the
word has to be matched
to a source word or a
picture – or a
recording. The target
alternatives are shown
consecutively and the
pupil has to react by
clicking the mouse or
hitting the space bar
when the right
alternative appears. |
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Concepts.
Although decoding may
still be difficult,
training should also
focus on comprehension.
It is not advisable to
postpone reading
comprehension tasks till
after decoding is
mastered. Comprehension
tasks are available in
several exercises. |
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Sentences and texts.
At sentence and text
level there are
exercises in grammar,
syntax, and
comprehension.
Segmentation and
assembly of sentences
may be trained |
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History
Lexion is a computer
software developed in
Sweden during the last
15 years. About 70% of
the Swedish schools use
Lexion, mostly on a
daily basis. It is now
available in an English
version English
speaking children need a
longer period of
education in
phonological reasoning
before letters are
introduced. The risk of
confusing phonemes and
letter names is
imminent, which affects
the acquisition of
decoding and spelling,
resulting in fragmentary
reading habits. |
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