anita l. archer, ph.d. reading founda,on skills author
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ReadingFounda,onSkills
UpdateonResearch-ValidatedPrac4ces
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AnitaL.Archer,Ph.D.Author,Consultant,Teacher
archerteach@aol.com
www.explici,nstruc,on.org
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ReadingFounda,onSkills–UpdateonResearch-ValidatedPrac4ces
Inthissession,Dr.Archerwillreviewcurrentresearchontheimportanceofestablishingastrongreadingfounda4onintheprimarygradesincludinginstruc4ononprintconcepts,phonologicalawareness,decoding,sightvocabularyandfluency.
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RecommendedIESPrac4ceGuide
Founda'onalSkillstoSupportReadingforUnderstandinginKindergartenThrough3rdGradeAvailableonline
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RecommendedBook
Kilpatrick,D.A.(2015).Essen'alsofassessing,preven'ng,andovercomingreadingdifficul'es.Hoboken,NewJersey:JohnWiley&Sons.
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RecommendedBook
Willingham,D.T.(2017).TheReadingMind:Acogni'veapproachtounderstandinghowthemindreads.SanFrancisco,California:Jossey-Bass.
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RecommendedBook
Seidenberg,M.(2017).Languageatthespeedofsight.NewYork:BasicBooks.
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SimpleViewofReading
Decoding(Word-LevelReading)
Abilitytotransformprintinto
spokenlanguage
LanguageComprehensionAbilitytounderstandspoken
language
Word-level reading and oral language comprehension are relatively independent abilities. Gough, 1986
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
Why–Founda,onDecodingSkills
Studentswholearnthealphabe4csystemandcandecodeeffortlesslyreapmanybenefitsincluding:- focusmentalenergyoncomprehension
- experiencejoyofengagementwithtext- accessawiderangeoftexts- increasevocabularyandknowledge(Brady,2012)
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Why–Founda,onDecodingSkills
ResearchindicatesthatstudentshavebeLerfutureprospectsasreadersiftheydevelopunderstandingandfacilitywiththealphabe4ccodebytheendofsecondgrade.(Moats2012)
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Why–Founda,onDecodingSkills
Ifwedonotcatchstudentsearly(byendofsecondgradeatthelatest),improvementintheirrela4vestandingismuchlesslikelyandcostmuchmore.Manyreadingdisabili4escanberemediatedoramelioratedbytheendoffirstgradewithexplicit,phonics-emphasisinstruc4on.(Ryder,Tunmer,&Greaney,2008;Mathesetal,2005)
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Why–Founda,onDecodingSkills
Poorreadersingrades3–5neededabouttwohoursperdaytobringtheirbasicreadingskillsuptothelevelpredictedbytheirverbalreasoningabili4es.(Torgesenet.al2001)
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SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PrintConcepts
LeLerNames
• Teachlecernamesexplicitly.• U4lizeaversionoftheAlphabetSong.
• Introduceupper-caselecernamesbeforelower-casebecausetheyarevisuallyeasiertolearn.Adams2013
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PrintConcepts
LeLerNames
• Teachtomastery– Lecerscanbenamedaccurately,confidently,effortlessly.
• Provideextra4meon:– Visuallysimilar(b,d,p,q)– Upperandlowercaseformsthatdiffer(Ee,Rr)
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PrintConcepts
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Addi,onalnotes:
banddreversalsarenotasignofdyslexia.DyslexiaisNOTrootedinvisualproblems.Willingham,2017
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PhonologicalAwareness
PhonologicalAwarenessSkills• Early
– rhyming– allitera4on– segmentwordsintosyllables– iden4fyini4alsoundinword
• Basic– blendingsoundsintowords– segmen4ngwordsintosounds
• Advanced– manipula4ngphonemes– dele4ng,subs4tu4ng Kilpatrick,2015
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PhonemicAwareness
• Includephonemicawarenessac4vi4esinbeginningreadingprogramsforstudentsofanyage.
• Kindergarten:10-15minutesaday(Foormanetal,1997)
• FirstGrade:(Firstthreemonths)10minutesadayincorporatedintophonicsinstruc4on
• Interven,on:Withininterven4onprogramifstudentreadsbelow2ndgradelevel
• Interven,on:Advancedphonemicawarenessmaybenecessaryforstrugglingreaders(Kilpatrick,2015)
• AllElementaryGrades:Incorporateintospellinginstruc4on.
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PhonemicAwareness-How?
Phonemicawarenessac4vi4esshouldbe:1.Fewinnumber2.Explicitlymodeled At-riskstudentsneedaddi4onalexplicit instruc4on.
3. Supportedbyconcretematerialsorgestures4. Designedtoincludeallstudents
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ExampleA
• BlendingSoundsintoWords
1.We�regoingtoplayasay-the-wordgame.I�llsay thesounds.Yousaytheword.2.Listen.aaaammmmm3.Whatword?am4.(Repeatwithotherwords.)5.(If4mepermits,checkindividualstudents.)
(Prac4ce:man,sat,ship,trap)
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ExampleB• Segmen,ngwordsintosounds-SmoothSegmen,ng
1.Putyourfiststogether.2.Getreadytostretchtheword.3.Thewordisfin.Whatword?fin4.Stretchit.fffiiiiinnnn5.Shrinkit.fin6.(If4mepermits,checkindividualstudents.)
(Prac4ce:sit,list,fish,trip)
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ExampleC
• Segmen,ngWordsintoSounds-SeparateSegmen,ng
1.We�regoingtosaythesoundsinaword.2.Fistintheair.Putuponefingerforeachsound.3.Thewordissat.Whatword?sat4.Firstsound?/sss/Nextsound?/aaa/Lastsound?/t/5.(If4mepermits,checkindividualstudents.)
(Prac4ce:fan,fast,shop,with)
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SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PhonicsandWordRecogni,on
• LeLer-soundassocia,ons √Consonantandvowellecers
√Consonantteamsincluding: -blends -digraphs √Vowelteamsincluding: -digraphs -diphthongs -r-controlledvowels
• Decodingofregular,singlesyllablewords
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PhonicsandWordRecogni,on-What?
• Structuralelementsincluding:√Inflec4onalendings√Prefixes√Suffixes
• Decodingofmul,syllabicwords
• Readingofirregularwordsinwhichlecersdon�trepresentmostcommonsounds
• Readingdecodabletext
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LeLer–SoundAssocia,ons
• Lecer-SoundKnowledgeinvolvespairingvisualmemorywithphonologicalmemory.
• “Lecer-soundknowledgeisessen4alforbothphonicdecodingandforstoringwordsinone’ssightvocabulary.”(Kilpatrick,p.64)
• Ifstudentshavedifficultywithlecer-soundassocia4ons,notvisualmemorybutphonologicalmemory.(Kilpatrick,p.33)
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LeLer-SoundAssocia,ons
• GoodreadersrelyprimarilyontheleLersinawordratherthancontextorpicturestoiden4fy/pronouncefamiliarandunfamiliarwords.
(Ehri,1994;Kilpatrick,2015;Seidenberg,2017)
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LeLer-SoundAssocia,ons-How?
• U4lizeawell-organized,systema,csequencetointroducethemostcommonlecer-soundassocia4ons.– Easytodifficult.(Example:singlevowellecersbeforedigraphs)
– Highfrequencybeforelowfrequencylecer-soundassocia4ons.(Example:m,a,fbeforej,xandz)
– Separateeasilyconfusedlecer-soundassocia4ons.(Example:eandi,nandm,bandd)
• Provideexplicitinstruc,on(ratherthanimplicitinstruc4on)tointroducelecer-soundassocia4ons.
• Differen4atebetweencon4nuousandstopsounds.Con,nuousSounds-StopSounds-
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ExampleTeachingLeLer-SoundAssocia,ons
sat1.(Pointtoexampleword.)Thiswordissat.2.(Pointtotheunderlinedgrapheme.)Thissoundis/aaaa/.3.Whatsound?/aaaa/
OR a1.(Pointtotheisolatedgrapheme.)Thissoundis/aaaa/.2.Saythesoundwithme./aaaa/3.Whatsound?/aaaa/
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LeLer-SoundAssocia,ons
FunfactsaboutLeLer-Soundassocia,ons:Finnish,Spanish,andItalianhaveaonetoonecorrespondencebetweenlecersandsounds.Kidslearntodecodequitequicklyinthesecountries.English,French,Danish,andPortuguesehave“onetomany”systemsandreaderslagbehindinprimarygrades.However,byfourthgradereadersinthesecountriescatchup.Willingham,2017
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DecodingProcessUsingLecer–SoundAssocia4ons(Willingham,2017)
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Phonics-regularwords
• Abilitytoblendindividualsoundsintorecognizablewordsisacri4calcomponentofreading.(Beck,2006)
• Studentswhoreceivesystema4cphonicsinstruc4onhavebeLercomprehensionattheendof2ndand3rdgrades.(Kilpatrick,2015)
• Diverselearnersmustbeencouragedtolookcarefullyatspellingandsoundsandtorepeatedlysoundoutandblendwords.(Reitsma,1983;Kilpatrick,2015)
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Phonicsregularwords
• U4lizeinstruc,onalrou,nestointroducespecifictypesofwords.
• Pairdecodingandencodingofwords.– Decodingandencodingrelyonthesameunderlyingknowledge.(Joshi,
2008–2009;Moats,2005–2006)– Linkingspellinganddecodinginstruc4ondeepenschildren’s
knowledgeofthewricensystem.(Brady2012;Yopp,Hallie,&Yopp,2011)
• Provideprac4cereadingdecodabletext.
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ExampleA-SoundbySoundBlending
SoundingOutVC,CVC,CVCC,CCVCwords
momtopshopdot
1.(Writethefirstlecerontheboard.)Whatsound?2.(Writethesecondlecerontheboard.)Whatsound?3.(Moveyourhandunderthetwolecers.)Blendit.4.(Writethethirdlecer.)Whatsound?5.(Moveyourhandunderthelecers.)Blendthesounds.6.Whatword?
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ExampleB-Con,nuousBlending
SoundingOutVC,CVC,CVCC,CCVCwordssipfitlip,prim
1. WhenItouchalecer,I�llsayitssound.I�llkeepsayingthesoundun4lItouchthenextlecer.Iwon�tstopbetweensounds.
2.Myturntosoundoutthisword.(Touchundereachlecerandsaythesound.Holdcon4nuoussounds.Saystopsoundsquickly.Don�tstopbetweensounds.)
3.Soundoutthiswordwithme.(Touchundereachlecer.)4.Yourturn.Soundoutthiswordbyyourselves.(Touchunder
eachlecer.)
5.Whatword?(Glideyourfingerundertheword.) 37
ExampleCSoundingOutWordswithLeLerCombina,ons
raintrainpaintsailseal
Precorrec,onProcedure1.(Pointtotheunderlinedlecers.)Whatsound?2.(Pointtotheword.)Whatword?3.(Havestudentsrereadthelistwithouttheprecorrec4on.)4.(Haveindividualstudentsreadthewordsorhavethemread
thewordstotheirpartner.)
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ExampleD-CVCEwords-SoundBlending
likeminefitfine
1.(Pointtothefirstlecer.)Whatsound?2.(Pointtothevowelandfinale.)Whatsound?3.(Pointtotheconsonant.)Whatsound?4.(Glidefingerundertheword.)Blendit.5.Whatword?
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ExampleE-DecodingWordswithOnsetRime
1.(Pointtorime.)Whatpart?an2.Getreadytoreadwordsthatendwithan. 3.(Pointtonewword.)Whatword?ran4.(Pointtonextword.)Whatword?fan5.(Con4nuewithaddi4onalword.) manStan
tanpanfanplanbancanJan
• Note:Reading�wordfamilies�isanexcellentwaytobuildwordreadingfluency.Prac4cethe�wordfamily�un4lstudentsareveryfluent.Usechoralreadingandpartnerreading.
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Highfrequencyrimes(phonograms)
-at -ell -it -ot -ug-an -eat -in -op -ump-ap -est -ill -ock -unk-ack -ip -oke -uck-ail -ice -ore-ain -ine-ake -ide -ale -ick -ame -ing -ash -ink -ate -ight-aw-ay
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PhonicsandWordRecogni,on
OrthographicKnowledge
OrthographicknowledgereferstothepaLernsandprinciplesbywhichspokenlanguageiscorrectlyrepresentedinwri4ng.OrenreferredtoasSPELLING
WhatispermissibleandimpermissibleinEnglish
ExamplesEveryword/syllablehasavowel.NOTtblDoubledlecersinEnglishbutNOTtripledlecers.NOTtalll
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PhonicsandWordRecogni,on
• “Itturnsoutwedon’treadleLerbyleLer,wereadinleLerclumps,figuringoutafewleLersata,me.”Willingham,2017
• LearningcommonpaLernsinwords
ight,alk,ook
mis,pre,pro,dising,ed,esence,ance,4on
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DecodingProcessUsingLecer-SoundsandSpelling(Willingham,2017)
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DecodingStrategyforLongWords
1.Saytheparts.2.Saythepartsfast.3.Saytheword.4.Askyourself Isitarealword? Doesitmakesense?
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DecodingofMul,syllabicWords-How
• Ratherthanusingrigid,rule-directedsyllabica4ontodividewordsintoparts,studentsaretaughttorecognizethepartsinaflexiblemanner.(Archeretal.2003,2006;Bhacacharya&Ehri,2004)
• Pusngwordsinto�decodablechunks�usingprefixes,suffixes,andvowelsshouldbestressed.(Archeretal.2006)
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ExampleDecodingofMul,syllabicWords(Loop,Loop,LoopStrategy)
(Prepara,on:Segmentthewordintodecodablechunks.Besurethatprefixesandsuffixesareseparateparts.Drawloopstosegmentthewords.)
instruc,oncommitmentremarkable
1.(Movefingerunderthefirstpart.)Whatpart?2.(Repeatforremainingparts.)3.(Movefingerquicklyundertheparts.)Whatpart?Whatpart?What
part?4.Whatword?5.Isthatarealword?
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SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
Dis,nc,onbetweenThreeTerms
√Highfrequencywords-Only100wordsaccountforapproximately50%ofthewordsinEnglishprint.(Fry,Fountoukidis,&Polk,1985)-Only13words(a,and,for,he,is,in,it,of,that,the,to,was, you)accountfor25%ofwordsinprint.(Johns,1980)
√Irregularwords-Wordsthatcannotbesoundedoutaccuratelyusingthemost commonsoundsforgraphemes.-Manyhighfrequencywordsareirregular.
√Sightvocabulary-Wordsthatarerecognizedinstantly.-Thequickandautoma4crecogni4onofmostcommonwords appearingintextisnecessaryforfluentreading.(Blevins,1998)
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IrregularWords
• IrregularwordsinEnglish
– NearlyallEnglishwordsrepresenteverysoundinthespokenword,eveniftheyrepresentsomesoundsirregularly.
– Mostirregularwordshaveonlyoneirregularlecer–soundassocia4on.
Examples:been,from,bothMorethanoneirregularlecer–soundassocia4on
one once sugarbouquet
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Example
IrregularWords-SoundingOut
was1. (Writethewordontheboard.)Soundoutthisword./waaaasssss/2.(Saythewordinasentence.)Tom/waaaassss/intheroom.3.Isthatarealword?no4. Whatdowesay?was5. (Carefullyexaminethewordwiththestudents,determining
the“tricky”partoftheword.)
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WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
• FalseAssump,on:Studentsusevisualmemorytorememberwordsastheywouldinrememberingthelabelforabookortable.
• ResearchConclusion:Brainac4vityisNOTthesamefornamingobjectsandreadingwords.(Kilpatrick,p.30)
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WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
• Weinputwricenwordsvisuallybutwedonotstorethemvisually.Kilpatrick,p.33
• Wordsarestored:– orthographically(spelling)– phonologically(pronuncia4on)– seman,cally(meaning)
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WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
Notesofinterest:
• Fromsecondgradeon,skilledreadersonlyneedonetofourexposuresforawordtobecomeasightword.
• Thespeedwithwhichchildreninlstand2ndturnanunfamiliarwordintoasightwordisaKEYPREDICTATORofthosewhowillstrugglelater.(Kilpatrick,p.35)
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SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
Fluency
• Theabilitytoeffortlesslyreadwordsaccuratelyandquickly.
• Theabilitytoreadconnectedtextaccuratelywithappropriaterateandexpression(prosody).(Judson,Mercer,&Lane,2000)
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FactorsEffec4ngRate1. Proportion of words in text that are recognized as �sight words�.
Sightwordsincludeanywordthatreadershaveprac4cedreadingsufficientlyorentobereadfrommemory.�(Ehri,2002)
2. Speed of decoding strategies used to determine the pronunciation of unknown words.
3. Speed with which word meanings are identified.
4. Speed at which overall meaning is constructed.
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Fluency
• Fluencyisrelatedtoreadingcomprehension.(Cunningham&Stanovich,1998;Fuchs,Fuchs,&Maxwell,1988;Jenkins,Fuchs,Espin,vandenBroek,&Deno,2000;Rasinksi,2011;Samuels,2006;Shanahan,2010)
• Whenstudentsreadfluently,decodingrequireslessaLen,on.Acen4oncanbegiventocomprehension.(Samuels,Schermer,&Reinking,1992)
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Fluency
PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEandmorePRACTICE
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Fluency
Procedure#1.Provideextensivereadingprac,ce.U4lizeproceduressuchasaugmentedsilentreading,choralreading,clozereading,andpartnerreading.
Procedure#2.Encouragewideindependentreading.
– Readinteres4ngtextatreadingleveltobuildfluency.(Carnegie,2010)
– Tobuildfluencystudentsshouldreadmaterialsthatarenottoochallengingbutnottooeasy.(Moats,1998)
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Fluency
Procedure#3.Providerepeatedreadingprac,ceatthewordlevel.Whenreadingwordlists,havestudentsrereadwordlistsun4lcompetent.
Procedure#4.U,lizerepeatedreadingexercisesinpassagestoincreasefluency.(Chardet.al,2002)
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Letusnotforget.
• Comprehensionisbuiltonthefounda4onskillsofdecodingandfluency.
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ThankYou
Mayyouthriveasaneducator.
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