plentie is nodeintie, ye see not your owne ease. i see, ye can not see the wood for trees 1546 j....

Plentie is nodeintie, ye see not your owne ease. I see, ye can not see the wood for trees

1546 J. HEYWOOD Prov. II. iv. (1867) 51 . —Oxford English Dictionary

Facilitating Reading (Compare With Chapter 14)

•A successful reading experience is one that the reader finds enjoyable, entertaining, informative, or thought provoking.

•Reading is a prerequisite for activities in all content areas

Current trends in reading instruction

In the last decade there has been an emphasis on teaching students to read

National Assessment of Educational Progress (NAEP) has found consistently that large numbers of fourth graders read below the basic level

Culturally and linguistically diverse students and students in poverty of particular concern

Emphasis on using research-based practices that highlight using phonological awareness and alphabetic principles in early education

Key Terms and concepts

Decoding Word identification Alphabetic principle Phonological awareness Fluency Reading comprehension Reciprocal causation

What do we mean by Reading?

Concepts to Support Student Reading

Reading is a skilled process in which learning to decode and read accurately is essential

Reading entails your attention, perception, memory, and retrieval processes so that you can identify or decode words

Reading entails understanding and constructing meaning from the text and is dependent on active engagement from the reader

Reading is a mode of communication

Reading is a socially mediated

language-learning activity just like

listening, speaking, and writing

Instructional conversation helps to

integrate the students’ knowledge with

that of the text

Learning difficulties in the process of reading

Reciprocal Causation A variety of interrelated factors that

influence the experience of learning how to read– Cognitive– •Neurophysiological– •Educational– •Textual– •Personality– •Communication

Components of reading and reading instruction Phonological Awareness—letter to

sound correspondence and alphabetic principles

Word identification Comprehension Vocabulary Fluency = effective, efficient reading

Effective reading instruction for struggling readers

Establish an environment that promotes reading Print-rich environment Provide intensive instruction Use appropriate and ongoing assessment Model reading aloud daily Early intervention—at any time

– Identify reading problems and skills early in the year to facilitate support where needed

Collaborate with specialists, teachers, and parents

Appropriate and ongoing assessment

Standardized tests and state standards claim to provide helpful benchmarks to assess students skills– However, such tests ignore reciprocal causation

factors that can influence success or failure

Informal reading inventories– Independent reading level– Frustration reading level

Curriculum based measurement

Measures students’ progress and highlights the connection between curriculum and student performance

Provides ongoing assessments that can benefit instructional decisions– Provides ongoing data for making instructional

decisions– Shows how performance is affected by changes in

the instruction

CBA Reading and Writing

Providing intensive instruction

State clear expectations and goals of instruction

The reader’s instructional reading level must match the instruction provided

Instruction is direct in the skills the reader needs to become an independent learner

Students should be grouped appropriately, including ability-level grouping

Phonological Awareness

Phonological Awareness is knowing and demonstrating that spoken language can be broken down into smaller units– Rhyming - Identifying similarities and differences

in word endings– Alliteration - Identifying similarities and differences

in word beginnings– Segmenting - dividing words into syllables and

sounds– Manipulating - deleting, adding, and substituting

syllables and sounds

letter-sound correspondence and Alphabetic principle

letter-sound correspondence is an understanding that the sequence of letters in written words corresponds with sequence of sounds in spoken words

Alphabetic principle is the use of letters to form words

These two theories work together to provide an understanding of word decoding and the ability to spell unknown words

Word identification

Sight words– A word that the student can recognize with

pronunciation and meaning automatically Automaticity - quick word recognition High frequency words: he, you, the, we 50% of the written language contains

high frequency words

Teaching for decoding unknown words

Phonic analysis: identify and blend letter-sounds

Onset-rime: use common spelling patterns to decode by blending and spelling patterns (-ack, -ight,-ate)

Structural analysis: use knowledge of word structure (compound, root words, prefixes)

Syntax and context: use knowledge of word order and context

Use other resources: by asking a partner or looking it up in the dictionary

DISSECTStrategy for decoding words

Discover the word’s context Isolate the prefix Separate the suffix Say the stem Examine the stem Check with someone Try the dictionary

Practice with the Following

Reciprocal Causation Onomatopoeia Etymology Legislature

K.W.L.

What do I already Know? What do I Want to learn? What have I Learned?

This strategy can be used in any content area

QARs

Question and answer relationships Right there Think & search Author & you On your own

Other Reading Strategies

Promote reading fluency

Read aloud Repeated reading Class wide peer tutoring Story retelling Collaborative strategic reading

– Previewing– Reciprocal teaching– Get the gist– Wrap up

Read for fun!

Review

Why are the alphabetic principle and the letter-correspondence theories connected?

Why are curriculum based measures effective assessment tools?

What are the four parts of phonological awareness ?