Automatic Word Recognition September 27 & October 4

Model of Silent Reading Comprehension (K. Erickson, based on Cunningham, 1993) Word Identification Automatic Mediated Language Comprehension Print Processing Eye movement Print-to-Meaning LinksIntegration Inner Speech Knowledge of Text Structures Knowledge of the World

Selecting Words for Teaching Select words that are Of interest to the student (e.g., types of pets) Needed for participation in general education activities (e.g., high frequency words, key science vocabulary words) Found in the student’s environment (environmental print) Names of friends and family Product, laundry labels (for older individuals) Useful in staying safe (safety words)

Before Teaching Decide what words to teach Decide how many words to teach in a set Decide how to present words Decide on an instructional and assessment strategy Consider using group vs. individual instruction

Prompting Types and Terms Stimulus Prompts – a change to target word Response Prompts –Teacher’s actions before a response or after an incorrect response (an error) that increase the chances of a student responding correctly –Physical –Model –Gestural –Verbal –Praise or feedback AFTER the student performs the skill

Teaching Sight Words: Types of instructional approaches Simultaneous prompting (errorless) – use this for students who repeat errors, become upset when they make an error –TIP: Give meaning with word and later test to see if student also learned meaning Stimulus fading Stimulus shaping Postresponse prompting – Prompt after student attempts word Combine simultaneous prompting with time delay, progressive or constant

Some Prompting Terms Stimulus prompts –Change something about the task stimulus to increase chances of student responding correctly a b c g Examples of stimulus prompts

that cat exit the that door that go the threadthatthin thethatchthat Stimulus fading, a form of stimulus prompts

sun Another stimulus fading technique (embedding word into pictures) to teach sight words

sun Integrated Picture Cue Picture Handle Technique

Picture Me Reading Published program based on stimulus fading 899 Kenwood Drive Spring Valley, CA Phone or fax: (619) /(800)

that that--- that ---the thethatthin thethatchthat Stimulus shaping : distracters are changed, not target

the and all of that the and all of that Copy, Cover, & Compare

During Teaching After initial learning, vary typeface, font size, color, etc. Teach to mastery before adding new words Use on-going assessment information to adjust instruction

Characteristics of effective sight word instruction are: –using a variety of materials, – teaching in groups and individually, –varying responses to demonstrate word (motor, verbal, written), and –a fast pace of instruction

Final Take Home Message Directly teach the associations between the printed words and the objects/actions they represent Plan multiple opportunities for functional use of words across the day and within meaningful activities; relying only on drill/practice will not foster generalization or comprehension