1546 J. HEYWOOD Prov. II. iv. (1867) 51 . —Oxford English Dictionary 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 Automaticity - quick word recognition 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

DISSECT Strategy 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

This strategy can be used in any content area 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

Question and answer relationships 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 ?