CHAPTER 5: Reading: Word Recognition Strategies for Teaching Learners with Special Needs Tenth Edition Edward A. Polloway James R. Patton Loretta Serna Jenevie W. Bailey Developed by:

Literacy Development Stages Emergent Pretends to read Identify some letters 5-20 high frequency words Beginning Match spoken words to written text Uses beginning, middle, and end sound to decode word Reads orally Fluent 100 words per minute 100-300 high frequency words Reads with expression

Key Components of Reading Vocabulary development Structural analysis Contextual analysis Fluency Comprehension Phonemic awareness Some students may present with problems in one or more of these areas.

Reading in the Curriculum Decoding-Based Programs Skills-based “bottom-up,” part to whole Teach sound-symbol correspondence Focus on sequence of skills Holistic Approach Whole Language emphasis Whole to part Read “real” books and stories they write Print rich environment

Approaches to Reading Instruction Students with disabilities often require intensive, direct instruction to learn to read. This intensive level of instruction is not provided in a classroom from a PURE whole language philosophy. Polloway, Patton, & Serna recommend using a balanced approach incorporating both decoding-based program and the holistic approach for students with disabilities.

Balanced Literacy Phonemic Awareness Understanding the relationship between sounds and symbols Discriminate between words and sounds Identify sounds within words Manipulate the sounds in words Identify phonemes Isolate sounds

Balanced Literacy Word Recognition Vocabulary Teaching Whole word recognition Think ‘sight words’ Vocabulary Teaching Word meanings are taught directly Comprehension Strategies Modeling Predicting, questioning, clarifying

Balanced Literacy Self Monitoring Extensive Reading Teaching students to read and reread as necessary Extensive Reading Exposure, Exposure Exposure!

Reading Assessment Primary purpose: Instructional Planning Classroom-Based Assessment Informal Reading Inventories Curriculum-Based Measurement Formal Instruments Achievement tests Reading tests Phonological awareness

Use of Assessment Data Inform instruction Screening, eligibility, and diagnostics Monitoring of progress Analyzing student’s strengths and weaknesses Whole class profile

Formative Assessments Informal Reading Inventories Independent Reading Level Instructional Level Frustration Level Curriculum-based Measurement Oral Reading Scoring System Checklist of Comprehension Skills Reading Assessment Summary Class Profile of Word Analysis Skills

Phonological Awareness Definition: awareness of the phonological structure of words. Working toward automaticity Children with learning disabilities: must be taught explicitly, often an issue. Auditory segmenting (breaking words into component parts) Auditory blending (recombining words from smaller parts) Letter-sound correspondence

Phonetic Analysis Definition: a strategy for attacking unknown words by focusing on the letter-sound relationships and how to blend sounds into words, and to break words into sounds. Builds on phonological awareness Understanding of the alphabetic code Should be one part of a reading instruction program, not all of it.

Sight-Word Vocabulary Sight-words: important, high-frequency words, some are phonetically irregular Working toward automaticity Children with learning disabilities: must be taught explicitly, often an issue. Fernald Method Repeated Readings Unison Readings Edmark Reading Program Teaching Phonetic Analysis Skills Vocabulary Instruction

Functional Reading A level of literacy necessary for information and protection Protection Level Teach as sight words Examples Danger Flammable Doctor No Trespassing Advanced Level: To fill out applications, pass a driver’s test, follow simple directions at work

Structural Analysis This group of skills enable students to use larger segments of words for decoding cues. Directly influences fluency Examples Syllabication Root words Compound words Prefixes/suffixes Contractions/ plurals

Contextual Analysis The identification of an unknown word based on its use in a sentence or passage. Uses contextual cues to guess or anticipate words as a strategy to support reading and comprehension Syntactic cues (structures) Semantic cues (meaning) May be problematic for older students Examples John had a little red (wagon): for younger students CRUSCH: for older students

Phonemic Awareness and Word-Recognition Curricular programs Lindamood Program for Reading, Spelling, and Speech Phonological Awareness Training for Reading Reading Mastery Program Corrective Reading Program (CRP) Spalding Method Wilson Reading System Edmark Reading Program

Peer-Mediated Strategies Useful in meeting student’s individual reading needs when students exhibit a variety of reading levels Helpful for many children, but not all To support comprehension Example PALS

Middle and Secondary Level Problem areas Many not reading at grade level Less motivated Need instruction in both decoding and comprehension Decoding Myths for Older students

Middle and Secondary Level Word Identification Identify/Decode unfamiliar words accurately, effortlessly, and rapidly Provide explicit, systematic instruction Word Identification skills Work identification strategy Overt word parts strategy Making long words Corrective Reading Program (CRP)

Lesson Plans Reading Standards: Foundational Skills (K–5) Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.