1. Word Recognition: Phonics, Word Families SPC ED 587 October 18, 2006

2. Literature Review Assignment Select at least 2 empirical articles that examine the efficacy of the instructional approach you have selected for your literacy project and synthesize findings across articles. Every effort must be made to find empirical articles that examine the use of the selected approach with individuals with intellectual or severe disabilities. If you are not certain about the applicability of an article, check with the professor prior to completing the paper. Literature reviews should be 7 – 12 pages in length and should follow the guidelines provided by the professor. To receive full points, students must attach copies of each article included in the review when the paper is submitted.

3. Grading Checklist for Literature Review Reviewed at least 2 empirical articles examining a single reading instruction approach/method for individuals with mental retardation/severe disabilities. Attached copies of each article /3 pts Described rationale/participants/procedures/findings/ recommendations across articles. /15 points Rationale (Why did you choose to examine this approach?) Participants (Who were individuals in the studies reviewed with whom the approach was used?) General Methods/Procedures (How was the approach implemented in these studies and how were reading/literacy skills assessed to determine the effectiveness of the approach? Findings or Results (What were the results of using this approach?) Implications (What can we learn from these research findings that will help us provide more effective instruction for our students with MR/severe disabilities?) Paper followed format guidelines provided in class: 7-12 pages in length; double-spaced and typed; followed basic APA guidelines; included a cover page, headers, page numbers, headings, and a reference page. Sources cited using APA guidelines. /2 pts TOTAL: /20 points

4. Phonics knowledge of letter-sound relationships reading instruction that teaches students to make the connections between phonemes (sounds) and the graphemes (letters)

5. Phonics Instruction Analytic (implicit) Whole – Part - Whole Synthetic (explicit) Part – whole Patterns (word families)

6. Sequencing Levels of Difficulty Begin instruction with sounds in the initial position –cat, tan, map Then sounds in the final position –cat, nap Then sounds in the medial position –catnap,

7. One Suggested Sequence of Instruction 1.Letter Names/Phonemic Awareness 2.Initial consonants 3.Short vowels 4.Easy long vowels 5.Final consonants 6.Initial-consonant clusters 7.Long vowels: fine –e marker 8.Long-vowel diagraphs and trigraphs 9.Advanced consonant correspondences 10.R-controlled correspondences 11.Other Vowel correspondences

8. Strategies for Word Analysis: Find a pronounceable part (chunk) –Is there any part of the word you can say? –(Does not work with all words!) Analogy –Say the part of the word you know. Then say the part you don’t know. Context –Say the word. Is it a real word? Does it make sense? –Say “blank” for the word and read to the end of the sentence. Ask “What would make sense here?”

9. Word Analysis Prompts StrategyWhen UsedPrompt Pronounceable word part Unknown word contains a part student can say: am or amp in champ Can you say any part of that word? AnalogyUnknown word is like a word student knows: Unknown word grain is like known word rain Is this word like any word that you know? Sound by sound Student is unable to chunk word. Words out word sound by sound: /s/-/p/-/e/-/l/ spell Can you say the first sound, the next sound, the next sounds? ContextStudent is unable to use phonics cluesWhat would make sense here? Read to the end of the sentence and see what word would fit. MonitoringStudent checks to see if the word he pronounced is a real word and fits the context of the selection. Is that a real word? Does that make sense? Does that sound right? AffirmationTeacher wishes to reinforce the student’s correct use of a strategy. I like the way you used a part of the word that you knew to help you say the whole word.