1. CHAPTER SEVEN ASSESSING AND TEACHING READING: PHONOLOGICAL AWARENESS, PHONICS, AND WORD RECOGNITION

2. Chapter Overview Reading and writing should be taught in such a way that each complements and supports the other.

3. Concepts that Guide Reading Instruction Reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is essential. Reading entails understanding the text and depends on active engagement and interpretation by the reader.

4. Definitions Phonological awareness: Knowing and demonstrating that spoken can be broken down into smaller units (words, syllables, phonemes) Spelling

5. Definitions Phonemic awareness: The ability to recognize the smallest sound units of spoken language and how these units of sound, or phonemes, can be separated (pulled apart or segmented), blended (put back together), and manipulated (added, deleted, and substituted).

6. Definitions Phoneme: The smallest sound in spoken language that makes a difference in words. For instructional purposes related to reading, a phoneme is a single sound that maps to print – sometimes to one letter and sometime to more than one letter.

7. Definitions Phonics: The way in which sounds of our language (not the letters) map to print. It is knowing how letter names and sounds relate to each other (i.e., letter-sound correspondence).

8. Continuum for the Development of Phonological Awareness Early Developing to Later Developing 1.Rhyme/alliteration 2.Sentence segmentation 3.Syllable blending and segmentation 4.Onset-rime blending and segmentation 5.Phoneme blending, segmentation, and manipulations

9. Teaching Phonological Awareness and Phonics The majority of students at risk for reading difficulties have poor phonological awareness and can profit from explicit instruction in blending, segmenting, and manipulating sounds and mapping these sounds to letters as quickly as possible.

10. Response to Intervention and Progress Monitoring (RTI) and progress monitoring must be coordinated in the early grades to address phonological awareness and phonics.

11. Are Students Responding to Instruction in Phonemic Awareness and Phonics? It’s all about the data. Reading instruction? How do these students perform compared to other students in the class? Have students with low phonemic awareness received instructional opportunities in small groups? Is progress monitoring data available to show the student’s progress?

12. Progress Monitoring Determine students’ performance in phonemic awareness, phonics, word reading. Then, design an effective intervention program. Assessments Diagnostic assessments Norm-based assessments Progress monitoring assessment Curriculum-based measures

13. Teaching Letter-Sound Correspondences The number of speech sounds or phonemes in English vary from 40 to 52. For purposes of teaching students, most estimates are about 44. (Fromkin and Rodman, 1998; Owens, 2010) In learning to read and write, students learn more than 100 spellings (graphemes) for these phonemes.

14. Teaching Letter-Sound Correspondences (continued) Phonemes are divided into consonants (C) or vowels (V). The English language also makes use of consonant digraphs and consonant blends. Consonant digraph – two consonants that represent one sound (ph for /f/) Consonant blend – combines the sounds of two or more consonants so that they are clustered together.

15. Guidelines for Teaching Letter- Sound Correspondences Students use letter-sound correspondences to decode words. Struggling readers benefit from learning to blend and segment sounds so that they can decode and spell words. A number of programs have been developed using systematic approaches to introduce the letter-sound relationships and how to blend sounds to read words.

16. Family Participation in Beginning Reading Demonstrating some of the activities that family members can do at home and encourage them to engage children in fun and meaningful activities that improve reading. This should be distributed on Open School Night

18. Word Recognition 1. Decoding Strategies Decoding strategies for identifying words: Phonic analysis Onset-rime

19. Synthetic phonics Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words. Analytic phonics Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation.

20. Structural analysis Syllabication Automatic word recognition Syntax and semantics

21. Teaching Phonics, Word Recognition, and Word Study In beginning to work with students who have limited sight words and word identification strategies, it is helpful not only to determine the students’ current strategies, but also to determine what instructional approaches have been used previously, how consistently, for how long, and with what success.

22. Teaching Phonics, Word Recognition, and Word Study Explicit code instruction approaches should be a part of a balanced reading approach for most students with special needs. phonological awareness word identification strategies that rely on using phonics, onset-rime, and structural analysis

23. Explicit Code Instruction Explicit code approaches teach phonological awareness, letter-sound correspondences, the alphabetic principle, and the use of phonic analysis, structural analysis, and syllabication to decode unknown words.

24. Explicit Code Instruction (continued) 3 instructional features: Systematic instruction of letter–sound correspondences and teaching students to blend the sounds to make words and segment sounds to spell words Scaffolded instruction so that modeling, guidance, and positive and corrective feedback are integral features of instruction Multiple opportunities for practice and review in various contexts (e.g., games with words cards, constructing sentences, reading texts)

25. Linguistic Approach: Onset- Rime and Word Families The linguistic approach uses controlled text and word families (onset-rimes, phonograms, or spelling patterns) such as -at, -ight, and -ent to teach word recognition. This approach is particularly useful for students with reading problems.

26. English Language Learners and Reading Difficulties Good readers—whether they are monolingual English or English language learners—rely primarily on decoding words (understanding the sound to print correspondence or alphabetic principle). They do not rely primarily on context or pictures to identify words. When they use context it is to confirm word reading or to better understand text meaning.

27. English Language Learners and Reading Difficulties Well-developed phonics instruction helps ELLs develop the skills and strategies they need to establish a map for making sense of how English language works in print. As with monolingual students, phonics instruction is a piece of the reading instruction, not the entire program. Good phonics instruction is well integrated into language activities, story time, and small group support to create a balanced reading program.

28. Multisensory Structured Language Instruction Multisensory structured language programs combine explicit teaching of phonemic awareness, the alphabetic principle, phonics and structural analysis, syllabication, and decoding with activities that incorporate the visual, auditory, tactile (touch), and kinesthetic (movement) (VAKT) modalities.

29. www.readingrockets.org/article/3409/

30. High Frequency Words Dolch List

31. Teaching Sight Words in Context http://www.youtube.com/watch?v=_yZwYU5vGcY List the sequence of steps you would follow to use this method to teach sight words in context.