1. 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:

2. 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
high frequency words
Reads with expression

3. 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.

4. 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

5. 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.

6. 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

7. 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

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

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

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

11. 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

12. 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

13. 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.

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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)

22. 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.