This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
2. Five Components of Reading
Instruction
• Phonological
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
3. Phonological Awareness
Training
• Phonological awareness- manipulating and
identifying parts of spoken language (i.e.
words, syllables, onsets and rimes, and
phonemes)
• Phonemic awareness- conscious awareness
that spoken language is made up of individual
sounds (i.e. phonemes)
4. Enhancing effectiveness
• Focus first on auditory features of words
• Move from explicit, natural segments of language to
the more implicit and complex.
• Use of phonological properties and dimensions of
words to enhance performance.
• Scaffold, blending and segmenting through explicit
modeling.
• Integrate letter-sound correspondence once learners
are proficient with auditory tasks.
6. Phonics
• Introduce print (letters and words)
paired with corresponding sounds
• Teaches students the alphabetic
principle
7. Alphabetic Principle
—Letter-Sound Correspondence: Teacher points to letter /m/ on
board. "The sound of this letter is /mmm/. Tell me the sound of
this letter." –Use consistent and brief wording
—Sounding Out Words: Teacher points to the word /mop/ on
the board, touches under each sound as the students sound it
out, and slashes finger under the word as students say it fast.
"Sound it out." (/mmm o p/) "Say it fast." (mop) –start by
having students sound letters/words out in their heads, then as a
class produce the word orally
8. Alphabetic Principle cont...
—Reading Connected Text:
Once students have mastered CVC (mom) and VC
(at) words, short controlled sentences (mom is at
home) should be introduced.
Prompts and procedures should be used for this,
as it is sometimes difficult for students to move
quickly from lists of words to passages.
10. Fluency
• The ability to read quickly and
accurately
• Covered in phonemic awareness, letter
naming, sound-letter associations, sight
words, and oral reading of connected
text
• Fluency in: letter recognition --> letter
sounds -->word recognition -->
improved comprehension
11. Fluency, cont..
—Letter-Sound Fluency: Given a set of letters, the
student can produce the associated sound within one
second. Target goal = 50 letter sounds per minute by
mid first grade
—Irregular Word Fluency: Given a set of irregular
words in a set or in a passage, can identify words in 1
second or less.
—Oral Reading Fluency: By the end of grade 2, students
should read 90-100 words per minute fluently.It
mirrors spoken language fluency
12. Even more about Fluency!
• Promotes memory and applications
(generalization)
• Fluency in reading text is highly correlated to
reading comprehension
• There are six stages of fluency and reading
development: pre-reading, decoding,
confirmation and fluency, reading to learn,
reading for multiple viewpoints, and reading to
construct new knowledge.
14. Vocabulary
• Words a person has learned and uses to
communicate effectively
• Divided into Oral and Reading
• Most words are learned indirectly, but some
need to be taught directly (i.e. difficult words
that represent complex concepts)
• Students typically add 3,000 new words
yearly after 3rd grade
15. A little about Direct
Instruction
• specific word instruction and word learning
strategies
• includes: teaching modeling, guided practice,
and instructional feedback
• Specific word instruction
• Words prioritized into three categories:
important words, difficult words, and useful
words
17. Comprehension
• Ability to understand what is being read
• Reason for reading
• Requires purposeful and thoughtful
interaction with text
• There are seven instructional strategies for
comprehension that will be discussed on the
next slide
18. Reading Comprehension
Strategies
• Comprehension monitoring
• Cooperative learning
• Use of graphic and semantic organizers
• Question answering
• Generating questions
• Recognizing story starters
• Summarizing
20. Six Core Developmental
Reading Approaches
Basal Reading
Literature-Based Reading
Whole Language
Language Experience
Phonics
Linguistic: Word Families & Onset-Rime
21. •Basal Reading Approach
Commonly used as a core for teachers
Begins with pre-primary readers and goes to eighth grade readers
Examples in a series (workbooks, flash cards, skill packets, wall charts, related
activities, placement and achievement tests, and computer software)
Directed Reading Activity Procedure
1. Motivate the student to learn the material
2. Prepare the student by presenting to concepts and vocab
3. Guide the student in reading the story with asking questions that
have a purpose or a goal.
4.Develop or strengthen skills relating to the material through drills or
activities.
5. Assign work to apply the skills acquired during the lesson.
6.Evaluate the effectiveness of the lesson.
23. Whole Language Approach
•Uses students languages and Experiences
•Makes meaning out of what you read and express
•Students are taught to read for meaning not to break the
code in reading.
•Curriculum is organized around themes and units to
increase language and reading skills
•All language arts are related and should not be taught as if
they were separate
•Not the best approach for those with learning problems but
there are ways to adapt the approach.
24. • Research has indicated that this approach may produce weaker
effects with people with special needs.
• Modified version for those struggling in reading with more
structure and practice.
Language Experience
Approach
•Integrates development of reading skills with, listening,
speaking, and writing skills
•Based on students oral and written expression
•Similar to whole language: both emphasize the importance of
literature, treat reading as a personal act, and advocate many
books written by young children about their own lives.
•Different from whole language: Language experience says
written language is secondary system taken from oral language
and whole language sees them separately related.
25. Phonics Approach
• Teaches word recognition through learning the relation
to the letters (graphemes), to the sounds (phonemes) they
represent to teach reading.
•Most languages have consistent phoneme to grapheme
correlation.
•Once a learner has learned the relationships of letters to
sounds, they can pronounce printed words by blending
the sounds together.
26. Guidelines for Teaching
Phonics
•Use lowercase letters for beginning instruction.
•Introduce most useful skills first
•Introduce easy sounds and letters first
•Introduce new letter-sound associations at a reasonable pace.
•Introduce vowels early, but teach consonants first
•Emphasize the common sounds of letters first
•Teach continuous sounds prior to stop sounds
•Teach sound blending early
•Introduce consonant blends
•Introduce consonant digraphs
•Introduce regular words prior to irregular ones.
•Read connected text that reinforces phonics patterns.
27. Some commercial materials: Lets Read, Basic
Reading, and Merrill Reading Program
Linguistic Approach: Word
Families & Onset-Rime
• Designed for students not succeeding with the basal
approach.
•Words are taught in word families, around rimes & onsets
Ex: Kindergarten rimes involving /a/ and onsets /c/,/b/,/h/ are
added gradually to create a word family cat, bat, & hat
•word families grow as readers make progress.
•Alternative for young children struggling with phoneme-level
segmentation and blending.
29. Multi-sensory Reading
Method
"Some students learn best when content is presented in
several modalities."
This is frequently kinesthetic and tactile stimulation along
with the traditional visual and auditory experience. These
are often called VAKT (visual-auditory-kinesthetic-tactile).
30. Oral Reading
Fluency Methods
1. Select an age appropriate book or story.
2. Introduce the book or story to student and review
potentially new and difficult words.
3. Read the story to the student.
4. Have two students paired together taking turns reading
the book or story.
5. Have students review difficult words.
6. Use a fluency measure to monitor the progress of each
student frequently.
This method uses neurological impress method
through repeated readings.
Effective research-based reading instruction is made up of five components...
phonemic awareness training is a necessary, but not sufficient condition for learning to read.
The ability to read and comprehend depends on parid and automatic recognition and decoding of single words, which is dependent on the ability to segment words and syllables into phonemes.
1. without alphabetic symbols
2. proceed from segmenting sentences into words, words into syllables, and syllables into phonemes.
3. use words with fewer phonemes and words with CV or VC patters and discrete words without ending blending (i.e. rug) and continuous sounds (i.e. sun)
4. modeled by teacher and practiced
5. blending and segmenting applied to realistic reading, writing and spelling situations.
Phonics instruction teaches students
the alphabetic principle says there are predictable and systematic relationships between written letters and spoken sounds. Learning this principle improves reading and spelling skills.
Phonics critics say that English spellings are too irregular for phonics instruction to help students read words that do no follow letter--sound conventions or rules.
individual fluent skills combine to create more complex or higher order skills...this maintains that fluency is generative and nonlinear.
rapid letter naming is a predictor of beginning reading success..when a student learns to recognize letters fluently, this skill readily promotes the fluent learning of letter sounds, which in turn enhances fluent word recognition which leads to improved comprehension
i.e.in study of 4th graders, students with low fluency had difficulty with comprehension
Pre-reading- kindergarten
Decoding- 1st-2nd
confirmation and fluency- 3rd
reading to learn- 4th-8th
reading for multiple viewpoints- 9th-12th
reading to construct new knowledge- rest of life
Oral- auditory processing of spoken words and includes listening and speaking
Reading- visual processing of printed words and focuses on reading and writing
indirect learning through daily experiences with written and oral language- e.g. adult reading, conversations about book, conversations with others, reading independently etc...
listening vocab is highly related to reading comprehension and vocabulary
Specific word instruction includes: reviewing new or unknown words in a text prior to reading, extending instruction on specific words over time and across different contexts to help students learn and generalize the word to different setting and providing the student with repeated exposure to the target words
Words are prioritized into three categories because it's impossible to teach ever single word that a student doesn't know
1. comprehension monitoring- student reads text with vigilant awareness of when they do and do not understand what they are reading. when they don't understand they use strategies to figure it out (i.e. changing speed, contextual clues)
2. cooperative learning- working on clearly defined reading tasks in small groups/partners
3. visually displays concepts and their interrelationships
4. questions focus on what they learn, provide purpose to reading, encourage students to monitor and promote meta-cognition (thinking about thinking)
5. teaching students to ask their own questions about reading tasks. provides purpose and fosters active engagement. determines understanding
6. story structure assists students recall of story content so they can answer questions about what they have read.
7. Summarizing- synthesis of ideas in text. students determine what is important in reading and put information into own words
these need to be taught systematically and explicitly, they must promote metacognitive strategies, provide opportunities for in-depth discussions, and encourage authentic reading and writing activities
1. i.e. using direct instruction in phonics, word recognition, comprehension, and literature appreciation until students become proficient readers and writers.
2, because kids come in with different levels of experience concerning print.
3. literacy and subsequent reading development proceed through several stages
4. Explicit is aligned with code-emphasis reading approach whereas the implicit position is aligned with a meaning-emphasis reading approach
