1. Presenter: Jordan C Whittingham
5 COMPONENTS of READING CHART

2.  PROBLEM
 Student has a habit of
saying colleegeh,
when one reads the
word colleague.
 SOLUTION
 Use rhyming words of
the similar family.
 This should be used
to build familiarity and
exposure to the word.

3.  SOLUTION
 This could potentially be
an unintentional error by a
Spanish speaking ELL.
 Expose them to words
such as league, fatigue
and intrigue
 Also show them potential
pitfalls with words with the
same endings, but not
pronounced the same.
 SOURCES
 Gunning, T. G. (8th ed)
(2013). Creating Literacy
Instruction for All Students
 Ganske, K. (2nd ed)
(2013). Word Journeys

4.  PROBLEM
 The student
mistakenly believes
that the word “anti-
climactic” has
something to do with
climate change.
 SOLUTION
 Present the student
with other passages
using the same word.
 This provides multiple
encounters.
Demonstrate also
when it is used to
describe something

5.  SOLUTION
 Following this exposure,
present a student with
videos of persons using
“anti-climactic” for different
situations.
 Have the student elaborate
on why the word was
chosen.
 SOURCES
 Harvey, S., Goudvis A. (2nd
ed) (2007). Strategies that
Work
 Vacca J. L., Vacca R. T.,
Gove M. K., Burkey L. C.,
Lenhart L. A., & McKeon M.
A. (9th ed) (2012). Reading
& Learning to Read
 Callow J. (May 2005)
Literacy and the Visual:
Broadening our vision

6.  PROBLEM
 Student has a habit of
skipping over the
word “rendezvous” on
repeat occasions.
 The student avoids
any attempt to
pronounce the word
 SOLUTION
 Break each syllable
into its french
equivalent
pronunications
 /rawnd/, /ay/ and /voo/

7.  SOLUTION
 Show the student other
examples of loan words
from France.
 Practice the oral
pronunciations.
 Use words like renaissance,
bureau and beau.
 Explain sounds such as /o/
for “eau”, /ay/ for “ez” or “et”
 SOURCES
 Gunning, T. G. (8th ed)
(2013). Creating Literacy
Instruction for All Students
 Ganske, K. (2nd ed) (2013).
Word Journeys

8.  PROBLEM
 Student struggles with
coming up with correct
spellings for the word
“sire” and “admire”.
 Student spells sire as
sier and admire as
admier.
 SOLUTION
 Demonstrate to the
student that /ier/ words
by pronunciation will
start with i.
 Then always end with r
in front of the e, as
(ire). Or show suffix (ire)
as VCV.

9.  SOLUTION
 Show the student other
model words that rhyme
with sire.
 Words such as fire,
vampire, umpire and
tire.
 These words should
help clarify when
students observe
repeat-patterns.
 SOURCES
 Gunning, T. G. (8th ed)
(2013). Creating
Literacy Instruction for
All Students
 Ganske, K. (2nd ed)
(2013). Word Journeys

10.  PROBLEM
 Student reads a
passage, they read
fluently with correct
intonations. However,
the student isn’t
capable of expressing
the main idea in
written form.
 SOLUTION
 Present the student
with flash cards.
 Let them re-write their
version of the story on
each flash card per
paragraph.

11.  SOLUTIONS
 Provide another use for
flash cards.
 Let them write the word
“huh” on each card for
any paragraph they feel
they do not completely
understand.
 SOURCES
 Gunning, T. G. (8th ed)
(2013). Creating
Literacy Instruction for
All Students
 Harvey, S., Goudvis A.
(2nd ed) (2013).
Strategies That Work