plentie is nodeintie, ye see not your owne ease. i see, ye can not see the wood for trees 1546 j....
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Plentie is nodeintie, ye see not your owne ease. I see, ye can not see the wood for trees
1546 J. HEYWOOD Prov. II. iv. (1867) 51 . —Oxford English Dictionary
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Facilitating Reading (Compare With Chapter 14)
•A successful reading experience is one that the reader finds enjoyable, entertaining, informative, or thought provoking.
•Reading is a prerequisite for activities in all content areas
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Current trends in reading instruction
In the last decade there has been an emphasis on teaching students to read
National Assessment of Educational Progress (NAEP) has found consistently that large numbers of fourth graders read below the basic level
Culturally and linguistically diverse students and students in poverty of particular concern
Emphasis on using research-based practices that highlight using phonological awareness and alphabetic principles in early education
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Key Terms and concepts
Decoding Word identification Alphabetic principle Phonological awareness Fluency Reading comprehension Reciprocal causation
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What do we mean by Reading?
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Concepts to Support Student Reading
Reading is a skilled process in which learning to decode and read accurately is essential
Reading entails your attention, perception, memory, and retrieval processes so that you can identify or decode words
Reading entails understanding and constructing meaning from the text and is dependent on active engagement from the reader
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Reading is a mode of communication
Reading is a socially mediated
language-learning activity just like
listening, speaking, and writing
Instructional conversation helps to
integrate the students’ knowledge with
that of the text
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Learning difficulties in the process of reading
Reciprocal Causation A variety of interrelated factors that
influence the experience of learning how to read– Cognitive– •Neurophysiological– •Educational– •Textual– •Personality– •Communication
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Components of reading and reading instruction Phonological Awareness—letter to
sound correspondence and alphabetic principles
Word identification Comprehension Vocabulary Fluency = effective, efficient reading
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Effective reading instruction for struggling readers
Establish an environment that promotes reading Print-rich environment Provide intensive instruction Use appropriate and ongoing assessment Model reading aloud daily Early intervention—at any time
– Identify reading problems and skills early in the year to facilitate support where needed
Collaborate with specialists, teachers, and parents
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Appropriate and ongoing assessment
Standardized tests and state standards claim to provide helpful benchmarks to assess students skills– However, such tests ignore reciprocal causation
factors that can influence success or failure
Informal reading inventories– Independent reading level– Frustration reading level
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Curriculum based measurement
Measures students’ progress and highlights the connection between curriculum and student performance
Provides ongoing assessments that can benefit instructional decisions– Provides ongoing data for making instructional
decisions– Shows how performance is affected by changes in
the instruction
CBA Reading and Writing
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Providing intensive instruction
State clear expectations and goals of instruction
The reader’s instructional reading level must match the instruction provided
Instruction is direct in the skills the reader needs to become an independent learner
Students should be grouped appropriately, including ability-level grouping
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Phonological Awareness
Phonological Awareness is knowing and demonstrating that spoken language can be broken down into smaller units– Rhyming - Identifying similarities and differences
in word endings– Alliteration - Identifying similarities and differences
in word beginnings– Segmenting - dividing words into syllables and
sounds– Manipulating - deleting, adding, and substituting
syllables and sounds
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letter-sound correspondence and Alphabetic principle
letter-sound correspondence is an understanding that the sequence of letters in written words corresponds with sequence of sounds in spoken words
Alphabetic principle is the use of letters to form words
These two theories work together to provide an understanding of word decoding and the ability to spell unknown words
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Word identification
Sight words– A word that the student can recognize with
pronunciation and meaning automatically Automaticity - quick word recognition High frequency words: he, you, the, we 50% of the written language contains
high frequency words
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Teaching for decoding unknown words
Phonic analysis: identify and blend letter-sounds
Onset-rime: use common spelling patterns to decode by blending and spelling patterns (-ack, -ight,-ate)
Structural analysis: use knowledge of word structure (compound, root words, prefixes)
Syntax and context: use knowledge of word order and context
Use other resources: by asking a partner or looking it up in the dictionary
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DISSECTStrategy for decoding words
Discover the word’s context Isolate the prefix Separate the suffix Say the stem Examine the stem Check with someone Try the dictionary
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Practice with the Following
Reciprocal Causation Onomatopoeia Etymology Legislature
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K.W.L.
What do I already Know? What do I Want to learn? What have I Learned?
This strategy can be used in any content area
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QARs
Question and answer relationships Right there Think & search Author & you On your own
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Other Reading Strategies
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Promote reading fluency
Read aloud Repeated reading Class wide peer tutoring Story retelling Collaborative strategic reading
– Previewing– Reciprocal teaching– Get the gist– Wrap up
Read for fun!
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Review
Why are the alphabetic principle and the letter-correspondence theories connected?
Why are curriculum based measures effective assessment tools?
What are the four parts of phonological awareness ?