2016 school psych conference participant handout · stages of reading development characteristics...

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Basic Processes that Support Successful Reading

Kizzy Albritton, Ph.D.Assistant Professor, School Psychology

Kent State University

Learning Objectives

• Development of critical emergent/early literacy skills

• Effective, developmentally appropriate emergent/early literacy instruction• Alphabet and print knowledge (concepts about print)• Phonological awareness• Emergent writing• Vocabulary

• Brief overview of measuring emergent/early literacy skills

Reading and Writing Development

Take a few minutes to write down your thoughts about how reading and writing skills develop in young children?

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Reading and Writing Development

What does research tell us about how reading and writing skills develop in young children?

How does literacy develop?• It is the combination of an individual’s developmental processes and language

and life experiences (Glaeser et al., 2000).• Reading and writing are language-based skills. So, they develop as oral

language develops.• Unlike oral language, reading and writing are relatively “new” human

inventions. They are not innate.• Develops over many years from birth through adulthood, with early, emergent

literacy skills developing normally before formal schooling.• Parents and family systems are the primary providers of literacy awareness,

examples, and instruction.• The total act of reading and writing is affected if a student struggles with just

one reading or writing skill.

Two Domains of Emergent Literacy(Whitehurst & Lonigan, 1998)

Outside-In

Contextual Units (e.g., Narrative)

Semantic Units (e.g., Concepts)

Language Units (e.g., Words)

Sound Units (e.g., Phonemes)

Print Units (e.g. Graphemes)

Inside-Out

Reading

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Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands of Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

What are some behavioral characteristics of skilled readers?

Skilled readers:• Look at most words on a page• Look longer at unexpected words• Pay attention to the individuals letters in words• Usually unaware that they are doing this.

Do skilled readers pay attention to every letter?

Let’s see who can read the next paragraph without errors!

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What do skilled readers do when they cannot decode a word?

Think about how are you able to read this sentence:

She may be an Iditerod rookie, but she’s a skookum one.

(from the Anchorage Daily News, 3/18/94)

(Adapted from Scarborough, 2005)

What do skilled readers do when they cannot decode a word?

She may be an Iditerod rookie, but she’s a skookum one.

1. Sight Recognition: all words except the red ones.

2. Decoding: • id-it-er-od?…Aha!…Eye-diterod, the dogsled race!• s-k-oo-k-u-m…skookum?

3. Use Context: • Iditerod makes sense because it’s from an Alaskan newspaper.• It says “…rookie, but…,” so “skookum” must be a good characteristic that

rookies don’t ordinarily have.

To recognize printed words, comprehend sentences, and learn new vocabulary items, sight recognition and decoding and contextual clues are all very helpful.

Each are limited if employed alone!


Areas of the Brain Used for Reading(Adapted from Haskins Labs Code Module, 2006)

Research conducted by Shaywitz, Shaywitz, Pugh, Blachman, et.al. (2004) showed that with early explicit instruction, the brains of children at-risk for reading failure changed to look like the brains of non-struggling readers.

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Why are beginning reading instruction & early intervention so critical?


Effective, Developmentally Appropriate Emergent/Early Literacy Instruction

What key skills should be the focus of early reading and writing instruction?

In 1997, United States Congress

National Institute of Child Health and Human Development & U.S.

Department of Education

Report of the National Reading Panel (2000)

The NRP


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National Reading Panel

What were the results from the National Reading Panel (2001)?

In 2002, National Institute for Literacy, National Center for Family Literacy,

National Institute of Child Health and Human Development, U.S. Department of

Education, & Office of Head Start

Report of the National Early Literacy Panel

(2008)

The NRP

National Early Literacy Panel

What were the results from the National Early Literacy Panel (2008)?

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Best Predictors of Reading Success

Print / Book Concepts

Letter Knowledge

Expressive Vocabulary

Sentence/Story Recall

Phonolog. Awareness

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE

LANGUAGE STRUCTURES

VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING)

SIGHT RECOGNITION

LANGUAGE COMPREHENSION

WORD RECOGNITION


Effective, Developmentally Appropriate Early Reading and Writing Instruction

When should we expect these key skills to develop?

How do children demonstrate this knowledge?

Grade/Ages

Stages ofReading Development Characteristics

Pre-K0-6yrs

Pre-alphabeticChall Stage 0

Learn print concepts; recognize letters in name and environmental print; use pictographic writing; emergent phonological awareness; pretend reading.

1st-2nd gr6-7yrs

Early-AlphabeticChall Stage 1

Learn alphabetic principle; gain increasing phonological awareness; begin to read CVC words; begin by representing words with a single predominant sound (consonant), eventually represent more sounds. Begin to represent vowel sounds in each syllable; spell regular short-vowel patterns; gained phonemic awareness but still “sounding out”many words.

2nd-3rd gr7-8yrs

Mature AlphabeticChall Stage 2

Know many sound-spellings correspondences and recognize common patterns as “chunks” (i.e., belnds, endings). Begin by using but confusing long vowel patterns, but eventually gain mastery; fluent decoders by end of this stage.

4th-6th gr9-11yr

OrthographicChall Stages

2-3

Begin to process words by using syllabic and morphemic info; read by analogy to learn new words; use but confuse syllable juncture rules like doubling. Reading to learn.

Adapted from Chall (1983)

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Pre-alphabetic/Preliterate/Emergent Stage

• Print concepts• Pretend reading

• Sign reading (“McDonalds”)• Picture reading (“Golden Arches”)

• Early letter recognition • Letters in name• “M is for McDonalds”

• No understanding of alphabetic principle (no phonics yet)

Emergent Stage Learners: ReadingCharacteristics Instruction

• Pretend reading• Reading from memory• May identify their names• May identify signs in environment

(i.e. STOP)• Acquiring directionality• Developing Concept of Word• No word boundaries

• Model reading process• Simple predictable books, nursery

rhymes, poems, etc…• Creating group stories from

children’s “ talk”• Read and reread!!!

Emergent Stage Learners: WritingCharacteristics Instruction

• Early: pretend writing, scribbles, representational drawings, lack of directionality

• Middle: letter-like forms, directionality, understanding that print carries a message

• Late: partially phonetic spellings, beginning phonemic awareness, beginning alphabet knowledge (to spell and to write)

• Encourage pretend writing and spelling• Keep writing materials accessible• Celebrate children’s writing• Model drawing and writing• Incorporate writing in a variety of

activities (i.e. grocery lists, menus, etc…)

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• Understands the alphabetic principle (i.e., sounds in words are represented by letters)

• Emerging phoneme awareness

• Decoding and spelling closed syllables (short vowel words)

• Small sight vocabulary (for reading and spelling)

• “Glued to the print”

Alphabetic/Letter Name Stage

Letter Name-Alphabetic Learners: ReadingCharacteristics Instruction

• Concept of Word • Disfluent reading • Difficulty reading silently• Increasing vocabulary

development• Beginning phonemic awareness• Beginning phonics knowledge

• Use of predictable and familiar texts to develop fluency

• Choral, echo, & repeated reading to develop fluency

• Correct pronunciation of sounds• Letter names and sounds (accuracy and

automaticity)• Full phoneme awareness (blending &

segmenting) • Decoding short vowel words

Letter Name-Alphabetic Learners: SpellingCharacteristics Instruction

• Still developing alphabet knowledge• Represent most obvious sounds• Use and confuse short vowels,

blends, and digraphs• Some spelling sight words• Disfluent spelling

•Word families• Initial and final consonant sounds• Short vowel sounds• Consonant blends & digraphs• Letter formation (accuracy and

automaticity)• Spelling short vowel words in

phrases and sentences • Practice phrase and sentence writing

for fluency

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What are some instructional strategies that educators can use to teach these skills to children?

Print Knowledge(Concepts about Print)

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/ruks/Pretend you are a young, novice reader/writer

(with typically developing learning, speech, hearing, or language skills)

I know:•books/print are fun to play with•speech reception (hear /ruks/)•speech production (say /ruks/)

I do not know:•Books/print are communication tools with specific forms & functions (/ruks/ can be represented in print)

•Words are made up of sounds that I can manipulate (individual sounds in /ruks/)•Letters or letter combos (graphemes to represent /ruks/)

Let’s begin with what you know: BOOKS

It is important to consider: Who am I teaching?

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Functions and Conventions of Print & Books• What do children need to

know to be able to use and comprehend these symbols in our world?

• Though many children develop print awareness implicitly, most children require instruction to develop these understandings.

Beginning reader/writer’s challenge: What is print? Why and how do I use it and understand it in various literacy contexts?

Hi! My name is Nicole. What’s yours?

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Teacher’s challenge: How do I promote awareness of the forms, conventions, and

functions of print and books?Consider:• Print-rich environment for both reading &writing • Exposure to a variety of texts • Speech à sentences àwords à letters à sounds • Mechanics (capitalization & punctuation)• Print referencing during book reading (3-5 times)• Language complexity of instruction (e.g., left, top, first)• Variety in mode of response (receptive vs. expressive) • Variety in type of response (print vs. picture)• Emergent writing (starts as drawing, eventually more print)

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Print Knowledge Activity: My Favorite Book

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Print Knowledge Activity: Word Puzzles

http://www.getreadytoread.org/

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Print Knowledge Strategy: Print ReferencingPoint out basic elements of print as you read aloud:• Page order: Let’s read this page first…let’s read the next page.

• Point out the title, author, and illustrator: This is the title of the book. It tells us; This says Jay Smith. He’s the author, he wrote the book.

• Point out text direction (top to bottom, left to right): We begin reading this word….

- Discuss letters, target vocabulary, etc: These words have the same letter; tap the illustration that maps onto a word or concept in the text.

- Concepts of word: Let's count the words on this page, in this sentence; which word is longer/shorter.

- Read captions, subtitles, and print illustrations:These words tell us about the picture; Look, it says “stop” on the sign.

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Emergent Writing Activity: Sequence Story

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Phonological Awareness

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I know:•Books/print are communication tools with specific forms & functions (/ruks/ can be represented in print)

I do not know:•Words are made up of sounds that I can manipulate (individual sounds in /ruks/)

•Letters or letter combos (graphemes to represent /ruks/)


Let’s begin with what you know: SOUND

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Phonemes

• In all languages, the rule system that governs speech sounds is phonology.

• Individual sound = phoneme

• Phonemes are unsegmented and co-articulated in speech.

• In English, there are ~43 phonemes• ~18 vowel sounds• ~ 25 consonant sounds

NO PRINT YET!

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Understanding Phonemes

• Count the phonemes in: ice phoneme

• Find the 3rd phoneme in: church straight

• Reverse the sounds in: tap knife

• What about your first name????

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Levels of Phonological Awareness

Oral Language Awareness (words)

Rhyme cup—pup

Syllable cup-cake

Onset-rime c-up

Initial, Final, Medial Sounds c-up cu-p

Phoneme c-u-p

Full Phoneme Awareness

NO PRINT: Phonemic awareness is not phonics!

What can you use instead?

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Teaching Phonological Awareness

• Many children develop phonological awareness (for larger units like rimes and syllables) implicitly, but not phonemic awareness.

• Phonemic awareness is what supports reading and spelling development.

• With instruction, most children attain phonemic awareness.

Beginning reader/writer’s challenge: What are these sounds?How do I become aware of these sounds and play with them?How do I use this awareness to help me read and write?

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Teacher’s challenge: What skills and in what order?

Consider:• What is developmentally appropriate

• 3-5 years old: rhyming, syllables, initial (first sound)• Least confusable sounds • Continuous vs. stop sounds • Sounds represented in words students are saying, reading, &

spelling (most frequent, most useful)• Key skills for reading & spelling: blending and segmenting• Teach with or without letters • Word play is fun! Make it a game….just make sure they can also

win.

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Phonological Awareness Activities Don’t forget your “oldies but goodies”….• I Spy

• I spy with my little eye something that begins with the ‘sssssss’ sound. It is an animal, it doesn’t have any legs, etc…

• The Name Game• Daddy, Daddy, bo-baddy, Banana-fana fo-faddie Mee-Mi-mo-maddie Daddy!

• Big listeners• Have students perform an action when they hear a sound (e.g., clap, stomp, stand up,

tap, etc. when you hear the “t” sound)• Not just in large group, but at lunch time outside, or even all day

• Bingo• One student pulls picture cards from a stack and calls the names• Other students mark their BINGO cards if they have the target sound represented by

the picture card (beginning sounds, rhyming word, etc…)

Phonological Awareness Activity:Auditory (picture) Sorts

?

Mix it up!

• Beginning sounds

• Rhyming words

• Begins with same sound

in your name

• Throw in an “oddball”

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Say It and Move It:If you add letters, then it’s reading/spelling practice.

1. Give students colored tiles, paper, coins (manipulatives that can be differentiated)

2. Give students a word or syllable. 3. Segment the sounds, moving 1 tile to represent each sound.4. Blend sounds to practice blending

Phonological Awareness Strategy

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Phonological Awareness Activity: Be a Word

Alphabet (Letter) Knowledge

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I know:•Books/print are communication tools with specific forms & functions (/ruks/ can be represented in print)

•Words are made up of sounds that I can manipulate (individual sounds in /ruks/)

I do not know:•Letters or letter combos (graphemes to represent /ruks/)


Letter Knowledge

• Letter knowledge = • Letter names• Letter sounds• Letter shapes• Letter formation (handwriting)

Beginning reader/writer’s challenge: What are the letter names?What are the sounds these letters make?

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Teacher’s challenge: What order?

Consider:• Most useful letters (think Wheel of Fortune)• Most common sounds letters represent• Most frequent sounds• Least visually and phonologically confusable letters and sounds• Letter-name iconicity • Handwriting• Emergent writing (multi-sensory)

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Alphabet Knowledge ActivitiesDon’t forget your “oldies but goodies”….

• I Spy• I spy with my little eye something that begins with the ‘sssssss’ sound [OR

the letter S]. It is an animal, it doesn’t have any legs, etc…

• Bingo• One student pulls picture cards from a stack and calls the names• Other students mark their BINGO cards if they have the target letter.

• Focus on the letters in the child’s (and classmates’) name• Building names with letter tiles• Cutting name out of playdough• Writing name in sand• How many of my friends have a N in their name?

• Alphabet books

Alphabet Knowledge Activity:Visual (letter or word) Sorts

b s ?

Mix it up!

• Beginning letter/sound

• Begins with letter/sound

in your name

• Throw in an “oddball”

Alphabet Knowledge Activity: Letter Spin

b s

e m

Note: Make sure students can name all pictures

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Alphabet Knowledge Activity: Fishing for Letters

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Emergent Writing Activity: Guess What’s Inside


How can we effectively measure emergent/early language and literacy skills?

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Using Assessments

1. Screening: typically given at the beginning of year to determine participation in grade level programs, could also be administered mid and end of year to measure growth (e.g., benchmarking)• Primary Goal: to identify students who are at-risk for reading difficulty

2. Progress-monitoring: given frequently and regularly to monitor students performance• Primary Goal: to determine if student’s are making progress towards

goals/objectives, and, based on the results, to make adjustments to instruction

3. Diagnostic: in-depth information on a wider range of specific skills

Early Language and Literacy Assessments

1. Get Ready to Read! Revised

2. Really Great Reading Co.

3. Phonological Awareness Literacy Screening-PreK

4. Individual Growth and Development Indicators 2.0

5. Test of Preschool Early Literacy

Additional Questions???

Contact Information:

Kizzy Albritton, [email protected]

2016 school psych conference participant handout · stages of reading development characteristics...

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