Reading

• Paradigms• Chall’s stages to reading• Early Literacy Issues

– Phonological awareness

• Fluency concerns• Comprehending Text• LEApproach• Programs

What predicts reading achievement• It has been said that some kids are bright

enough to learn how to read. Afterall, teaching reading is like rocket science… right? No!

• According to Marilyn Adams:– Mental age is the 3rd best predictor of 1st grade

reading achievement– Knowing your letter sounds is the 2nd best predictor of

1st grade reading achievement– Knowing your letters is the best predictor of 1st grade

reading achievement.

• Think: What does this mean to your instruction?

DyslexiaIDA (2002)Dyslexia is a specific learning disabilities that is

neurobiological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result in a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reasoning experience that can impede growth of vocabulary and background knowledge.

Reading Paradigms

-A little background information on readingBottom-up model-> words and letters are

processed and meaning is derivedTop-down model-> rely on prior knowledge and

comprehension to develop reading languageInteractive-> letters and words are used to predict

or hypothesize language

Which of these is phonics-oriented? Which is whole-language oriented? Explicit? Implicit?

Chall’s Stages of Reading

0: age 0-6 parts of book; names; few words; phonological awareness

1: age 6-7 letter-sound; code breaking of letters and sounds

2: age 7-9 automaticity; 100-140 wpm; reading comprehension begins; predicting

3: age 9-13 reading to learn; expository text; technical words begin

4: age 13-18 compare and evaluate multiple points; metacognition; developing vocabulary

5: age 18 + personal use of knowledge; synthesis and hypothesis

Early Literacy Issues (based on UFLi, Hayes, Lane, and Pullen)

• Metalinguistic– phonological awareness– syntactic awareness

• Print Awareness– genre awareness– concepts about print

• Alphabetic Principle– letter/sound identity

• Beginning Reading– sight words– decoding

Phonological Awareness preparation in detail

Connecting oral language to literacy

• Phonemic segmentation• Phoneme manipulation• Syllable-splitting• Blending• Oddity

Phonemic Segmentation

Breaking apart a word or utterance by its individual sounds

• no = /n/ /o/

• bad = /b/ /a/ /d/

• apple = /a/ /p/ /l/

Phoneme Manipulation

Changing the sounds within a word

Onset:

Say /won/. Now change the /w/ to /t/

Say /pit/. Now change the /p/ to /b/

Rime:

Say /stop/. Now change the /op/ to /at/

Say /cat/. Now change the /at/ to /ow/

Syllable Splitting

Recognition of syllables within words

Tap out the syllables for visit

ho - ping

Tap out the syllables for alligator

all – i – ga – tor

Blending

Blending phonemes and syllables is important as students decode words

Syllables

mag – a – zine = magazine

Phonemes

p-r-o-b-l-e-m = problem

Oddity

Recognition of phoneme sounds

Which word has a different first sound?

a) floor; frog; drop; flag

b) drop; drip; flop

Reading Instructional Ideas

• Word level– Manipulative letters (alphabetic principle)– Phoneme building– Fluency of recognition or decoding– CVC to CVVC for rule building

• Sentence to Paragraph levels– SV; SSV; SSVV sentence development (build it

slowly)– KWL strategy; vocabulary webs– Language Experience Approach– Paraphrasing

Assessing oral reading

• Word recognition accuracy on word list100 independent; 95 instructional; 90 frustration

• Comprehension accuracy90 independent; 75 instructional; 50 frustration

Fluency includes rate and prosody-between 100-140 wpm at grade level

Watch the Video Clip of ORF Measure Administration

https://dibels.uoregon.edu/measures/orf.php#

Increasing Fluency• Have students practice high-frequency words• Have student read words, phrases, or passages in timed

sessions• Use repeated readings until fluency is developed• Model fluent reading• Have students model reading to each other• Conduct a readers’ theater where students read with

voice inflections• Review new vocabulary prior to reading a story or text

(multisensory techniques are most effective)

Improving ComprehensionDr. Nancy Corbett, Ph.D.

• Improve Fluency• Repeated Readings• Provide Taped Stories• Use Keywords• Story Maps• Encourage Metacognition• Teach Paraphrasing• Mnemonics• Be creative

Language Experience ApproachMercer p.541-2; Winebrenner

Connect a student’s interests with reading and writing

1. Student draws picture or talks about an event2. Teacher writes down the story3. Student works on the dictated words

individually (Elkonin boxes)4. Student gradually writes his/her own story

What are the benefits of such a program?

Research validated programs

• Orton-Gillingham

• Wilson Reading System

• Fernald Method• DIBELS (assessment)

• Reading Recovery (mixed research)http://ies.ed.gov/ncee/wwc/reports/english_lang/read_recov/

http://www.wrightslaw.com/info/read.rr.research.farrall.htm

Sum it up

• What is fluency?• How can we improve it?• What is phonological awareness? How does it

relate to literacy?– Name three tasks in helping students develop it.

• What are the three best predictors of reading achievement for young children?

• How can we help improve reading comprehension?