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Reading and The Role of Technology Effective Reading Instruction Presented by Davida West and Mariella Brenlla Summarized from the National Institute for Literacy Publication, “Put Reading First: The Research Building Blicks for Teaching Children to Read” Adapted bu: Eileen Pracek, FDLRS/TECH, 6.02 The Five Keys of Reading Phonemic Awareness Phonics Vocabulary Reading Comprehension Fluency Phonemic Awareness Hear, identify, and manipulate sounds of spoken words. Knowing that words are made up of sounds Phoneme Isolation Identity Categorization Recognizes individual sounds in words. Recognizes same sounds in different words. Recognizes word with odd sound in a set of words. Combines sequence of sounds into a single word. Breaks a word into separate sounds. Blending Segmentation Phonemic Awareness Phoneme Isolation Requires recognizing individual sounds in words… For example… Tell me the first sound in paste. /p/ Phonemic Awareness Phoneme Identity Requires recognizing the common sound in different words… For example… Tell me the sound that is the same in bike, boy, and bell. /b/ Phonemic Awareness Phoneme Categorization Requires recognizing the word with the odd sound in a sequence of three or four words… For example… Which word does not belong? Bus, bun, rug rug Phonemic Awareness Phoneme Blending Requires listening to a sequence of separately spoken sounds and combining them to form a recognizable word. For example… What word is /s/ /k/ /u/ /l/? school Phonemic Awareness Phoneme Segmentation Requires breaking a word into its sounds by tapping out or counting the sounds or by pronouncing and positioning a marker for each sound. For example… Tell me all the sounds in the word mop. /m/ /o/ /p/ Phonemic Awareness Phonics Know relationship between letters of written language and sounds of spoken language. The links between sounds and letters. Identify useful series of sounds Which of these letters combine to create a word? L G E X Identify the sounds that make the word. Phonics Teach them in a logical sequence Have the child order them using both vision and auditory skills. L G E LEG GEL Phonics X Apply sounds to reading and writing Blend letters into reading and writing. Will the child be able to recognize the word in a passage? And then he awoke to find the howling real. There was a great snarling and yelping. The wolves were rushing him. They were all about him and upon him. The teeth of one had closed upon his arm. Instinctively he leaped into the fire, and as he leaped, he felt the sharp slash of teeth that tore through the flesh of his leg. Then began a fire fight. His stout mittens temporarily protected his hands, and he scooped live coals into the air in all directions, until the campfire took on the semblance of a volcano. Phonics White Fang by Jack London Vocabulary Words used to communicate effectively or use/recognize in print What words mean and how to say them. What is vocabulary really? Vocabulary refers to the words we must know to communicate effectively. Oral vocabulary - words we use in speaking or recognize in listening. Reading vocabulary - words we recognize or use in print. Indirect Instruction Students engage in oral language, listen to adults read to them, and read extensively on their own. Teach use of dictionaries, glossaries, thesauruses, how to use word parts, and context clues. Direct Instruction Teach individual words and word learning strategies. Fluency Read text accurately, quickly, at an appropriate pace. Bridge Between Word Recognition and Comprehension Increase practice through audiotapes, peer guidance, tutors, “use of technology” Provide models of fluent reading Rhythm Pace Intonation Feeling Volume Fluency Provide repeated and monitored oral reading Scheduled: •times •places •ways Fluency Provide short passages at students independent level Three levels: •Frustration •Instructional •Independent Fluency Comprehension The ability to understand what you have read. Comprehension Teach students to be Use graphic and aware of what they do and do not understand, semantic organizers. & the fix-up strategies. Teach students to ask their own questions. Teach structure. Comprehension Use text explicit/ implicit and scriptal questions. Use summarizing. The Big Five Reading and the Individual Educational Plan (IEP) • Quick Facts About Reading • • • • • • • • • Reading is complex because language itself is complicated. But the special skills of reading, alone, are pretty manageable. Fewer than 250 words appear over and over again. Just twenty-six letters and perhaps 50 major 'written sounds' make the code. Reading requires a dose of visual skill and a large helping of language. Children need an adequate language foundation to begin the job of learning to read. Readers use language skill to 'sound out a word.' Written language is a somewhat different language. Teachers are more important than methods for reading success. • http://www.aability.com/rindex.html Sample Sites • http://www.tampareads.com/ - Web site with worksheets • http://www.learningfirst.org/ - The Learning First Alliance represents an unprecedented, self-initiated commitment by its members to work in concert to improve student learning.
