Download Identify the sounds that make the word.

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
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Phonemic Awareness
Phonics
Vocabulary
Reading Comprehension
Fluency
Phonemic Awareness
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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
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Requires recognizing individual sounds
in words…
For example…
Tell me the first sound in paste.
/p/
Phonemic Awareness
Phoneme Identity

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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
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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
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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

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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.
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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
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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.