Transcript Chapter 12 Facilitating Reading

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
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
Current trends in reading
instruction
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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
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?
Concepts to Support Student
Reading
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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
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Reading is a socially mediated
language-learning activity just like
listening, speaking, and writing
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Instructional conversation helps to
integrate the students’ knowledge with
that of the text
Learning difficulties in the
process of reading
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Reciprocal Causation
A variety of interrelated factors that
influence the experience of learning how to
read
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Cognitive
•Neurophysiological
•Educational
•Textual
•Personality
•Communication
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
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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
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Collaborate with specialists, teachers, and
parents
Appropriate and ongoing
assessment
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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
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Informal reading inventories
– Independent reading level
– Frustration reading level
Curriculum based measurement
Measures students’ progress and highlights
the connection between curriculum and
student performance
 Provides ongoing assessments that can
benefit instructional decisions
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– Provides ongoing data for making instructional
decisions
– Shows how performance is affected by changes in
the instruction
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CBA Reading and Writing
Providing intensive instruction
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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
Phonological Awareness
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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
letter-sound correspondence and
Alphabetic principle
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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
Word identification
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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
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Phonic analysis: identify and blend lettersounds
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
DISSECT
Strategy for decoding words
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Discover the word’s context
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Isolate the prefix
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Separate the suffix
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Say the stem
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Examine the stem
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Check with someone
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Try the dictionary
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?
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This strategy can be used in any
content area
QARs
Question and answer relationships
 Right there
 Think & search
 Author & you
 On your own
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Other Reading Strategies
Promote reading fluency
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Read aloud
Repeated reading
Class wide peer tutoring
Story retelling
Collaborative strategic reading
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Previewing
Reciprocal teaching
Get the gist
Wrap up
Read for fun!
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 ?
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