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

Recognizes word with odd sound in a set of words.

CategorizationIdentity

Recognizes same sounds in different words.

Isolation

Recognizes individual sounds in words.

Phoneme

Blending

Combines sequence of sounds into a single word.

Segmentation

Breaks a word into separate sounds.

Phonemic Awareness

Phonemic Awareness

Requires recognizing individual sounds in words…

For example… Tell me the first sound in paste. /p/

Phoneme Isolation

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/

Phonics Know relationship between letters of written

language and sounds of spoken language. The links between sounds and letters.

Phonics

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

LEG

GEL

L G E X

Have the child order them using both vision and auditory skills.

Phonics

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.

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

Teach use of dictionaries, glossaries,thesauruses, how to use word parts, and context clues.

Direct Instruction

Students engage in oral language, listen to adults read to them, and read extensively on their own.

Teach individualwords 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”

Fluency

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

Comprehension

The ability to understand what you have read.

Comprehension

Teach students to beaware of what they doand do not understand,& the fix-up strategies.

Use graphic andsemantic organizers.

Use text explicit/implicit and scriptal

questions.

Teach students toask their own

questions.Teach structure.

Use summarizing.

Comprehension

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.