Phonics for Reading

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Phonics for Reading

• Program Training
• Trainer _________________________
• Teacher ________________________
• Date ___________________________

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What is Phonics for Reading?

• A research-based program that
• Focuses on the decoding, fluency, and
  comprehension skills usually mastered in grades
  K-3.
• Utilizes explicit, teacher-directed instruction
  to introduce skills and strategies.
• Provides distributed practice and cumulative
  review.
• Targets students in second grade and above who
  have not mastered the skills generally taught in
  the primary grades.

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Program Goals

• Increase students phonemic awareness.
• Strengthen letter-sound associations.
• Increase decoding skills for single syllable and
  multi-syllabic words.
• Increase instant recognition of high frequency
  words.
• Improve spelling of single syllable and
  multi-syllabic words.
• Promote passage reading fluency and related
  comprehension.

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Why might you want to use Phonics for Reading?

• The components of Phonics for Reading match those
  recommended by the National Panel of Reading
  (2000) and the Institute of Education Sciences
  (2009) as essential to a beginning reading
  program
• Phonemic Awareness
• Letter/Sound Associations
• Decoding of short and long words
• Spelling
• High frequency words
• Passage reading
• Passage reading comprehension
• Fluency
• The word length, illustrations, passages, and
  font size are appropriate for students beyond
  first grade.
• The program has proven effectiveness, is
  cost-effective, and is easy to implement.

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Tour of Phonics for Reading

• Level 1 (30 Lessons)
• Scope and Sequence
• Example Lesson
• Level 2 (32 Lessons)
• Scope and Sequence
• Example Lesson
• Level 3 (36 Lessons)
• Scope and Sequence
• Example Lesson

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Phonemic Awareness - Why

• The best early predictor of reading difficulty in
  kindergarten and first grade is the inability to
  segment words and syllables into constituent
  sound units. (Lyon, G.R. 1995)
• Phonemic awareness is more highly related to
  learning to read than are tests of general
  intelligence, reading readiness, and listening
  comprehension. (Stanovich, 1993)
• Phonological awareness instruction will
  accelerate the reading growth of all children,
  and it appears to be vital for at 20 of children
  to acquire useful reading skills. (Torgesen
  Mathes, 1998)

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Phonemic Awareness - How

• At-risk students need training that is more
  explicit. (Torgesen, Wagner, Rasholte, 1994)
• Phonemic awareness activities should
• Be few in number.
• Focus on blending and segmenting.
• Be explicitly modeled.
• Include all students.
• Make tasks more concrete using gestures or
  objects.

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Letter-Sound Associations - Why

• English is an alphabetical language.
• Readers process virtually every word they read.
  (Rayner Rollatsek, 1989)
• Successful readers rely on letters.
• Students with letter-sound association knowledge
  perform better. (Juel, 1991)

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Letter-Sound Associations - How

• Struggling readers need explicit instruction on
  letter-sound associations.
• A distinction should be made between continuous
  and stop sounds.
• Consistent review is necessary to build rapid
  recognition.

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Decoding - Single Syllable Words - Why

• Diverse learners must be encouraged to look
  carefully at spelling and sounds and to
  repeatedly sound out and blend words. (Reitsma,
  1983)
• That explicit instruction in alphabet coding
  facilitates early reading acquisition is one of
  the most well established conclusions in all of
  behavioral science. (Stanovich, 1994)
• Good readers rely primarily on the letters in a
  word rather than context or pictures to identify
  familiar and unfamiliar words. (Ehri, 1994)

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Decoding - Single Syllable Words - How

• Focused instruction in phonics is superior to
  other approaches when teaching students word
  recognition, oral reading, and spelling. (Chall,
  1983)
• Students need to be explicitly taught how to
  blend sounds into words.
• The words should include known sounds.

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Decoding - Multi-Syllabic Words - Why

• Poor decoders have a difficult time with
  multi-syllabic words. (Just Carpenter, 1987)
• The ability to decode long words increases the
  qualitative differences between good and poor
  readers. (Perfetti, 1986)
• The average 5th grader encounters 10,000 new
  words each year. Most of these words are
  multi-syllabic words. (Nagy Anderson, 1984)

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Decoding - Multi-Syllabic Words - How

• As students are introduced to single syllable
  words, they should be introduced to
  multi-syllabic words with the same letter/sound
  associations.
• When students are decoding unknown multi-syllabic
  words, it is to their advantage to know prefixes
  and suffixes. Such knowledge will also help in
  learning the meaning of a word. (Chall Popp,
  1996)
• It is particularly useful to introduce longer
  words to struggling students as it increases
  their interest and motivation.

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High Frequency Words - Why

• 100 words account for approximately 50 of the
  words in English print. (Fry, Fountoukidis,
  Polk, 1985)
• 13 words (a, and, for, he, is, in, it, of, that,
  the, to, was, you) account for 25 of words in
  print. (Johns, 1980)
• The quick and automatic recognition of the most
  common words appearing in text is necessary for
  fluent reading. (Blevins, 1998)
• Many of the words that appear most often in print
  are irregular.

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High Frequency Words - How

• Focus on the highest frequency words.
• Introduce using through modeling, sounding out,
  or spelling out the word.
• Provide distributive and cumulative practice that
  will build automaticity (instant recognition).

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Spelling - Why

• The careful examination of words that is part of
  formal spelling instruction can beneficially
  affect not only the efficiency and quality of
  students writing experiences but their reading
  experiences as well. (Adam, 1990)
• Without fluent spelling skills, many students
  continue to struggle with the mechanics of the
  writing process and cannot focus their attention
  and energy on what and why they are writing.
  (Harris Graham, 1996)
• Research findings confirm that spelling, for most
  people, requires something above and beyond
  experience with reading. The ability to read
  words does not always guarantee that a child will
  be able to spell a word. (Treiman, 1996)
• Spelling was included as a daily activity in the
  strongest primary reading classes. (Juel
  Minden-Cupp, 2000)

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Spelling - How

• Select high frequency decodable words that the
  students can read.
• Include single syllable and multi-syllabic words
  for older struggling readers.
• Teach students strategies for spelling words.
• To enhance generalization, dictate sentences.

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Decodable Text - Why

• The important point is that a high proportion of
  the words in the earliest selections students
  read should conform to the phonics they have
  already been taught. Otherwise, they will not
  have enough opportunity to practice, extend, and
  refine their knowledge of letter/sound
  relationships. (Becoming a Nation of Readers,
  1985)
• Decodable text is useful in beginning reading for
  developing automaticity and fluency.
• Beck (1997) estimated that in order for students
  to develop reliable word identification
  strategies, 70 to 80 of the text students read
  in beginning should be wholly decodable.

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Decodable Text - How

• Passage reading procedures should provide
  students with as much practice as possible.
• First, have students read the story segment (or
  portion of the segment) silently.
• Then, have students read the segment orally
  (choral reading, cloze reading, partner reading,
  or individual turns).
• Passages should be read more than one time to
  increase fluency.

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Passage Reading Procedures

• Silent Reading
• Tell students to read a certain amount.
• Ask them to reread material if they finish
  early.
• Monitor students reading. Have them
  whisper-read to you.

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Passage Reading Procedures

• Choral Reading
• Read selection with your students.
• Read at a moderate rate
• Tell your students, Keep your voice with
  mine.(Students may silently read material
  before choral reading.)

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Passage Reading Procedures

• Individual Turns
• Use with small groups.
• Call on an individual student to read.
• Call on students in random order.
• Vary the amount of material read.

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Passage Reading Procedures

• Partner Reading
• Assign each student a partner.
• Reader whisper reads to partner. Students
  alternate by sentence, paragraph, or segment.
• Coach corrects errors. Ask - Can you figure out
  this word? Tell - This word is _____. What
  word? Reread the sentence.
• Alternatives to support lowest readers
• First reader (better reader) reads material.
  Second reader reads the SAME material.
• Students read the material together.
• Partners allowed to say me or we.

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Passage Reading Procedures

• Cloze Reading
• Read material orally, deleting words.
• Stop and have students say the missing word.
• Delete words that create meaning.

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Fluency - What

• The ability to read connected test rapidly,
  smoothly, effortlessly, and automatically with
  little conscious attention to the mechanics of
  reading such as decoding. (Meyer Felton,
  1999)
• The ability to read connected text accurately
  with appropriate rate and expression
  (prosody).(Judson, Mercer, Lane, 2000)

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Fluency - Why

• Fluency is related to reading comprehension.(Cunn
  ingham Stanovich, 1998 Fuchs, Fuchs,
  Maxwell, 1988 Jenkins, Fuchs, Espin, van den
  Broek, Deno, 2000)
• When students read fluently, decoding requires
  less attention. Attention can be given to
  comprehension. (Samuels, Schermer, Reinking,
  1992)
• An accurate, fluent reader will read more.
  (Cunningham Stanovich, 1998 Stanovich,
  1993)The rich get richer. The poor get poorer.
  (Stanovich, 1986 )

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Fluency - How

• PRACTICE PRACTICE PRACTICE PRACTICE and more
  PRACTICE
• Procedure 1. Provide extensive reading
  practice.(Silent, choral, individual turns,
  partner, cloze)
• Procedure 2. Work on fluency at the word
  level.(When reading word lists, correct all
  errors, have students reread word lists until
  competent.)
• Procedure 3. Utilize repeated reading exercises
  to increase fluency.
• (Chard et.al, 2002)

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Fluency - How

• Procedure 3. Repeated Reading- Student reads
  the same material a number of times (at least
  three)
• General procedure
• Students whisper-read for one minute.
• Students whisper-read for one minute attempting
  to go beyond first read.
• Partner 1 reads for a minute. Partner 2
  underlines errors and determines number of
  correct words read per minute.
• Partner 2 reads for a minute. Partner 1
  underlines errors and determines number of
  correct words read per minute.

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Comprehension - What

• Reading comprehension is- the ability to
  extract meaning from text.- the intentional
  thinking during which meaning is constructed
  through interactions between the text and reader.
  (Durkin, 1993)- purposeful and active.
  (Pressley Afflerbach, 1995)

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Comprehension - Why

• Comprehension of text material is the goal of ALL
  reading instruction.
• Comprehension is the REASON for reading.

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Comprehension - How

• The following types of comprehension tasks are
  included in
• Phonics for Reading
• Answering literal and inferential questions on
  passage
• Matching passage segments to illustrations
• Sentence completion
• Selection of sentence to match illustration
• Passage reading and Sentence completion
• Reordering words/phrases into sentences
• Answering who, what, where, when questions
• Answering range of passage questions
• Identifying word that does not go in set

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Comprehension - How

• Comprehension Exercises
• Do the activities verbally.
• Do the activities verbally and then have students
  complete them.
• Have students complete activities independently.
• If time is limited, delete activities.

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Additional materials found at back of book

• Word Lists
• Individual Education Plan
• Letters of Progress
• Placement Test
• Individual Student Record
• Group Record
• Review of Related Research