Components important to the teaching of reading

1
Components important to the teaching of reading

• Automatic word recognition (fluency)
• comprehension of text
• development of a love of literature and a desire
  to read

2
The Connection Between Decoding and Comprehension

• Phonics Decoding Word Recognition Reading
  Fluency Automaticity Reading Comprehension

3
Graphophonic Cues

• Involve a readers knowledge of sound- spelling
  relationships. Phonics instruction helps
  children to use these cues

4
Syntactic Cues

• Involve a readers knowledge of the grammar or
  structure of language. This knowledge helps the
  reader to predict what type of word might appear
  in a certain place in a sentence. This cueing
  system also involves an understanding of word
  order and the use of function words, such as the
  and an.

5
Semantic Cues

• Involve a readers knowledge of the world.
  World knowledge helps the reader use cues in the
  text to discover the meaning of a word that fits
  into a specific place in a particular sentence.
  Readers use their semantic knowledge to determine
  whether a text makes sense.

6
10 Important Research Findings About Phonics

• phonics instruction can help all children learn
  to read
• Do it early
• Keep it simple
• Except in cases of diagnosed individual need,
  complete instruction by the end of second grade.
• explicit phonics instruction is more beneficial
  than implicit instruction

7
Continued

• most poor readers have weak phonics skills and a
  strategy imbalance
• phonics knowledge has a powerful effect on
  decoding ability
• Words can be stored in working memory for only a
  short period of time. Slow decoding can result
  is some words decaying before a meaningful
  chunk of text can be processed.
• Devoting large amounts of mental energy to
  decoding leaves less mental energy for developing
  comprehension.

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• good decoders rely less on context clues than
  poor decoders
• the reading process relies on a readers
  attention to each letter in a word
• phonemic awareness is necessary for phonics
  instruction to be effective
• phonics instruction improves spelling ability

9
Continued

• a teachers knowledge of phonics affects his or
  her ability of teach phonics
• it is possible to overdo phonics instruction

10
Stages of Reading

• Emergent Reader (Pre-K to middle of 1)
• Emergent
• Beginning Reader (K to middle of 2)
• Letter Name-Alphabetic
• Transitional Reader (Grade 1 to middle of 4)
• Within Word Patter
• Intermediate Reader (Grades 3 to 8)
• Syllables and Affixes
• Advanced Reader (Grades 5 to 12)
• Derivational Relations

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• Alphabet Recognition
• knowing the names of the letters and the sounds
  they represent
• Phonemic Awareness
• understanding that a word is made up of sounds
  and the ability to manipulate sounds in spoken
  words

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Phonemic Awareness

• Is the understanding or insight that a word is
  made up of a series of discrete sounds. Each of
  these sounds is called a phoneme. This awareness
  includes the ability to pick out and manipulate
  sounds in spoken words.

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Importance of phonemic awareness

• It is needed in order to associate sounds with
  letters and manipulate sounds to blend words or
  segment words.
• Phonemic awareness training provides the
  foundation on which phonics instruction is built
• Children must be able to segment and auditorily
  discriminate /s/ in the words sit, sand, and sock
  before it makes sense to them that the letter s
  stands for this sound in these written words
• Phonemic awareness is both a prerequisite for
  and a consequence of learning to read. (Yopp,
  19912)

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Keep in mind

• dont stress written words or letters
• keep the tone fun and informal
• monitor each childs progress
• model, model, model
• keep assessing phonemic awareness
• provide lots and lots of language experiences.

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The Concepts of Print

• Knowing the difference between words and
  non-words
• know that print is print no matter what form it
  appears in.
• know that print can appear by itself or with
  pictures
• understand that print corresponds to speech word
  for word
• understand the purpose of the empty space between
  words
• understand that words are read from left to right
  on a page
• understand that lines of text are read from top
  to bottom on a page
• can identify the front of a book and a page in it

16
The Language of Instruction

• tracking print can help children understand the
  concept of word
• using sentence strips and pocket charts to have
  children match sentences with a give text can
  develop sense of sentence
• certain activities, especially multisensory ones,
  can help children understand the concept of
  beginning, middle, and end.

17
Sensible Sequencing

• teach children letter names first
• put a new spin on a classic song
• teach the shapes and sounds of letters
• tailor your letter lessons to students needs
• help children to see differences and similarities
  
• provide support for children having difficulty
  discriminating letters
• provide letter writing practice (copying and
  tracing are okay too)
• use key words and pictures when introducing
  sound-spelling relationships
• multisensory activities
• read many alphabet books