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develops graphomotor (hand movement) and orthographic (letter recognition) skills

Learners must

recognize the direction of line production (up down, clockwise, etc)

Remember a precise motor sequence for forming each letter that can be automatized or recalled without conscious effort (automatically)

The strokes used to form letters are stored as linguistic symbols (letters represent speech sounds, syllables, and words)

Effective teaching involves verbal descriptions and coaching students practice and showing model letters with numbered arrows indicating the sequence of strokes to be practiced

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improves students memory of letters

Results in better spelling

Leads to longer, higher quality compositions

Leads to faster reading

Is needed in everyday situations

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prealphbetic: writing lacks letter-sound connection, includes scribbles, mock letters, and random letter strings

Early alphabetic: beginning awareness of the connection between letters and speech sounds

Later alphabetic:

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teach lowercase before uppercase

3 lined paper

Check posture, use tripod grip, paper position

Green lean/ go, red line/ stop

Beams each letter and verbally describe each stroke

Give students a modeled letter with numbered arrows

Imitate the motion with their arms or fingers

Trace letters before writing them

Write a letter several times and circle the one that looks best

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literacy is essential for full participation in today’s world

Many young citizens struggle with reading, affecting their ability to function and expand their knowledge

63% of 4th graders and 64% of 8th graders scored at or below the basic reading level

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despite the focus of reading, scores have not improved significantly

Issue: ineffective teaching methods and strategies lacking research evidence hinder student progress

Effective reading instruction must be systematic and explicit

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Overview:

brain research highlights how different areas of the brain function during reading

The left hemisphere, especially Broca’s area, parietotemporal area, is crucial for reading

Key functions:

Broca’s area: language production and organization

Parietal temporal area: decoding words through conscious effort

Occipital temporal area: rapid word recognition and storage

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The scientific approach to reading instruction

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The scientific approach to reading instruction

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Def: scientifically based reading instruction involves rigorous, systematic, and objective procedure

Evaluating research:

peer review: has the research been published in a peer reviewed journal?

Replication: have the results been replicated by others

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phonological awareness: awareness of the larger and the smaller parts of spoken language

Phonics: teaches the relationship between letters and sounds and how to use this relationship to read and spell

Fluency: the ability to read text accurately, quickly and with proper expression

Vocabulary: knowledge of words and their meaning

Comprehension: process of extracting and contrasting

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Def: phonemes are the smallest units of sound in a language that can distinguish one word from another.

Phoneme Count: English has approx. 42-44 phonemes, even though it only has 26 letters in the alphabet. This is because some letters can represent more than one sound.

Categories of Phonemes: Sounds produced without any significant constriction or blockage of airflow in the vocal tract

Consonant Phonemes: Sounds produced with some degree of contriction or closure in the vocal tract

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Def: voicing refers to whether or not the vocal cords vibrate during the production of a consonant sound

Voiced occurs when the vocal cords vibrate

Voiceless sounds: occurs when the vocal don't vibrate

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Def: place of articulation refers to the location in the vocal tract where the airflow is constricted to produce a consonant sound.

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Def: Manner of articulation refers to how the airflow is modified as it passes through the vocal tract to produce a consonant sound. This can involve different degrees and types of constriction

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Grapheme: Letters or letter combinations used to represent spoken sounds

Phonics instruction involves teaching the relationship between sounds and spelling used to represent them.

There are HUNDREDS of graphemes which represent the phonemes in English

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Syllable: a word or part of a word pronounced as a unit

Every syllable contains only one vowel sound

There are 6 common types of syllables

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Onset: The part of the syllable that comes before the vowel

Rime: The vowel and everything after it

Phonograms: a nonlinguistic term sometimes used in place of 'rime'

500 primary-grade words can be derived from about 37 phonograms

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Morphemes: the smallest units of meaning in a language

every word consists of one or more morphemes

Types of Morphemes

Free morphemes: can stand alone as words

Bound morphemes: cannot stand alone and must be attached to other morphemes

Importance in reading:

Understanding morphemes helps in decoding, spelling, and understanding the meaning of complex words.

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Free Morphemes: can function as standalone words

Bound Morphemes:

Prefixes : Added to the beginning of a words

Suffixes: Added to the end of a word

Inflectional Morphemes: Change the form of a word but not its core meaning

Derivational Morphemes: Change the meaning or part of speech of a word

Compound Words:

Combining two free morphemes

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Def: print awareness refers to a child's understanding that print carries meaning and that it is used in everyday context like book, signs, and labels

It is often considered the first step towards reading

print awareness is foundational for reading and writing development

It helps children recognize that print represents spoken language and that there is a connection between written and spoken words

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Recognizing print in the environment:

understanding that print is everywhere (books, signs, labels, menus)

Understanding the functions of print:

Knowing that print has purpose, such as telling a story, providing information, or giving directions

Print Directionality:

Recognizing the left-to-right, top-to-bottom sequence of reading English text

Understanding letters and words:

Differentiating between letters, wrods, and sentences

Understanding that spaces separate words

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Stages of development:

Infants/Toddlers: Exposure to print through shared reading experiences

Preschoolers: Beginning to notice and ask about letters and words in their environment

Kindergarteners: Developing a more refined understanding of print functions and directionality

Influencing Factors:

Home environment: availability of books, exposure to reading

Teacher interaction: classroom print-rich environment read-alouds

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Interactive read alouds:

point out print elements during real-aloud sessions (ex: tracking text with a finger, discussion punctuation)

Labeling the classroom:

Label objects in the classroom (ex: "door", "window", "bookshelf") to help children connect written words with objects

Print enrichment environment:

create a classroom environment full of print (posters, charts, word walls) to encourage print recognition

Shared writing:

engage in shared writing activities where the teacher models writing and involves students in composing text together

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Procity/ Reading Tone:

Explain to students that tone is different when ending a sentence with a period and when there is a comma in between pages.

Teaching about commas:

Explaining where a comma is placed and what significance it gives to reading.

A comma is not a stop but a pause.

Pausing and making picture observations:

Covering words and asking students what is going on in the picture

Making significant predictions about the book:

Since the mouse in the book does something different on every page, students can make predictions on what it will do on the next page.

Making inferences:

Since the book begins with the mouse receiving milk and a cookie and also ends that way, we can predict that the process of the book will happen again after the mouse gets a cookie.

"This reminds me of the beginning of the story, what do you predict will happen after he gets that second glass of milk and his cookie?

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During this module, I learned that print awareness is the understanding that print carries meaning through different resources. I also learned that it is important to know about print awareness is a foundation block for reading. It is crucial to know the functions of print awareness, print directionality, and understanding the difference between letters and words. Print awareness is different depending on a student's age and development and there are several factors that play a role in student's development of print awareness such as, their home environment and their interactions with teachers. One of the most important things I learned is that there are several teaching strategies for teaching about print awareness and one of my favorites is interactive read alouds. I definitely plan to include these in my future classroom no matter the grade I end up teaching. I also want to have my classroom labeled, not to the extreme but have the more common used things in the classroom labeled.

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Refers to a student's overall knowledge of letter names, shapes, sounds, and formation

26 uppercase letters; 26 lowercase letters

Relationship between letter shapes and letter names is not straightforward. Students must memorize this information

Handwriting can and does reinforce this skillset!

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What is it?

When the name of a letter contains the sound that the letter represents.

"There are only two totally noniconic letter names: w and h

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Which English consonant letter names begin with the sound that the letter frequently stand for?

B, D, J, K, P, T, V, Z

Which English consonant letter names end with the sound that the letter frequently stands for?

F, L M, N, R, S, X

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Similarity of appearance of a letter to other letters

Number of phonemes a letter name shares with other letters

What the letter looks like: the more similar the appearance is, the more confusing it is for students

Phonological similarity example: the letter name p shares a phoneme with the letter name b

Letters that are both phonologically and visually similar causes students to often interchange them: example; B and D but not h and n even though they look similar

Letter-name correspondence: a letters whose name contains its relevant phoneme is learned easier than letters sound correspondence for a letter whose name does not contain its relevant phoneme.

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A child's ability to identify the letters of the alphabet by name is one of the best predictors of how readily he or she will learn to read. - Treiman, Kessler, & Pollo, 2006

Reading depends first and foremost on visual letter recognition - Adams, 1990

The general system of English letter names (w and y excepted) may be surprisingly well adapted to the task of providing both unique identifiers for English graphemes and aids to letter-sound learning. - Share, 2004

Kindergarten letter identification is almost as successful at predicting later reading skills as an entire reading readiness test. - Snow, Burns, & Griffin, 1998

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Emergent readers should be able to accurately identify the letter of the alphabet but must also be able to do so in and out of order.

The speed and accuracy in which students are able to identify letters not only measures whether they can identify letters, but also how thoroughly students have learned them

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Assessments of handwriting should incorporate observations of execution, legibility, and speed of writing.

Execution includes:

correct and consistent pencil hold, posture, and letter formation, spacing with and between words, writing speeds, legibility and readability

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Module 3 taught me that letter knowledge at a young age is very important. I learned that letter knowledge is not just being able to recognize the letter name but the sound it makes and the ability to correctly form it as well. Letter-name iconicity refers to when a letter NAME contains the sound that the letter represents. There are a lot of letter characteristics that can confuse some students such as the similarity in appearance of letter to letter. For example, the letters b and d look similar so often times students interchange them. Some letters also sound similar such as d and t so students often get them mixed up as well. Assessing handwriting skills is also important and should involve posture, letter formation, consistent pencil hold, legibility, readability, speed, and spacing between words.

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Overall awareness of the sounds in spoken language (auditory)

Ability to think about and recognize larger chunks in words

Ability to recognize and manipulate the spoken parts of words

Includes phonemic awareness (the ability to recognize and manipulate individual sounds)

Phoneme: the smallest unit of speech in the language

Skills begin in preschool

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Early Phonological Awareness (Pre-K or K)

Counting words in sentences

Rhyming:

recognition (lace/race, best/nest, plan/bike)

odd word out (cake, corn, shake)

production (a word that rhymes with man)

Syllables:

counting (crick-et [2], e-ra-ser [3])

blending (ta + ble = table)

segmenting (football = foot and ball)

adding (pill, add /o/ = pillow)

deletion (cupcake without cup = cake

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-Early Phonological Awareness (Pre-K or K)

Alliteration:

words that begin with the same sound (lazy Lindsey likes licorice)

Initial (first) sounds:

Isolating first sounds (clap/c/, jump /j/, zipper /z/)

Onset-Rime: c*ake, w*ave, d*esk, ch*air, fl*at

Onset = letter(s) before the vowel

Rime = the vowel and everything that follows

blending

segmenting

adding

deletion

substitution

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Clearly affects students' achievement in phonemic awareness, reading, and spelling

Pre-K, K and 1st graders, as well as older, disabled readers, benefit from phonological instruction

5 to 10 minutes DAILY (more is not better)

Instruction should be explicit

Knowledge of letter names, letter sounds, and letter shapes is essential and supports the development of phonological awareness

Tailor instruction according to what students know and can do

Small group instruction provides the most effective instructional environment

No single best way or program for teaching phonological awareness

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Phon = sound

Phon Words:

Phoneme

Phonics

Phonetics

Phonogram

Phonology

Phonological

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What is a phoneme?

the smallest segment of speech

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The conscious awareness of individual speech sounds, or phonemes, (consonants and vowels) in spoken syllables (auditory)

A phoneme is the smallest segment of speech in a language system that can determine word meaning, or that can be combined with other speech to make a new word

Ability to consciously manipulate those sounds

Individual sounds are represented between / / symbols

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Isolate (what is the first/final/medial sound in words)

Categorize (which word has a different first/final/medial sound)

Blending phonemes

Segmenting phonemes

Adding phonemes

Deleting phonemes

Substituting phonemes

Reversing phonemes

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Someone who is phonemically aware knows that:

sentencing can be broken into words

spoken words can be spoken into parts

Sounds in an alphabetic language can be rearranged for use in a wide variety of words

The order of the sounds in words matters

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English has 44 phonemes but only 26 letters

Whole class instruction including phonemic awareness training is one of the best antidotes for future reading failure; however, instruction must be linked to explicit phonics instruction to benefit young readers

Having phonemic awareness helps students engage with our written language so they can more easily

learn to read

spell

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Research studies have found that phonemic awareness can be taught and developed in young children

How is this best achieved?

Using activities that are child-appropriate, deliberate, and purposeful

Phonemic awareness should only be PART of a fuller literacy program - should not be the only thing done

NRP suggested 20 hours' time during the school year (a few minutes per day/ several days per week

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During this module I learned a lot more about phonological and phonemic awareness. I learned that phonemic awareness is the smallest unit of speech in a language and that skills in this subject begin in preschool. Some early phonological awareness skills are counting words in sentences, rhyming, and syllables. Some factors of phonological awareness are alliteration, initial word sounds, and onset-rimes. Phonological awareness affects students' achievement in reading and spelling.

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The term is used several different ways and refers to:

The system of phoneme-grapheme correspondences that are the basic structure of an alphabetic orthography

A strategy necessary for decoding new words and for storing those wrods in orthographic memory

An essential component of effective reading instruction-one of the five big ideas or pillars that should be addressed by effective reading programs

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The ability to translate a word from print to speech using sound-symbol correspondences

Can be in or out of context

Phoneme: smallest unit of speech sound

Grapheme: represents a phoneme

Orthography: a writing system for representing language

has many patterns and constraints that help to speed the decoding process up

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A grapheme is the letter(s) that represent a single phoneme

Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds

Consonant Digraphs: one grapheme comprised of two letters that together represent one phoneme

digraphs can make a unique sound

Consonant Trigraphs: one grapheme comprised of three letters that together represent one phoneme

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Proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process called orthographic mapping

The more students learn about the structure of words, the better they will be able to read them independently, the more readily they will process their meanings, and the more they will understand and remember about spelling

To accurately and automatically read words, the brain will need to recognize:

Syllables

Morphemes

Graphemes

Phonemes

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Synthetic Approach:

suggested approach based on numerous studies

Follows a bottom-up model

Typical Sequence

Letter names taught

sound letters stand for taught and reviewed

principle of blending sounds to form words is taught

opportunities to blend unknown words in context are provided

Analytic Approach:

Referred to as the "discovery method"

Meaning-emphasis programs

Students begin with words and are asked to deduce the sound-spelling relationship that is the focus of the lesson

Typical Sequence:

list of words with common phonic element

Asked to examine the words and discover what they have in common

when common sound is discovered, the spelling for that sound might be discussed

verbalize a generalization about the sound and spelling

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Do's:

logical sequence

explicit instruction

frequent, daily lessons

keep lesson focused

begin with what students know

classroom environment- active word watchers or word detectives

build in review

adjust pacing based on children's needs

regroup students according to their needs

link to spelling instruction

make learning public

instruction is reflective

Don'ts:

avoid waiting turns

avoid immediately correcting children's errors

avoid inadequately addressing exceptions to the generalizations children are learning

avoid using incorrect language or terminology

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Phonemic awareness

Phonics

Fluency

Vocabulary

Comprehension

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Systematic, explicit phonics instruction = more significant in children's growth in reading than programs with unsystematic or no phonics instruction

No one best program was found

Phonics instruction was found to be most effective when started in K or 1st

Approximately 2 years of phonics instruction is usually sufficient for most students

Programs which focus too much on teaching letter-sound relationship in isolation and little/no time or opportunity to apply them are unlikely to be effective

Phonics instruction is just one part of a comprehensive reading instruction program

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During this module, I learned the definition of phonics which has several parts. Phonics is the system of phoneme-grapheme correspondences that are the basic structure of alphabetic orthography. I also learned that orthography is a writing system for representing language that has many patterns and constraints that help to speed the decoding process up. Decoding is the ability to translate a word from print to speech using sound-symbol correspondences that can be in or out of context. We also learned about consonant blends, consonant digraphs, and consonant trigraphs. Consonant blends are two or three graphemes, each one representing a phoneme and maintaining their own sounds. A consonant digraph is one grapheme comprised of TWO letters that TOGETHER represent one phoneme. A consonant trigraph is one grapheme comprised of THREE letters that TOGETHER represent one phoneme. Orthographic mapping is also something new I learned about during this module. The 5 blocks of reading are considered to be phonemic awareness, phonics, fluency, vocabulary, and comprehension.

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Irregular word: A word that presents a challenge for decoding because either…

the sounds of the letters are unique to that word or to a very small number of words (permanently irregular), or

the student has not yet learned the letter-sound correspondences in the word (temporarily irregular).

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1. In this activity, you will help students learn to sound out words in which one or more letter-sound correspondence is unusual or irregular.

2. First, point out to the student(s) all the regular letter-sound correspondences.

3. Next, point out the part of the word they will need to learn “by heart” (i.e., the part of the word with irregular letter-sound correspondence).

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During module 6, I learned a lot about irregular and high frequency words. I learned that irregular words present a challenge for decoding because the sounds of the letters in a word are unique which is called permanently irregular. There are also temporarily irregular words which include letter sound correspondences that students have not yet learned. I also included an activity into this module and two slide presentations with irregular and high frequency word examples.

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

The first time I met my adult student Mary, she was skeptical but desperate. She was a treasured bus driver for the local school district and had recently received word that the route she had driven for 20 years was about to change. She would have to navigate a new route filled with unfamiliar street signs. Mary had come to the literacy council where I worked to confront the secret she had kept for decades from coworkers, friends, and family: She couldn't read.

At first, she doubted I could help, and I have to admit, so did I. I had to imagine other, more qualified teachers had tried and failed before.

Although this was my first formal teaching position, I wasn't totally lacking in experience. The prior summer I had prepared for teaching at the literacy council by taking a workshop in the Wilson Reading System, a literacy program based on the Orton-Gillingham method. I practiced the method with students at the Children's Dyslexia Center in New Jersey and found that the approach, when followed with fidelity, effectively taught reading to children in even the most difficult cases. Nothing had seemed to work for Mary before, but maybe no one had given this method a try.

To our amazement, in a few short sessions the concepts that had eluded Mary for decades began to stick, until she was reading and spelling on her own for the first time in her life.

More than once we ended sessions with tears welling, touched by her newfound access to print. But equally palpable was the realization that she could have learned to read all along but hadn't been exposed to the right approach.

What Is Structured Literacy?

Structured Literacy is a term coined in 2016 by the International Dyslexia Association to unify the many names for this research-based approach. Also known as Orton-Gillingham, phonics-based reading instruction, systematic reading instruction, and synthetic phonics (among others), this method has been around for nearly a century.

In the late 1920s, physician Samuel T. Orton partnered with Teacher's College educator Anna Gillingham to create a method of reading instruction that would better support the needs of his patients with reading difficulties. He believed that these difficulties were brain-based and not supported by the popular rote memorization method used to teach reading at the time.

The method Orton and Gillingham devised was phonics-based, systematic, explicit, and highly structured, with multisensory elements to help learners retain the concepts that eluded them. This is the same method we call Structured Literacy today.

Because Structured Literacy was originally devised to support students who struggle with reading, many educators assume that the approach is only for remedial instruction. But Structured Literacy is appropriate for the general education classroom because it supports the reading acquisition of all students.

When a Structured Literacy program is taught in general ed classrooms, teachers may find that 5 to 10 percent of students will still struggle to master the concepts and need to be referred to intervention to intensify instruction. A unified Structured Literacy approach within a school's Response-to-Intervention (RTI) framework allows teachers in each tier to use the same curriculum to scaffold the learning and intensify the instruction as needed, with extra repetition, smaller group sizes, and/or increased instructional time.

How It Works

In Structured Literacy instruction, teachers guide students through systematic mastery of the smallest units of sounds (phonemes) and build upon that knowledge by introducing new, more complex material (morphemes and lexemes) in a structured and cumulative way. Structured Literacy teachers are explicit about the ways English is predictable and unpredictable by teaching the linguistic rules behind spelling and the exceptions to those rules.

In Structured Literacy lessons, teachers work on phonemic awareness, decoding skills (blending phonemes to make words), encoding skills (segmenting words into phonemes or morphemes), sight words, and reading fluency. Teachers follow the scope and sequence, covering one syllable at a time until all six syllable types are taught (closed, open, vowel-consonant- e, r-controlled, vowel pair/diphthong, and consonant- le).

Teachers cover these key components of reading instruction: phonemic awareness, phonological awareness, reading (decoding), spelling (encoding), sight words, reading fluency, and comprehension.

Why It Works

In Structured Literacy instruction, teachers review previously taught concepts in each lesson and introduce new material to keep the student stimulated and engaged. Built into this design is the understanding that while a student who doesn't struggle with reading difficulties can master a concept in one to five exposures, a student who struggles with reading difficulties may take upward of 25 exposures to master a concept.

Structured Literacy teachers are also diagnostic, evaluating concept mastery both informally in each lesson (through reading observation and written dictation) and formally at the end of each step in the scope and sequence. Teachers respond to student progress or lack thereof by moving at a pace led by student progress, not the curriculum.

There are many published programs that make implementing Structured Literacy in your classroom easier by providing lesson plan maps, scope and sequence, and detailed explanations of the spelling rules that you'll need to explicitly teach to your students. Some of the programs popular with districts, schools, and teachers are:

I stopped working with Mary after a year due to a cross-country move. I helped her new tutor get training and left my materials with him so Mary could continue the program. A few years ago, I received an email written by Mary herself: "Dear Jessica, the seed you planted all those years ago is still growing. Just thought you'd like to know."

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A Powerful Approach to Reading Instruction

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A research-based method of instruction that helps struggling readers is appropriate to use with all students.

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Our language can be broken down into:

Small sound units (phonemes)

Larger sounds units (syllables)

There are 6/7 syllable types in our language

This code/generalization can be largely applied to English text to aid in decoding with a higher degree of automaticity

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Make up approximately 53% of all English syllables

Contain one vowel letter that represents a short vowel sound

End in one or more consonants

Many academic words are just a series of closed syllables

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Contain one vowel letter that represents a long vowel

Ends with the vowel letter

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Generally represent long vowel sounds

End with a silent e

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Contain two or more letters that represent long or short vowels, variant vowels, or diphthongs (vowel digraphs)

Ends with the vowel sounds or a consonant

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When a vowel is followed by r, the letter affects the sound of the vowel

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When -le appears at the end of a word and is preceded by a consonant, the consonant -le form the final syllable

Limited number of consonant -le syllables

Always make the schwa sound

Keep the consonant -le together when dividing syllables

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In multisyllabic words, at least one syllable receives more emphasis, or greater stress, than the other syllables

The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables

Affixes typically form separate syllables. The accent usually falls on or within the root

In compound words, the primary accent usually falls on or within the first word

The placement of the accent will differ in homographs that are a noun or a verb. The accent usually falls on the first syllable of a noun

If a word contains a double consonant, the accent usually falls on the syllable closes with the first letter of the double consonant

Most multisyllabic words ending with the suffix -tion, -sion, or -ic the primary accent fall on the syllable preceding the suffix

If the last syllable contains a vowel team followed by a consonant, the syllable is most often accented

When there is no other clue, the accent will usually fall on the first syllable of a two syllable word

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In this module we learned a lot about multisyllabic words. I think growing up, this topic was something I struggled with. I don't really remember talking about this when I was in elementary school so going over it now a lot different. There are so many activities that can be done with students to get practice with multisyllabic words. For example, the game we were playing in class was very engaging and fun and we were learning while playing. I learned that our language can be broken down into small sound units and larger sound units. I also learned that closed syllables make up approximately 53% of all English syllables. Closed syllables contain one vowel letter that represents a short vowel sound while open syllables contain a vowel letter that represents a long vowel sound. Vowel consonant syllables generally represent long vowel sounds and end with a silent e. Vowel team syllables contain two or more letters that represent long or short vowels, variant vowels, or dipthongs. An r-controlled syllable is when a vowel is followed by r which affects the sound of the vowel. Consonant -le syllables are when -le appears at the end of a word and is preceded by a consonant -le form the final syllable.

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During this module I learned a lot about the structure of the English language. Teaching handwriting is very important at a young age because it improves student memory of letters, results in better spelling, leads to longer and more high quality compositions, leads to faster reading, and is needed in everyday situations. Some phases of writing development for students are the pre alphabetic stage, early alphabetic, and later alphabetic. To teach good handwriting instruction, it’s important that you teach lowercase letters before uppercase, use 3 lined paper for students to practice writing, check student posture, give students a modeled letter with arrows, have students imitate the motions with their arms or fingers, trace letters before writing them on their own, and continue to practice writing the letter several times. The 5 pillars of reading instruction are phonological awareness, phonics, fluency, vocabulary, and comprehension. I also learned that phonemes are the smallest unit of sound in a language that can distinguish one word from another, a morpheme is the smallest unit of meaning in a language and a syllable is a word or part of a word pronounced as a unit.

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The Science of Reading Basics, Part 1: The Reading Brain