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Discussion/What to learn:

Is it a natural process?

Where does reading take place in the brain?

How does a child learn to read?

What do you know about the reading process?

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Where does it take place in the brain?

Reading is not a natural process

Steps need to happen for students to read

Structured and systemic process of teaching reading must take place

Literacy is writing, listening, speaking, and reading

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Word Recognition x Language Comprehension = Reading Comprehension

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Foundational Writing Skills x Composition = Skilled Written Expression

Foundational skills: encoding of words into written symbols- "nuts and bolts" of writing

Ex. correct spelling, letter formation, handwriting, etc.

Composition- knowledge of the topic and ability to choose words and order the logically

Ex. topic knowledge, vocabulary, sentence formulation, grammar and usage, etc.

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-Created by Dr. Hollis Scarborough

-Contains 2 strands: Language Comprehension and Word Recognition

Language Comprehension

-Background Knowledge

-Vocabulary

-Language Structures

-Verbal Reasoning

-Literacy Knowledge

Word Recognition

-Phonological Awareness

-Decoding

-Sight Recognition

*All these work together to create proficient readers

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Developed by Dr. Linnea Ehri

Four phases students go through when learning how to read words

1. Pre-alphabetic phase- little knowledge of letter sounds, use pictures to represent letter

2. Partial alphabetic phase- learning that letters represent sounds, and the shape of letters

3. Full alphabetic phase- decoding harder words and unfamiliar word patterns

4. Consolidated Alphabetic phase- learn more about words and syllables

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https://www.azed.gov/scienceofreading/scarbreadingrope

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What is Scarborough’s Reading Rope? | Lexia

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Discover how Scarborough’s Reading Rope breaks down the essential literacy skills students need to develop reading fluency and comprehension.

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Zone of Proximal Development

Learning is a social phenomenon and students learn due to social exchanges with others

Gradual Release of Responsibility Mode

Students learn by modeling instruction, guided practice, and application/independent practice

Cooperative Learning

Instructional use of small groups to maximize their own and other student's learning

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Reading and writing behaviors that precede and develop into conventional literacy

Children who are in the process of learning what reading and writing are and how to do it

Children enter school at various levels

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-Need two insights about language: Alphabetic Principle and Phonemic Awareness

-Language is key to reading comprehension

-Must understand language to comprehend

-Children comprehend before they read

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Phonological Processing System- hears and recognizes words in sentences (process spoken language) activates the meaning processing system

Meaning Processing System- reviews stored vocabulary for possible meaning of a word

Context Processing System- involved background knowledge and language structure

Orthographic Processing System- Print

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Having awareness of sound properties in words. Hearing and manipulating sounds in words

Word Awareness- knowing how many words are in a sentence

Alliteration- producing and identifying words that start with the same sound

Syllable Awareness- counting parts in a word

Rhyming- words that end with the same sounds

PAST test

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Insight that spoken words and made up of a sequence of somewhat separable sounds called phenomes

Sounds in spoken words match directly to the letters in written words (phenomes and graphemes)

Every word can be broken into phenomes

Every written word is made of specific symbols from the alphabet

Every sound in a spoken word is represented by letters

Phonemic Awareness:

Spoken language consists of series of small sound units or phenomes and ability to manipulate these phenomes

Sound out words

Blend sounds

Pre-requisite for reading

Rhyme

Alliteration

Sounds and spoken language

Phonemic Awareness

-sounds of language

-language that we hear

-spoken language

Phonics

-actual printed letters

-words

-writing sentences

-anything written

Elkonin boxes (Sound boxes)

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What children experience first

Environmental Print PowerPoint

Children begin to read and write before they understand what they're doing

Print awareness of a book

-Front to back

-Left to right

-Top to bottom

(Must be modeled):

Big books

Book walks

Close Procedure

Early Print

Children read and write before they understand language

Children may know how to write their names but don't know the letters are their name

Drawing tell a story

Teach print with teaching letter of alphabet

Writing Opportunities

Journals

Writing Centers

Shared Writing

Class books

Play centers

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1. Shared Background Knowledge- talk to each other about what we know and what interests are. We adjust our language as needed to support these conversations. Printed literature doesn't necessarily do that

2. Immediate Feedback- Ask what they mean and get immediate result

3. Visual Cues from Speaker- facial cues, body language, change of voice when reading

4. More Common Words- Vocabulary may be harder or uncommon in a book

5. Contextualized meaning- Spoken language is used in context

6. No Translation Needed- Listener hears words and understands the message

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Recognize words automatically and don't need to consider the meaning of the surrounding text

Young children cannot comprehend automatically. Use: Context, Illustrations, and Background Knowledge

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Phenomes

Syllables

Onsets- initial consonant

Rimes- A vowel and any consonants that follow

Phonograms- rimes that have the same spelling

Word families- words that share the same phonograms (fat, mat, rat)

Morphemes- smallest meaning units in which words can be divided and make sense (cat- cats, dog-dogs) -s changes meaning of the word

Affixes-morphemes that can't stand alone

Prefixes

Suffixes

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1. Sight Word Reading- recalling words by sight

2. Decoding- identifying letter-sound correspondence and larger units in words and blending them together to make a word

3. Analogizing- comparing an unknown word to a similarly spelled unknown word

4. Contextual Guessing- using context to figure out words

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High-frequency words- words most commonly printed in English

Exposure: finding words in books, poems, shared writing, word walls

Word Banks- Child's own list of words

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Vocabulary knowledge grows tremendously throughout school years

According to NAEYC, by age of 3 there are 30 million word gap between children from wealthiest to poorest families

Levels of Word Knowledge:

1. Unknown

2. Acquainted

3. Established

Vocabulary Programs Should:

1. Provide children with frequent, extensive, and varied language approaches

2. Includes instruction in individual words

3. Provides students with instruction in learning words independently

4. Fosters and consciousness build students interest in words

5. Involves reading, writing, speaking and listening

Interactive Oral Reading

Wide Reading

-good for vocab growth, fosters automaticity, provides knowledge, and needs to be easy enough where children can understand and enjoy it

1. Learning Based Vocabulary

2. Learning to Read Unknown Words

3. Learning knew words that represent known concepts

4. Learning new words that represent new concepts

What Vocab words do I teach?

1. Tier One words- basic words

2. Tier three words- low frequency words

3. Tier two words- high frequency words

External Context- words and sentences that surround a word

Internal Context- Word Parts

Dictionary Skills- teach how student use it. Exposure

Adept Diction- skillful use of words in speech and writing

1. Model words

2. Word of the day

3. Children's writing

4. Students build their own vocabulary

Assessing vocabulary knowledge-

1. Standardized tests

2. Teacher-Made tests

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Process where successful readers become fluent readers

Children use oral processing part of their brain to connect the letters of words they already know to the letters in the word

Letters the reader sees, and the sounds the reader hears connect and get processed together in their brains

Accuracy: Reading words correctly is essential.

Rate: Reading at an appropriate speed is crucial.

Expression (Prosody): Using tone, pitch, and rhythm to convey meaning, much like in natural speech.

Repeated Reading: Reading the same text multiple times can help improve accuracy, rate, and expression.

Choral Reading: Reading aloud together as a group can improve confidence and fluency.

Partner Reading: Reading with a partner and taking turns can provide opportunities for modeling and feedback.

Read Alouds: Teachers or parents reading aloud to students can provide models of fluent reading.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/fluency

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Fluency is the ability to read a text accurately, quickly, and with expression.Fluent reading builds stamina for reading lengthy or complex texts. Reading fluency serves as a bridge between word recognition and comprehension.

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Reading comprehension is made up of two fundamental components

Decoding- ability to recognize and decode words

Language Comprehension- understanding spoken or written language

Language Comprehension:

This encompasses a range of skills, including:

Vocabulary: Knowledge of the meaning of words.

Background Knowledge: Understanding of the world and its workings, acquired through experiences and learning.

Language Structure: Understanding of sentence structure and how words are used to convey meaning.

Verbal Reasoning: The ability to think and reason using language.

Literacy Knowledge: Understanding of different text formats and their purposes.

Decoding x Language Comprehension = Reading Comprehension.

https://www.readingrockets.org/topics/about-reading/articles/simple-view-reading

https://www.doe.mass.edu/massliteracy/skilled-reading/simple-view.html

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Aouad, J. and Savage, R. (2009). The component structure of preliteracy skills: Further evidence for the simple view of reading. Canadian Journal of School Psychology, 24 (2), 183-200.

Catts, H., Adlof, S., and Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

Gough, P., Hoover, W., and Patterson, C. (1996). Some observations on a simple view of reading. In C. Cornoldi and J. Oakhill (eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahway, New Jersey: Lawrence Erlbaum Associates.

*Gough, P. and Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Hoover, W. and Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.

*Kamhi, A. (2007). Knowledge deficits: the true crisis in education. ASHA Leader, 12 (7), 28-29.

*These articles are short and easy to read.

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The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student's reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.

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understanding how words are formed by combining smaller units of meaning, called morphemes

Improved Reading Fluency: Decoding skills and vocabulary development contribute to reading fluency.

Enhanced Vocabulary: Students gain a deeper understanding of how words are formed and their meanings.

Stronger Reading Comprehension: Morphological awareness helps students make connections between words and understand the context of text.

Increase Reading Confidence: Students feel more confident when they can decode and understand unfamiliar words.

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https://literacyhow.org/morphology/

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Areas to work on:

Explicit and Systematic Instruction:

Structured Literacy: This emphasizes explicit and systematic teaching of phonics, vocabulary, and reading comprehension skills.

Phonemic Awareness Instruction:

Teaching students to recognize and manipulate the individual sounds within words is crucial.

Systemic Phonics: A structured approach that teaches the relationship between letters and sounds in a sequential manner.

Accommodations:

Text to speech

Friendly fonts

Visual aids

Vocabulary pamphlet

Reading Interventions and Guided Reading

Supportive classroom environment

Graphic Organizers

Direct and Explicit instruction

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SST3 Literacy - Ehri’s Four Phases of Word Reading

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Ehri’s Phases of Word-Reading
Ehri (1996, 2014) conceptualizes word reading development into four phases, prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic. Each stage illustrates how word-reading develops for typical children between the ages of four and six. The

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https://www.ksde.org/Portals/0/CSAS/CSAS%20Home/Kansas%20Dyslexia%20Handbook%20(2023-2024).pdf

Alphabetic Principle:

https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

Phases of Reading:

https://www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development

syllable types:

https://www.readingrockets.org/topics/spelling-and-word-study/articles/six-syllable-types

Morphology Instruction: https://www.readingrockets.org/blogs/shanahan-on-literacy/what-should-morphology-instruction-look

Spelling: https://www.readingrockets.org/reading-101/reading-and-writing-basics/spelling

Sentence Comprehension:

https://www.readingrockets.org/blogs/shanahan-on-literacy/what-teachers-need-know-about-sentence-comprehension

Semantic Features:

https://www.readingrockets.org/classroom/classroom-strategies/semantic-feature-analysis

Semantic Gradients:

https://www.readingrockets.org/classroom/classroom-strategies/semantic-gradients

Comprehension: https://www.readingrockets.org/topics/comprehension

6-Trait Writing: https://www.readingrockets.org/topics/writing/articles/writing-assessment

Writing Rope: https://keystoliteracy.com/wp-content/uploads/2020/02/The-Strands-That-Are-Woven-Into-Skilled-WritingV2.pdf

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Get the basics on the science of reading (SOR), how to understand research studies, and what it means for classroom instruction.

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Diverse backgrounds: EL students come from a wide range of cultural backgrounds.

Varying proficiency levels: Their English language proficiency can range

Need for specialized support: They require targeted instruction and support to develop their English language skills and access academic content.

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Assessments: Schools use language surveys and proficiency tests to identify and assess EL students.

Instructional Strategies:

Teachers can use visual aids, graphic organizers, and technology, to support EL students.

Collaboration: Teachers should collaborate with ESL specialists, parents, and other professionals

Family involvement: Involving families in the learning process can significantly improve success

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Comprehension-

an envolving process that begins before a book is opened. Changes as the book is read and continues to change after the book is read

Some students comprehend better with digital print. They can click around on the digital copy to find unknown vocab words

Components:

1. Knowledge

2. Strategies

3. Metacognition

4. Motivation

Developing Knowledge:

Comprehension does not occur without knowledge

Prior knowledge may be best predictor of a students' ability to comprehend

Construction-integration model states comprehension occurs when an idea in text is linked to another

Comprehension strat. help readers with text. Readers use them to better understand, learn from, and remember what they read

1. Conscious efforts

2. Flexible

3. Lead to High Level Thinking

4. Reflect and Monitor

Set a purpose for reading and ask and answer questions

1. Making inferences

2. Determining what is important

3. Summarizing

4. Dealing with Graphic Information

5. Locating Information

6. Critically Evaluating Information

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Orthographic Processor:

This system receives visual input from printed words, recognizing letters, punctuation, and letter patterns.

Phonological Processor:

This system enables us to work with the sound system of a language, identifying phonemes, producing speech sounds, and comparing similar-sounding words.

Semantics Processor:

.Opens in new tab

This component focuses on the meaning of words, phrases, and sentences, understanding their relationships.

Context Processor:

This system helps us understand the meaning of text by considering the surrounding words, sentences, and broader context

https://sites.google.com/escneo.org/sst3literacy/theoretical-models-of-reading/the-four-part-processing-model

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SST3 Literacy - The Four-Part Processing Model

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The Four Part Processing Model for Word Recognition