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-It is important that English learners learn how to speak English.

-It is important to expose learners to English as soon as possible.

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-Just because a child is reading fluently and at a quick reading rate, does not mean they are comprehending the text.

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Phonological Processing System: hears and recognizes words in sentences

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Meaning Processing System: reviews stored vocabulary for possible meaning of word

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Context Processing System: involves background knowledge and language structure

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Orthographic Processing System: print

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-Phonological processing and awareness takes place in the frontal lobe of the brain.

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Phonological Awareness: Having an awareness of sound properties in words.

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Fluency: The ability to read rapidly, smoothly, without many errors, and with appropriate expressions.

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-Reading is a process in which the reader actively searches for meaning in what is read.

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-No matter what grade level you teach, be sure to have a print-rich environment.

Ex: word walls, book shelves, and charts

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-2 insights to acquire (Alphabetic Principle and Phonemic Awareness)

-The key component to reading comprehension.

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-Rhyming: words that end with the same sounds

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1. Pre-Alphabetic Phase

Characteristics: Children rely on visual cues rather than letters (e.g., logos, shapes).

Example: A child may recognize the word “McDonald’s” by the golden arches without knowing the letters.

Skills: Limited or no letter knowledge; reading is not truly decoding.

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2. Partial Alphabetic Phase

Characteristics: Children begin to use some letter-sound correspondences, typically initial and/or final sounds.

Example: Recognizing the word “dog” by associating the “d” and “g” sounds, but possibly guessing the middle.

Skills: Developing phonemic awareness and letter knowledge, but decoding is still incomplete.

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3. Full Alphabetic Phase

Characteristics: Children can decode words using complete letter-sound correspondences.

Example: Reading “frog” by sounding out each letter: /f/ /r/ /o/ /g/.

Skills: Strong phonemic awareness; can sound out unfamiliar words.

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4. Consolidated Alphabetic Phase

Characteristics: Readers recognize patterns, chunks (e.g., syllables, morphemes), and can decode multisyllabic words quickly.

Example: Reading “unhappiness” by recognizing chunks like “un,” “happy,” and “ness.”

Skills: Word recognition becomes faster and more automatic; reading is fluent and efficient.

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Dyslexia is a neurological-based learning difference that primarily affects the ability to decode (sound out) words. It’s not related to intelligence but is linked to deficits in phonological processing (the ability to hear and manipulate the sounds in words).

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Morphology refers to the study of the structure of words, specifically, the smallest units of meaning called morphemes.

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Morpheme: The smallest unit of meaning in a word.

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Understanding morphology helps students decode, understand, and spell complex words by recognizing roots, prefixes, and suffixes.

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Research that shows how the brain learns to read.

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It draws from fields like cognitive psychology, linguistics, neuroscience, and education to explain the most effective methods for teaching reading.

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Emergent Literacy: The reading and writing behaviors that preceded and developed into conventional literacy.

Emergent Readers: Children who are in the process of learning what reading and writing are for and how to do it.

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According to the National Assessment of Educational Progress:

-32% of 4th graders & 24% of 8th graders aren’t reading at a proficient level.

-393 million children in the world are unable to read.

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Cooperative Learning:

-Instructional use of small groups.

-Students work together to maximize their own and each other's learning.

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1. Learning Basic Vocabulary: Building basic vocabulary words. Learn to read the most frequently used words in the English language.

2. Learning to Read Unknown Words: Learning to read words that are already in their oral vocabulary

3. Learning New Words that Represent Known Concepts: These words are not in oral or reading vocabularies, but they have an available concept of the word.

4. Learning New Words that Represent New Concepts:Total unfamiliar words, also different dialects of words.

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Word Walls:

-print-to-speech tool

-usually seen in younger grades

-have to be interactive

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Sound Walls:

-sound-to-print

-consonant and vowel walls are separate (vowel valley and consonant sound wall)

-allow students to investigate sounds and spellings

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Anecdotal Records: written accounts or records of students progress

Running Records: when students read a certain passage on a certain level then answer some questions

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-Acquainted: basic meaning only after student gives it some attention

-Established: words known easily and automatically

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Tier 1 Words: Basic words that don't necessarily need to be taught.

Tier 3 Words: Low frequency words. Usually found in specific domains of literature. Usually taught in content areas.

Tier 2 Words: High frequency words for mature language uses. These are the words to focus on.

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-Prosody: reading with proper expression, volume, phrasing, intonation or stress

-Intonation: provides the melody of language that results from the use of stress, picture, and juncture

-Juncture: helps children decide if the sentence/words/phrase says

-Choral Reading: Read passages together as a class or small group. Practice using expressions and fluent reading.

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-Stops: made with one burst of sound

-Voiced: vocal sounds engaged

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Stages of Reading Development-Chall (1996):

Stage 0-Emergent Literacy Stage

Stage 1-Formal Reading Instruction

Stage 2-Decoding

Stage 3-6-Build Fluency Skills

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-New Criticism: States that meaning is in the text and it is the reader’s task to find and interpret it.

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Zone of Proximal Development:

-States that learning is a social phenomenon.

-Students learn in social exchanges with others.

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Model EVERYTHING. Don’t ever expect that a student knows how to do something. Model for them so they do it correctly!

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-Gradual Release of Responsibility Mode: Process in which students learn new skills.

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-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

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Reading takes place on the left side of the brain.