# data[].attributes.body
Visual object recognition and word recognition does not involve the same mental process. I thought that was surprising. I always forget a persons name but can always remember a word when I see it.

# data[].attributes.body
Orton was the first to report on word blindness. My first impression was that it was an off thought to me, but an interesting one. When a student has an underdeveloped brain or an injured brain sensory pathways can be used to reinforce and help the student use of the multi sensory learning, which is hearing scene touch and movement can also help a student with their phonics acquisition.

# data[].attributes.body
I really enjoyed reading about the history of multisensory strategies for reading and writing, ie the use of sand paper and the daily practice of fine motor skills to build the control needed for penmanship. I find some of these strategies are still so valuable, and even more necessary in this current age. Young children learn very quickly how to swipe and tap on a cell phone or tablet, but still find scissors and crayons difficult to use. Additionally, they may have replaced the verbal interactions, which build language and phonemic awareness, with screen interaction. These strategies still work and are necessary.

# data[].attributes.body
I found it interesting, yet somewhat contradictory to our district language arts program, that Kilpatrick outlines the developmental stages of both phonemic awareness and orthographic mapping, and concludes that some students may not be developmentally ready to learn phonics at the prescribed time. We start teaching phonics and encoding very young, but if the student isn't processing all the sounds in the words he/she hears, if the phonemic awareness is not developed, the phonics don't mean anything. I teach many students with speech and language impairments based in phonological processing deficits, and they often don't start making progress with their reading and spelling until 2nd grade - unless they can "hear" the phonemes, they can't read or spell them.

# data[].attributes.body
Developmentally ready

I found it interesting, yet somewhat contradictory to our district language arts program, that Kilpatrick outlines the developmental stages of both phonemic awareness and orthographic mapping, and concludes that some students may not be developmentally ready to learn phonics at the prescribed time. We start teaching phonics and encoding very young, but if the student isn't processing all the sounds in the words he/she hears, if the phonemic awareness is not developed, the phonics don't mean anything. I teach many students with speech and language impairments based in phonological processing deficits, and they often don't start making progress with their reading and spelling until 2nd grade - unless they can "hear" the phonemes, they can't read or spell them.

# data[].attributes.headline
One take away from this chapter that I found interesting is how visual memory play a role in alphabet recognition. It only takes one to five exposures for good readers to remember new words. However, with letters, it takes over hundreds of exposures for a letter to become fully automatic in memory. With this newfound knowledge, I have revised my approach to teaching Newcomer EL groups, ensuring that they review the alphabet daily.

# data[].attributes.subject
One take away from this chapter that I found interesting is how visual memory play a role in alphabet recognition. It only takes one to five exposures for good readers to remember new words. However, with letters, it takes over hundreds of exposures for a letter to become fully automatic in memory. With this newfound knowledge, I have revised my approach to teaching Newcomer EL groups, ensuring that they review the alphabet daily.

# data[].attributes.body
I thought that the studies done on common acronyms that proved that word mapping were very interesting. Since I got my credential in 1997, I had been taught that dyslexia was a visual processing disorder, and yet there were already studies proving this was not the case. The fact that it takes so long for the research to catch up to our classroom practices is unfortunate.

# data[].attributes.headline
On pg. 213,  the description of the linguistic hierarchy was helpful to understand. I now see that my son's IEP reading goals in the past have not aligned with this hierarchy.  I also loved all great ideas under the Segmenting and Blending Instruction.

# data[].attributes.subject
On pg. 213,  the description of the linguistic hierarchy was helpful to understand. I now see that my son's IEP reading goals in the past have not aligned with this hierarchy.  I also loved all great ideas under the Segmenting and Blending Instruction.

# data[].attributes.body
Because reading seemed to come so “easy” to me, it was hard for me to understand why/how the skill of reading is so difficult for my son and students. The brain executes multiple simultaneous functions when reading. Once we’ve learned how to sound out words and break them into syllables, our brain starts to look at what those words mean and how they fit together. Fluency in reading is about using as much information as possible about a word fast enough to have time to think and comprehend. The text states fluency helps us understand better because it allows us to read with expression; comprehension is supported when the reader can read with prosody. Readers have to know how words work in order to break down longer sentences into smaller parts, making it easier to grasp their meaning. By understanding the effort our brains put into reading, I am able to gain a deeper respect for this skill and the effort students put in to learning it.

# data[].attributes.body
To develop a good reading program, it is imperative to first understand that phoneme awareness is necessary for reading. We then must be aware of the importance of teaching sight words and orthographic mapping of sight words. Sight libraries must be developed within the students.

# data[].attributes.body
I thought it was interesting to read linguistic hierarchy. It is fascinating to see the importance of word boundaries, which is the students ability to understand that each word is a separate part of the sentence. Then syllables is important to understand, followed by onset rime, then phonemes.

# data[].attributes.body
This chapter illuminates a connection that I have tried to understand for years between the language and literacy. While I sometimes work with students for whom English is a second language, I very frequently work with students with Language Disorders. As such, I work very closely with the Speech and Language Therapists at my school to coordinate our services and instructional strategies. I am currently doing my OG work with exactly this kind of student - he has language processing and phonological processing difficulties. The most encouraging result of this intensive OG instruction is that it is not only improving his reading skills, but also his language and phonological skills! This just proves the integral nature of language in literacy.

# data[].attributes.body
I appreciate the discussion on the the idea that effectively teaching children requires that teachers constantly ask "who is this child", which includes their neurology, temperament, and personality. In my experience as a parent, teachers who have taken the time to learn these things (including preferences) of my child have had greater success with his buy-in.

# data[].attributes.body
I appreciate the discussion on the the idea that effectively teaching children requires that teachers constantly ask "who is this child", which includes their neurology, temperament, and personality. In my experience as a parent, teachers who have taken the time to learn these things (including preferences) of my child have had greater success with his engagement.

# data[].attributes.body
I am encouraged by the fact that our latest literacy adoptions have taken this into account in designing the instructional activities. Firstly, our district's adoption actually includes daily phonemic awareness drills, and while I would like to see more, it is great that it is present at all. I was introduced to the power of developing phonemic awareness through Lindamood. Bell, back when Guided Reading groups were the thing, and it has been an essential component of my instruction since. I appreciate how OG includes graphemes with phonemic awareness, while Lindamood Bell is oral/symbolic, but without the inclusion of graphemes.

# data[].attributes.body
One surprising finding from Moats and Lyon’s survey of 103 teachers is that only one-third demonstrated proficiency in basic knowledge of language structure. It's concerning because these teachers are expected to be "experts" in teaching children to read. If new teachers aren't receiving adequate training in language structure during their credentialing courses, how can they effectively support students in developing critical reading skills?

# data[].attributes.body
I thought it was interesting to associate letters as right facing and left facing. Letters such as b, c, f, h, p, and r are right facing. The letters j, d, g, and z are left facing. Interesting because these are the letters that most of my students confuse. Also interesting, is the thought that students should learn Capital letters first then link in the lower case (page 179)

# data[].attributes.body
According to Chapter 3, teachers are faced with high expectations with the Every Student Succeeds Act of 2015. Spanish-speaking students are a large population in the schools. The challenge is the difference in vowel sounds and consonant sounds produced by the student. I personally work with Spanish-speaking EL students, and the sounds are pronounced differently, not only with consonants but also with vowels. The vowels i, u, and e are constantly mixed. The sound produced with A is uh, and o is oh. These students, on average, take 2-3 years to acquire conversational English and 5-7 years for academic functioning.

# data[].attributes.body
It was interesting to learn that the brain learns how to read in a specific sequence: hear it (phonemic awareness), say it (oral reproduction), read it (decoding), write it (encoding). Hearing and writing are synthetic applications while reading and saying are analytic functions. Hearing and reading are "receptive" and writing and saying are "expressive." More specifically, the structured components are: phonology, phonics, morphology, etymology, syntax, semantics, syllables, reading fluency, and handwriting. Skipping these literacy steps or learning them out of sequence will greatly frustrate a reader who has various processing issues.

# data[].attributes.body
Again, the structured sequence of learning to read was reiterated in this chapter in particular with the concept and Venn diagram showing how phoneme awareness, letter-sound skills (phonics), and combining these for word study all work together in solidifying Orthographic Mapping in the mind so that the brain can gain phonological memory (short term) and phonological naming (long term memory) abilities to recall words.

# data[].attributes.body
This research further substantiates that phonemic awareness is the first foundation upon which other reading skills are learned, so "the linguistics (first) approach is a developmentally more appropriate starting point than phonics." So, teaching onset-rimes, syllables, phonemes is the best approach to start teaching reading skills. "For students weak in phoneme awareness, guessing becomes a compensating strategy that inhibits the growth of sight vocabulary/orthographic memory."

# data[].attributes.body
Direct Mapping is a strategic way to present the sound / letter connections to be mapped onto letters out of order. This is essential for the student to know phonemes in isolation to determine the position of the sound in the word as this will help them more easily decode and encode and commit to phonological memory/naming. This skill will help students approach new or unfamiliar words as a "mental process" in order to learn them more readily.

# data[].attributes.body
In Kilpatrick's estimation, the OG approach doesn't have a strong phonemic awareness component. In the lessons we do, we have a Phonemic Awareness section where we ask the student to identify if the target sound is in or not in the words we present orally. And a student has to orally segment when doing strategic decoding. However, there are no oral blending, deletion, or substitution activities. While the Blending activity is a terrific phonics activity, it isn't really exercising phonemic awareness. So how do we increase the phonemic awareness skills of our students within this program?

# data[].attributes.body
I was looking for some new activities for Alphabet/Letter recognition and went through this chapter. I especially liked the "rainbow" alphabet, where you make a chart of the ABCs and students match magnetic letters to the letters on the chart. My TK students have loved this activity, and their letter recognition has improved!

# data[].attributes.body
I found this interesting as I've never made the connection between the importance of letter-name knowledge and reading achievement. As a teacher and a mom, I recognize that it is essential that students know their letters and sounds. As a tiger mom, I made it a priority for my girls to make sure they are reading and writing before entering Kindergarten. I can see now how that decision has enabled my girls to do so well in school versus colleagues of mine who didn't make that a priority for their children. One other aspect I found interesting is the "Matthew effect" where Stanovich mentioned that accurate letter name knowledge is the foundation of decoding skills and leads to recognizing words instantly, thus freeing up the reader's attention to focus on comprehensive text, developing new vocabulary, and understanding more complex syntax. The students in the lower reading groups read fewer words during reading group time, find reading difficulty and avoid the task, and do not develop automaticity in word recognition. Thus, the rich get richer and the poor get poorer.

# data[].attributes.headline
Instruction in PA for Prevention and Intervention

# data[].attributes.subject
Instruction in PA for Prevention and Intervention

# data[].attributes.body
According to the reading, teaching phonemic awareness helps students improve their reading ability for those who are at risk, those who are diagnosed with a learning disability, and those learning English as another language. I appreciate that my district has adopted the approach. In all our 5 elementary schools, classroom teachers teach Tier 1 CORE phonics in the classroom, we have a team of reading teachers focusing on Tier 2 instruction and RSP teachers forcing on Tier 3 intervention. I have seen a huge improvement in our students' reading achievement since the implementation of this process.

# data[].attributes.body
I found this section fascinating because, for years in my psychology classes, we were taught that the human brain is divided into specific regions responsible for different bodily functions and that the neocortex is split into three functional areas: sensory, motor, and association. However, from this reading, I recently learned that this traditional view is incorrect. The brain’s multisensory processing is far more intricate and less compartmentalized. What I find particularly interesting is that the human brain doesn’t have a single, straightforward language system but rather a complex network of language systems.

# data[].attributes.body
The methods from the Take Flight program referenced in this chapter seem so useful for students with difficulty with before and after and with difficulty with identifying initial, medial, and final letters in a word. It also makes sense that the concept after is taught first because it reflects the left-right progression of the alphabet.

# data[].attributes.body
Students can group letters into syllable types. The use of these strategies is extremely important especially when the books says that approximately 600,000 words can be categorized as one of these syllable types. Teaching syllables is a big component in the curriculum that we use in our district.

I also thought the saying "when two vowels go walking, the first one does the talking" only applies to 45% of the words.

As a former 5th grade teacher, I also think that latin and greek roots are very important to student and there is not enough attention to these.

# data[].attributes.body
”Using context facilitates recognition of an unfamiliar word only when it is coupled with the reader’s orthographic knowledge” This seems to be in line with Ch. 5 “Teaching Reading” in the Kilpatrick book (5) when it says that “if children are good orthographic mappers, then it is appropriate to teach them to supplement their phonics skills with contextual guessing”. What would an example of this look like?

# data[].attributes.headline
Orton Gillinghame and phonemic awareness

# data[].attributes.subject
Orton Gillinghame and phonemic awareness

# data[].attributes.body
I think we do this when we do the 1 minute activities with our students. With my student I had to start with visual/spacial clues and he finally started to get it. Now, I start with the knowledge and go back if he struggles.