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

reading instruction must be systematic and explicit

"always a method to the madness", cumulative

broca's area, parieto-temporal area, occipito-temporal area

pathways between areas of the brain strengthen as we learn to read so we can easily connect letters, sounds, and meaning

mapping: make connections between what students are hearing and what they want to say

reading is not natural

scientifically based reading instruction involves rigorous, systematic, and objective procedures

have "professional discernment" to make sure we are doing what is best for our students

essential components of reading instruction

phonological awareness, phonics, fluency, vocabulary, comprehension

additional components: print awareness, letter knowledge, irregular words, multisyllabic words

phonemes: smallest unit of sound in a language to distinguish one word from another

voicing: whether or not vocal cords vibrate during production of consonant sound

place of articulation: the location in the vocal tract where airflow is constricted to produce a consonant sound (chart in book)

long vowels - vowel should say its name (U is an exception) ā - long vowel

short vowel - a with "u" over top

diphthong: vowel sounds that don't fit within the vowel chart

grapheme: letter combinations used to represent spoken sounds (chart on pg 35)

syllables: word of part of a word pronounced as a unit

every syllable contains one vowel sound (pg 37)

morphemes: smallest units of meaning in a language

cat --> 3 sounds, 3 symbols, 1 morpheme

cats --> 4 sounds, 4 symbols, 2 morphemes

free vs bound morphemes

free --> can stand by itself (cat)

bound --> has to be attached to something to have meaning (s)

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Print awareness: a child's understanding that print carries meaning and that it is used in everyday contexts like books, signs, and labels

colors, words, symbols, etc.

Teacher interaction is a huge influencing factor in building print awareness

classroom print-rich environments, read-alouds

interactive read-alouds

labeling the classroom (in english and/or students first language)

print-rich environment

shared writing (teacher models writing and involves students in composing text)

Students have to see it/hear it 17 times before they feel comfortable enough to use a word themselves.

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

26 upper, 26 lower

relationships between letter shapes and names is not straightforward, they must memorize the information

letter-name iconicity: when the name of the letter contains the sound that the letter represents (k = k sound)

the letter w does not make a w sound, same with h`

The similarity of letter shapes was the strongest single determinant of confusion errors

students are better at identifying a letter's sound when it was at the beginning of a letter name than when it was at the end or not in it at all - h and w are the most difficult

y is often used to spell words that begin with w

invented spelling: actually spelling how littles think sounds and letters connect

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Phonological Awareness

--> an overall awareness of the sounds in spoken language (auditory)

--> the ability to think about and recognize larger chunks in words

--> ability to recognize and manipulate the spoken parts of words

includes phonemic awareness

--> phoneme: smallest unit of speech in the language

Early phonological awareness skills

counting words in sentences

rhyming

syllables

alliteration

initial sounds

onset rime

--> rime: the vowel and everything that follows (scr|atch)

10-15 minutes DAILY (more is not better) of phonological practice

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

--> tailor instruction to what students know, need, and can do

--> know your students

Phonemic Awareness

--> phon = sound; eme = unit of language structure

--> phoneme: smallest segment of speech

phonemic awareness: conscious awareness of individual speech sounds, or phonemes, in spoken syllables

phonemes determine word meaning or can be combined with other speech sounds to make a new word

ability to consciously manipulate those words

someone who is phonemically aware knows...

sentences can be broken down into words

spoken words can be broken into parts

sounds can be rearranged

order of sounds in words matters

English has 44 phonemes but only 26 letters

Having phonemic awareness helps students engage with written language so they can easily learn to read and spell

if the sound before /k/ is a short vowel sound --> ck

if the sound before /k/ is a long vowel --> k

no word can end in just V or J (ex: love, have)

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The Reading Brain | How We Learn To Read

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Having the realization that learning to read isn't as much about learning the sounds but more about the connections between letters and sounds and their meanings helps me understand more about HOW we can teach students to read.

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Emporia State University Web Login - Stale Request

You may be seeing this page because you used the Back button while browsing a secure web site or application. Alternatively, you may have mistakenly bookmarked the web login form instead of the actual web site you wanted to bookmark or used a link created by somebody else who made the same mistake.

Left unchecked, this can cause errors on some browsers or result in you returning to the web site you tried to leave, so this page is presented instead.

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Emporia State University Web Login - Stale Request

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You may be seeing this page because you used the Back button while browsing a secure web site or application. Alternatively, you may have mistakenly bookmarked the web login form instead of the actual web site you wanted to bookmark or used a link created by somebody else who made the same mistake.

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Teacher interaction could be the reason for a student struggling/succeeding to learn to read. Providing a print-rich classroom is the teacher's responsibility in order to help teach concepts of print.

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https://fcrr.org/student-center-activities/kindergarten-and-first-grade#sca3

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Phonological awareness is understanding sounds as a whole, while phonemic awareness is understanding single sounds

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A student cannot be a successful reader without first being successful with visual letter recognition. This is why teaching letter recognition is so vital in a young student's learning.

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Phonics: 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 words in orthographic memory

--> an essential component of effective reading instruction - one of the big 5 ideas or pillars addressed with reading

Decoding: ability to translate a word from print to speech using sound-symbol correspondence (fancy word for reading)

Phoneme: smallest unit of speech sound

Grapheme: represents a phoneme; smallest unit of writing

Orthography: a writing system for representing language

--> /k/ : Kiss or click

--> letter x is never doubled

Phoneme-Grapheme Examples

Jj sound

j

dge

ge

gi

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

sh, th, ck, gh

--> di: two; graph: to write

two consonants to represent a single sound

consonant trigraphs: one grapheme comprised of three letters that together represent one phoneme

tch, dge

orthographic mapping: rapid recognition of all relevant layers of word structure in a mental process

--> "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"

--> morpheme: smallest unit of meaning in a word

unkind - two morphemes (un - not; kind)

Phonics Instruction

--> Synthetic Approach (AKA code-based, direct, systematic, explicit)

follows science of reading

--> Analytic Approach (AKA meaning based, indirect, or implicit phonics)

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

does NOT follow science of reading

Sound/spelling correspondence lesson

1. Introduce /sh/ sound with pictures using sound puppet

2. connect sound to the spelling sh and introduce words that start/end with it

3. isolate initial sound to have students answer if /sh/ is at beginning

4. do the same with end

5. show students pictures to have them decide if /sh/ is at the beginning or end

6. check understanding by practicing automaticity with multiple letters and having students pronounce sound

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Phonics is a big pillar that includes a variety of definitions. In all, phonics includes the basic structure of words and how we decode and store these sounds and letters.

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Permanently Irregular Words: one or more sound/spellings in the word are unique to that word or a few words and therefore are never introduced

Temporarily Irregular Words: One or more sound/spellings in the word have not yet been introduced but, eventually, they will

not the same as sight words

--> irregular words, high frequency words, and sight words often get confused

irregular words: at least one feature in the word is not predictable and doesn't sound how it looks; permanent

high frequency words: words that occur a lot in text; can sometimes be irregular but not always

sight words: can be any word committed to memory; different for everyone

r-controlled vowel: any vowel followed by 'r'

--> temporarily irregular words

irregular words are often termed as "heart words" because you have to know them by heart

Spiral review is important - come back to past words and check back in on these

Irregular word reading doesn't need to take a lot of time (a couple minutes) - almost like mini-teaches

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https://ufli.education.ufl.edu/resources/teaching-resources/instructional-activities/irregular-and-high-frequency-words/

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Overview of suggested restructuring

Teach 10-15 "sight words" before phonics instruction begins

Flash Words and Heart Words defined

Flash Words with advanced vowels to teach with early phonics instruction

Flash Words with two and three syllables

Implementing the new model

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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A New Model for Teaching High-Frequency Words

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Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

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AKA "heart" words, we should teach these words through repetition of the words and sounds in irregular words. We should also teach words that have similar irregularities at the same time. For example, could and should. Some words can be irregular for a time, then after the blend or sound is learned they are no longer irregular.

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Syllable Types

there are 6/7 types in our language

part of structured literacy instruction

--> closed syllables

make up 53% of all English syllables

contain one vowel letter that represents a short vowel sound

ends in one or more consonants

r-controlled vowels are their own syllable

ex.) est-ab-lish, trans-at-lan-tic

--> open syllables

contain one vowel letter that represents a long vowel

ends with the vowel letter (vowel = open sounds)

--> vce syllables (vowel, consonant, ends with 'e')

generally represent long vowel sounds (example exceptions: give, have, love)

English orthography - words in the English language do not end in the letter v so the letter e is added

--> vowel team syllables

contain 2 (or more) letters that represent long (or short) vowels, variant words, or diphthongs (vowel digraphs)

ends with the vowel sound (high, clay, snow) or a consonant (boat, moon)

--> r-controlled syllables

when a vowel is followed by R, the letter affects the sound of the vowel (the Bossy 'r')

Ends with a silent E (the bossy e)

--> consonant & LE syllables

when -le appears at the end of a word and is preceded by a consonant, the consonant +le forms the final syllable

exceptions: pick/le

limited number of consonant +le syllables

-ble, -cle, -dle

always keep the schwa sound

keep the consonant +le together when dividing syllables (exposes the first syllables as closed, open, or r-controlled)

Syllables and accent patterns

con' duct vs con duct'

present - many different ways to emphasize syllables changing the meaning of the words

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There are multiple kinds of multisyllabic words which means there are multiple ways to teach them. By breaking syllables apart and decoding them one at a time we can easier learn the word as a whole.