The reading deficit: literacy is essential for full participation in today’s world.

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

• Ineffective teaching methods and strats lacking research evidence

  • Effective reading instruction MUST be systematic and explicit (I looked for 30 min for this answer on the quiz)

The Brain and Reading

• Frontal Lobe: controls speech/reasoning/planning/regulating emotions/consciousness

• Parietal Lobe: controls sensory perceptions as well as links spoken and written language to memory

• Temporal Lobe: involved in verbal memory

• Occipital Lobe: important in identification of letters

• Broca’s Area: important for organization, production, and manipulation of language and speech

• Parieto-temporal Area: analyzes words by pulling them apart and linking the letters to their sounds- conscious, effortful decoding

• Occipito-temporal Area: identifies words rapidly and automatically on sight, instead of analyzing them sound by sound

The Scientific Approach to Reading Instruction: scientifically based reading instruction involves rigorous/systematic/explicit procedures

• evaluating research

  • Peer review: has research been peer-reviewed journal

  • Replication: have results been replicated by other scientist

  • Consensus: is their agreement among researchers on the finding

Key Science of Reading Terms

1. Systematic: breaking lessons and Activites into sequential/manageable steps that progress from simple —> to complex concept and skills

2. Explicit: overtly teaching each step through teacher modeling and many examples

Essential Components of reading instruction

1. Decoding

   • phonological Awareness: awareness of the larger and smaller parts of spoken language, including phonemes

   • Phonics: teachers relationship between letters and sounds. How to use to read and spelling

2. Comprehension

   • Fluency: ability to read accurately/quickly/with proper expression

   • Vocabulary: knowledge of words and their meaning

   • Comprehension: process of extracting and constructing meaning from written text

Reading Assessment: guide instructional decisions and monitor student progress

• Types of Assessment

  1. Screening: identifies at risk students

  2. Progress Monitoring: tracking progress

  3. Diagnostic: pinpoints specific reading difficulties

  4. Outcome: pinpoints specific reading difficulties

THE STRUCTuRE OF ENGLISH

Phonemes: smallest unit of sound in a language that can distinguish one word from another

• Phoneme count: English has approximately 42-44 phonemes (some letters represent multiple sounds)

• Categories of Phonemes:

  1. Vowel phonemes (18)

  2. Consonant phonemes (25)

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

  • Voiced sounds: occur when the vocal cords vibrate

  • Voiceless sounds: occur when the vocal cords DO NOT vibrate

  • Place of Articulation: location in vocal track where airflow is constricted to produce a consonant sound involves different parts of the mouth and throat coming into contacts or near-contact

    • Bilabial: lips touch

    • Alveolar: tongue touches he alveolar ridge just behind upper front teeth

    • Velar: back of tongue touches roof of mouth

  • Manners of Articulation:

    • Stops: airflow completely stopped

    • Nasals: air flows through nasal cavity

    • Fricatives: air forced through small space

    • Affricates: tongue pulled a little farther back on roof of mouth

    • Glides: consonant followed by vowel phoneme

    • Liquids: “floats in mouth”

Vowel Phonemes

Vowel valley in picture

• Breve: u short vowel sound

• Macron: -\ long vowel sound

• Underline: note diagrams or vowel team

Grapheme: letters/letter combinations used to represent spoken sounds

• 100s of graphemes

• Phonics instructions involves teaching the relationship between sounds and spellings used to represent them

Syllables: a word/part of a word pronounced as a unit

• every syllable contains one vowel sound

• 6 common syllables:

  1. Closed: CVC (dog)

  2. Open: CV (she)

  3. Vowel Team: CVVC (coil)

  4. R-control: vowel followed by r (car)

  5. Consonent-le: all multisyllabic (table)

  6. Vowel Consonant: VCe, CVCe (kite)

Morphemes: smallest units of meaning in a language

• every word consists of one or morphemes

• Types of Morphemes

  • Free Morphemes: can stand alone as a word (book/run)

  • Bound Morphemes: can’t stand alone and must be attached to other morphemes (un in undo/ s in books)

    • prefixes: add to beginning of word

    • Suffixes: add to end of. Word

    • Inflectional Morphemes: change form of a word but not its core meaning (-s for plural/-ing for present participle)

  • Derivational Morphemes: change meaning part of speech in word

  • Compound Words: combining two free morphemes (sunflower=sun+flower)

4 part processing model

Context

^

|

V

Meaning

Phonological <- Phonics-> orthographic

• includes

  • How to handle a book

  • Where to start reading

  • Difference between letters and words

  • Print IS a form of communication

  • Print IS symbols for spoken language

  • Knowledge about the conventions written language and text organization

• Integral part in the process of learning to read

  • Children’s earliest introduction to literacy

Why do we teach print awareness?

• expand exposure to increase success in reading

• Understanding comes from adults modeling print awareness

• Kids in low socio-economic environment have less exposure to print

• Teachers jobs are to increase print awareness

When do we teacher print awareness?

• preschool and kindergarten

• Assessments:

  • 3x a year

  • Students who fall below benchmark receive specific intervention support in print awareness

  • Informal

How to teach Print Awareness:

• Read aloud s: using print-referencing in read aloud s is one of the best ways to teach kids about print awareness

• Environmental Print: signs kids see around community/school/in car

  • Helps demonstrate concept of connecting words and pictures to demonstrate meaning

Print Referencing: adults use of nonverbal and verbal cues to direct a child’s attention too the form, features, and functions of written language

• most effective if it is under with bog books/regular-sized illustrated storybooks in which print is highly noticeable

  • Large bold print

  • 20 or fewer words Per page

  • Patterned/predictable text

  • Print embedded within the illustrations

• Book conventions

  • What is a cover?

  • What is a title?

  • Who is an author?

  • Who is an illustrator?

• Text Directionality

  • Where to start reading books?

  • What direction do we read the book?

  • What page do we read next?

  • Where do we start reading on the line?

• Concept of Word

  • Identification of word

  • Identification of space

  • Counting words

  • Word and picture association

Sample Resource: https://www.teacherspayteachers.com/Product/Print-Awareness-How-Many-Letters-Sorting-Counting-Worksheets-and-Activities-3306770

Reflection: Print awareness is extremely important in a child’s development because it is one of the first steps toward learning how to read and write. It helps build an understanding that printed words carry meaning. This is also when we teach that you read from left to right, top to bottom. Children should start recognizing letters, words, and how books work.

• represent sounds systematically in spelling words

• One-way to help students learn letters is by handwriting

Letter Knowledge: being familiar with 26 uppercase and 26 lowercase letters shapes and associating these letter shapes to their letter names

Letter-name Iconicity: names of the letters contain the sound that the letter represents

• letter names can be segmented into phonemes

  • F= /e/ /f/

  • A= /a/

  • Chart on pg. 85

• Non-iconic: letters that do not contain any sound that they make are considered

  • H and W

Letter Characteristics

• letters that look alike are more likely to be confused

  • Letters that look similar when uppercase and lowercase are easier to learn

  • Letters that look similar in appearance to one another can be difficult to learn

    • b and d

Letters Shapes That are Visually Similar

• Visual form/shape affects learning letter names

  • More alike 2 letters are the more likely students will confuse them

  • Make sure confusing letters are MASTERED before introducing other confusing letters

    • Make sure b is mastered before introducing d

Letter names that re phonologically similar

• phonological characteristics of letter name is also confusing

• Phonological similarities: number of phonemes that pairs of letter names share in same position

Letters that are both phonologically and visually similar

• LIKELY to confuse letters that have similar names as well as similar shapes

  • B and D

Use of letter names to learn letter sounds

• certain properties of letter names affect students’ ability to learn its sounds

  • Children appear to use letter names to hep learn and remember letter sounds

Why Teach Handwriting?

Researchers have found that the sensorimotor feedback from the act of forming letters:

• improves students memory of letters

• Results in better spelling

• Leads to longer, high-quality compositions

• Leads to faster reading

• Needed in everyday situations

Manuscripts: recommended because it uses a continuous stroke

• when learning recognition we should also learn to write letters

• Introduce lower-grades to letter forms found in text

• Linked to basic reading and spelling achievement

• assessment should observe execution/legibility/speed of writing

  • EXECUTION: correct and consistent pencil hold, posture, letter formation

  • LEGIBILITY: involves readability of letters, spacing within and between words

  • WRITING SPEED: beyond primary-grades speed contributes to ability to complete task efficiently

Phases of Writing Development

• Preaphabetic: writing lacks letter-sound connections

  • Introduces: scribbles, mock letters, random letter strings

  • Toddler/preschool

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

  • Kindergarten-2nd grade

• Latter Alphabetic: words represented using close letter-sound correspondence

  • Kindergarten-2nd grade

• Consolidated Alphabetic: orthographically and grammatically correct writing

  • 3rd grade +

  • Why? Kids ability to identify the letters of the alphabet by name is one of the best predictors of how readily he/she will learn to read

    • Knowing letter names provides a springboard for learning and remembering letter-sound relationships

Letter knowledge has a foundational role in literacy development

• fosters phonological awareness among letter names

• If students can learn to recognize letters they can focus more on other emergent literacy tasks

When to teach

• need formal instruction to help name, recognize, write letters (age 5)

  • Should be systematic and planned

  • Special attention to pacing of letter introduction

Assessing and intervening

• Letter name fluency: emergent readers MUST be able to accurately identify letters in and out of sequences with automaticity

  • Assessments evaluate how fluently a student can name visually present uppercase and lowercases letter in one minute

    • Speed and accuracy determines if students can identify and how THOROUGHLY

      • Typically kindergarten in fall/winter/spring and once in fall of first grade

How?

Letter names and shapes: uppercase: in kindergarten, suggested to teach uppercase letter before lowercase

• more distinguished

Handwriting: uppercase form: teach using continuous stroke when possible

Letter names and shapes: lowercase: confusion letters shouldn’t be introduced in proximity

• alphabet books are HELPFUL

Handwriting: lowercase letter form: based on easiness of letter form and frequency of letter use

Letter-sound Strategy: can use knowledge of letter names to help learn and remember corresponding letter sounds

• letter names and sounds can be taught together

Sample resource: https://www.teacherspayteachers.com/Product/Summer-Coloring-Sheets-Color-by-Code-Letter-Recognition-Alphabet-4555771

Reflection: Letter knowledge is crucial in kindergarten because it sets the foundation for reading and writing. When children recognize letters and know the sounds they make, they can start sounding out words. This is the first step to decoding and reading. It helps them to write their own words and even begin to spell. Without letter knowledge students struggle to keep up with reading instruction later on in their education.

• words/syllables/onset and rime

  • Smaller parts: phonemes

  • Phonemes: smallest unit of spoken language makes a difference in word’s meaning

    • Stop, pots, post

    • Ability to consciously manipulate those sounds

    • Individual sounds are represented between syllables

phonemic Awareness: ability to detect/identify/manipulate phonemes in spoken words

• most sophisticated/essential level

• Improves phonic skills and phonemic awareness

• Phonemic awareness doesn’t equal phonics

• Phonics: understanding of relationship between phonemes and graphemes

Levels of Phonological Awareness (4 Levels)

1. Words

2. Syllables

3. Intrasyllables

4. Phonemes

• students progress through levels learn to blend, segment, manipulate words, syllables, and intrasyllables

• Phoneme blending and segmenting are critical phonological skills

Effective phonological awareness instruction

• should be taught be teachers who have adequate knowledge about structure of language

• Some general guidelines:

  • Should be explicit

    • Include clear explanations, model tasks, sufficiency opportunity for practice

  • Should be systematic

    • Progress from easier to harder

  • In Pre-K and Kindergraten

    • Focus on phonological sensitivity

    • Phonemic awareness begins by middle of kindergarten

• Phonological awareness doesn’t last more than 20 hours

  • Lessons should last more than 30 minutes

  • Added when needed for struggling students

• Phonemic Awareness should target no more than 2 skills at a time

  • All should support blending and segmentation

• Phonological awareness should be engaging, interesting, and motivation

• Phonemic awareness-phonemes should be pronounced correctly

Blendable Sounds

• stop sounds: sound that can be pronounced for only an instant

  • AVOID /uh/ when pronouncing stop consonant sounds

  • Instead of /uh/ sound replace with i sound

• Continuous sounds: sound that can be pronounced for several seconds without any distortion

  • Can be held out and easy blend together

Why teach phonemic awareness

• English has 44 phonemes but only 26 letters

  • Whole class instruction: (phonemic awareness) best antidote for future reading failure

    • Must be linked to explicit phonic instruction to benefit young readers

  • Having phonemic awareness helps students engage wit hour written language

    • Can easily:

      • Learn to read (sound-symbol; decoding)

      • Spell (phonetic/invented; encoding)

Phonemic Awareness Skills

• Isolation: recognize individual sounds in words

• Identify: select which word has the same initial sound as sample words from group of 3-4 words

• Categorization: select who word doesn’t belong based off an initial sound

• Blending: when given word separated in phonemes, students are able to blend onto a word

When to Teach

• learning to individual phonemes comes more easily following experiences less advanced words, syllables, onset-rime

  • Not important for students to fully master skill before moving to another skill

This impact of phonemic awareness instruction may be greatest in pre-school and kindergarten. May become smaller beyond first grade.

• Pre-K and kindergarten students should receive 10-15 minutes per day of ponological awareness

  • 3-4 days a week

• 1st grade should receive 10 minutes per day

  • First 3-4 months

• 2nd and above should only receive if struggling

Phonemic awareness with letters

• teaching letter-sound knowledge along with phonemic awareness improves readiness for decoding

  • One decoding starts phoneme awareness also improves

  • Ensure successful blend and segment consonant-vowel-consonant (CVC)

When to assess and intervene

• students with low decoding skills in first and second grade

Kansas Curricular Standards

• broken up by grade level and subject

• Will be looking at ELA standards

  • Reading foundational

    • Phonological awareness

    • Phonics and word recognition

Person reflection: This Phonemic awareness awareness is ability to detect, identify, and manipulate phonemes in spoken language. Once children can comprise this their ability to read and write will be easier for children to abstain. Without phonological awareness children may struggle to learn to read and write. Phonemic awareness is the conscious awareness of individual speech sounds. Once children can identify speech sounds they will be able to sound out words while reading and writing. This will increase students reading levels and independent skills.

• phonics

• Irregular word reading

• Multisyllabic word reading

  • All three work together to help students learn to read words

Ehri’s Phase of Word Recognition Development

• Partial Alphabetic Phase

  • Emerging use of grapheme-phoneme connection (phonetic cue reading)

  • Connections are incomplete

  • More reliable than visual cue reading

  • Provides no way to read novel words in print

  • EX) seeing a McDonalds sign and know it is the restaurant

• Full Alphabetic Phase

  • Words are accessed through phonological recoding

  • Graphemes converted into phonological representations

  • More reliable than phonetic cue reading

  • EX) Cat /c/ /a/ /t/

• Consolidated Alphabetic Phase

  • Mult-letter patterns are consolidated in memory

  • Readers use chunks to decode

    • Rather than individual phonemes

  • Most natural form of reading

  • EX) wonderful /won/ /der/ /ful/

• Automatic Phase

  • Highly developed strategies

  • Accurate/automatic decoding of unfamiliar words

  • Use of multiple strategies

    • Decoding/structural/contextual

Decoding: looking at a word and connecting the letters and sound. Then blending those sounds together

• essential skill for reading development

• 1st graders decoding ability greatly determines their comprehension

Phonics: teaching the relationship between phonemes and graphemes

• letters/written language

• Using these relationships to read and spell words

Phonics Instruction

• systematic: teaching sound/spelling relationships in a ‘logical sequence’

• Exp;icit: concepts are clearly explained and modeled

  • Process is modeled repeatedly and there is no “inferencing” of what to do

Approaches to Phonics Instruction

• synthetic Phonics (most common)

  • Systematic and explicit

  • Begin with identifying sounds with letters and letter combination

  • Blend the sounds to form words

  • Practice skill by reading a decidable book

progression of Phonic skill

1. Consonant and short vowels

2. Consonant blends

   • skills rules: when 2-3 consonants are next to each there and each give their own sound

     • Each sound pronounced separately

   • EX) “spin” has consonant blend /s/ and /p/

     • Black, clean, glad

3. Consonant digraphs

   • skill rules: two consonants that combine to make one sound

   • EX) ch/ck/ph/sh/th/wh

     • Think, the, ship

4. R-controlled vowels

   • skill rules: an r-controlled vowel is a vowel that, when followed directly by the letter r, produces an alternate sound

   • EX) ar, or,er, ir

     • Soccer, far, their

5. Long vowel

   1. Open syllables

   2. CVCe (silent e)

      • skill rules: when a vowel and a final e are separated by a singe consonant, the first vowel becomes a long vowel and the final e is silent

      • EX) cake, scene, kite

   3. Long vowel teams

      • skill rules: combination of letters that represent a vowel sound

      • EX) ai, ay, ee, ea, ey, or, ow, one

        • Team, rain, need

6. Silent consonant

7. Diphthongs

• skill rules: combination of 2 vowel sounds that glide together

• EX) /oy/, /ow, /aw/, /oo/

  • Boy, house, hawk,tooth

Introducing Consonants and short vowel sounds

• start with most common consonant

  • B,c,d,f,g,h,k,l,m,n,p,s,t,

• Then introduce less common

  • J,r,v,w,y,z,x,q

• Begin teaching short vowels after a few common consonants and sprinkle them in throughout rest of instruction

Other Phonic rules

• vowels at end of word/syllables are long-vowels or otherwise known as open syllables

• When ‘y’ is at the end of a word it is considered a vowel

• when ‘g’ and ‘c’ are followed by a ‘i,e,y’ it’s considered a soft consonant.

  • Soft c makes /s/ sound

  • Soft g makes /j/ sound

• -ck is always following a short vowel

Sample Resource:

• https://superstarworksheets.com/reading-worksheets/cvce-words/cvce-words-worksheets/

Reflection:

Phonics is one of the most important part of education to children. Without the basic phonic skills children will have a harder time with learning. When teachers go about teaching phonics they should do it in a systematic and explicit. Teachers should model repeatedly to students the proper techniques and strategies. This will help students learn to decode words and eventual reach the Automatic phase of Ehri’s phases of word recognition development.

• Permanently Irregular: words that have one or more sounds/spellings that break rules and not pronounced conventually

  • EX) said/of/no

• Temporarily Irregular: start off irregular because of specific sound/spelling pattern hasn’t been taught

  • As students learn the sound/spelling correspondence words become more decodable

  • EX) why/she/for

High Frequency Words: 100 words that account for almost 50% of words used in text

• articles/prepositions/pronouns/conjunctions

• Common High frequency words/sight word lists

  • Dolce Basic sight words

  • Fry’s 1000 word list

Identifying permanently irregular words

• use elkonin boxes to help identify

Heart Words: the grapheme/phoneme part in a word that is irregular is represented with a heart, symbolizing part the word is ‘read by heart’

Teaching Irregular Words

• 2 strategies

  • Sound-out strategy

  • Spell-out strategy

Irregular word lesson

• Intro word (I do)

• Practice irregular words (we do)

  • Magnetic letters

  • Sandpaper

  • Whiteboard

• Practie reading new and old words for automaticity

  • Grid/flash cards/slides

• Apply to decodable

  • Decodable is linked to phonics skill and new irregular words

Reflection:

Irregular words are tricky for students to learn. Without them though students will most likely struggle with reading and comprehension in later grades. It is incredible important for teachers to make sure their students master each high frequency word. if students can master the words they will then have an easier time reading and writing as they grow.

Sample resource:

https://www.madebyteachers.com/products/sight-word-see-worksheets-for-kindergarten/

Polysyllabic words: perceived as sequences of spelling patterns corresponding to syllabic units

Pattern detection: brain orthographic processor MUST learn to “see” common letter patterns and recurring word parts

• important word-recognition function in the brain

Syllabication: division of a multisyllabic word into separate labels with each syllable containing one bowel sound

• helps with quick reading of multisyllabic words

• Spend less time memorizing rules and more time practicing

• 3 research-based approaches:

  • Using syllable types and division principles

  • Identifying affixes/word arts

  • Using flexible syllabication strategies

Syllables types and division principles

• emphasizes identifying and reading the 6 common syllable types

• Identify one-syllable words THEN multisyllable words

• open and closed syllable words make up 75% of syllables

  • 2 types

    • Basic building blocks

    • Polysyllabic decoding

• BEST WAY: teaching and learning syllabication of long words is to be playful

  • Correcting errors with cheer and laughing easily at humorous misreading

• utilization of these skills help readers identify the number of syllables and break apart a work

  • 6 syllable types:

    • Closed

    • Open

    • Vowel combinations

    • R-controlled

    • Vowel-consonant e

    • Consonant -le

  • Division principles

    • VC/CV

    • V/CV

    • VC/V

    • VC/VV

    • VCC/CV

    • Consonant -le

Affixes as syllables

• suffixes: affixes that follow root words

• Root word: (base word) singe word that cannot be broken into smaller meaningful parts

• prefixes: affixes that come before root words

• flexible syllabication: a combination of using syllable types/division principles, and affixes to decode multisyllabic words

Dictionary-Based syllabication rules

• spoken language syllable division often don’t coincide with the conventions for dividing written syllables

• Most dictionaries split based on how they SHOULD BE in WRITTEN LANGUAGE

Other Syllable Division Principles

• Divide two-syllable compound words between two smaller words

• Inflectional ending (-ing/-er/-es/-ed/-est) often form separate syllables

• NEVER separate consonant or vowel digraphs, vowel diphthongs, r-controlled vowels across syllable division

How to teach a syllable type lesson (closed and open)

1. Identify and label the vowels

2. Identify and label any consonants between the vowels

3. Look at patterns and divide word

4. Identify the syllable types

5. Blend each syllable and read the whole word

When to teach

• 1st grade: single and two syllable words

• 2nd grade: two and three syllable words

• 3rd grade: longer multisyllabic words are common in texts

• Explicit instruction increases in 2nd and 3rd grade

Sample Resource:

https://www.teacherspayteachers.com/Product/Closed-Syllables-Worksheets-Decoding-Multisyllabic-Words-Reading-Intervention-8358805

Reflection:

Having a great set of decoding and syllabic understanding in first through third grade is extremely important in building solid reading skills. Teaching children by practicing syllable breaking is more important than teaching them the rules. If we just teach the rules children will struggle to understand how to actually break words apart. Which then allows them to sound out and read longer and harder words.