• Literacy is essential for full participation in todays world.

• Many young people struggle with reading, affecting their ability to function and expand their knowledge.

• "Where the press is free and every man is able to read, all is safe." - Thomas Jefferson

The State of Reading Today

• Despite the focus on reading, scores have not improved significantly.

• Issue: ineffective teaching methods and strategies lacking research evidence hinder student progress.

• effective reading must be systematic and explicit.

The Big 5 Pillars of Reading:

• Phonological awareness: larger and smaller parts os spoken languages.

• Phonics: relationships between letters and sounds and how to use them to read and spell.

• Fluency: ability to read text accurately, quickly, and with proper expression.

• Vocabulary: knowledge of words and their meanings.

• Comprehension: process of extracting and constructing meaning from written texts.

Phonemes

• the smallest unit of sound "bat" and "cat" /b/ vs. /k/

• if "C" is followed by an a, o, u or a consonant it will say "k"

  • if followed by I, e, y it will say "s"

• 42-44 phonemes ( "c" in "cat" vs "city") ( "th" in "thin")

• vowel phonemes (about 18)

• Consonant phonemes (about 25)

  Constonant Phonemes

  • Voicing

    • voice refers to whether or not the vocal cords vibrate during the production of a consonant sounds

    • voiced sounds: occurs when the vocal cords vibrate ( /b/ , /d/ , /g/ )

    • voiceless sounds: occurs when the vocal cords do not vibrate ( /p/, /t/, /k/)

• Place of articulation : refers to the loaction in the vocal tract where the airflow is constrictued to produce a consotant sounds. This involves different parts of the mouth and throat coming into contact or near-contact. (pg 23 in textbook)

  • examples:

    • bilabial: both lips touch ( p, b)

    • alveolar: the tounge touches the alveolar ridge just behind the upper front teeth (t, d)

    • velar: the back of the tongue touches the soft part of the roof of the mouth (velum) (k, g)

  • Manner of articulation: refers to how the airflow is modified as it passes through the vocal tract to produce a cosonant sound. This can involve different degree and types of constriction.

  • long vowels say their name (except "u" can say oo like in "flu")

    • examples:

    • plosive (stop) complete clousure of airflow followed by a release (p,t)

• ā - long vowel sound

• ǎ - short vowel sound

sound/spelling

• grapheme: letters or letter combonations used to represent spoken sounds.

• phonics instruction involves teaching the relationship between sound and spelling used to represent them.

  • chart on pg 35 in course text

syllables

• a word or part of a word pronounced as a unit.

• every syllable contains only one vowel sound

• there are six common types of syllables

• pg 37 in course text

onset- rime

• onset: the part of the syllable that comes before the vowel.

• rime: the vowel and everything after it.

"home" /h/ is the onset "ome" is the rime

phonograms: a nonlinguistic term sometines used in place of 'rime'

Morphemes

• the smallest units of meaning in a language

  • ex. cat has 1 morpheme

  • cats has 2 morphemes

• free morphemes: can stand alone as words (book, run)

• bound morphemes: cannot stand alone and must be attached to other morphemes ( -s in books, un- in undo)

The left hemisphere, especially Broca's area, the parietiotemporal area, and the occipito- temporal area, is crucial for reading.

The Reading Brain Video

How we Learn to Read Video

Purpose

regular assessments guide instructional decisions and monitor student progress.

Types of assessments:

1. screening: identitfies at-risk students

2. Progress Monitoring: Tracks students progress

3. Diagonstic: pinpoints specific reading difficulties

4. outcome: evaluates overall program effectiveness.

• foundational for reading and writing

• helps children recognive that print represents spoken language and that there is a connection between and spoken words.

Components of Print Awareness

• Print is everywhere (books, signs, labels, menus, etc.)

• Functions of print- telling a story, providing information, or giving directions.

• Print Directionality- recognizing left-to-right, top-to-bottom sequences of reading English text.

Stages of Development

• Infants/ toddlers- shared reading experiences

• Preschools- begin to notice and ask about letters and words in their environment

• Kindergartners- develop more refinded understanding of print functions and directionality.

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

• ability to think about and recognize larger chunks in words

• ability to recognize and manipulate the spoken parts of words.

• includes phonemic awareness (the ability to recognize and manipulate individual sounds)

  • phoneme: the smallest unit of speech in the language

  • skills begin in preschool

Early Phonological Awareness Skills (pre-k or K)

• counting words in sentences

• rhyming

  • recognixe (lace/race, best/nest)

  • odd word out (cake, corn, shake)

  • production (a word that rhymes with man)

• Syllables:

  • coutning (crick-et [2], e-ra-ser [3])

  • blending (ta + ble = table)

  • segmentning (football = foot and ball )

  • adding (pill, add /ō/ = pillow)

  • deletion ( cupcake without cup = cake)

EPR = every person responds

• makes everyone think and engage in conversation

  Alliteration:

  • words that begin with the same sound (lazy Lindsey likes licorice)

• initial (first) sounds: isolating first sounds (clap /c/)

• onset-rime: c*ake, w*ave, d*esk

  • onset letter(s) before the vowel

  • rime= the vowel and everything that follows

• Blending ( l + eaf = leaf)

• substitution (d-en -> change /d/ to /p/ = pen)

From the National Reading Panel Report:

• clearly affects students achievements in phonemic awareness, reading, and spelling.

• Pre-k, K, and 1st graders as well as older disabled readers, beneficial phonological instruction

• 5 to 10 minues DAILY (more is NOT better)

• instruction should be explicit.

• Tailor instruction according to what students know and can do

• no single best way or program for teaching phonological awareness.

Phonemic Awareness

Phonemene: the smallest segment of speech.

The conscious awareness of individual speech sounds, or phonemes (consonants and vowels) in spoken syllables (auditory)

Long vowles : /ā/ /ē/ ī/ /ō/ /ū/ Short vowels: /ǎ/ /ě/ /ǐ/ /ǒ/ /ǔ/

Isolate (what is the first/final/ medial sound in fish)

categorize (which word has a diffferent first/final/medial sound)

blending phonemes ( /c/ /ǎ/ /t/ = cat; /m/ /ě/ /t/ = met)

segmenting phonemes (chat = /ch/ /a/ /t/)

Adding phonemes (jump, add s -> jumps)

deleting phonemes (sleep without /s/)

Substituting phonemes ( lap -> map -> tap -> tack)

reversing phonemes (cat -> flip flop the first and last sound = tack)

Concept of Print Video

Kansas Standards Link

• Interactive Read-Aloud - point out print elements during read-aloud sessions (tracking text with finder, discussing punctuation)

• Labeling the Classroom- door, window, trash - to help children connect with written words with objects.

• Print-Rich Environment - create classroom environment full of pring (posters, charts, word walls) to encourage print awareness.

• Shared Writing- engage in shared writing activites where the teacher models writing and invlves students inn composing text together.

Assessment PDF saved in EL 312 folder on laptop!!

Phonics: (used several different ways and refers to:)

• The system of phoneme-grapheme (sound-symbol) correspondence that are the basic structure of an alphabetic orthography;

• A strategy necessary for decoding new words and for storing these words in othographic memory; or

• An essential compenent of effective reading instruction-- one of the five big ideas or pillars that should be addressed by effective reading programs.

Decoding

• The ability to translate a word from print to speech using sound-symbol (phoneme-grapheme) correspondences.

• Can be in or out of context

• Phoneme: the smallest unit of speech sound

• Grapheme: represents a phoneme

• Orthography: a writing system for representing language

  • English orthography has many patterns and constraints that help to speed the decoding process up

    • /k/: kiss or click

    • The letter x is never doubled

    • English words do not end in the letter v

Consonant digraphs: one grapheme comprised of two letters that together represent one phoneme (before or after the vowel sound in a syllable)

Note : digraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such as ph or f)

• sh = /sh/ (shut)

• th = /th/ (throw) OR /th/ (that)

• ck = /k/ (pick)

• gh = /f/ (rough)

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

• tch = /ch/ (latch)

• dge = /j/ (pledge)

Orthographic Mapping

• proficient wording reading requires rapid recognition of all relevant layers of word structure in a mental process called orthographic mapping.

• 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,

• To accurately and automatically read the unkind, the brain will need to recognize:

  • syllables: un-kind [2]

  • morphemes: un-kind [2]

  • graphemes: u-n-k-I-n-d [6]

  • Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ [6]

  • part of speech: adjectives [describes a noun]

Morpheme: morph = meaning, eme = smallest unit

Two approaches to Phonics Instruction

synthetic approach ( aka code-based, direct, systematic, or explicit phonics)

• typical sequence:

  • letter names taught

  • sound letters stand for taught, reviewed( some rules or generalizations might be discussed)

  • Principle of blending sounds to form words is taught

  • Opportunities to blend unknown words in context are provided (decoable texts)

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 focis of the lesson

NOT THE IDEAL APPROACH!!!

Permenately irregular: one or more sound/spellings in the word are unique to that word or a few words and therefore are never introduced. (of, two, one, been, could, and once)

Temporarily irregular: one or more sound/spellings in the word have not yet been introduced. (for becomes decodable)

High frquency words: regular and irregular words that appear often in printed text. (that- predictable)

-dge

• will always be at the end of the word

• use -dge if it is a short vowel sound

  • fudge, pledge, judge, etc.

The Title- tells us what the book is called

The author and illustrator- who wrote the book and who drew the pictures

Show the back of the book and talk about how its the end

Then go back and have the students tell you what the book is called.

Point to where you would begin reading then finger the words from left to right.

Talk about how sentences start with a capital letter and end with punctuation.

Then go back and ask students "where do I begin?" "Where do I go next?"

Ask student to tell you what they see on the page - they may answer with "birds" then point out the word birds and explain how the text and pictures correlate.

Say " I have finished reading this page now I am going to go to the next page."

The most common syllable type

Contain one vowel letter that represents a short vowel sound

End in one or more consonants (consonants = closed sounds)

"R" controlled vowels do not apply to this (car)

Many academic words are just a series of closed syllables (and nonsense words)

• Est-ab-lish

• trans-at-lan-tic

• un-in-hab-it-ed

1 V, ends in w/ c, short V sounds (how to teach to students)

Open Syllables:

Contain one vowel letter that represents a long vowel

ends with the vowel letter (vowel = open sounds)

1 V, ends w/ V, long V sound --->

• do, she, flu, go

VCE Syllables

• generally represent long vowel sounds

  • example: exceptions: give, have, love ARE NOT VCE syllables

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

• End with a silent e (the Bossy E)

'e' is silent, V --> long V sound

Vowel Teams Syllables

Contain two (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)

Ends with a vowel sound (ex: high, clay, snow) OR a consonant (ex: boat, moon)

2V, work together, 1 long V sound

R-Controlled Syllables

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

• -er, -ir, -ur

  • All say the same thing, so they can be tricky for students

  • (her, first, nurse)

• -ar

• -or

Only if the r is after the vowel is it an r-controlled syllable!!

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: Pickle

• Limited number of consonant +le syllables

  • -ble, -cle, -dle

  • -fle, -gle, -tle

  • -ple,-zle, -kle

• Always make the schwa sound

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

When finding where your syllable lines go, in words that are doublets, they will almost always get split apart

• bubble - Bub/ble

Syllables and Accent Patterns

• In multisyllable words, at least one syllable receives more emphasis, or greater stress, than the other syllables.

Affixes (prefixes and suffixes) typically separate from syllables. The accent usually falls on or within the root.

• un like' ly

• cold' est

• un bend' able

• move' ment