reading and the role of technology effective reading instruction presented by davida west and...
TRANSCRIPT
Reading and
The Role of Technology
Effective Reading Instruction
Presented by Davida West and Mariella Brenlla
Summarized from the National Institute for Literacy Publication, “Put Reading First: The Research Building Blicks for Teaching Children to Read”
Adapted bu: Eileen Pracek, FDLRS/TECH, 6.02
Phonemic Awareness
Hear, identify, and manipulate sounds of spoken words.
Knowing that words are made up of sounds
Recognizes word with odd sound in a set of words.
CategorizationIdentity
Recognizes same sounds in different words.
Isolation
Recognizes individual sounds in words.
Phoneme
Blending
Combines sequence of sounds into a single word.
Segmentation
Breaks a word into separate sounds.
Phonemic Awareness
Phonemic Awareness
Requires recognizing individual sounds in words…
For example… Tell me the first sound in paste. /p/
Phoneme Isolation
Phonemic Awareness
Phoneme Identity Requires recognizing the common
sound in different words… For example… Tell me the sound that is the same in
bike, boy, and bell. /b/
Phonemic Awareness
Phoneme Categorization Requires recognizing the word with the
odd sound in a sequence of three or four words…
For example… Which word does not belong? Bus, bun, rug rug
Phonemic Awareness
Phoneme Blending Requires listening to a sequence of
separately spoken sounds and combining them to form a recognizable word.
For example… What word is /s/ /k/ /u/ /l/? school
Phonemic Awareness
Phoneme Segmentation Requires breaking a word into its
sounds by tapping out or counting the sounds or by pronouncing and positioning a marker for each sound.
For example… Tell me all the sounds in the word mop. /m/ /o/ /p/
Phonics Know relationship between letters of written
language and sounds of spoken language. The links between sounds and letters.
Phonics
Identify useful series of sounds
Which of these letters combine to create a word?
L G E X
Identify the sounds that make the word.
Phonics
Teach them in a logical sequence
LEG
GEL
L G E X
Have the child order them using both vision and auditory skills.
Phonics
Apply sounds to reading and writing
Blend letters into reading and writing. Will the child be able to recognize the word in a passage?
And then he awoke to find the howling real. There was a great snarling and yelping. The wolves were rushing him. They were all about him and upon him. The teeth of one had closed upon his arm. Instinctively he leaped into the fire, and as he leaped, he felt the sharp slash of teeth that tore through the flesh of his leg. Then began a fire fight. His stout mittens temporarily protected his hands, and he scooped live coals into the air in all directions, until the campfire took on the semblance of a volcano.
White Fang by Jack London
Vocabulary Words used to communicate effectively or
use/recognize in print What words mean and how to say them.
What is vocabulary really? Vocabulary refers to the words we must
know to communicate effectively. Oral vocabulary - words we use in
speaking or recognize in listening. Reading vocabulary - words we recognize
or use in print.
Indirect Instruction
Teach use of dictionaries, glossaries,thesauruses, how to use word parts, and context clues.
Direct Instruction
Students engage in oral language, listen to adults read to them, and read extensively on their own.
Teach individualwords and word
learning strategies.
Bridge Between Word Recognition and Comprehension
Increase practice through audiotapes, peer guidance, tutors, “use of technology”
Fluency
Provide short passages at students independent level
Three levels:
•Frustration
•Instructional
•Independent
Comprehension
Teach students to beaware of what they doand do not understand,& the fix-up strategies.
Use graphic andsemantic organizers.
Use text explicit/implicit and scriptal
questions.
Teach students toask their own
questions.Teach structure.
Use summarizing.
Comprehension
• Quick Facts About Reading
• Reading is complex because language itself is complicated.• But the special skills of reading, alone, are pretty manageable. • Fewer than 250 words appear over and over again.• Just twenty-six letters and perhaps 50 major 'written sounds' make the code.• Reading requires a dose of visual skill and a large helping of language.• Children need an adequate language foundation to begin the job of learning to read.• Readers use language skill to 'sound out a word.'• Written language is a somewhat different language.• Teachers are more important than methods for reading success.
• http://www.aability.com/rindex.html
Sample Sites
• http://www.tampareads.com/ - Web site with worksheets
• http://www.learningfirst.org/ - The Learning First Alliance
represents an unprecedented, self-initiated commitment by its members to work in concert to improve student learning.