1. Teaching Reading
Welcome, students!

2. Five Components of Reading Instruction
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Effective research-based reading instruction is made up of five components...

3. Phonological Awareness Training
Phonological awareness- manipulating and identifying parts of spoken language (i.e. words, syllables, onsets and rimes, and phonemes)
Phonemic awareness- conscious awareness that spoken language is made up of individual sounds (i.e. phonemes)
phonemic awareness training is a necessary, but not sufficient condition for learning to read.
The ability to read and comprehend depends on parid and automatic recognition and decoding of single words, which is dependent on the ability to segment words and syllables into phonemes.

4. Enhancing effectiveness
Focus first on auditory features of words
Move from explicit, natural segments of language to the more implicit and complex.
Use of phonological properties and dimensions of words to enhance performance.
Scaffold, blending and segmenting through explicit modeling.
Integrate letter-sound correspondence once learners are proficient with auditory tasks.
1. without alphabetic symbols
2. proceed from segmenting sentences into words, words into syllables, and syllables into phonemes.
3.  use words with fewer phonemes and words with CV or VC patters and discrete words without ending blending (i.e. rug) and continuous sounds (i.e. sun)
4.  modeled by teacher and practiced
5.  blending and segmenting applied to realistic reading, writing and spelling situations.

5. Phonemic Awareness Activity

6. Phonics
Introduce print (letters and words) paired with corresponding sounds
 Teaches students the alphabetic principle
Phonics instruction teaches students

7. Alphabetic Principle
—Letter-Sound Correspondence: Teacher points to letter /m/ on board. "The sound of this letter is /mmm/. Tell me the sound of this letter." –Use consistent and brief wording
—Sounding Out Words: Teacher points to the word  /mop/ on the board, touches under each sound as the students sound it out, and slashes finger under the word as students say it fast. "Sound it out." (/mmm o p/) "Say it fast." (mop) –start by having students sound letters/words out in their heads, then as a class produce the word orally
the alphabetic principle says there are predictable and systematic relationships between written letters and spoken sounds.  Learning this principle improves reading and spelling skills.
Phonics critics say that English spellings are too irregular for phonics instruction to help students read words that do no follow letter--sound conventions or rules.

8. Alphabetic Principle cont...
—Reading Connected Text:
    Once students have mastered CVC (mom) and VC (at) words, short controlled sentences (mom is at home) should be introduced.  
    Prompts and procedures should be used for this, as it is sometimes difficult for students to move quickly from lists of words to passages.

9. Alphabetic Principal Activity

10. Fluency The ability to read quickly and accurately
Covered in phonemic awareness, letter naming, sound-letter associations, sight words, and oral reading of connected text
Fluency in: letter recognition --> letter sounds -->word recognition -->   improved comprehension 
individual fluent skills combine to create more complex or higher order skills...this maintains that fluency is generative and nonlinear.
rapid letter naming is a predictor of beginning reading success..when a student learns to recognize letters fluently, this skill readily promotes the fluent learning of letter sounds, which in turn enhances fluent word recognition which leads to improved comprehension

11. Fluency, cont..
—Letter-Sound Fluency: Given a set of letters, the student can produce the associated sound within one second. Target goal = 50 letter sounds per minute by mid first grade
—Irregular Word Fluency: Given a set of irregular words in a set or in a passage, can identify words in 1 second or less.
—Oral Reading Fluency: By the end of grade 2, students should read words per minute fluently.It mirrors spoken language fluency

12. Even more about Fluency!
Promotes memory and applications (generalization)
Fluency in reading text is highly correlated to reading comprehension 
There are six stages of fluency and reading development: pre-reading, decoding, confirmation and fluency, reading to learn, reading for multiple viewpoints, and reading to construct new knowledge.
i.e.in study of 4th graders,  students with low fluency had difficulty with comprehension
Pre-reading- kindergarten
Decoding- 1st-2nd
confirmation and fluency- 3rd
reading to learn- 4th-8th
reading for multiple viewpoints- 9th-12th
reading to construct new knowledge- rest of life

13. Fluency Activity

14. Vocabulary
Words a person has learned and uses to communicate effectively
 Divided into Oral and Reading 
Most words are learned indirectly, but some need to be taught directly (i.e. difficult words that represent complex concepts) 
Students typically add 3,000 new words yearly after 3rd grade
Oral- auditory processing of spoken words and includes listening and speaking
Reading- visual processing of printed words and focuses on reading and writing
 indirect learning through daily experiences with written and oral language- e.g. adult reading, conversations about book, conversations with others, reading independently etc...
listening vocab is highly related to reading comprehension and vocabulary

15. A little about Direct Instruction
specific word instruction and word learning strategies
includes: teaching modeling, guided practice, and instructional feedback
Specific word instruction 
Words prioritized into three categories: important words, difficult words, and useful words
Specific word instruction includes: reviewing new or unknown words in a text prior to reading, extending instruction on specific words over time and across different contexts to help students learn and generalize the word to different setting and providing the student with repeated exposure to the target words
Words are prioritized into three categories because it's impossible to teach ever single word that a student doesn't know

16. Vocabulary Activity

17. Comprehension Ability to understand what is being read
Reason for reading
Requires purposeful and thoughtful interaction with text
There are seven instructional strategies for comprehension that will be discussed on the next slide

18. Reading Comprehension Strategies
Comprehension monitoring
Cooperative learning
Use of graphic and semantic organizers
Question answering
Generating questions
Recognizing story starters
Summarizing
1. comprehension monitoring- student reads text with vigilant awareness of when they do and do not understand what they are reading. when they don't understand they use strategies to figure it out (i.e. changing speed, contextual clues)
2.  cooperative learning- working on clearly defined reading tasks in small groups/partners
3.  visually displays concepts and their interrelationships
4. questions focus on what they learn, provide purpose to reading, encourage students to monitor and promote meta-cognition (thinking about thinking)
5.  teaching students to ask their own questions about reading tasks. provides purpose and fosters active engagement. determines understanding
 6. story structure assists students recall of story content so they can answer questions about what they have read.
7. Summarizing- synthesis of ideas in text. students determine what is important in reading and put information into own words
these need to be taught systematically and explicitly, they must promote metacognitive strategies, provide opportunities for in-depth discussions, and encourage authentic reading and writing activities

19. Comprehension Activity

20. Six Core Developmental  Reading Approaches    Basal Reading Literature-Based Reading Whole Language Language Experience Phonics Linguistic: Word Families & Onset-Rime

21. Directed Reading Activity Procedure
Basal Reading Approach Commonly used as a core for teachers Begins with pre-primary readers and goes to eighth grade readers Examples in a series (workbooks, flash cards, skill packets, wall charts, related activities, placement and achievement tests, and computer software)
Directed Reading Activity Procedure
1. Motivate the student to learn the material
2. Prepare the student by presenting to concepts and vocab
3. Guide the student in reading the story with asking questions that have a purpose or a goal.
4.Develop or strengthen skills relating to the material through drills or activities.
5. Assign work to apply the skills acquired during the lesson.
                    6.Evaluate the effectiveness of the lesson. 

22. Literature-Based Reading Approach
Teacher reading aloud to children
Oral reading variation
Shared reading
Sustained silent reading
Word recognition strategies
Comprehension strategies

23. Whole Language Approach
Uses students languages and Experiences 
Makes meaning out of what you read and express 
Students are taught to read for meaning not to break the code in reading.  
Curriculum is organized around themes and units to increase language and reading skills
All language arts are related and should not be taught as if they were separate
Not the best approach for those with learning problems but there are ways to adapt the approach.  

24. Language Experience Approach
Integrates development of reading skills with, listening, speaking, and writing skills
Based on students oral and written expression
Similar to whole language: both emphasize the importance of literature, treat reading as a personal act, and advocate many books written by young children about their own lives.
Different from whole language: Language experience  says written language is secondary system taken from oral language and whole language sees them separately related. 
Research has indicated that this approach may produce weaker effects with people with special needs. 
Modified version for those struggling in reading with more structure and practice. 

25. Phonics Approach
 Teaches word recognition through learning the relation to the letters (graphemes), to the sounds (phonemes) they represent to teach reading. 
Most languages have consistent phoneme to grapheme correlation.
Once a learner has learned the relationships of letters to sounds, they can pronounce printed words by blending the sounds together.   

26. Guidelines for Teaching Phonics
Use lowercase letters for beginning instruction.
Introduce most useful skills first
Introduce easy sounds and letters first
Introduce new letter-sound associations at a reasonable pace.
Introduce vowels early, but teach consonants first
Emphasize the common sounds of letters first
Teach continuous sounds prior to stop sounds
Teach sound blending early
Introduce consonant blends
Introduce consonant digraphs
Introduce regular words prior to irregular ones.
Read connected text that reinforces phonics patterns.

27. Linguistic Approach: Word Families & Onset-Rime
 Designed for students not succeeding with the basal approach.
Words are taught in word families, around rimes & onsets  Ex: Kindergarten rimes involving /a/ and onsets /c/,/b/,/h/ are added gradually to create a word family  cat, bat, & hat
word families grow as readers make progress.
Alternative for young children struggling with phoneme-level segmentation and blending.
Some commercial materials: Lets Read, Basic Reading, and Merrill Reading Program

28. Reading Instructional Methods
Multi-sensory Reading Method
Oral Reading Fluency Methods
Peer-Assisted Reading Method
Keyword Method
Reciprocal Teaching
Mapping Strategies
High Interest-Low Vocabulary Method
Life Skills Reading

29. Multi-sensory Reading Method
"Some students learn best when content is presented in several modalities." 
This is frequently kinesthetic and tactile stimulation along with the traditional visual and auditory experience. These are often called VAKT (visual-auditory-kinesthetic-tactile).

30. Oral Reading Fluency Methods
1. Select an age appropriate book or story.
2. Introduce the book or story to student and review potentially new and difficult words.
3. Read the story to the student.
4. Have two students paired together taking turns reading the book or story. 
5. Have students review difficult words.
6. Use a fluency measure to monitor the progress of each student frequently.
        This method uses neurological impress method through repeated readings.

31. Peer-Assisted Reading Method
Students are paired with one low achieving reader and one high achieving reader and the reading material should be at the lower level.
Peer-assisted reading is especially for English Language Learners, students from low socioeconomic backgrounds, learning disabilities, emotional disabilities, and mental disabilities.

32. Keyword Method
This method relies on memorization based on visual imagery:
Recoding: changing the vocabulary word into a keyword that goes with a visual image (ex. ape for apex).
Relating: integrating the keyword with the definition (ex. ape sitting at the highest point [apex] of a rock)
Retrieving: recalling the definition by thinking of the keyword and the picture.

33. Reciprocal Teaching
This method is an interactive teaching strategy that promotes text comprehension:
Predicting: drawing inferences from clues in the text or prior knowledge.
Question generating: main idea questions about the text to learn to identify information.
Summarizing: different ways to explore the text (ie. creating topic sentences, list content, and discard unimpportant or repeated information.
Clarifying: considering why a text was difficult and teaching rereading as a strategy.

34. Mapping Strategies
This is a schema-building technique using a pictorial storyboard map for a graphic organized. Students fill in the map as they read, including things like: setting, problem, goal, action, and outcome.

35. High Interest-Low Vocabulary Method
These readers offer older students more engaging stories while keeping a relatively easy vocabulary. These include mysteries, sports, adventure, science and classic literature and are published by a variety of distributers. 

36. Life Skills Reading
Life skills reading focuses on words and phrases that students must know to function while shopping, employed, enjoying recreation and at home. 
Examples: danger, men, woman, restroom, up, down, exit, telephone, poison, police, first aid, stop, walk, do not enter etc. 

37. Drill and Practice Activities
Pre-reading Activities:
Concepts about Print
Phonological Awareness
Word-Attack Activities
Fluency Activities
Vocabulary Activities
Comprehension Activities

38. Computer Software Programs for Reading
Let's Go Read
Incorporates phonics and whole language (PreK-First Grade)
My Reading Coach
 Phonemic awareness, phonics sounds/rules, vocabulary, syntactic processing, reading comprehension (6yrs and up)
Reading Blaster 
 (4-6, 5-7, 6-8, 9-12 yrs)
Working Phonics
84 phonics activities, 900 basic reading words, 400 sight words (K-8th grade)

39. Designing a Reading Program
Use effective teaching principles
Provide pre-reading experiences
Consider the nature of reading development
Provide explicit and implicit reading instruction
1. i.e. using direct instruction in phonics, word recognition, comprehension, and literature appreciation until students become proficient readers and writers.
2,  because kids come in with different levels of experience concerning print.
3. literacy and subsequent reading development proceed through several stages
4.  Explicit is aligned with code-emphasis reading approach whereas the implicit position is aligned with a meaning-emphasis reading approach

40. Let's play fun games! WOOOO!