1. Phonics and Word Walls

2. Jeanne Chall’s Stages of Reading Development
Stage O. Preceding: Birth to Age 6
Pre-literacy or emergent literacy- concepts of print
Stage 1. Initial Reading, or Decoding, Stage: Grades 1-2, Ages 6-7
Learning grapho-phonemic relationship
Stage 2. Confirmation, Fluency, Ungluing from Print: Grades 2-3, Ages 7-8
Consolidating previous learned skills and practicing for the acquisition of new ideas
Stage 3. Reading for Learning the New: A First Step: Grades 4-8, Ages 9-13
Reading and learning new material with one viewpoint
Important to know word meanings and build on prior knowledge
Learn the reading process and how to find information from print
End of this stage approaches adult-level reading
Stage 4. Multiple Viewpoints: High School, Ages 14-18
Deals with more than one point of view
Builds on prior knowledge
Developing analytical and critical thinking
Stage 5. Construction and Reconstruction- A World View: College, Age 18 and above
Integrating new information with prior knowledge, creating new knowledge
High level of abstraction and generality
Chall, J. S. (1983). Stages of reading development. New York, New York: McGraw-Hill.

3. Reading Model by Marilyn Jager Adams
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

4. Adams’ Reading Model
Orthographic Processor- strengthening the associations by frequently seeing letters that appear together
Phonological Processor- accepts speech from the outside and the spelling pattern becomes mapped onto the pronunciation of a word
Meaning Processor- meanings of words are acquired after repeated interaction with the concept of the words
Context Processor- constructs a coherent ongoing interpretation of the text; assists in the interpretation of the orthographic information, but cannot supersede the written word
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

5. Phonics & The Articulatory Loop
Phonics- maps the relationship between letters and sounds
By verbally practicing phonics, we:
speed up the processing of less familiar words
create automaticity thus freeing up support for proper comprehension
Lapp, D., & Flood, J. (1997). Where’s the phonics? Making the Case (again) for integrated code instruction. Reading Teacher, 50(8), 696.
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. (p. 191). Cambridge, MA: MIT Press.

6. LeapFrog Products & Phonics

7. Chunking
“Children who become overly reliant on letter by letter decoding must be systematically taught to process larger and larger chunks of words. Teaching children to break words into onset and rime (i.e., initial consonant(s) and the vowel plus ending consonant(s) is a very useful technique.”
Felton, R.H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26,

8. Chunking Examples Electric Company
St- sound:
-ight:

9. Word Walls
Collections of words that are being studied in the classroom
Selected for a specific instructional purpose
Cumulative collection- familiar words stay on the wall, while introduced words are added
Activities and discussion about word walls allow for conversational scaffolding- see Vygotsky
Also act as visual scaffolds to assist in independent reading and writing
Brabham, E., & Villaume, S. (2001). Building walls of words. Reading Teacher, 54(7), 700.