READING Phonemic Awareness Word Recognition Comprehension Hope M. Koppers

Reading is a complex and intentional activity involving the eyes, brain and mind.  Phonemic Awareness  Word Recognition  Comprehension

PHONEMIC AWARENESS The ability to identify & manipulate sounds.  most important factor in learning reading  greater predictor of success than I. Q.  phonemic awareness level in kindergarten can predict levels of achievement up to 10 years later

Components  Sound comparison  Phoneme segmentation  Phonemic blending

Sound Comparison  Rhyming  Comparison of beginnings & ending

Rhyming  Songs  Nursery Rhymes  Riddles  Books  Visuals

Book – Hungry Thing

Comparison  Initial consonant  Final consonant

Segmentation  Counting  Pronouncing  Deleting  Adding  Changing

Stretching – Elkonin Method

Stretching – Hope’s Method

Phonemic Blending  One Skill Only  Teacher says separate sounds and students put sounds together to identify word.

WORD RECOGNITION The speed and accuracy in decoding and recognition of words are significant factors in improved reading comprehension.  Phonetic decoding  High Frequency Words

Reading material changes as children enter higher grades.

Phonetic Decoding  Synthetic r - e - d k - n -o – w ?

 Analytic - pronounceable word-parts - building words

Other Methods  Analogy or Compare & Contrast  Structural Analysis

DISSECT 1. Discover the Context 2. Isolate the Prefix 3. Separate the Suffix 4. Say the Stem 5. Examine the Stem

Rules of 2’s and 3’s - starts with vowel separate first 2 letters and read, continue - starts with consonant separate first 3 letters, read, continue trans at/lan/ tic al ter/na/ tor

6.Check 7.Try Dictionary

 Context Clues I saw a cow at the farm.

High Frequency Words  Lacks meaning  Confused with other words  Spelling often not a clue

 Word Wall Words Methods for Teaching

 Word Association

 VAKT (visual, auditory, kinesthetic, tactile) 1. Find word in dictionary. 2. Teacher writes word on paper, saying syllables, and traces word, saying syllables. 3. Student traces, saying syllables. Repeat…. 4. Writes from memory. 5. Compares with teacher’s. 6. Word filed in box.

THE THREE P’S When reading with a child, a method called The Three P’s is suggested for helping. P -pause P -prompt P - praise

COMPREHENSION  Understand the meaning of text  Makes sense of the information

Strategy Instruction Teacher:  Explains strategy  Demonstrates how to apply strategy  Think aloud to model mental process used when reading  Guided practice

General Comprehension Methods  Connections  Making predictions  Monitoring understanding  Visualizing  Questioning  Retelling/Summarizes

 Connections Connections to self, other text, to world Connections to characters New knowledge is constructed on basis of knowledge student already has.

Connection to Text

Connection to Characters

Methods of Connections  Web  Preview  KWL Chart

 Making Predictions Use prior knowledge and information to make logical guesses. Revise predictions as they read.

Methods of Making Predictions  KWL  Preview  DRTA (Directed Reading-Thinking Activity)

 McMillan Equation

 Monitoring Understanding Ability of reader to recognize when comprehension is breaking down and being able to “fix” it.

Methods of Monitoring Understanding  Mark points in text that are confusing and reread.  Determine interference and read ahead.  Check & Line  HUH?

 McMillans

 Questioning Questions are produced by reader as they read. Methods:  Ask about who, what, where, content & problems  QAR (Question/Answer Relationship)  ERT (Everyone Read to…)

 Visualization/Imaging Reader creates a picture in mind to prompt understanding, recall and appreciation. Imaging includes visual, auditory, or other senses.

 Draw Picture  McMillan Chart

 Retelling/Summarizing Readers identify main ideas and details of selections. Summary is main idea. Prompts - Pretend I never heard the story. Tell me it. - Tell me what you learned from reading.

Retelling with Props

 Inference Reader reads between the lines. Makes a judgment, discovers a theme, makes discoveries without direct comment from the writer. Takes clues from the text.

 Other Methods DRA (Directed Reading Activity) DR-TA (Directed Reading-Thinking Activity) SQ3R Cloze Graphic Organizer

“Sometimes you have to put the science of reading on the side to enjoy the art of reading.”