1. 1546 J. HEYWOOD Prov. II. iv. (1867) 51 . —Oxford English Dictionary
Plentie is nodeintie, ye see not your owne ease. I see, ye can not see the wood for trees
1546 J. HEYWOOD Prov. II. iv. (1867) 51 . —Oxford English Dictionary

2. Facilitating Reading (Compare With Chapter 14)
•A successful reading experience is one that the reader finds enjoyable, entertaining, informative, or thought provoking.
•Reading is a prerequisite for activities in all content areas

3. Current trends in reading instruction
In the last decade there has been an emphasis on teaching students to read
National Assessment of Educational Progress (NAEP) has found consistently that large numbers of fourth graders read below the basic level
Culturally and linguistically diverse students and students in poverty of particular concern
Emphasis on using research-based practices that highlight using phonological awareness and alphabetic principles in early education

4. Key Terms and concepts Decoding Word identification
Alphabetic principle
Phonological awareness
Fluency
Reading comprehension
Reciprocal causation

5. What do we mean by Reading?

6. Concepts to Support Student Reading
Reading is a skilled process in which learning to decode and read accurately is essential
Reading entails your attention, perception, memory, and retrieval processes so that you can identify or decode words
Reading entails understanding and constructing meaning from the text and is dependent on active engagement from the reader

7. Reading is a mode of communication
Reading is a socially mediated language-learning activity just like listening, speaking, and writing
Instructional conversation helps to integrate the students’ knowledge with that of the text

8. Learning difficulties in the process of reading
Reciprocal Causation
A variety of interrelated factors that influence the experience of learning how to read
Cognitive
•Neurophysiological
•Educational
•Textual
•Personality
•Communication

9. Components of reading and reading instruction
Phonological Awareness—letter to sound correspondence and alphabetic principles
Word identification
Comprehension
Vocabulary
Fluency
= effective, efficient reading

10. Effective reading instruction for struggling readers
Establish an environment that promotes reading
Print-rich environment
Provide intensive instruction
Use appropriate and ongoing assessment
Model reading aloud daily
Early intervention—at any time
Identify reading problems and skills early in the year to facilitate support where needed
Collaborate with specialists, teachers, and parents

11. Appropriate and ongoing assessment
Standardized tests and state standards claim to provide helpful benchmarks to assess students skills
However, such tests ignore reciprocal causation factors that can influence success or failure
Informal reading inventories
Independent reading level
Frustration reading level

12. Curriculum based measurement
Measures students’ progress and highlights the connection between curriculum and student performance
Provides ongoing assessments that can benefit instructional decisions
Provides ongoing data for making instructional decisions
Shows how performance is affected by changes in the instruction
CBA Reading and Writing

13. Providing intensive instruction
State clear expectations and goals of instruction
The reader’s instructional reading level must match the instruction provided
Instruction is direct in the skills the reader needs to become an independent learner
Students should be grouped appropriately, including ability-level grouping

14. Phonological Awareness
Phonological Awareness is knowing and demonstrating that spoken language can be broken down into smaller units
Rhyming - Identifying similarities and differences in word endings
Alliteration - Identifying similarities and differences in word beginnings
Segmenting - dividing words into syllables and sounds
Manipulating - deleting, adding, and substituting syllables and sounds

15. letter-sound correspondence and Alphabetic principle
letter-sound correspondence is an understanding that the sequence of letters in written words corresponds with sequence of sounds in spoken words
Alphabetic principle is the use of letters to form words
These two theories work together to provide an understanding of word decoding and the ability to spell unknown words

16. Word identification Sight words Automaticity - quick word recognition
A word that the student can recognize with pronunciation and meaning automatically
Automaticity - quick word recognition
High frequency words: he, you, the, we
50% of the written language contains high frequency words

17. Teaching for decoding unknown words
Phonic analysis: identify and blend letter-sounds
Onset-rime: use common spelling patterns to decode by blending and spelling patterns (-ack, -ight,-ate)
Structural analysis: use knowledge of word structure (compound, root words, prefixes)
Syntax and context: use knowledge of word order and context
Use other resources: by asking a partner or looking it up in the dictionary

18. DISSECT Strategy for decoding words
Discover the word’s context
Isolate the prefix
Separate the suffix
Say the stem
Examine the stem
Check with someone
Try the dictionary

19. Practice with the Following
Reciprocal Causation
Onomatopoeia
Etymology
Legislature

20. This strategy can be used in any content area
K.W.L.
What do I already Know?
What do I Want to learn?
What have I Learned?
This strategy can be used in any content area

21. Question and answer relationships
QARs
Question and answer relationships
Right there
Think & search
Author & you
On your own

22. Other Reading Strategies

23. Promote reading fluency
Read aloud
Repeated reading
Class wide peer tutoring
Story retelling
Collaborative strategic reading
Previewing
Reciprocal teaching
Get the gist
Wrap up
Read for fun!

24. Review
Why are the alphabetic principle and the letter-correspondence theories connected?
Why are curriculum based measures effective assessment tools?
What are the four parts of phonological awareness ?