1. Reading Interventions for the Struggling Reader Dr. Lisa CastaldoGreen

2. Factors that Influence Literacy Skills Physical Cognitive/Neurological Language Personality Family Educational

3. Chall’s Stages of Literacy Emergent: functions of written language, alphabet, phonemic awareness Decoding: letter-sound correspondences Confirmation and Fluency: automatic word recognition, use of context Learning the new view: how to learn from text, vocabulary knowledge, strategies Multiple Viewpoints: reconciling different views A Worldview: developing a well-rounded view of the world

4. Spear and Sternberg’s Reading Stages Visual-cue word recognition Alphabetic Insight Phonetic Cue word recognition Controlled word recognition Automatic word recognition Strategic reading Highly Proficient reading

5. Modified Cognitive Reading Model What are the pieces of the skill of Reading Comprehension ?

6. Cracking The Code Phonemic Awareness Phonics Reading Fluency Vocabulary Development Reading Comprehension

7. Phonological Difficulty Range Hard Easy Deletion and Substitution Rhyme Auditory Discrimination Phoneme Blending Word-to-Word Matching Sound Isolation Counting Phonemic Segmentation

8. Developing Phonemic Awareness Nursery Rhymes Alliteration Sorting Tasks Counting Tasks Add Letters Word Building Stretch Sounding Adding Sounds

9. Phonics Approaches Synthetic: direct instruction of individual letter-sound correspondences; blend sounds into words Compare/Contrast: compare new words to already known words; use analogies to decode new words; useful for polysyllabic words

10. Vowel Patterns Closed: a word or syllable that contains only one vowel followed by one or more consonants “One lonely vowel stuck in the middle says its special sound just a little.” sat, fin, bed Open: a word or syllable that ends with one long vowel “If one vowel at the end is free, it pops and says its real name to me.” me, she, hi Silent “e”: a word or syllable that ends in “e”, containing the final e and one long vowel before the consonant The preceding vowel says, “I’m stuck in the middle! Please magic “e”, come and free me!” make, ride, hope

11. Vowel Patterns Double vowels; Double Vowel Talker: a word or syllable that contains two adjacent vowels; the first vowel is long “When two vowels go walking, the first one does the talking.” rain, day, see Bossy “r”: a word or syllable that containing a vowel followed by an “r”; the vowel sound is altered by the “r”. R is the boss. You must do what it says, or it will be cross. car, her, horn

12. Vowel Patterns Consonant + le: the syllable ends in “le” and is preceded by a consonant; this pattern is found in two syllable words “This consonant loves “le”. It pulls it towards itself and is filled with glee.” bubble, puzzle, apple Double vowel whiner: A word or syllable that contains two vowels. “Neither vowel says its long or short sound; instead it makes a whiney sound.”

13. Syllabication Patterns C + le: ta-ble, pur-ple VC/CV: doc-tor, win-ter V/CV: be-gan, fi-nal VC/V: cab-in, rob-in V/V: po-et, ru-in Chin method

14. Guided Reading Small Group Instruction Leveled Text Students at particular levels need appropriate fluency and comprehension strategies to progress as readers Strategy Based Interventions that target individual reading needs Components of a guided reading lesson: Word Work Fluency Practice Vocabulary Instruction Comprehension Strategies

15. Word Work Explicit teaching of phonemes and phonics Develops fluency and flexibility in visual processing of written text 1 -3 minute mini-lesson Explain the rule Show examples Student activity – put the rule to work Dry erase boards Pencil/paper Magnetic letters Sentence Strips

16. Fluency Instruction Echo reading Repeated reading Tape reading

17. Vocabulary Instruction Develop awareness of stages of word knowledge Build experiential background for students Make word learning related to students’ backgrounds Develop depth of meaning through multiple sources and repeated exposures Foster appreciation and enthusiasm for word learning Teach strategies for independent word learning Teach words in context

18. Comprehension Difficulties Poor Decoding? Phonemic Awareness Phonic Fluency Limited Prior Knowledge and Vocabulary? Fluency Vocabulary Background Knowledge Poorly Developed Strategies? Text Attack

19. Comprehension Strategies Pre-reading During Reading Post-reading

20. Strategic Reading Strategies Making connections Asking questions Visualizing Drawing inferences Determining main ideas Synthesizing information Repairing understanding

21. Four Types of Readers Perkins andSwartz Tacit Reader Lacks awareness of how they think when they read; don’t realize when meaning has broken down Aware Reader Realize meaning has broken down when reading but don’t have strategies to fix the problem Strategic Reader Use thinking and comprehension strategies to enhance understanding; are able to monitor and repair meaning Reflective Reader Strategic about their thinking and able to apply strategies flexibly depending on reading purpose

22. Making Connections Based on schema theory Three kinds: Text-to-self Text-to-text Text-to-world Connections to genres, forms, structures of text

23. Questioning Schools demand answers, not questions Before, during, and after reading Why? Construct meaning Enhance understanding Find answers Acquire information Discover new information Propel research Clarify confusion

24. Visualizing Overwhelming images and feelings Make the words on the page real and concrete Stop, think, visualize Why? Enhance meaning Link past experience Strengthen connection to text Stimulate imaginative thinking Joy!

25. Making Inferences Educated guess about underlying theme Prediction about what is next Conclusion based on prior knowledge, questions, and text Create meaning before, during, and after Use pictures

26. Determining Important Ideas The ones we want to remember Depends on our purpose: Remember new information Build background knowledge Distinguish important/interesting Discover theme, opinion, perspective Answer a specific question Finding the author’s message

27. Synthesizing Information Combining new and existing information to form an original idea or creation Putting separate parts into a new whole Discovering a new pattern in ideas Sift and sort through information Make judgments about importance Stop, think, create

28. Repairing Understanding Teach effective comprehension strategies to develop this ability Requires monitoring of comprehension Independent application of strategies Strategic/Reflective readers

29. Questions/Comments?

30. Thank you for your time and attention.