Foundations of Reading Development

Wright Group's LEAD21 Model: Levels of Student Achievement in Phonics Instruction

(1) Intensive - student needing the most help (2) Strategic - students needing extra support (3) Benchmark - students achieving at expected levels (4) Advanced - students surpassing expected achievment

Practicing Separating and Combing Phonemes

Prepares young students to decode and encode words for reading and writing

Teaching the Alphabetic Principle

instruct students in letter-sound correspondences in isolation, one pair at a time, and teach these directly and explicitly; practice the letter-sound relationships that have been explicitly taught in isolation

Instruction in phonics assists children in:

learning and applying the alphabetic principle by explicitly relating visible written letters to audible spoken sounds

Instruction in Phonics and the Alphabetic Principle

letter-sound relationships with the highest utility - meaning they help children start reading words as soon as possible - should be taught first; consonants that are continuous, such as /s/, /f/, /m/, /n/, /r/, are easer for children to produce in isolation than stops such as, /b/, /p/, /g/, /k/, /d/, /t/; visually confusing letters, and auditory confusing sounds should be taught separately.

Reading Aloud to Children

most important activity for developing skills and understanding required for successful reading and writing

Non-Fluent Readers

read slowly and laboriously, one word at a time; when reading aloud, they sound choppy rather than smooth; divert too much attention to decoding words, so they have little left to focus on understanding the meaning

Fluent Readers

read text aloud without effort, use natural-sounding expression the same way as when they are speaking spontaneously; decode words effortlessly and automatically, identifying and understanding word simultaneously

Phonics

recognizing the speech sounds (phonemes) associated with letters and being able to combine two or more phonemes and letters to create words

Semantics

refer to word meanings; knowing more word definitions and knowing some single word have multiple meanings enhances reading comprehension and fluency

Morphemes

smallest units of meaning; can be as small as the letter s, when added to a singular noun to make it plural, such as cat + s = cats; changing these small units of meaning can change the meaning of both a word and its sentence

Phonemes

smallest units of sound in a spoken word that affect its meaning

Semantic Layer

students come to understand how spelling reflects semantic relationships; for instance, composition is spelled with a medial o because it is derived from compose

Pattern Layer

students find larger patterns in letter groupings - for example, the consonant-vowel-consonant-final e (CVCe) pattern in words such as love, hate, more, move, fine, face, etc.

Word Study Approach

students learn through "word-work," various hands-on activities teachers assign for exploring three layers of orthography: alphabetic, pattern, and meaning

Alphabetic Layer

students match letters and letter pairs (such as ch, sh, th) with corresponding sounds and form words from them

Repeated and Monitored Oral Reading

students read and re-read text passages aloud several times, with they teacher providing feedback and guidance to correct and enhance fluency in their subsequent re-readings

Frustration Level

text is hard for the student to read and s/he will attain lower than 90% accuracy in decoding words

Reading Fluency

the ability to read printed text with speech, accuracy, and (when reading aloud) appropriate expression.

Alphabetic Principle

the concept that letters represent speech sounds, and arrangements of letters represent spoken words

Speech

the sounds we produce and hear for communication

Independent Level

the student finds the text relatively easy to read and attains 95% accuracy in recognizing and understanding its words; used in fluency instruction

Morphology

the study of word structure as formed from the smallest units of meaning, called morphemes

Instructional Level

the text is challenging for the reader but not frustrating, and the reader achieves 90% word accuracy

Metalinguistic Awareness

the understanding that language is something we study

Writing

the visual symbols we produce and see for communication

Metalinguistic processes

thinking about and understanding how we use language

For children to read printed language

They must first develop phonemic awareness

Primary Task of Listening

To comprehend the meaning of speech

Primary Task of Speaking

To convey comprehensible meaning, for communicative purposes rather than to focus on the speech sounds produced

LEAD21 Instructional Model (Wright Group)

aligns phonics with spelling - the model's lessons in spelling adhere to the same skills sequence and range as are covered in its phonics instruction; allows for teaching whole classes, small groups, and independent practice by individual students

Orthography

another word for spelling

Blending phonemes

blending the sounds of letters to say a word, ex. /d/, /o/, /g/ --- dog

Manipulation of speech sounds includes:

breaking words down to individual components; blending phonemes and words; stretching them out

Kindergarteners with Good Phonemic Awareness

can identify rhyming and non-rhyming words, and words with the same initial or final sounds; they can segment short words into individual phonemes, and blend phonemes into words

Spelling Instruction

concentrated on memorizing; however, research findings about orthographic layers inform moving away from memorizing to the word study approach; helps students understand how written words operate by enable them to identify their derivations, patterns, and regularities

Phonemic Awareness

consists of being able to hear, identify, and manipulate individual sounds or phonemes; enables understanding that words are composed of phonemes

Reading Programs Should Include

consolidating alphabetic knowledge; participating in phonemic awareness activities; listening to informational books and stories that parents and teachers read aloud to them, and regularly reading and writing words, messages, letter, and stories

Overall Successful Reading

depends in large part on the ability to read words; poor readers are likely to rely on the surrounding context to decipher new words; good readers use their decoding skills, name new words, and then, associate meaning once they have decoded it

Discussion about Readings

empowers children to connect stories with their own lives; teachers can stimulate higher-order cognition by helping children bridge story events from what they see, to what they can imagine

Three Levels of Reading Fluency

frustration level, instructional level, and independent level

Fourth Stage of Literacy Development

Stage of transitional reading and writing (second and third graders)

Conditions Required for a Student to Learn to Read

(1) Phonological awareness is recognizing the sound structures of spoken language, not just the meanings it conveys. (2) Phonemic awareness is the skill of recognizing and manipulating individual speech sounds or phonemes. (3) The Alphabetic Principle is the concept that printed language consists of alphabet letters that are deliberately and systematically related to the individuals sounds of spoken language. (4) Orthographic awareness is recognition of printed language structures, such as orthographic rules, patterns in spelling; derivational morphology and inflectional morphology, i.e., structural changes indicating word types and grammatical differences; and etymology, i.e., word and meaning origins. (5) Comprehensive monitoring strategies: Students need full repertoires of techniques that will help them to attend to and retain the information that they read.

Children predicted to learn to read well in first grade develop these as preschoolers

(1) recognition of the letters of the alphabet, and the ability to name them; (2) general print knowledge, such as recognizing the front and the back of a book and knowing how to turn its pages; and (3) phonemic awareness, i.e., recognizing, differentiating, and manipulating the individual sounds/phonemes in words

Whole-Class Phonics Instruction

1st and 3rd day: teachers introduce a skill to the class, such as segmenting the phonemes in words 2nd and 4th day: review the skills 5th day: teachers work with students on discrimination, review, and additional practice of the skill

Acquiring Alphabetic Knowledge

First, they learn letter names, by singing the alphabet song and reciting alphabetic rhymes; then they learn letter shapes, by playing with 3-dimensional wood or plastic lettered blocks, and alphabet books; and then they learn letter sounds as they relate the letters they see to the speech sounds that they hear and produce

Semantic Feature Analysis

Helps students to grasp important concepts and make connections and predictions; it also improves their skills in reading comprehension and vocabulary development; shows both similarities and difference in words and emphasizes each word's uniqueness; activates students' previous knowledge, reveal information about word meanings through small discussion

Children demonstrate phonemic awareness

Identifying words in a group that start with the same phoneme, such as book, boy, and bicycle; they can isolate and pronounce the initial or final phoneme is a word, such as /d/ or /g/ in dog

First Stage of Literacy Development

Stage of awareness and exploration of spoken and printed language (babies and toddlers)

Fifth Stage of Literacy Development

Stage of competent reading and writing (fourth grade and after)

Third Stage of Literacy Development

Stage of early learning of reading and writing in the formal education setting (entering formal school settings)

Second Stage of Literacy Development

Stage of experimental reading and writing (preschoolers)