Reading: 5 components of reading
Phonics instruction is not
An entire reading program for beginning readers
Alphabetic System
Mnemonic device that supports our memory for specific words
Systematic and explicit phonics instruction
Provides practice with letter and sound relationships in predetermined sequence. children learn to use these relationships to decode words that contain them
Activities for prepared oral reading practice
Student - adult reading, choral reading, tape assisted reading, partner reading, readers theatre
Indirect vocabulary learning
Students learn vocabulary thorough hearing or seeing words used in many different contexts
Phonics instruction
Teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words
Specific word instruction
Teaching individual words
Phonemic awareness
The ability to notice think about and work with individual sounds in spoken words. Change your name understand that words are made up of speech sounds or phonemes
Fluency
The ability to read text accurately and quickly
Comprehension
The reason for reading, it is purposeful and active
Phoneme
The smallest part of a sound in a spoken word that make a difference in the word's meaning
Phonics
The understanding that there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in a written language
Listening vocabulary
The words we need to know to understand what we hear
Reading vocabulary
The words we need to know to understand what we read
Writing vocabulary
The words we use in writing
Speaking vocabulary
The words we use when we speak
Segmenting
When children break words into their individual phonemes. When they break words into syllables in syllables into onset and rimes
Blending
When children combined individual phonemes to form words they are blending the phonemes. They use it when they combined onset and rimes to make syllables and combine syllables to make words
Phoneme manipulation
When children work with phonemes in words they are manipulating the phonemes
Misunderstanding of phonemic awareness
1) Phonemic awareness is not phonics. phonemic awareness is the understanding that the sounds of spoken language work together to make words 2) phonemic awareness is not the same as phonological awareness phonemic awareness is a subcategory of phonological awareness
Phonemic awareness is most effective
1) When children are taught to manipulate phonemes using the letters of the alphabet 2) when it focuses on only one type of phoneme manipulation
Children learn word meanings indirectly in three ways
1) engage daily in oral language 2) they listen to adults read to them 3) they read extensively on their own
Systematic and explicit phonics instruction is effective
1) for children from various social and economic levels 2) for children who have difficulty learning to read and who are at risk for developing future reading problems 3) when introduced early -K and 1st grade
Systematic and explicit phonics instruction improves
1) k-1st grade children word recognition and spelling 2) children's ending comprehension
Six strategies for improving text comprehension
1) monitoring comprehension 2) using graphic and semantic organizers 3) answering questions 4) generating questions 5) recognizing story structure 6) summarizing
Scientific research on vocabulary instruction reveals
1) most vocabulary is learned indirectly 2) some vocabulary must be taught directly
Five components of reading
1) phonemic awareness 2) phonics 3) fluency 4) vocabulary 5) comprehension
Two major instructional approaches related to fluency
1) repeated and monitored oral reading - students read a passage aloud several times and receive guidance and feedback 2) independent silent reading - students are encouraged to read extensively on their own
Levels of word knowledge
1) unknown - word is unfamiliar and meaning is unknown 2) acquainted - word is somewhat familiar and has an idea of basic meaning 3) established - word is very familiar and meaning is recognized and word used correctly
Synthetic phonics
Children learn how to convert letters or letter combinations into sound and then how to blend sounds together to form a recognizable words
Analytic phonics
Children learn to analyze letter sound relationships in previously learned words they do not pronounce sounds in isolation
Onset-rime phonics instruction
Children learn to identify the sound of the water or letters before the first vowel the (onset) in a one syllable word and the sound of the remaining part of the word the (rime)
Phonics through spelling
Children learn to segment words into phonemes and to make words by writing letters for phonemes
Analogy based phonics
Children learn to use part of word families they know to identify words they do not know that have similar parts
Embedded phonics
Children are taught letter sound relationships during the reading of connected text
automaticity
Fast effortless word recognition that comes with a great deal of reading practice, not the same as fluency
More fluent readers
Focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge, so they are able to focus on comprehension
Typed of vocabulary
Listening, speaking, reading, writing
Goal of phonics instruction
Help children learn and use the alphabetic principle - the understanding that there are Systematic relationships between written letters and spoken sounds
Context clues
Hints about the meaning of an unknown word that are provided in the words, phrases, and sentences that surround the word
Children show the use of phonological awareness by
Identify and making oral rhymes, identifying and working with syllables in spoken words, identifying and working with onset and rimes in spoken syllables or one syllable words, identifying and working with the individual phonemes In spoken words
Focus of phonemic awareness
Identifying And manipulating the individual sounds in words
Focus of phonological awareness
Identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rhymes as well as phonemes
Phonemic awareness is important because
It improves children's word reading and reading comprehension and it helps children learn to spell
Fluency is important because
It provides a bridge between word recognition and comprehension Fluent readers recognize words and comprehend at the same time
Types of word learning
Learning new meaning for known word, learning meaning for a new word representing a known concept, learning meaning of a new word representing an unknown concept-hardest to learn, and clarifying and enriching the meaning of a known word
Less fluent readers
Must focus their attention primarily on decoding individual words, so they have little attention left for comprehending the text
44%
Of the nations fourth graders are low in fluency - students who scored lower on measures of fluency also scored low re on measures of comprehension
Onset and rime
Part of spoken words that are smaller than syllables but larger than phonemes an onset is the initial consonant sound of a syllable and rime is the part of a syllable that contains the vowel and all the follows it
Phonemic awareness helps children learn to
Read and spell
Children show use of phonemic awareness by
Recognizing which words in a set of words begin with the same sound, isolating and saying the first or last sound in a word, combinding or blending seperate sounds in the word to say the word, breaking for segmenting a word into the separate sound
Vocabulary
Refers to the words we must know to communicate effectively
Oral vocabulary
Refers to words that we use in speaking or recognize in listening
Reading vocabulary
Refers to words we recognize or use in print
Direct vocabulary learning
Specific word instruction, word learning Instruction, students learn vocabulary when they are explicitly taught both individual words and word - learning strategies, aids in reading comprehension
