Teaching Reading

Reading Instruction :

Reading Instruction Dr. Teresa J. Gardner Jacksonville State University SPE 524

Reading:

Reading Reading requires thinking skills and strategies Decoding for word identification Fluency Reading comprehension Meeting is communication Share strategies used to decode words and construct meaning Social context

Components of Reading Instruction :

Components of Reading Instruction Phonological awareness , letter-sound correspondence, alphabetic principle Word identification, decoding, word study Fluency Vocabulary Comprehension

Factors That Influence Reading :

Factors That Influence Reading Cognitive factors Attention Span Auditory and phonological processing Visual processing Memory Cognitive learning strategies Intelligence

Factors That Influence Reading :

Factors That Influence Reading Neuropsychological factors Auditory acuity Visual acuity Brain development and functioning Genetic predisposition

Factors That Influence Reading :

Factors That Influence Reading Educational factors Exposure to print Opportunity to engage in literacy activities Quality of early reading instruction Opportunity for appropriate instruction

Factors That Influence Reading :

Factors That Influence Reading Communication factors Listening abilities Speaking abilities Language abilities

Factors That Influence Reading :

Factors That Influence Reading Personality factors Motivation and persistence Sense of personal competence Ability to work in groups Willingness to ask for help Perceived value of reading

Factors That Influence Reading :

Factors That Influence Reading Textual factors Reading level Type of text Vocabulary use and control Clarity of writing style Complexity of writing

Establish A Reading Environment :

Establish A Reading Environment Develop a print-rich environment Newspapers, magazines, catalogs Materials for making books Activities and games for making words Listening station /Books on tape Echo and choral reading Visitors read to students and listen to students read

Determine Reading Level :

Determine Reading Level Independent reading level Students read on their own without support Instructional reading level The level at which instruction should occur Frustration reading level The material is too difficult for the student to read, even with assistance

Determine Reading Level:

Determine Reading Level Word recognition Word comprehension Independent 95 to 100% 9% and above Instructional 90 to 95% 75 to 90% Frustration Below 90% Below 75%

Provide intensive small group instruction :

Provide intensive small group instruction Discuss your expectations and goals for instruction with students Match reading material with the student reading level and needs Provide direct explicit instructions Group students according to ability Use questioning to monitor student understanding Provide feedback Monitor student progress frequently

Repeated Reading Rate - Words read correctly per minute (WCPM):

Repeated Reading Rate - Words read correctly per minute (WCPM) Grade Fall Winter Spring 1 ----- 23 – 47 53 – 82 2 51 – 79 72 – 100 89 – 117 3 71 – 99 92 – 120 107 – 137 4 94 – 119 112 – 139 123 – 152 5 110 – 139 127 – 156 139 – 168 6 127 – 153 140 – 167 150 – 177 7 128 – 156 136 – 165 150 – 177 8 133 – 161 146 – 173 151 – 177

Repeated readings :

Repeated readings Repeated reading increases reading speed, accuracy, expression, and comprehension Use materials at the student ’ s independent to instructional reading level Read passages three to five times Reread phrases to improve fluency Schedule short, frequent sessions for fluency practice Students should set reading goals and record progress

Story Retelling :

Story Retelling Select a story your students will enjoy. Read the story aloud with enthusiasm and animation Discuss the importance of sharing stories with others Model in the retelling process Encourage students to share stories. Assist with retelling as needed. Provide an audience for students to retell their stories Younger children from other classes Parents Former teachers Principal Reading coach Librarian Other grade level teachers

Concepts About Print:

Concepts About Print Point out the front and back. Demonstrate awareness that print contains a message. Indicate where to start. Point to a single word. Indicate the direction to read words. Indicate that at the end of a line you sweep left to the next lower line. Demonstrate an understanding of “ first ” and “ last. ” Indicate that you read the left page before the right page. Indicate that you stop at a period. Indicate that you pause at a comma. Count words in line. Point to one letter. Point to an uppercase letter. Point to the top and the bottom of a page. Point to the top and the bottom of a picture.

Phonological Awareness Language Components:

Phonological Awareness Language Components Word Awareness that speech consists of words Syllable Units within words Onset and rime Splitting syllables (p-ink) Phoneme Smallest unit of sound

Phonological Awareness Tasks:

Phonological Awareness Tasks Word oddity Tell which one does not belong Sentence segmentation by words Count the number of words in a sentence Word segmentation by syllables Sound matching Match words on the basis of beginning, middle, or ending sound (cat—car, bat)

Phonological Awareness Tasks:

Phonological Awareness Tasks Kindergarten level Blending Combine 2-4 word segments (l / a / m / p) Word manipulation Delete a word segment and say what is left Syllable splitting

Phonological Awareness Tasks:

Phonological Awareness Tasks Requires formal reading instruction Phoneme segmentation Break a syllable into component phonemes m/a/t – child claps for each phoneme Phoneme manipulation Add delete, or move any designated phoneme to regenerate a word or nonsense word

Teacher Observation Questions:

Teacher Observation Questions What is the student ’ s attitude toward reading? What specific reading interest does the student have? Is the student making progress in reading? What strengths and weaknesses in reading does the student exhibit? During oral reading, does the student read word by word or with fluency? What kinds of errors does the student make consistently? What word analysis skills does the student use? Does the student use content clues to recognize words? Does the student have a good sight vocabulary? Does the student appear to pay attention to the meaning of the material when reading?