Chapter+8-+Teaching+Reading

Weekly Questions

Comprehension Instruction

Multisensory Reading Method









= Research - =
 * == The findings….P 263 ==
 * Development of essential reading skills requires the teaching of phonological skills, phonics skills, fluent text reading, and the use of comprehension strategies
 * Early literacy and language experiences are extremely important in promoting foundational reading skills
 * Inexpensive screening and assessment methods have been developed for identifying kindergarten and first grade students who are at risk for reading failure
 * The reading problems of girls have not been identified as readily as the reading problems for boys
 * Some instructional approaches, methods, and philosophies are not appropriate for certain students
 * Explicit and systematic instructional approaches have been identified that work well with students who have had difficulties learning to read

= Phonics Instruction = = Fluency Instruction = = Fluency and Theory =
 * == Print is introduced and paired with corresponding sounds. ==
 * == Phonics instruction focuses on helping students learn the relationships between graphemes and phonemes. ==
 * == The National Reading Panel (2000) and //Put Reading First// (2001) describe the following six phonics instructional approaches: ==
 * ===**// Analogy-based phonics //** - teaches students to decode unfamiliar words by analogy to word families they know ===
 * ===**// Analytic phonics //** - teaches students to analyze letter-sound relationships in known words to help decode unfamiliar words; avoid saying words in isolation ===
 * ===**// Embedded phonics //** - teaches students letter sound relationships during the reading of text; readers encounter random letter-sound relationships in their reading, this approach is not systematic or explicit ===
 * ===**// Phonics through spelling- //** teaches students to segment words into phonemes and to write letters for those phonemes ===
 * ===**// Onset-rime phonics instruction //** - teaches students to identify the sound of the letter before the first vowel in a one-syllable word and the sound of the vowel in the remaining part of the word ===
 * ===**// Synthetic phonics //** - teaches students explicitly to convert letters into sounds and then blend them to pronounce recognizable words ===
 * == Fluency is the ability to read quickly and accurately. ==
 * == Research indicates that fluency in reading text is highly correlated to reading comprehension. ==
 * == Theory of Automaticity- Howell and Lorson-Howell note that high levels of fluency allow students to develop automaticity in reading. ==
 * == Theory of Sight Word Efficiency- Ehri, maintain that sight word vocabulary is a key component in fluent reading ==
 * == Theory of Cumulative Deficit- Nagy and Anderson, for good readers sight word vocabulary grows rapidly beginning in the third grade ==
 * == Theory/Research of Processing Speed- Denckla and Rudel, Rapid automatized naming tests features tasks that are well accepted for their ability to predict longitudinal word reading and comprehension ==

= Designing a Reading Program =
 * == Guidelines for designing a reading program that is responsive to a diversity of learners: ==
 * === Use effective teaching principles ===
 * === Provide prereading experiences ===
 * === Consider the nature of reading development ===
 * === Provide explicit and implicit reading instruction- bottom up and top down programs they are two different decoding processes to be taught ===

= Reading Activities =
 * == Pre-reading Activities: ==
 * === Concepts About Print- initial prereading activities acquaint the learner with children’s literature and environmental print, help develop concepts related to print. ===
 * === Phonological Awareness- activities involve experiences with spoken language and help promote awareness of words, syllables, onsets, rimes, and phonemes as units of language ===
 * == Word-Attack Activities- accurate word recognition is attained through careful decoding and practice over time ==
 * == Fluency Activities- word recognition fluency allows the reader to focus on comprehension ==
 * == Vocabulary Activities- students learn a lot of vocabulary through everyday experiences. They should also be taught by explicit instruction teaching individual words and word meanings ==
 * == Comprehension Activities-purpose of reading is to obtain meaning from the words, therefore comprehension is important event to the reading process ==

= Commercial Reading Programs =
 * == Edmark Reading Program- designed to teach 150 sight words of varying parts of speech, plus the endings –ing, -ed, and –s to students with extremely limited skills ==
 * == Great Leaps Reading Program- combines research-based instructional practices with powerful behavioral motivators to effectively remediate reading difficulties ==
 * == Learning Strategies Curriculum- designed to improve a students ability to cope with specific curriculum demands and to perform tasks independently ==
 * == Phonic Reading Lessons- provides direct explicit phonics instruction to students second grade and up that are struggling with decoded words ==
 * == Phonological Awareness Training for Reading- designed to increase the level og phonological awareness in youngsters and can be used with at risk kindergarteners to help prepare them for reading ==
 * == Specific Skill Series for Reading & Multiple Skills Series for Reading- includes excerise booklets designed to provide practice in reading comprehension skills for students reading as the pre-kindergarten through eight grade level ==
 * == SRA Early Interventions in Reading- research-based intervention program for struggling readers first through third grade ==

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)