The 5 Components of reading

1. The 5 Components of reading Betsy Madison (betsy.madison@grrec.ky.gov) www.betsymadison.com

2. Components of Reading Poll

3. Let’s make sure we’re all on the same page Phonemic Awareness vs. Phonological Awareness Phonological Awareness = • the ability to recognize the sounds of spoken language and how they can be segmented, blended, and manipulated. • includes awareness at the phoneme level, syllable level, word level, and sentence level Phonemic Awareness = • awareness at the level of a single unit of sound, regardless of the number of letters in the sound (/m/ in made, /th/ in thing, /dge/ in bridge)

4. Phonological Awareness vs. Phonics Phonological Awareness = • sound only, listening to sounds and producing sounds without print Phonics = • Phonological Awareness + letters

5. Phonemic Awareness Continuum • Phoneme Isolation (recognize individual sounds in a word) • Phoneme Identification (recognize same sound in different words) • Phoneme Categorization (recognize the odd word in a set) • Phoneme Blending (combining phonemes to form a word)

6. Phonemic Awareness, continued… • Phoneme Segmentation (break a word into its separate sounds) • Phoneme Deletion (identify how a word would sound if one sound were omitted) • Phoneme Addition (add a single phoneme to a word to create a new word) • Phoneme Substitution (replace a phoneme in a word with another phoneme to create a new word)

7. When should Phonemic Awareness Instruction occur? • All kindergartners should receive formal instruction • Once assessment indicates students have a skill, instruction should be discontinued. • Most children have acquired phonemic awareness by the middle of the first grade. • Don’t delay phonics instruction for students who haven’t yet acquired phonemic awareness.

8. When should you suspect a student is not phonemically aware? • After First Grade, if a student reads with… • poor fluency, • has difficulty sounding out unfamiliar words, • has difficulty sounding out multi-syllabic words, • has poor comprehension, screen student for phonemic awareness.

9. “Some estimates suggest that approximately 90% of students identified as having learning disabilities lack phonemic awareness.” (Stanovich, 1986)

10. Screeners • Phonemic Awareness Scree • Phonological Awareness Skills Test (PAST) • Teacher-Made

11. Phonemic Awareness Intervention • Explicit modeling • Many opportunities for practice with new words • Small, discrete steps • If student isn’t responding… • Slow down • repeat

12. With Older Students • Teach phonemic awareness only to students who are struggling with it. • Teach only the skills they need. • Assess and screen to determine needed skills. • If student isn’t responding…. • Slow down • Switch it up & repeat skill

13. Suzie Cue’s Phonemic Awareness Screening Info • 4/6 Phoneme Isolation (0 middle sounds) • 4/6 Phoneme Identity (0 middle sounds) • 6/6 Phoneme Categorization • 6/6 Phoneme Blending • 3/10 Phoneme Segmentation • 2/6 Phoneme Deletion • 3/6 Phoneme Addition • 0/6 Phoneme Substitution

14. “Vowels were something else. He didn't like them, and they didn't like him. There were only five of them, but they seemed to be everywhere. Why, you could go through twenty words without bumping into some of the shyer consonants, but it seemed as if you couldn't tiptoe past a syllable without waking up a vowel. Consonants, you knew pretty much where they stood, but you could never trust a vowel.” Jerry Spinelli

15. Phonics Continuum • Consonant letter/sound correspondence (K) • Letter names (K) • Vowel letter/sound correspondence (K) • CVC words/short vowel (1) • Onset & Rime/short vowel (1) • Onset = initial consonant • Rime = vowel and rest of the word • Long vowel/silent e (1) • Endings (suffixes: ed, ing, etc…) (1)

16. In middle school language, a digraph is a pair of married letters. They’re stuck together—can’t be separated—make a whole new sound. Ex…th Hey Betsy! What’s a digraph? • Consonant digraphs (beginning & ending) (1) • 2 consonants together that represent a single sound (th, ch, sh, etc…) • Consonant blends (beginning & ending) (1) • 2 consonants together that each retain their individual sounds (bl, tr, tw, etc…) • Letter/Sound variations & generalizations (1) • (kn, gn, ght, etc…) Back to middle school language…A blend is two or three letters who are just “going out.” They can separate and be by themselves or even get together with a different letter. They hang out, but keep their own sound. Ex…dr Hey Betsy! What’s a blend?

17. Long vowel digraphs (1) • 2 vowels that make 1 sound, “when 2 vowels go walking…” (ee, ea, ao, ie, ai, etc…) • Other vowel digraphs (2) • (bread, friend, audience) • Vowel diphthongs (2) • vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel sound in the same syllable (house, voice)

18. R or L controlled vowels (2) • An 'r' or ‘l’ sound following a vowel sound almost always distorts the vowel, making such words harder to spell (car, bird, corn, walk, tall, etc…) • Multi-syllabic words (2)

19. You should suspect Phonics problems… • if a student, after second grade, belabors decoding. • if a student, after first grade, does not correctly read short vowel syllables. • if a student, after second grade, does not correctly read long vowel syllables.

20. if a student, after second grade, reads very slowly. • if a student, after second grade, is having difficulty with comprehension after reading independently. • if a student, after second grade, cannot break a multi-syllabic word into syllables. • AFTER you have screened for … PHONEMIC AWARENESS

21. Phonics Screeners • Phonics Screen • Phonics Mastery Survey • Words Their Way Spelling Inventory

22. Strategies For all students: • KDE Phonics Instructional Menu • Florida Center for Reading Research • Words Their Way Word Study • Syllabication Study (See Appendix A)

23. Phonics Intervention • Screen to find “holes” • Choose developmentally appropriate materials • Explicit modeling • Give many opportunities for practice (reading and writing) including nonsense words

24. Teach small, discrete steps • Assess in isolation AND in combination with mastered skills on the Phonics Continuum • If student isn’t responding…. • Slow down • Repeat

25. When first practicing a Phonics rule, do not use similar words. Students don’t know which rule to focus on. It must be explicit. • Ex…CVC words: • vase cat house rain • Ex… Short a words: • dog cat run pine • Later, use similar words. • Ex…Long I words • live rain line pick

26. Considerations for Older Students • Be respectful of student’s fears • Don’t use “baby-work” • Consider doing this intensive intervention out of the general classroom • Move to real text, for practice, as quickly as possible (high interest-low readability books)

27. Ken Tucky’s Phonics Screen Decoding Spelling 5/5 CVC Words 5/5 Blend Words 5/5 Consonant Digraph Words 0/3 Diphthong Words 2/3 R-Controlled Words 1/5 Multisyllabic Words (wilnab) • 31/31 Letter-Sound correlation • 5/5 CVC Words • 5/5 Blend Words • 5/5 Consonant Digraph Words • 1/5 Vowel Digraph Words • 0/3 Diphthong Words • 5/5 R-Controlled Words • 5/5 Silent e Words • 2/10 Multisyllabic Words (2 syllable, short vowel)

28. Fluency • Fluency is the ability to read a text accurately, quickly, and with expression. • It is important because it frees students to understand what they read. • develops gradually over time and with practice (independent or instructional level). • is not the same as automaticity (fast, effortless word recognition).

29. includes reading with expression by dividing the text into meaningful chunks. • changes depending on what text is being read. • is closely related to reading comprehension. • is important because it frees students to understand what they read. • is useful in evaluating instruction and setting goals. • is motivating to students.

30. Let’s try something… What does it feel like to struggle with reading fluency?

31. When setting up fluency practice session using decodable text (i.e., text that contains a high percentage of decodable words),

32. it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher.

33. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling

34. provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.

35. Discussion Questions What did you struggle with while reading this passage? What was hard? Why? How does this help you identify with struggling students?

36. When setting up fluency practice sessions using decodable text (i.e., text that contains a high percentage of decodable words), it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.

37. Discussion Questions How much were you able to comprehend? How does this differ from the first time you were exposed to the passage? Instructional implications…..

38. Reading Levels HO

39. Determining A Student’s Reading Level Correct Number of Words Read Total Number of WordsRead Percent Accuracy ÷ = Mrs. Smith gave Joey a passage to read from his 3rd grade Social Studies text book. The reading level of the passage is approximately 3rd grade. Joey read 69 out of 74 words correct during his 1 minute timed reading. Is the text at his independent, instructional or frustration reading level? Let’s remember… 95-100%-Independent 90-94%-Instructional Below-90%-Frustration 93% -- Instructional Level Text

40. Oral Reading Fluency Target Rates Source: Adapted from AIMSweb: Charting the Path to Literacy: 2003 and “Curriculum Based Oral Reading Fluency Norms for Student in Grades 2-5”. (Hasbrouck & Tindal, 1992)

41. You should suspect fluency problems if students… • are unable to read aloud in ways that reflect understanding of the text and are unable to engage listeners. • have difficulty and grow frustrated when reading aloud. • do not read aloud with expression. • do not chunk words into meaningful syllables.

42. do not pause at meaningful breaks within sentences or paragraphs • stumble a lot and loses his place when reading something aloud. • read aloud very slowly. • move his/her mouth when reading silently (subvocalizing)

43. Fluency Screeners • http://www.readinga-z.com/assess/fluency-passage.html • Any piece of connected text the student can decode with 90% accuracy

44. Fluency Strategies/Tools • Read Alouds • Sight Word Recognition • Repeated Readings • Books on Tape • Choral Reading • Partner Reading • Echo Reading • Reader’s Theatre

45. Ida Wanna’sFluency Screening Results • Ida (a 4th grade student) is reading 27 WRC using a 750 lexile passage (740L–1010L is the current lexile band for 4th-5th grade) • Ida is reading 60 WRC using a 450 lexile passage (420L–820L is the current lexile band for 2nd-3rd grade)

46. Vocabulary • By age 3, kids from well off families have a working vocabulary of 1116 words. • Kids from working class families have 749 words. • Kids from welfare have a mere 525 words. • Word poverty leads to idea poverty. • You have to know stuff to read stuff.(New Knowledge has to have Old Knowledge to stick to.)

47. The Power of Reading to Build Vocabulary • Reading 14 minutes a day means reading 1,000,000 words a year. • Preschool and children’s books expose students to more challenging vocabulary than prime-time television. • For vocabulary development, children should have text that is 3 years above their age/grade level.

48. “The limits of my language are the limits of my mind. All I know is what I have words for.” Ludwig Wittgenstein What can you do to combat WORD POVERTY?

49. Effective Vocabulary Instruction • Most vocabulary is learned indirectly in 3 ways: -daily oral language -listening to adults read -reading on their own

50. What Words Should be Taught? • Importantwords- for understanding a concept or the text • Usefulwords- those that students are likely to see again and again • Difficultwords- those with multiple meanings and idiomatic expressions