Adapted from Deborah C. Simmons (2002)

1. BIG IDEAS Adapted from Deborah C. Simmons (2002)

2. What We Know Now • We have ____ years of converging scientific research • We know how children learn to read, what factors impede reading development, and which instructional approaches provide the most benefit • We can increase the odds that _____________________ if we utilize these research findings to inform practices in our educational systems • ____________________ become more entrenched over time

3. Big Ideas in Beginning Reading #1. ______________: The ability to hear and manipulate sound in words. #2. _____________________: The ability to associate sounds with letters and use these sounds to read words. #3. ____________________: The effortless, automatic ability to read words in connected text.

4. #4. _______________________: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. • #5. ______________________: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

5. Big Idea #1: Phonemic Awareness: Beginning Readers Must Develop an Awareness of the Phonemic Properties of Language. One of the most compelling and well-established findings in the research on beginning reading is the important relation between _______ and reading _________. Kameenui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B., Sprick, M., & Lin, S-J. (1997). Effective strategies for teaching beginning reading. In E. J. Kameenui, & D. W. Carnine (Eds.), Effective Teaching Strategies That Accommodate Diverse Learners. Columbus, OH: Merrill.

6. Assessing Your Knowledge of Phonemic Awareness The following assessment was administered to 89 teachers whose average teaching experience was 5 years. Teachers included general education teachers, reading teachers, special education teachers, classroom assistants, and graduate students. Answer the following questions to assess your phonemic awareness skills.

7. 1. How many speech sounds are in the following words? • 2.What is the third speech sound in each of the following words? • (Learning To Read: Schoolings First Mission, 1995) ox king straight though boil thank shout boyfriend educate badger squabble stood

8. Big Idea #2: Effective Beginning Readers Must Have Insight into the Alphabetic Principle of Reading. Definitions: Alphabetic Awareness: Knowledge of ________ of the alphabet coupled with the understanding that the alphabet represents the _____________ of spoken language and the correspondence of spoken __________ to ______________________.

9. ___________________________: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last. • ______________________: Translation of letters to sounds to words to gain lexical access to the word.

10. Big Idea #3: _____________________: Beginning Readers Should be Able to Relate Sounds & Symbols of the Alphabetic Code Automatically Definition: , , The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as “one whose decoding processes are automatic, requiring no conscious attention” (e.g., Juel, 1991, p. 760).

11. Such capacity then enables readers to allocate their attention to the comprehension and meaning of text.

12. Big Idea #4: Comprehension of Text Definition: The complex cognitive process involving the intentional interaction between reader and text to extract _________________. ,

13. Research Evidence • Instruction of comprehension strategies improves reading comprehension of children with a wide range of abilities • (National Reading Panel, 2000) • Many children require ___________ word recognition instruction integrated with rapid processing of ___________, __________ skills, and ____________ to improve comprehension • (Fletcher & Lyon, 1998)

14. Big Idea #5: Vocabulary Knowledge and Development Definition: , , As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task. (NRP, 4-15).

15. Research Evidence • Knowledge of word meanings (vocabulary) is critical to ___________________________ • (Learning First Alliance, 2000; National Reading Panel, 2000) • Words are typically learned from __________________ encounters, rather than from a single context or encounter • (Beck & McKeown, 1991)

16. Cautions • Most children do _________ learn to read or spell “naturally,” rather they learn from instruction • Good word identification instruction does __________ primarily rely on guessing words from context or picture cues • Instructional time spent on independent, silent reading with minimal guidance or feedback has ________ been confirmed by research to improve reading fluency and overall reading achievement

17. Maximizing Student Learning • Every minute counts! • Actively ___________ children: • Vary presentation, format, and ways students can participate in instruction • Use an appropriate level of instructional materials

18. Research Evidence • Explicit, intensive instruction is an essential feature of effective interventions for ______________ readers, including students with learning disabilities • (National Reading Panel, 2000) • Well-designed intervention programs implemented by highly qualified teachers can make a difference in helping children learn to read • (Elbaum, Vaughn, Hughes, Moody, •              Schumm, 2000; Fletcher & Lyon, 1998)

19. Cautions • Good reading instruction is ________ writing your own curriculum • Systematic and explicit reading instruction does ___________ inhibit creativity • _______ every component of reading receives equal emphasis at every stage of reading development

20. Making a Difference “No time is as important or as fleeting as a child’s __________ years of schooling.” Neuman, 2001, p. 474