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Reading Words: The Instructional Road to Automaticity

Reading Words: The Instructional Road to Automaticity. Dr. Kathleen J. Brown Director: University of Utah Reading Clinic www.uurc.org 801-265-3951. Word Recognition is Automatic accurate fast effortless. Comprehension is both Automatic & Strategic accurate, fast, effortless

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Reading Words: The Instructional Road to Automaticity

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  1. Reading Words: The Instructional Road to Automaticity Dr. Kathleen J. Brown Director: University of Utah Reading Clinic www.uurc.org 801-265-3951

  2. Word Recognition is Automatic accurate fast effortless Comprehension is both Automatic & Strategic accurate, fast, effortless know how to troubleshoot flexible persistent Expert Reading=Word Rec X Comp (Adams, 1990; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001)

  3. Word Recognition is Necessarily Strategic often inaccurate slow effortful Comprehension is both Automatic & Strategic accurate, fast, effortless know how to troubleshoot flexible persistent Novice Reading=Word Rec X Comp (Adams, 1990; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001)

  4. Word Recognition is Necessarily Strategic: often inaccurate slow effortful Word Recognition Must Become Automatic. Most children need explicit, systematic instruction phonics & practice in text. Some need basic word rec. intervention! A few need intensive word rec. intervention! Novice Reading=Word Rec X Comp

  5. Age is Almost Irrelevant… Phonics & Text Should Target the Child’s Instructional Level & Move as Mastery is Achieved!!!!

  6. Identify Child’s Instructional Level: Text That Can Be Read With: • at least 93% accuracy, and rate of: • primer (mid G1)- at least 30 wpm • end G1 - at least 40 wpm • mid G2 – at least 60 wpm • end G2 - at least 80 wpm • mid G3 - at least 80 wpm • end G3 – at least 110 wpm • end G4 – at least 120 wpm

  7. Three Questions to Ask Every Day about Every Child: 1. Right now, what is already “in this child’s head” for these words: - cup? - spurt? - skullduggery? a.k.a. representation in memory 2. Where should I go next with phonics to extend what is “in the head?” 3. What type of text is best for extending what is “in the head?”

  8. IMPLICATION: Phonics and Text Type should change over the course of development to: 1. reinforce what is already known and 2. help the child progress as quickly as possible

  9. Know the “Race Course” of Word Recognition Development STARTING LINE • Learning About Print • pre-alphabetic to partial alphabetic reader • K students • Breaking the Code (a.k.a. Glued to Print) **** • partial alphabetic to full alphabetic reader • early to midG1 (Ehri, 2005; Stanovich, 2000)

  10. What Needs To Be In Place to “Break the Code?” • Letter-sound correspondences (e.g., c = /k/) • Concept of word (1-to-1 voice to print match) • Identify and isolate first consonant phoneme in words • Short vowel sounds

  11. What Kind of Phonics? Text? Phonics: - explicitly teach blending a.k.a. “sound it out” with 3 letter, 1 syllable words with 1 short vowel - drill vowel sound cards - speed check for accuracy & fluency (no<35 in 1min; no>2 errors) Text Type: interesting texts with repetition of easy high frequency words; most other words are decodable (e.g., A Present for Baby Bear, Bob Books) Text Levels: 4-8 (approximately) = oct-dec G1

  12. Phonics: Short Vowels – Closed Syllables cat win mom

  13. Phonics: Short Vowels – Closed Syllables cat win mom job lap pig

  14. Phonics: Short Vowels – Closed Syllables cat win mom lap pig job hop rock van flat chip hit

  15. High Freq. Words for G1 Level Readers (beginners & strugglers) • get a list (e.g., Dolch) • start with easiest & gradually complex • use “flash” presentation • read off the deck • sort into 2 piles: automatic vs. wrong or >3 second hesitation • re-do “trouble” pile • when deck n=25, retire 15 and build up again • for G1 readers, do not build “torture decks” • every “trouble” word needs 5 fairly solid words

  16. Three Questions to Ask Every Day about Every Child: 1. Right now, what is already “in this child’s head” for these words: - cup? - spurt? - skullduggery? a.k.a. representation in memory 2. Where should I go next with phonics to extend what is “in the head?” 3. What type of text is best for extending what is “in the head?”

  17. Know the “Race Course” of Word Recognition Development STARTING LINE • Learning About Print • pre-alphabetic to partial alphabetic reader • K students • Breaking the Code (a.k.a. Glued to Print) **** • partial alphabetic to full alphabetic reader • early to midG1 • Going for Fluency **** • full alphabetic to early consolidated reader • endG1 – endG2 PARTIAL FINISH LINE & onward…

  18. What Needs To Be In Place to “Go for Fluency?” • everything in the “learning about print” phase • automaticity for 50-75 high frequency words (e.g., the, said) • ability to quickly blend unfamiliar 3-5 letter 1 syllable words

  19. What Kind of Phonics? Text? Phonics: - explicitly teach chunking strategy with 4 and 5 letter 1 syllable words with most common phonograms (e.g., turn  spurt) - augment & drill vowel sound cards - speed check for accuracy & fluency (no<35 in 1min; no>2 errors) Text Type: interesting “easy reader” texts that gradually increase in difficulty (e.g., Sammy the Seal  Frog and ToadNate the Great) Text Levels: 8-12/16 (approximately) = jan-june G1

  20. Phonics: Vowel Patterns – Syllable Types cat lake barn tail lap gate park rain paid van sharp flame flat brain

  21. High Frequency Words for G2+ Level Struggling Readers • get a list (e.g., Dolch) • gradually build a word deck from oral reading errors & list • use “flash” presentation • read off the deck • sort into 2 piles: automatic vs. wrong or >1.5 second hesitation • re-do “trouble” pile • when deck n=25, retire some and add as needed

  22. Irregular & High Frequency Words • For persistent “trouble” words, try: • Letter-Sound-Trouble Analysis • Make-n-Break • 2,2,&2 • For persistent “trouble” words, child must: • Say word aloud as often as possible • Ask “What word?” • Spell word aloud • Physical manipulatives can help! • Visualization can help!

  23. Three Questions to Ask Every Day about Every Child: 1. Right now, what is already “in this child’s head” for these words: - cup? - spurt? - skullduggery? a.k.a. representation in memory 2. Where should I go next with phonics to extend what is “in the head?” 3. What type of text is best for extending what is “in the head?”

  24. What Kind of Phonics? Text? Phonics: - explicitly teach syllable types, division, & morphemic knowledge (e.g., skullduggery, disruptive) a.k.a. representation in memory Text Type: interesting texts with some control that gradually increase in difficulty (e.g., Marvin Redpost  Magic Tree House) Text Levels: 18 and up = end G1 and on

  25. cup, branch the, of, who, enough lake, barn, tail hopped, pretest, provoke, incandescent Closed syllables High Frequency & Irregular Vowel patterns Words with affixes and polysyllabic words Types of Syllables: Driven by Orthography & Morphology (Henry, 1990; Moats, 2000; Morris, 2005; UURC, 2006; Wilson, 2006)

  26. “Breaking Up” Big Words: Syllable Types & Morphemes velvet decline hobo rumple incandescent boisterous confirmatory disruptive

  27. Three Questions to Ask Every Day about Every Child: 1. Right now, what is already “in this child’s head” for these words (e.g., cup, burn, skullduggery)? a.k.a. representation in memory 2. Where should I go next with phonics to extend current representations? 3. What type of text is best practice for extending current representations?

  28. Resources for Educators & Parents • Discover Intensive Phonics • Wilson Language/Fundations • LETRS (Language Essentials for Teachers of Reading & Spelling) • Texts by Louisa Moats, Marcia Henry, Isabel Beck, Words Their Way group • University of Utah Reading Clinic (UURC) • 801-265-3951 or www.uurc.org

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