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National Reading Panel Components of an Effective Reading Program (cont’d). Sound Card Drills. Drill Daily Use letter name and letter sound Use a keyword for troublesome letters Clip the Sound (b - /b/ not / bu /) Vowels a different color than consonants. Feel Mouth Position.
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National Reading PanelComponents of an Effective Reading Program(cont’d)
Sound Card Drills Drill Daily Use letter name and letter sound Use a keyword for troublesome letters Clip the Sound (b - /b/ not /bu/) Vowels a different color than consonants
“What Says ……” Drill Teacher says a sound or word Student repeats the sound Student names the letter while tracing the letter on the desk or sky writing the letter
Sound Tapping • Tap thumb to fingers for each Sound Card, while saying the sound. First sound –index Second – middle Next – ring finger • Blend the sounds and name the word while dragging your thumb across fingers. m a p b r i d g e s o ck f l a m e s
Mark the Syllables Scoop each syllable Identify the syllable type closed –c open – o vce – e cle – l r-controlled – r vowel pair - d Mark the vowels Cross out silent letters * above letters used for spelling only Circle any suffix g a r l i c t o w e r s b a f f l e c i r c u l a t e m a r r y
History of Strategy Instruction 60’s – 70’s “Assign and Assess” 80’s “SQ3R” 1984 Theory of Cunningham 1. Before You Reading 2. During Reading 3. After Reading 2000 National Reading Panel
National Reading Panel on Comprehension 7 Strategies for Students Comprehension Self Monitor Cooperative Leaning Graphic Organizers Questioning Story Structure Answering Questions Summarizing (Using Mental Imagery)
Comprehension Program Visualizing and Verbalizing, For Language Comprehension and Thinking by Nanci Bell Picture Word Single Sentence Paragraph Multiple Paragraphs
Structure Words Picture Words What Where Size Shape Color Number Advanced Structure Words Mood Movement When Background Sound Perspective
Highlighting … an active comprehension monitoring tool. Highlight only the words that make you picture something. Helps students stay focused… …… looking for words to highlight The act of highlighting moves facts into memory Easier to find answers Easier to take notes / study
Best Practices for Teaching Comprehension Strategies 1. Teacher-Directed : -when to use strategy -why to use strategy -how to use strategy 2. Teacher Models instruction by verbalizing her thinking (think-alouds) 3. Guided Practice: teacher and student work together 4. Independent Practice : student works along but teacher monitors
Resources Florida Center for Reading Research –FCRR established in 2002 Florida State University Student Center Activities K-1 2-3 4-5 Activities for all of the five components of reading instruction. www.fcrr.org
National Reading Panel on Vocabulary Should be taught directly and indirectly Methods should be appropriate for age & ability Computer use was found to be more effective than some traditional methods in some studies Repetition and multiple exposures are important Learned through rich context
Direct Approach Vocabulary Indirect Approach Conversation Read-Alouds Personal Reading Discussion after a read-aloud Vocabulary Cards 5 x 8 index cards Front-picture w/word Back – definition, synonym Display in room, review often Morpheme Analysis
Oral Reading Fluency Interventions • Echo Reading (Neurological Impress Method) - joint oral reading of the teacher and students at a fluent pace Repeated Readings - the student reads and rereads a passage until they read at a satisfactory rate Recorded Repeated Readings - teacher-made recordings - Published recordings
