What Behaviors and Skills Do Emergent Readers Exhibit?

1. What Behaviors and Skills Do Emergent Readers Exhibit? Unless stated otherwise the content of this section is based on Chapter 7 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

2. Stages of Development of Print Knowledge • Print Awareness • Print Knowledge • Integration and Fluency Adapted from: Barr, R. et. al (2007). Reading Diagnosis for Teachers: An Instructional Approach(5th Edition.) Boston, MA: Pearson Education, Inc. Benedictine University

3. Print Awareness A child who possesses print awareness: • Understands that print is meaningful • Orients to text • Has concept of story • Uses “story talk” when “reading” books • Has ability to rhyme • Has auditory discrimination of beginning/ending sounds • Engages in environmental reading Benedictine University

4. Print Knowledge A child who possesses print knowledge: • Has alphabet knowledge • Has sound/symbol knowledge • Has some concept of words • Has some sight vocabulary • Has limited decoding Benedictine University

5. Integration and Fluency A child who possesses integrationandfluencyskills: • Has growing orthographic knowledge • Has decoding strategies • Uses contextual strategies • Uses “cross-checking” of cues • Has increasing sight vocabulary • Increases reading rates and prosody Benedictine University

6. Emergent Reader Literacy Goals • Develop language and pre-literacy skills: • Increase exposure to books and print • Foster phonological awareness • Develop alphabet knowledge • Model literacy behaviors through read-alouds • Encourage writing and drawing Literacy Goals Benedictine University

7. What Strategies Foster Emergent Literacy? Unless stated otherwise the content of this section is based on Chapter 7 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

8. Strategies for Emergent Readers • Read Alouds • Shared Readings • Guided Reading • Independent Writing • Shared/Interactive Writing Benedictine University

9. Sheila Owen’s Kindergarten Class • Please click on the web link below or cut and paste the link into your web browser • http://www.learner.org/vod/vod_window.html?pid=1724 • As you watch the video of Sheila Owen’s Kindergarten Class, use the observational checklist to record examples of the following literacy teaching practices: • Read-Aloud • Shared Reading • Guided Reading • Independent Reading • Interactive Writing • Independent Writing Benedictine University

10. How Can… Phonological Awareness, Letter Knowledge and Concepts About Print be Developed in Emergent Readers? Unless stated otherwise the content of this section is based on Chapter 7 – Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

11. Direct Instruction for Emergent Readers • Direct instruction is especially important in the following areas: • Concepts about print/literacy • Phonological awareness • Letter knowledge Benedictine University

12. Concepts About Print/Literacy • Book orientation • Front and back of book • Cover and title page • Print and pictures • Print-direction concepts • Print is read left-to-right and top-to-bottom • General print concepts • Words can be written down and read • Words = sounds • Letters represent sounds • Upper case vs. lower case letters • Function of punctuation • Words are composed of letters Benedictine University

13. Phonological Processes and Reading • Characteristics of students having difficulty learning to read • Cannot detect separate sounds in words (phonemic awareness) • Are developmentally unable to think of language as an object itself – words as words and sounds as sounds (metalinguistic ability) Benedictine University

14. Phonological Awareness Tasks • Rhyming • Blending onsets and rimes • Segmenting words • Syllables • Onset and rime • Individual sounds Benedictine University

15. Building Phonological Skills • Phonological awareness: • Grows out of vocabulary knowledge • The more words that a student knows, the easier it is to develop phonological awareness • Is necessary for initial reading • However, it doesn’t need to be mastered to begin reading • Should not be taught as an isolated skill, • It should be combined with reading and writing Benedictine University

16. Rhyme Strategies to build rhyming skills: • Read and discuss nursery rhymes, humorous verses, jump-rope rhymes • Begin to stress the rhyming elements in words • Teach the language used to talk about rhyme (same, sounds, etc.) • Build sets of rhyming words • bag, rag, tag, flag • ID words that rhyme • Sort rhymes Benedictine University

17. Blending Onsets and Rimes Strategies to build blending skills: • Begin breaking apart words as you say them • b-ee, h-at, b-ook • Create riddles • I am thinking of a word that begins with b and rhymes with toy Benedictine University

18. Beginning Sounds Strategies to build beginning sound knowledge: • Use names to identify beginning sounds • Is this _eth or Beth? • Use alphabet books to find all the words that begin with a specific letter • Sort pictures and objects with the same beginning sound into groups • During the day, repeat words that have the same beginning sound – Monday and Math • Say a rime and have students make as many words as they can by adding initial consonants Benedictine University

19. Segmentation Strategies to build segmentation skills: • Have students clap out syllables • Have students identify the number of sounds in individual words • Have students identify the mouth movements to make different sounds • Use the Elkonin technique Benedictine University

20. Letter Knowledge Strategies to build letter knowledge: • Teach letters by their distinctive shapes • Slants, curves, open or closed lines • Allow students to compare letters to see their differences • Start by teaching students the letters in their own names • Keep a wide variety of items with letters in the room • Read alphabet books Benedictine University

21. Typical Reading Recovery Lesson • Fluent Write • Reading of Familiar Books • Rereading of Previous Day’s Book and taking a Running Record • Working with Letters • Writing a Story • Reading a New Book Benedictine University

22. What ‘Prevention Programs’ Are Appropriate for Preschoolers? Unless stated otherwise the content of this section is based on Chapter 7 and 14– Gunning, T.G. (2010) Assessing and Correcting Reading and Writing Difficulties. Boston, MA.: Pearson, Education, Inc.

23. Early Intervention “The difficulties of the young child might be more easily overcome if he had practiced the error behavior less often, had less to unlearn and relearn, and still had reasonable confidence in his own ability.” Marie Clay developer of Reading Recovery (1985) Benedictine University

24. Emergent Readers Preventive Programs • Example of Preventive programs • Language Enrichment Activities Program (LEAP) • High Scope • Opening the World of Learning (OWL) • Webbing into literacy • Reading Recovery Benedictine University

25. Reading Recovery • Basics: • One-on-one instruction • 30 minutes a day • Five days a week for 12-20 weeks • Success: • 81% success rate • 84% success rate with Spanish program • Students who still struggled often benefited from the addition of a systematic phonological awareness and phonics program Benedictine University

26. Effective Interventions for Early Readers Include… • Initial Assessment • Class size of 3-5 students • Instruction in: • Phonological awareness • Decoding • High-frequency words • Essential conventions of print • Reading and re-reading of books • Opportunities to teach word-analysis and comprehension strategies • One-on-one and independent reading opportunities • Writing component • Parental involvement • Ongoing assessment Benedictine University