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![Page 1: 1 Teaching Students to Read Words: Effective Strategies for Students with Reading Difficulties Rollanda E. O’Connor University of California at Riverside.](https://reader036.fdocuments.us/reader036/viewer/2022070307/551a95fa550346b52d8b6068/html5/thumbnails/1.jpg)
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Teaching Students to Read Words: Effective Strategies for Students with Reading Difficulties
Rollanda E. O’ConnorUniversity of California at Riverside
Jekyll Island, Georgia, 2008
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From Early Literacy to Skilled Reading
Oral language Phonemic awareness Letter to sound correspondences Decoding words Recognizing words Building reading fluency Comprehending language Comprehending written text (good spelling would be nice, too!)
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Milestones Toward Effective Intervention
Determine where the child falls on the reading continuum
Choose an intervention with a strong research base
Shore up preskills while maintaining age-appropriate oral language
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Word Study Strategies
Phonic Analysis Teach most common sound for each letter
Structural Analysis Letter combinations; Silent –e rule
Multisyllable Word Strategies Dropping a silent –e; Doubling rule; Affixes; BEST
Morphemic Analysis Teach meaningful parts of words
Contextual Analysis After a student tries a pronunciation: Does that make sense?
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The Likely Suspects… Kindergarten
Understanding & use of the alphabetic principle First Grade
Alphabetic principle Phonics and decoding words
Second Grade Alphabetic principle, phonics and decoding Reading fluently
Third Grade Phonics and decoding, fluency Multisyllable words, morphemes, and comprehension
Fourth Grade Decoding, fluency, multisyllable words, morphemes Active comprehension of sentences, paragraphs, and passages
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Interventions in Kindergarten
Segmenting Blending Letter Sounds The alphabetic principle [and meanings of words]
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Stretched Blending
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Teaching Letter Sounds
Avoid alphabetical order (Carnine et al., 1998) Use cumulative introduction Teach short vowels in kindergarten Start teaching letter sounds as soon as possible Integrate letter sounds with phonological awareness
activities (Ball & Blachman, 1991; O’Connor et al., 1995) Assess letter knowledge, and begin “catch-up”
instruction immediately
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Onset-rime with 1st Sound
m
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Segment 3-phoneme Words
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Ex: Segment to Spell
a m s t i f
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Measuring Progress to the Alphabetic Principle
Rapid Letter Naming
Segmenting
Goals: >50 Letters per minute
>30 segments per minute
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Rapid Letter Naming
Time: 1 minute Number correct:________
D N b H f i m O A R
s E W y L T c X g k
B F o j a S p r U e
M z K C t q n J P x
u G Q l w Z I v Y d
V h
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Segmenting
"I will say a word, and you tell me the sounds you hear in the word. My turn. I can say the sounds in Mike.
M--i--ke. Your turn.” (1 point/phoneme)
1. soap_______ 6. leaf_______
2. van________ 7. fall_______
3. food_______ 8. not_______
4. show______ 9. mad_______
5. make______ 10. zoo_______
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Interventions in First Grade
Segment to Spell Phonics High frequency words [and meanings of words]
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Phonics
Teach common sounds first Teach blending letter sounds After ~20 sounds are well known, add
consonant digraphs like th, wh, ch After consonant digraphs, introduce letter
combos (ee, ar, ing, or, al, er, ou) Next add the silent -e Rule
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ai says /aaa/. ai says—
Teach aiairainfailbaitplainafraidfair
Discriminate aimainboatfishpaidoldmailfar
Sight wordstheygoodcome
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Blending
For stretchable sounds: Don’t stop between the sounds
fast
For stop sounds Blend the consonant-vowel first:
fi — x ba - m
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The problem with word families
Discuss this problem with a colleague.
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Word Building (p. 65)
pet—pot—pat—pad—sad—sod
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Sight Words
25 high frequency words make up nearly 1/3 of all print for primary readers
100 high frequency words make up nearly 1/2 of all print
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28 High Frequency Words
the you are this
of that as from
and it with I
a he his have
to for they or
in was at by
is on be one
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Teaching Sight Words
Constant time delay Spelling words aloud Word walls [ok, but be CAREFUL]
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How Regular a Language is English?
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Patterns in the 100 Most Common Words
th: that, than, this or: for, or, more ch: much, [which] wh: when, which, what ee: see, three al: all, call, also ou: out, around er: her, after ar: are, part
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Teaching Silent -e
One generalization covers them all: “When there’s an -e at the end, the vowel says its name.”
Is there an -e at the end? Game sit hop hope ram
yes no
What’s the name of this letter?
What’s the sound of this letter?
Read the word Read the word
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Assess Progress in Phonics
Most common sound for each letter High frequency letter combinations Lists of 25, 50, 75, 100 common words
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Interventions in Second Grade
Common letter patterns & affixes Fluency [and meanings of words]
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Highly Regular Letter Combinations
th oa qu oi
er ar ay oy
ing ea igh ph
ch oo ol wr
wh ee ir au
or ai ur aw
ou sh kn
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Small Moves toward 2-Syllables
Inflected endings: -ed, -ing, -s, -es Words that divide between consonants Every syllable has at least one vowel Words that end in –le
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Words That Divide Between Consonants
cannot happen
goblet kidnap
cactus magnet
rabbit triplet
plastic dentist
tablet absent
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Words that End in –le
Purple little
Sparkle apple
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Generate words that are decodable if:
Students can add –le Students can divide words between
consonants
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Most Common Affixes
Prefixes Un-, re-, in-, dis- account for 58% of
words with prefixes (White et al., 1989)
Suffixes -ly, -er/or, -sion/tion, -ible/able, -al, -y, -
ness, -less
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Why Bother Building Fluency?
One piece of the comprehension puzzle Minimum fluency requirements (Good et al., in
press; O’Connor et al., 2002)
Silent reading is NOT effective in improving fluency (NRP, 2000)
Building fluency requires frequent, long-term practice
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Strategies to Increase Fluency
Rereading (Dowhower, 1991; Sindelar et al., 1990)
Partner reading (Fuchs et al; 1998; Greenwood et al., 1998)
Control the difficulty level of text (O’Connor et al., 2002)
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2 Methods of Partner Reading
Modeled reading (PALS)
Each student reads in 5 minute intervals
Strongest partner reads first Allows a model for the poorer reader
Sentence-by-sentence (CWPT)
Partners take turns reading sentence by sentence Reread with other student starting first Encourages attention and error correction
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Assess Reading Fluency
Listen to student read aloud for 1 min from Grade level text
Mark errors and omissions Help with hard words after 3 sec, but count as
error Count the words read correctly in 1 min
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Reading Rates
Grade Average Rate Danger
1, March 45 25
1, May 60 40
2, Dec 75 50
2, May 100 60
3, Dec 120 70
3, May 135 80
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Interventions in Third Grade
BEST Morphemes Rules for combining morphemes Comprehension strategies [and meanings of words]
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BEST for Multisyllable Words
Break apart Examine the stem Say the parts Try the whole thing
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BEST Examples (Shackleton)
understandingly expedition unknown Antarctic Uninhabited
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Glass Analysis
May What word? Which letter says /mm/? Which letters say /ay/? A-y. What sound? M. What sound? [take away letters and ask what’s left]
way layer delayingday paying paymentrays mayor Sundays
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Every
What word? Which letters say /ev/? Which letters say /er/? Which letter says /y/? E-v. what sound? E-r. What sound? y. What sound? [take away letters and ask what’s left]
never clever evidentdevil crevice neverthelesslevel several revolution
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Teaching Vocabulary Words
What works: What doesn’t work :
Direct teaching
Frequent review
Production responses
Look it upChoose the best meaning Fill in the sentence
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Prodigy
A prodigy is a person with wonderful talent. What’s a prodigy? What do we call a person with wonderful talent?
Is Harry Potter a prodigy? How do you know?
Michael Smith has no special skills. Is he a prodigy? How do you know?
What does prodigy mean? So--What would a child prodigy be? Mozart was a child prodigy.
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Expedition
Expedition means: a long trip or journey. What does expedition mean? What word means a long trip or journey?
What’s another way to say: Shackleton took a long trip to Antarctica?
Lewis and Clark took canoes from Washington, DC to Washington state. Was that an expedition? How do you know?
I walked next door. Did I take an expedition? What would you call a hike from Brunswick to
Savannah?
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Features of Vocabulary Instruction
Tell the definition or synonym. Have children repeat it. Have children use the word and the definition
at least 7 times during your instruction.
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Your turn:
Dissect Intelligible Dwelling License
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Teaching Morphemes to Older Students--The meaningful parts of words--
“not” Un, dis, in, im (disloyal, unaware, invisible, imperfect)
“excess” Out, over, super (outlive, overflow, superhuman)
“number” Uni, mono, bi, semi (uniform, monofilament, bicolor,
semiarid) “in the direction of”
Ward (skyward, northward) “full of”
Ful (merciful, beautiful)
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Inter-- means between
What does inter-- mean? So what does interstate mean? What would you call a highway between
states? What would interperson mean? So what are interpersonal skills?
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Word Strategies for Older Students
Structural Analysis Letter combinations; Silent –e rule
Multisyllable Word Strategies Dropping a silent –e; Doubling rule; Affixes; BEST
Morphemic Analysis Teach meaningful parts of words
Contextual Analysis After a student tries a pronunciation: Does that make sense?
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Important Rules for Reading & Spelling
Every syllable has at least 1 vowel magnanimous
Drop the –e when you add a word part with a vowel close+ing, close+ly, sense +ible, sense+less
Double the consonant when words end in –cvc and you add a word part with a vowel Drip+ing, drip+less, win+ing, wonder+ful
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When do you drop the –e from a word?
When the next part begins with a vowel. T: Does this word end in –e?
Does the next part begin with a vowel? Will you drop the –e?
make + ing port + able like + ed come + ly use + ful use + ing back + ed guide +ing
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Rule for doubling the final consonant:
WHEN do you double the final consonant in a short word?
“When the word ends in CVC and the next part begins with a v.”
mad + er mad + ly mad + est ask + ing big + er kind + er
Dixon, et al.
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Keys to Successful Intervention
Determine where the child falls on the reading continuum
Choose an intervention with a strong research base Shore up preskills while maintaining age-appropriate
oral language Students with reading difficulties will need 7-20
practice sessions or more to master a new concept Use the student’s progress to determine the next
appropriate intervention