ReadingFounda,onSkills

UpdateonResearch-ValidatedPrac4ces

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AnitaL.Archer,Ph.D.Author,Consultant,Teacher

archerteach@aol.com

www.explici,nstruc,on.org

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ReadingFounda,onSkills–UpdateonResearch-ValidatedPrac4ces

Inthissession,Dr.Archerwillreviewcurrentresearchontheimportanceofestablishingastrongreadingfounda4onintheprimarygradesincludinginstruc4ononprintconcepts,phonologicalawareness,decoding,sightvocabularyandfluency.

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RecommendedIESPrac4ceGuide

Founda'onalSkillstoSupportReadingforUnderstandinginKindergartenThrough3rdGradeAvailableonline

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RecommendedBook

Kilpatrick,D.A.(2015).Essen'alsofassessing,preven'ng,andovercomingreadingdifficul'es.Hoboken,NewJersey:JohnWiley&Sons.

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RecommendedBook

Willingham,D.T.(2017).TheReadingMind:Acogni'veapproachtounderstandinghowthemindreads.SanFrancisco,California:Jossey-Bass.

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RecommendedBook

Seidenberg,M.(2017).Languageatthespeedofsight.NewYork:BasicBooks.

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SimpleViewofReading

Decoding(Word-LevelReading)

Abilitytotransformprintinto

spokenlanguage

LanguageComprehensionAbilitytounderstandspoken

language

Word-level reading and oral language comprehension are relatively independent abilities. Gough, 1986

SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

Why–Founda,onDecodingSkills

Studentswholearnthealphabe4csystemandcandecodeeffortlesslyreapmanybenefitsincluding:-  focusmentalenergyoncomprehension

-  experiencejoyofengagementwithtext-  accessawiderangeoftexts-  increasevocabularyandknowledge(Brady,2012)

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Why–Founda,onDecodingSkills

ResearchindicatesthatstudentshavebeLerfutureprospectsasreadersiftheydevelopunderstandingandfacilitywiththealphabe4ccodebytheendofsecondgrade.(Moats2012)

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Why–Founda,onDecodingSkills

Ifwedonotcatchstudentsearly(byendofsecondgradeatthelatest),improvementintheirrela4vestandingismuchlesslikelyandcostmuchmore.Manyreadingdisabili4escanberemediatedoramelioratedbytheendoffirstgradewithexplicit,phonics-emphasisinstruc4on.(Ryder,Tunmer,&Greaney,2008;Mathesetal,2005)

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Why–Founda,onDecodingSkills

Poorreadersingrades3–5neededabouttwohoursperdaytobringtheirbasicreadingskillsuptothelevelpredictedbytheirverbalreasoningabili4es.(Torgesenet.al2001)

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SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

PrintConcepts

LeLerNames

•  Teachlecernamesexplicitly.•  U4lizeaversionoftheAlphabetSong.

•  Introduceupper-caselecernamesbeforelower-casebecausetheyarevisuallyeasiertolearn.Adams2013

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PrintConcepts

LeLerNames

•  Teachtomastery–  Lecerscanbenamedaccurately,confidently,effortlessly.

•  Provideextra4meon:–  Visuallysimilar(b,d,p,q)–  Upperandlowercaseformsthatdiffer(Ee,Rr)

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PrintConcepts

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Addi,onalnotes:

banddreversalsarenotasignofdyslexia.DyslexiaisNOTrootedinvisualproblems.Willingham,2017

SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

PhonologicalAwareness

PhonologicalAwarenessSkills•  Early

–  rhyming–  allitera4on–  segmentwordsintosyllables–  iden4fyini4alsoundinword

•  Basic–  blendingsoundsintowords–  segmen4ngwordsintosounds

•  Advanced–  manipula4ngphonemes–  dele4ng,subs4tu4ng Kilpatrick,2015

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PhonemicAwareness

•  Includephonemicawarenessac4vi4esinbeginningreadingprogramsforstudentsofanyage.

•  Kindergarten:10-15minutesaday(Foormanetal,1997)

•  FirstGrade:(Firstthreemonths)10minutesadayincorporatedintophonicsinstruc4on

•  Interven,on:Withininterven4onprogramifstudentreadsbelow2ndgradelevel

•  Interven,on:Advancedphonemicawarenessmaybenecessaryforstrugglingreaders(Kilpatrick,2015)

•  AllElementaryGrades:Incorporateintospellinginstruc4on.

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PhonemicAwareness-How?

Phonemicawarenessac4vi4esshouldbe:1.Fewinnumber2.Explicitlymodeled At-riskstudentsneedaddi4onalexplicit instruc4on.

3.  Supportedbyconcretematerialsorgestures4.  Designedtoincludeallstudents

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ExampleA

•  BlendingSoundsintoWords

1.We�regoingtoplayasay-the-wordgame.I�llsay thesounds.Yousaytheword.2.Listen.aaaammmmm3.Whatword?am4.(Repeatwithotherwords.)5.(If4mepermits,checkindividualstudents.)

(Prac4ce:man,sat,ship,trap)

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ExampleB•  Segmen,ngwordsintosounds-SmoothSegmen,ng

1.Putyourfiststogether.2.Getreadytostretchtheword.3.Thewordisfin.Whatword?fin4.Stretchit.fffiiiiinnnn5.Shrinkit.fin6.(If4mepermits,checkindividualstudents.)

(Prac4ce:sit,list,fish,trip)

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ExampleC

•  Segmen,ngWordsintoSounds-SeparateSegmen,ng

1.We�regoingtosaythesoundsinaword.2.Fistintheair.Putuponefingerforeachsound.3.Thewordissat.Whatword?sat4.Firstsound?/sss/Nextsound?/aaa/Lastsound?/t/5.(If4mepermits,checkindividualstudents.)

(Prac4ce:fan,fast,shop,with)

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SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

PhonicsandWordRecogni,on

•  LeLer-soundassocia,ons √Consonantandvowellecers

√Consonantteamsincluding: -blends -digraphs √Vowelteamsincluding: -digraphs -diphthongs -r-controlledvowels

•  Decodingofregular,singlesyllablewords

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PhonicsandWordRecogni,on-What?

•  Structuralelementsincluding:√Inflec4onalendings√Prefixes√Suffixes

•  Decodingofmul,syllabicwords

•  Readingofirregularwordsinwhichlecersdon�trepresentmostcommonsounds

•  Readingdecodabletext

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LeLer–SoundAssocia,ons

•  Lecer-SoundKnowledgeinvolvespairingvisualmemorywithphonologicalmemory.

•  “Lecer-soundknowledgeisessen4alforbothphonicdecodingandforstoringwordsinone’ssightvocabulary.”(Kilpatrick,p.64)

•  Ifstudentshavedifficultywithlecer-soundassocia4ons,notvisualmemorybutphonologicalmemory.(Kilpatrick,p.33)

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LeLer-SoundAssocia,ons

•  GoodreadersrelyprimarilyontheleLersinawordratherthancontextorpicturestoiden4fy/pronouncefamiliarandunfamiliarwords.

(Ehri,1994;Kilpatrick,2015;Seidenberg,2017)

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LeLer-SoundAssocia,ons-How?

•  U4lizeawell-organized,systema,csequencetointroducethemostcommonlecer-soundassocia4ons.–  Easytodifficult.(Example:singlevowellecersbeforedigraphs)

–  Highfrequencybeforelowfrequencylecer-soundassocia4ons.(Example:m,a,fbeforej,xandz)

–  Separateeasilyconfusedlecer-soundassocia4ons.(Example:eandi,nandm,bandd)

•  Provideexplicitinstruc,on(ratherthanimplicitinstruc4on)tointroducelecer-soundassocia4ons.

•  Differen4atebetweencon4nuousandstopsounds.Con,nuousSounds-StopSounds-

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ExampleTeachingLeLer-SoundAssocia,ons

sat1.(Pointtoexampleword.)Thiswordissat.2.(Pointtotheunderlinedgrapheme.)Thissoundis/aaaa/.3.Whatsound?/aaaa/

OR a1.(Pointtotheisolatedgrapheme.)Thissoundis/aaaa/.2.Saythesoundwithme./aaaa/3.Whatsound?/aaaa/

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LeLer-SoundAssocia,ons

FunfactsaboutLeLer-Soundassocia,ons:Finnish,Spanish,andItalianhaveaonetoonecorrespondencebetweenlecersandsounds.Kidslearntodecodequitequicklyinthesecountries.English,French,Danish,andPortuguesehave“onetomany”systemsandreaderslagbehindinprimarygrades.However,byfourthgradereadersinthesecountriescatchup.Willingham,2017

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DecodingProcessUsingLecer–SoundAssocia4ons(Willingham,2017)

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Phonics-regularwords

•  Abilitytoblendindividualsoundsintorecognizablewordsisacri4calcomponentofreading.(Beck,2006)

•  Studentswhoreceivesystema4cphonicsinstruc4onhavebeLercomprehensionattheendof2ndand3rdgrades.(Kilpatrick,2015)

•  Diverselearnersmustbeencouragedtolookcarefullyatspellingandsoundsandtorepeatedlysoundoutandblendwords.(Reitsma,1983;Kilpatrick,2015)

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Phonicsregularwords

•  U4lizeinstruc,onalrou,nestointroducespecifictypesofwords.

•  Pairdecodingandencodingofwords.–  Decodingandencodingrelyonthesameunderlyingknowledge.(Joshi,

2008–2009;Moats,2005–2006)–  Linkingspellinganddecodinginstruc4ondeepenschildren’s

knowledgeofthewricensystem.(Brady2012;Yopp,Hallie,&Yopp,2011)

•  Provideprac4cereadingdecodabletext.

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ExampleA-SoundbySoundBlending

SoundingOutVC,CVC,CVCC,CCVCwords

momtopshopdot

1.(Writethefirstlecerontheboard.)Whatsound?2.(Writethesecondlecerontheboard.)Whatsound?3.(Moveyourhandunderthetwolecers.)Blendit.4.(Writethethirdlecer.)Whatsound?5.(Moveyourhandunderthelecers.)Blendthesounds.6.Whatword?

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ExampleB-Con,nuousBlending

SoundingOutVC,CVC,CVCC,CCVCwordssipfitlip,prim

1. WhenItouchalecer,I�llsayitssound.I�llkeepsayingthesoundun4lItouchthenextlecer.Iwon�tstopbetweensounds.

2.Myturntosoundoutthisword.(Touchundereachlecerandsaythesound.Holdcon4nuoussounds.Saystopsoundsquickly.Don�tstopbetweensounds.)

3.Soundoutthiswordwithme.(Touchundereachlecer.)4.Yourturn.Soundoutthiswordbyyourselves.(Touchunder

eachlecer.)

5.Whatword?(Glideyourfingerundertheword.) 37

ExampleCSoundingOutWordswithLeLerCombina,ons

raintrainpaintsailseal

Precorrec,onProcedure1.(Pointtotheunderlinedlecers.)Whatsound?2.(Pointtotheword.)Whatword?3.(Havestudentsrereadthelistwithouttheprecorrec4on.)4.(Haveindividualstudentsreadthewordsorhavethemread

thewordstotheirpartner.)

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ExampleD-CVCEwords-SoundBlending

likeminefitfine

1.(Pointtothefirstlecer.)Whatsound?2.(Pointtothevowelandfinale.)Whatsound?3.(Pointtotheconsonant.)Whatsound?4.(Glidefingerundertheword.)Blendit.5.Whatword?

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ExampleE-DecodingWordswithOnsetRime

1.(Pointtorime.)Whatpart?an2.Getreadytoreadwordsthatendwithan. 3.(Pointtonewword.)Whatword?ran4.(Pointtonextword.)Whatword?fan5.(Con4nuewithaddi4onalword.) manStan

tanpanfanplanbancanJan

•  Note:Reading�wordfamilies�isanexcellentwaytobuildwordreadingfluency.Prac4cethe�wordfamily�un4lstudentsareveryfluent.Usechoralreadingandpartnerreading.

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Highfrequencyrimes(phonograms)

-at -ell -it -ot -ug-an -eat -in -op -ump-ap -est -ill -ock -unk-ack -ip -oke -uck-ail -ice -ore-ain -ine-ake -ide -ale -ick -ame -ing -ash -ink -ate -ight-aw-ay

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PhonicsandWordRecogni,on

OrthographicKnowledge

OrthographicknowledgereferstothepaLernsandprinciplesbywhichspokenlanguageiscorrectlyrepresentedinwri4ng.OrenreferredtoasSPELLING

WhatispermissibleandimpermissibleinEnglish

ExamplesEveryword/syllablehasavowel.NOTtblDoubledlecersinEnglishbutNOTtripledlecers.NOTtalll

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PhonicsandWordRecogni,on

•  “Itturnsoutwedon’treadleLerbyleLer,wereadinleLerclumps,figuringoutafewleLersata,me.”Willingham,2017

•  LearningcommonpaLernsinwords

ight,alk,ook

mis,pre,pro,dising,ed,esence,ance,4on

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DecodingProcessUsingLecer-SoundsandSpelling(Willingham,2017)

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DecodingStrategyforLongWords

1.Saytheparts.2.Saythepartsfast.3.Saytheword.4.Askyourself Isitarealword? Doesitmakesense?

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DecodingofMul,syllabicWords-How

•  Ratherthanusingrigid,rule-directedsyllabica4ontodividewordsintoparts,studentsaretaughttorecognizethepartsinaflexiblemanner.(Archeretal.2003,2006;Bhacacharya&Ehri,2004)

•  Pusngwordsinto�decodablechunks�usingprefixes,suffixes,andvowelsshouldbestressed.(Archeretal.2006)

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ExampleDecodingofMul,syllabicWords(Loop,Loop,LoopStrategy)

(Prepara,on:Segmentthewordintodecodablechunks.Besurethatprefixesandsuffixesareseparateparts.Drawloopstosegmentthewords.)

instruc,oncommitmentremarkable

1.(Movefingerunderthefirstpart.)Whatpart?2.(Repeatforremainingparts.)3.(Movefingerquicklyundertheparts.)Whatpart?Whatpart?What

part?4.Whatword?5.Isthatarealword?

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SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

Dis,nc,onbetweenThreeTerms

√Highfrequencywords-Only100wordsaccountforapproximately50%ofthewordsinEnglishprint.(Fry,Fountoukidis,&Polk,1985)-Only13words(a,and,for,he,is,in,it,of,that,the,to,was, you)accountfor25%ofwordsinprint.(Johns,1980)

√Irregularwords-Wordsthatcannotbesoundedoutaccuratelyusingthemost commonsoundsforgraphemes.-Manyhighfrequencywordsareirregular.

√Sightvocabulary-Wordsthatarerecognizedinstantly.-Thequickandautoma4crecogni4onofmostcommonwords appearingintextisnecessaryforfluentreading.(Blevins,1998)

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IrregularWords

•  IrregularwordsinEnglish

–  NearlyallEnglishwordsrepresenteverysoundinthespokenword,eveniftheyrepresentsomesoundsirregularly.

–  Mostirregularwordshaveonlyoneirregularlecer–soundassocia4on.

Examples:been,from,bothMorethanoneirregularlecer–soundassocia4on

one once sugarbouquet

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Example

IrregularWords-SoundingOut

was1. (Writethewordontheboard.)Soundoutthisword./waaaasssss/2.(Saythewordinasentence.)Tom/waaaassss/intheroom.3.Isthatarealword?no4.  Whatdowesay?was5.  (Carefullyexaminethewordwiththestudents,determining

the“tricky”partoftheword.)

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WordKnowledge(sightvocabulary)

•  Howdostudentsrememberwordstheynolongerneedtosoundout?

•  FalseAssump,on:Studentsusevisualmemorytorememberwordsastheywouldinrememberingthelabelforabookortable.

•  ResearchConclusion:Brainac4vityisNOTthesamefornamingobjectsandreadingwords.(Kilpatrick,p.30)

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WordKnowledge(sightvocabulary)

•  Howdostudentsrememberwordstheynolongerneedtosoundout?

•  Weinputwricenwordsvisuallybutwedonotstorethemvisually.Kilpatrick,p.33

•  Wordsarestored:–  orthographically(spelling)–  phonologically(pronuncia4on)–  seman,cally(meaning)

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WordKnowledge(sightvocabulary)

•  Howdostudentsrememberwordstheynolongerneedtosoundout?

Notesofinterest:

•  Fromsecondgradeon,skilledreadersonlyneedonetofourexposuresforawordtobecomeasightword.

•  Thespeedwithwhichchildreninlstand2ndturnanunfamiliarwordintoasightwordisaKEYPREDICTATORofthosewhowillstrugglelater.(Kilpatrick,p.35)

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SimpleViewofReading

DecodingLanguage

Comprehension

DecodingSkills

Fluency(accuracy,rate,expression)

PhonicsandWordRecogni,on

PhonologicalAwareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Know and apply grade-levelphonics and word analysis skills in decoding words

PrintConcepts

Understand the organization and basic features of print

Read with sufficient accuracy and fluency to support comprehension

WordKnowledge(sightvocabulary)

Instant and effortless access to all, or almost all, words read.

Fluency

•  Theabilitytoeffortlesslyreadwordsaccuratelyandquickly.

•  Theabilitytoreadconnectedtextaccuratelywithappropriaterateandexpression(prosody).(Judson,Mercer,&Lane,2000)

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FactorsEffec4ngRate1.  Proportion of words in text that are recognized as �sight words�.

Sightwordsincludeanywordthatreadershaveprac4cedreadingsufficientlyorentobereadfrommemory.�(Ehri,2002)

2.  Speed of decoding strategies used to determine the pronunciation of unknown words.

3.  Speed with which word meanings are identified.

4.  Speed at which overall meaning is constructed.

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Fluency

•  Fluencyisrelatedtoreadingcomprehension.(Cunningham&Stanovich,1998;Fuchs,Fuchs,&Maxwell,1988;Jenkins,Fuchs,Espin,vandenBroek,&Deno,2000;Rasinksi,2011;Samuels,2006;Shanahan,2010)

•  Whenstudentsreadfluently,decodingrequireslessaLen,on.Acen4oncanbegiventocomprehension.(Samuels,Schermer,&Reinking,1992)

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Fluency

PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEandmorePRACTICE

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Fluency

Procedure#1.Provideextensivereadingprac,ce.U4lizeproceduressuchasaugmentedsilentreading,choralreading,clozereading,andpartnerreading.

Procedure#2.Encouragewideindependentreading.

–  Readinteres4ngtextatreadingleveltobuildfluency.(Carnegie,2010)

–  Tobuildfluencystudentsshouldreadmaterialsthatarenottoochallengingbutnottooeasy.(Moats,1998)

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Fluency

Procedure#3.Providerepeatedreadingprac,ceatthewordlevel.Whenreadingwordlists,havestudentsrereadwordlistsun4lcompetent.

Procedure#4.U,lizerepeatedreadingexercisesinpassagestoincreasefluency.(Chardet.al,2002)

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Letusnotforget.

•  Comprehensionisbuiltonthefounda4onskillsofdecodingandfluency.

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ThankYou

Mayyouthriveasaneducator.

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