Assiting Students in Learning to Read
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Transcript of Assiting Students in Learning to Read
Whitney GalushaSPED 6002
July 21, 2010
“Thoughtful literacy is the ability to think about the ideas, events, and characters in the text, beyond just recalling details” (Allington, 2006).
For many children just calling the words is an accomplishment all on its own. However calling words is not true reading.
For a student to be a true, literate reader they must be able to read the words written and be able to comprehend the information presented.
How do we help the students who struggle with one or both of these? ◦ In order to do this we must first gather basic
information on where the student is performing and what they already know.
Phonological Awareness usually involves the awareness of words, rhymes, and syllables at the preschool and kindergarten levels.
It also includes individual phonemes during kindergarten and first grade.
For students having trouble with Phonological Awareness teachers should:◦ Emphasize blending, segmenting, and
manipulation activities that focus on individual phoneme sound
◦ This includes sounds in the initial, final, and medial positions
Students should be able to:◦ Recognize or produce words that rhyme
◦ Blend or segment syllables
◦ Blend or segment onset rhymes
◦ Recognize that two words begin or end with the same sound or different sounds
◦ Recognize that two words contain the same or different medial sounds
◦ Segment or blend a words individual sound
◦ Manipulate sounds to identify a new word when a sound is deleted or substituted in a word
Use tiles or chips to give the student something to manipulate
Ask the student to begin with an easier take (changing the initial sound of a given word) then word towards harder tasks (have the student change the ending or medial sound in a word)
Word Identification is the ability to read words quickly and effortlessly recognizing words on sight
Word identification instruction includes◦ Teaching sight word recognition◦ Teaching decoding skills
means that students are able to read a word automatically when encountering it in text or in an isolated list of words
Sight words include◦ High frequency words◦ Irregular words◦ Important vocabulary words in content-area books
Assess the students to determine which words should be targeted for interventions
Teach the targeted words that most commonly occur in text
Teach irregular words with common parts and similar sound patterns
Teach words that have visually similar patterns separately (ex. Though, thought, and through; was and saw; were and where)
Teach limited number of new words in each lesson Use flashcards, color coding the parts of the words
that need more attention (ex. Color the w in was and the s in saw green to focus on the initial sound of the word)
Review words daily at the conclusion of the lesson
If a student is not a fluent reader their reading will be choppy and broken at times, it will also interfere with their comprehension.
“Without fluency, the world of imagination, humor, and drama contained in the finest books are no more than a tangle of words.” (Blau)
Model fluent reading
Do repeated readings in class
Promote phrased readings in class
Enlist tutors to help out
Try a reader’s theater in class.
Fluent Not Fluent
Sounds like talking
Has natural phrasing and intonation
Fast with appropriate expression
Choppy , word by word reading
Sounds forced, not connected
Slow, dragging
Lots of miscues
Have students practice reading many books that are below their actual reading level, this will help them pick up their pace
Read a passage to a student and then having them read it back
Recording a students reading and have them listen to it so they can hear what you are hearing
Give the student an index card with a cut-out to frame the line they are reading right then, some students are overwhelmed by too many words on a page
When a student reads a book they are fluent with, comprehension is much more easily obtained
Reading comprehension involves the following skills:◦ Recalling word meaning◦ Using context to make word-meaning inferences◦ Finding answers to questions either explicitly or in paraphrase of
the context◦ Weaving together ideas from the content◦ Recognizing a writers purpose, attitude, tone, and mood◦ Identifying the writer’s technique◦ Following the structure of a passage
Effective comprehension teaching focuses on teaching the student to construct meaning before, during, and after reading the text
Background knowledge, or prior knowledge, helps a reader understand what has been written
Graphic organizers can assist students in comprehension
Use think alouds to model what students should be doing
Before reading:◦ Active students background knowledge◦ Teach key vocabulary words◦ Give students a purpose for reading◦ Have students preview what they will be reading
During Reading:◦ Use a variety of questioning techniques
Have student recall informationApply the information in various waysGraphic organizers can be used to help students visually depict
what they are readingShow students how to self-monitor as they are readingTeach fix-up strategies to clarify the meaning of unknown
words, concepts, and/or phrases
After Reading:◦ Use various types of questioning to determine the
depth of students understanding◦ Review vocabulary terms◦ Student should be able to summarize what has
been read◦ Graphic Organizers can be completed and
discussed
“Graphic organizers work well when students are assigned to cooperative learning groups.”
“The use of a computer software application that allows students to create graphic organizers can help foster reading comprehension in an inclusion classroom if other teacher tools and training are not available. Students needs can be met by a combination of teacher assistance in creating a graphic organizer in the most appropriate format.”
http://hubpages.com/hub/Using-graphic-organizers-to-facilitate-learning
A just right book is not to hard or too easy
It looks interesting to the reader (they want to read it)
A student should use the five finger test to check◦ put one finger up each time you come to an unknown
word, when you reach 5 fingers put the book back and select another
A reader should be able to understand what they are reading.
“The more that you read, the more things you will know. The more that you learn, the more
places you'll go.”~Dr. Seuss~
Allington, R. (2006). What really matters for struggling readers. Knoxville: University of Tennessee Press.
Lisa Blau http://www2.scholastic.com/browse/article.jsp?id=4367
Bryant, B. Bryant, D. & Smith, D. (2008). Teaching students with special needs in inclusive classrooms. Boston: Pearson Education, Inc.
http://hubpages.com/hub/Using-graphic-organizers-to-facilitate-learning
http://www.liketoread.com/reading_habits.php http://www2.scholastic.com/browse/article.jsp?
id=4367