Effective Reading Instruction
Phonemic Awareness
Hear, identify, and manipulate sounds of spoken words
Phoneme
- Isolation
-
Recognizes individual sounds in words
- Identity
Recognizes word with odd sound in a set of words
- Categorization
Recognizes word with odd sound in a set of words
- Blending
Combines sequence of sounds into a single word
- Segmentation
Breaks a word into separate
Phonics
Know relationship between letters of written language and sounds of spoken language
Explicit and Systematic Instruction
- Identify useful series of sounds.
- Teach them in a logical sequence.
- Apply sounds to reading and writing.
Fluency
Read text accurately and quickly
Bridge between word recognition and comprehension
- Provide models of fluent reading.
- Provide repeated and monitored oral reading.
Increase practice through audiotapes, peer guidance, tutors, *use of technology
- Provide a variety of short text passages at student's independent reading level.
Vocabulary
Words used to communicate effectively or use/recognize in print
Indirect instruction
- Students engage in oral language, listen to adults read to them, and read extensively on their own.
Direct instruction
- Teach individual words and word learning strategies.
Teach use of dictionaries, glossaries,thesauruses, how to use word parts, and context clues.
Comprehension
Understand what is read
Comprehension strategies
- Teach students to be aware of what they do and do not understand, & the fix-up strategies.
- Use graphic and semantic organizers.
- Use text explicit/implicit and scriptal questions.
- Teach students to ask their own questions.
- Teach story structure.
- Use summarizing.
Summarized from the National Institute for Literacy Publication, "Put Reading First: The Research Building Blocks for Teaching Children to Read" http://www..nifl.gov by Eileen Pracek, FDLRS/TECH, 6/02
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