Reading Skills Training

THE COMPONENTS OF READING

AGENDA• INTRODUCTIONS;

• TRAINING OBJECTIVES;

• KWL OR “KNOW,” “WANT TO KNOW,” AND “LEARNED”;

• INDIVIDUAL COMPONENTS THAT COMPRISE READING LITERACY;

• EXERCISES AND SKILL DEVELOPMENT EXAMPLES;

• Q&A;

• WRAP-UP

ObjectivesAt the end of this training, participants will be able to:

• Identify and understand the principle components that comprise reading skills;

•Become familiar with techniques designed to build and reinforce skills in all five reading component areas;

•Develop customized exercises and strategies to assist their student’s progress in reading

KNOW, WANT TO KNOW, LEARNED

THE “BIG FIVE” OF READING

Ways We Read •Sight Words;•Phonics; •Word Patterns;•Context;•Word Parts

Phonemic Awareness• Alphabetic Awareness: Knowledge of letters of the alphabet coupled with

the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written language. • Phoneme - A phoneme is a speech sound. It is the smallest unit of language.• Phonics: use of the code (sound-symbol) to recognize words. • Phonemic Awareness then is “the ability to hear and manipulate the sounds

in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds.” (Yopp, 1992)• Phonological Awareness: The ability to hear and manipulate the sound

structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.

• Rhyming games:• Ex: “B-U-G” – Replace “B” with “H” = “H-U-G” • The phonemic awareness is that “U-G” does not change; only the initial sound

represented by “H.”

Teaching Phonemes to Ensure Phonemic Awareness

• http://www.tampareads.com/phonics/mr-ed/index.htm

Tutoring Session Activity

http://www.readwritethink.org/files/resources/interactives/picturematch/PICTUREMATCH.swf

Picture Match

Understanding Phonograms and Word FamiliesWhich kind of explains this…

Beware of heard, a dreadful word, that looks like beard and sounds like bird. And dead –it’s said like bed, not bead. For goodness’ sake, don’t call it ‘deed’!

Watch out for meat and great and threat (They rhyme with suite and straight and debt).

(Klas, Perry and Vinogradov, 2014)

The Big PictureAlphabetics (phonics, phonemic awareness, and decoding) are just ONE small piece of a larger puzzle of reading and reading instruction.

(Class, et al., May 2014)

Fluency•Non-Fluent• http://

coursesrepository.proliteracy.org/%28S%28kzyhso55f4cqrh45pccs4m32%29%29/courses/VLN145/flash%20movies/nonfluent.html

FluencyFluent• http://coursesrepository.proliteracy.org/%

28S%28kzyhso55f4cqrh45pccs4m32%29%29/courses/VLN145/flash%20movies/fluent.html

We are looking for speed, accuracy and expression. (McShane, 2005)

Fluency Lessons -Assisted Reading•Tutor Reading

Read aloud to student; • Student follows along with copy of material being read

Duet Reading;Tutor and Student read togetherTrack the material being read with your fingerUse inflection and appropriate tempo as you normally would

Echo Reading:Tutor reads first, followed by the student reading the exact same text

Alternate Reading;Tutor reads first, followed by the student picking up where tutor left off

VOCABULARY• Knowledge of word meanings• Strong correlation between vocabulary and reading achievement (Kamil, 2004). • “vocabulary occupies an important middle ground in learning to read…”•Oral vocabulary is essential to transitioning from oral to written forms• Crucial to the comprehension process

(California Adult Ed Research Digest No. 7, 2007)

Vocabulary AssessmentQuick Adult Reading Inventory

•Five Sets of words at 10 graded levels;

•Learners must correctly define four out of five words to move to next level;

Teaching Vocabulary• Family or workplace settings lead to greater increases;•Pre- teach vocabulary with accessible language •“Pre-read” passages and cover vocabulary first

• Context clues• Reader must know 98% of words in passage•Native English language speakers -10,000 to 100,000 words• English language learners – 2,000 to 7,000

Teaching Vocabulary High Frequency Words

Three Tiers

• Tier One • Common, concrete and in daily use;

• Tier Two •Words encountered in written text more than conversation – Context clues may not give meaning;

• Tier Three • Discipline specific vocabulary or jargon

High Frequency Word TiersTier One Tier Two Tier Three

Friend Demonstrate Annuity

Morning Intuitive Riparian

House Magnetic Fauvism

Work Notion Spirochete

Daughter Presume Parquet

Right Simultaneous Photosynthesis

Very Ultimate Antebellum

Word Learning Strategies• Prefixes, suffixes, and roots;• Dictionary;• Signal Words – Therefore, however, consequently, and

despite (McShane, 64)• Idiomatic expressions – “Hit the nail on the head” and “stiff

upper lip.” • Homophones – Words that sound the same but have

different spellings and meanings, i.e., board/bored, sail/sale, flea/flee (McShane, 64)• Homographs – Words spelled the same with different

meanings, fair (market, exhibition) and fair (just, equitable)

Application to ESLWhat about English Language Learners?• “There have been only four experimental studies conducted since 1980 examining the effectiveness of interventions designed to build vocabulary among language minority students learning English as a second language. The findings indicate that research-based strategies used with first-language learners are effective with second-language learners…”

(Calderon, et al., 17)

COMPREHENSION• Pre-Reading Strategies and Activities:

• Provide overview of text to student (Tutor Directed)• Listing or mapping• Learners create list or map of everything they know about topic• Check off items as they find them in the text• Can add new ideas as they come across them in the text

• Directed reading/thinking activities;• Use prior knowledge to make predictions• Thinking about the subject before and while they’re reading;

COMPREHENSION• FLUENCY to COMPREHENSION CONNECTION • After each paragraph, page, section or passage, tutor

briefly checks comprehension by asking student a few 6W questions based on evidence from the text. • For example: • 1. Who or what is the paragraph mostly about? • 2. What important action or event happens? • 3. Where does it happen? • 4. When does it happen? • 5. Why does it happen? • 6. How is it important? (Frank and Perry, 2015)

REFERENCES• Calderon, August, Slavin, Duran, Madden, & Cheung, 2005, p.

117)• Class, Perry and Vinodograv: “Cracking the Code; The English

Language Demystified.” (May 2014) • Frank and Perry; Beginning Alphabetics Tests & Tools (September

2015)• Rossman, Kim, Tutors of Literacy in the Commonwealth,

tlcliteracy.org • University of Oregon Center on Teaching and Learning• Yopp, 1992

References (Appendix Materials)MacArthur, Alamprese, Knight, Making Sense of Decoding and Spelling: An Adult Reading Course of Study, National Institute of Literacy, 2010 [http://lincs.ed.gov/publications/making_sense]McShane, Applying Research in Reading Instruction for Adults (2005)http://reading.uoregon.edu/big_ideas/au/au_what.phphttp://reading.uoregon.edu/big_ideas/pa/pa_what.phphttp://www.englishcodecrackers.com http://lincs.ed.gov/readingprofiles/resources.htm http://atlasabe.org/resources/ebri/ebri-alphabeticshttp://lincs.ed.gov/readingprofiles/QARI_combined.pdfhttp://www.readwritethink.org/classroom-resources/student-interactives/match-30064.html