Transcript How Children Learn to Read

How Children Learn to Read
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Children Must Be Ready to Learn
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Reading Readiness
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Between _______ years of
age
No research that shows any
long term benefit of earlier
formal instruction
Some evidence of possible
long term negative effect of
too early instruction
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Reading Readiness Skills
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Aural phonemic awareness
Handle a book correctly
Use a pencil correctly
Understand and interpret
illustrations
Discern shapes (visual
discrimination skills)
Understand alphabetic
principle
Understand concepts and
conventions of print
Aural Phonemic Awareness
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Recognize that a spoken word consists of
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Manipulate individual sounds in a speech
stream
Alphabetic Principle
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The concept that–
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Speech can be turned into print
Print can be turned into speech
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Concepts and Conventions of Print
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Print is read from top to bottom and left to
right
Shapes of letters are unique
Groups of letters are words
Groups of words are called sentences
Letters have names
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Visual Discrimination
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Can see the subtle differences between
letters.
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Find two the same
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Find the one that is different
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B D P D
C O D B Q O
W W V W W W
Letter recognition and recall
Recognition is the ability
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E.A. says letter name and child points to it.
 Recall is the ability to identify letter names.
(presented in random order) E.A. points to
letter and child names it.
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More indicators of reading readiness
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Asks questions about text on page
Able to stay with a task for a few minutes and
complete it
Age appropriate listening and speaking skills
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What is the purpose of reading?
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The purpose of reading is
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Successful reading is
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of what is written on a page (not necessarily
knowing every word)
Reading is combining..
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What is written on the page.
This is an active process of constructing
meaning
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Reading
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The process of learning to read is learning a
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Readers bring a range of experiences,
background knowledge and feelings to the
text.
The EA’s role
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EAs often work with children who are having a
difficult time mastering reading
EAs will
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Assess what reading skills a child is using and not using
Teach and re-teach reading skills
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EAs also need to know how to assess the suitability
of reading material for the child’s reading level
Reading Skills
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Competent readers use the following skills,
switching back and forth between them as
they read new material
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Picture clues
Sight words
Context clues (predicting, self-correcting)
Phonics skills (including word families)
Title clues
Picture / Title Clues
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A reader needs to use the title and any
pictures to give them clues about the topic
This allows them to call up their background
knowledge about the topic
With practice the child will do this on their
own without being prompted
Sight Words
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Sight words are words a child knows instantly
without having to sound them out
Successful readers must have an extensive
sight vocabulary
Building a sight vocabulary is an important
reading readiness activity
Context Clues
Successful readers use
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 As we read, we are constantly predicting what is
coming next
 We use context to self correct
Mary and Billy found a little, lost peppy.
A good reader is thinking about the meaning and
realizes that doesn’t make sense and goes back to
correct
Mary and Billy found a little, lost puppy.
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Phonics Skills
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Phonics is knowing phoneme-grapheme
correspondance (
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Phonics allows a reader to break down an
unknown word into graphemes and then
sound it out
Teacher is t + ea + ch + er
Rhyming Words
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Many primary words are based on 34
different groups of rhyming words (also
called word families)
Word families are introduced one at a time
Example “at”
– bat, cat, fat, hat, mat, pat, rat, sat, vat, and also
chat, flat, that, etc.
A phonic related skill but often taught separately
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A long process
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These skills take the average reader several
years to master and use effectively
Some children master these skills only with
great difficulty and need extensive one-onone and small group coaching
EAs do a great deal of this
EAs have to be great cheerleaders too
because
Tailor instruction to the student
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Many children with learning disabilities need
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Children who are weak auditory learners and
stronger visual learners get more out of sight
word instruction and less from phonics
Children who are stronger auditorily benefit
more from phonics training
Addressing all cuing systems
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______________ cues- context / reading for
meaning
______________ cues – syntax / structure of
sentences
______________ cues – word level /
decoding sounds and symbols
Doing is better than looking
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Reluctant readers benefit from
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Tracing words on textured material
Building words from letter cubes
Using paint, marker on white boards
Instruction at correct level
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EAs need to know how to
make sure the material
being used is at the correct
level
More formal assessment
methods later in course but
for now..
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Child is reading a book
Every time child makes an
error on a page, count a
finger
If 5 fingers used (errors
made) before end of page,
text is too difficult
Find an easier book to read
Too discouraging for child if
book is too hard
More advanced skills
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As child masters five basic skills,
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Plurals
Compound words (windmill)
Root words (unhappy)
Prefixes (discontent)
Suffixes ( thoughtful)
Little words in big words (burnt, strangers)
Finally
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Look for high interest low vocabulary material for a
child whose reading level is significantly behind his
grade level
Try to choose reading material that interests him /
her
Basic reading instruction still needed for some
children at the high school level