5 Critical Components of Effective Reading Instruction - Know all of these in order!
Phonological Awareness (includes Phonemic Awareness)
Phonics
Fluency
Vocabulary
Knowledge of words and meaning.
Depth of word knowledge, compare and contrast, etc.
Vocabulary is important because it is necessary for students to communicate. It also contributes to reading and auditory comprehension and understanding. The more precisely a student can think about a topic, the deeper their understanding will be.
Comprehension
Reading Theoretical Frameworks
The Simple View of Reading
D x LC = RC
Decoding (phonemic awareness, phonics) x Language comprehension (vocabulary, text comprehension) = reading comprehension
You need BOTH to have any comprehension
Adam’s Model
Orthographic Processor brings in information from a page
Context processor assesses if the correct information was brought in
Phonological Processor identifies sounds for the letters
Meaning Processor combines the sounds and print with the meaning of the word
The more you read, the stronger the connections between processors become to create automaticity
Scarborough’s Reading Rope
Language Comprehension
Facts, context
Word Recognition
Sight words, phonological awareness
Missing any part of the rope with effect it
The rope becomes “tighter” as the student becomes a fluent reader
Starts winding around kindergarten
Comes together around 3rd grade (ideally)
Tightened in High School
Stages of Reading Development - Know stages and Characteristics!!
Emergent Literacy
Ages 2-5
Everything kids learn without formal reading instruction
Basic things about reading
Rhyme, print concepts, how to hold a book, what are books, “how to read without reading”
Not decoding words yet
Early Literacy/Beginning Reading
When formal reading instruction begins (basically kindergarten, maybe pre-k) to around second grade
Consciously learning how to decode and understand reading
Transitional Reading
Short stage, middle of 2nd grade-middle of 3rd grade
Short chapter books like Magic Treehouse (not novels)
Fluent Reading
Automatic reading
Around 3rd grade
Brain power goes to understanding meaning rather than decoding
Oral Language Development and Methods of Reading Aloud
5 Components of Language - Know all of these and their brief descriptions!
Phonology
Rules to use all 43 sounds
Phonemes are the smallest unit of sound
Morphology
Meaning of word parts
Units/chunks with meaning
Syntax
How we say what we want to say
Grammar and structure of our language (not fun)
Parts of speech
Nouns, verbs, etc.
Semantics
The way words represent ideas that we have
Words that mean the same thing/words with more than one meaning
Pragmatics
The social aspect of language
Why we use language
How we change language based on the subject
Body language
Crossing arms
The intonation of your voice
Voice going up at the end of a question
Kids with ASD struggle with this
Why is it important?
You must know the language before you learn to read it
Link between cognitive and linguistic domains
Verbal reasoning ability
Decontextualized language - language that is removed from the present moment and is used to talk about the past, future, or to engage in pretend play.
Academic Language
Language of Learning
Components
Vocabulary
Grammatical Structures
Language Functions
Why we are using language
Context
The Language Gap
Huge difference in language interactions between families in 3 groups:
Professional Families
Working-Class families
Families on welfare
Snowball effect
Matthew effect
The rich get richer, and the poor get poorer
Wealthier people have more exposure to language such as children's songs, time to read books to their kids, etc.
Effective Oral Language Interactions as Classroom Practices
Increased exposure to and interaction with increasingly complex and rich oral language
Teacher Modeling
Interactive read-alouds
Discussions
What do children learn from being read to?
Language development
Vocabulary exposure
Listening and comprehension skills
Imagination
Print Concepts Assessment
Concepts of Print Assessments
Student must orient the book
Identify, title, author, a letter, a word, etc.
Books with deliberate errors for the student to point out
Explain the purpose and/or instructional goal of each style and identify the type of text most appropriate for each style
Shared Reading - A practice where the teacher reads with students, often involving interaction.
Predictive text: Repetitive, rhythmic, sequential, cumulative
Interactive Read-alouds - A structured read-aloud where teachers model thinking and comprehension strategies.
Content-rich narratives and informational books
Dialogic Reading - An interactive method of reading where the child is encouraged to participate in the storytelling. Used to get students to practice oral language.
Picture Books with Rich Storylines, Wordless or Nearly Wordless Books,
Apply the CROWD strategy to a text
A method in dialogic reading that includes Completion, Recall, Open-ended, Wh-questions, and Distancing prompts.
Methods of Assessment
Global vocabulary- all the words that you know
PPVT - Peabody picture vocabulary test
Targeted vocabulary- classroom vocabulary
Coyne Assessment:
Methods of assessment
Student self-assessment
Written assessment where students explain meaning and use words in context
Built-in with comprehension and writing
Features of Effective Instruction
Explicit
Clear, direct explanation of what you are expecting of students on an assignment or behaviorally
Systematic
Doing things in orderly, sequential, manageable steps with appropriate pacing.
Modeling
Demonstrating examples, thinking aloud, and modeling at least 2 times.
Practice
Guided or Independent. Maximizing student participation
Feedback
Affirming student feedback and correcting when necessary
Assessment
Gauging students understanding of the lesson/unit/year
Can be diagnostic or summative
Gradual release
I do it - modeling
We do it - Guided practice
You do it - independent practice
5 Elements of Effective Vocab Instruction
Explicit Instruction - Direct Instruction
Implicit Strategies - Word Exposure
Independent wide reading
Word-learning strategies
Word Consciousness
Playing word games, discussing word origins, making students excited about words.
4 Forms of Vocabulary
Oral
Written
Expressive
Receptive
Vocabulary Word tiers
Tier 1: Basic words, already known
You do not need to teach
Girl, smile, table, run, etc.
Tier 2: High frequency for mature language users, sweet spot
What we teach in elementary
Fortunate, roam, coincidence, drowsy, etc.
Identifying tier 2 words:
Frequently encountered
Words crucial to main ideas
Words that are not a part of the students’ prior knowledge
Words unlikely to be learned independently through content or structural analysis
To teach:
Importance and utility
Instructional potential
Conceptual understanding
Tier 3: low frequency, content specific
Jargon, not helpful in more than one context
Interquartile, plethora, fidelity
Text Talk (explicit vocabulary instruction)
Introduce (read the book)
Teach student-friendly
Teach with visual demonstration
Model in context of the book
Model in a new Context
Practice
Morphemic Analysis
Word Parts and meaning
Identify affixes, roots, base words, free, and bound morphemes
Identify inflectional and derivational suffixes
Identify and label types of context clues