Developmental Reading 1 Handout 1 ah1a

Exercise Here is a list of statements with an “AgreeDisagree” continuum below each. Put a cross on the continuum for each statement to indicate how far you agree or disagree with it. 1. Comprehension resides in the text; so the students should be able to get the meaning of what he reads. Very much agree Totally disagree 2. Comprehension occurs even before the students actually read a selection. Very much agree Totally disagree 3. The best technique for vocabulary development is through the use of context clues. Very much agree Totally disagree 4. To assess and build background knowledge, be sure that instruction corrects misconceptions. Very much agree Totally disagree 5. Students who know more about a topic more from a related reading than students who have limited knowledge. Very much agree Totally disagree Reading Defined

- Reading as the process of constructing meaning from written texts (Richard Anderson)

- Reading is an interactive process -

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between the author and the reader (W.K Brunan) Reading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message (Keith Rayner, Barbara Foorman) A Psycholinguistic guessing game (Goodman, 2000).

Five Areas of Reading Instruction 1. Phonemic Awareness  This is the ability to notice, think about, and work with the individual sounds in spoken words.  Understand that words are made up of speech sounds, or phonemes. 2. Phonics and Decoding  understand the relationship between letters (graphemes) of written language and the sounds (phonemes) of spoken language  Enable children to develop solid word attack skills from the beginning of their introduction to reading.  Important because it leads to an understanding of the alphabetic

principle, which is the systematic and predictable relationships between written letters and spoken sounds. 3. Vocabulary Instruction  Vocabulary is the meaning and pronunciation of words that we use to communicate effectively.  It is simply the number of words that we understand or can actively use to listen, speak, read, or write.  Vocabulary knowledge is among the best predictors of reading achievement 4. Fluency  This is the ability to read a text accurately, smoothly, quickly, and with expression.  Some students are able to read orally with speed, expression, and smooth decoding but they do not understand what they read.  Requires comprehension.  “fluent reader” are readers that can read effortlessly, use expression, and read and recognize words quickly. He must have developed automaticity (Samuel, 1994) and must understand how to group words quickly to gain meaning from the text. When a student possesses automaticity

5. Comprehension  Understand what have been read.

Profile of a Proficient Reader A good reader is metacognitive – aware of and able to use and articulate the following strategies in order to interact with the text and enhanced meaning. 1. Make connections. A good reader is able to draw from background knowledge and personal experiences while reading to help create meaning from the text. 2. Ask questions. A good reader asks both literal and inferential questions before, during, and after reading to clarify meaning and deepen understanding. 3. Visualize. A good reader is able to create multi-sensory images in the “minds eye” while reading to help make sense of the text. 4. Determine importance. A good reader is able to sort through information in the text, select key ideas, and them. 5. Draw inferences. A good reader knows that not all information is included in a text, and is able to reasonably “fill in”, hypothesize, and predict, based on the evidence on the text. 6. Analyze and synthesize. A good reader is able to break down information and to draw conclusions based on both the text and his or her thinking.

7. Monitor comprehension. A good reader is able to stop, go back, and reread in order for understanding to occur.  We can even trim down the seven strategies to five: connect, questions, visualize, infer, and synthesize or transform. These five are considered the ones that students could best learn and that teachers could most easily implement in order to create a language of thinking in the classroom. Stages of a Reading Lesson a. Pre-reading - activation of prior knowledge and building background information - development of concept and vocabulary - development of motivation and purpose for reading b. During reading The reader interacts with and makes connections with the text in the process of understanding or constructing meaning. - Reading aloud is considered the best way to give all students equal access to good literature. c. After reading - discussion and elaboration or engagement activities are done to enhance comprehension.

What Researches say…

- Most teachers don’t have a -

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background in how to teach reading. The earlier a child learns to read the better chance the child has of excelling in school. Prevention of reading difficulties early on by providing balanced and research-based instructional programs is paramount. Children who have not learned to read by the third grade are at greater risk of not developing reading proficiency. Young children who demonstrate difficulties in learning to read require more explicit and intense instruction to help overcome the difficulties. Children who have not mastered reading by middle school can still be taught to read but require a greater intensity and individualized teaching. Oral reading and sustained silent reading for children with poor reading skills may not be effective instruction and further research is warranted.

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Vocabulary learning is a part of normal content area learning that

may lead to better reading and listening comprehension and may

improve achievement in general course work.