Three Key Principals of Reading Instruction
E - Explicit
M - Multi-Sensory
S - Systematic (reduces the cognitive load for students)
The Big 5
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
3 Weaknesses in Children with Reading Disabilities
1. Phonological Awareness (most common)
2. Word Retrieval
3. Working Memory
Consonants
A closed sound (formed by obstructing the flow of air out of your mouth fully or partially)
Vowels
An open sound
Nucleus of every syllable
Short Vowels
Uses the breve
Examples: apple, itch, up, egg, octopus, book, bought
Long Vowels
Uses the macron
Examples: ape, eat, ice, oak, cube, moon
Syllable
A pronounceable group of letters containing a vowel
Examples: cel-e-brate, dis-rip-tive, un�hap-py, par-tic-u-lar
Digraphs
Two consonants that when combined make one NEW speech sound
Examples: /ch/ /sh/ /wh/ /th/ /ph/ /ck/
Blends
Two or more consonants that when combined make a certain sound, however, each consonant retains it's original sound
Also called a consonant cluster
Examples: /br/ /cl/ /st/ /pr/ /spr/
Dipthongs
Two vowels, when combined make a certain sound and not necessarily the sound of either vowel alone
Vowels that glide from one to another
Examples: /oi/ as in boy and boil & /ou/ as in shout and cow
Voiced Sound
Produced when using the vocal chords
Examples: p, s, f, t, ch, k
Unvoiced Sound
Produced without the use of the vocal chords
Examples: b, z, v, d, j, g
Phonemes
Smallest unit of sound which changes one word to another
Phonics
A reading method that stresses letter/sound relationships between reading and spelling
Phonology
The rule system by which phoneme sounds are sequenced and uttered to make words
Example: English words do not end with /v/
/sw/ is an acceptable consonant blend but /gf/ or /sj/ are not
Morphology
The study of meaningful units of language (morphemes) and how they are combined in words
Morphemes
A single unit of meaning
Prefixes, Suffixes, Roots/Bases
Root vs Base
Base = can stand alone by itself
Root = cannot stand alone by itself
Syntax
The rule system governing sentence formation
Grammar
Semantics
The study of words and phrase meaning, including idioms, figurative language, antonyms, and synonyms
Orthography
Spelling or writing systems connected to oral language
The letters give you information (pair vs pear)
Schwa
Reduced or condensed vowel sound (sounds like uh or ah)
Unstressed
Example (capital letter should be the upside down e for schwa) bAnAnA, agAin, celEbrate, takEn, closEt, sUpply
Two Types of Assessment
Formative = to inform instruction and planning
Summative = to measure learning outcomes
Phonological Awareness
Awareness that continuous streams of sound are made up of individual sounds at 3 levels even if they are co-articulated: word, syllable, sound
A precursor to phonics which is built through oral language activities (ie: rhyming)
Identification = isolation
Word Awareness
Most basic phonological awareness skill - the knowledge that sentences consist of words and that these words can be manipulated
This is easy to develop and remediate with things like pointing when you read to build one-to-one correspondence; rhyming also
Syllable Awareness
This is the ability to recognize syllables within words
This can be taught with clapping, counting chin drops,, or working with compound words
This skill also includes breaking a word into onset and rime (street = str-eet, pillar = p-illar, plump = pl-ump
Sound (Phonemic) Awareness
Awareness that words are made up of separate sounds and the ability to separate sounds, identify them, and manipulate them
This includes identifying, segmenting, blending, and manipulation activities
Grapho-phonemic Awareness
This understanding that written words are composed of patterns of letters that represent the sounds of spoken words
Six Syllable Types (CLOVER)
C = Closed (one vowel followed by at least one consonant; short vowel sound; club)
L = Consonant le (found in middle or end of a multi-syllable word; vowel is a schwa; ap-ple)
O = Open (one vowel found at end of a syllable or word; long vowel sound; ze-ro
Orthographic Mapping
The process readers use to store written words for immediate and effortless retrieval
The means by which readers turn unfamiliar written words into familiar and instantly recognizable sight words, with no sounding out or guessing
Fluency
The ability to use punctuation and other cues to read smoothly and easily, with proper speed, accuracy and phrasing