CHAPTER 5: Reading: Word Recognition Strategies for Teaching Learners with Special Needs Tenth...

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CHAPTER 5:Reading: Word Recognition

Strategies for Teaching Learners with Special NeedsTenth Edition

Edward A. PollowayJames R. Patton Loretta Serna

Jenevie W. Bailey

Developed by: Jenevie W. Bailey

Literacy Development Stages

Emergent• Pretends to read• Identify some letters• 5-20 high frequency words

Beginning• Match spoken words to written text• Uses beginning, middle, and end sound to decode

word• Reads orally

Fluent• 100 words per minute• 100-300 high frequency words• Reads with expression

Key Components of Reading• Vocabulary development

• Structural analysis

• Contextual analysis

• Fluency

• Comprehension

• Phonemic awareness

• Comprehension

Some students may present with problems in one or more of these areas.

Reading in the Curriculum

Decoding-Based

Programs

Skills-based

“bottom-up,” part to whole

Teach sound-symbol correspondence

Focus on sequence of skills

Holistic Approach

Whole Language emphasis

Whole to part

Read “real” books and stories they write

Print rich environment

Approaches to Reading Instruction

Students with disabilities often require intensive, direct instruction to learn to read. This intensive level of instruction is not provided in a classroom from a PURE whole language philosophy.

Polloway, Patton, & Serna recommend using a balanced approach incorporating both decoding-based program and the holistic approach for students with disabilities.

Balanced Literacy

Phonemic Awareness• Understanding the relationship between sounds and symbols

• Discriminate between words and sounds

• Identify sounds within words

• Manipulate the sounds in words

• Identify phonemes

• Isolate sounds

Balanced Literacy

Word Recognition• Whole word recognition

• Think ‘sight words’

Vocabulary Teaching• Word meanings are taught directly

Comprehension Strategies• Modeling

• Predicting, questioning, clarifying

Balanced Literacy

Self Monitoring• Teaching students to read and reread as necessary

Extensive Reading• Exposure, Exposure Exposure!

Reading AssessmentPrimary purpose: Instructional Planning

Classroom-Based Assessment

• Informal Reading Inventories

•Curriculum-Based Measurement

Formal Instruments

•Achievement tests

•Reading tests

•Phonological awareness

Use of Assessment Data

Inform instruction

Screening, eligibility, and diagnostics

Monitoring of progress

Analyzing student’s strengths and weaknesses

Whole class profile

Formative Assessments

Informal Reading Inventories• Independent Reading Level

• Instructional Level

• Frustration Level

Curriculum-based Measurement• Oral Reading Scoring System

• Checklist of Comprehension Skills

• Reading Assessment Summary

• Class Profile of Word Analysis Skills

Phonological Awareness

Definition: awareness of the phonological structure of words.

Working toward automaticity

Children with learning disabilities: must be taught explicitly, often an issue.

•Auditory segmenting (breaking words into component parts)

•Auditory blending (recombining words from smaller parts)

•Letter-sound correspondence

Phonetic Analysis

Definition: a strategy for attacking unknown words by focusing on the letter-sound relationships and how to blend sounds into words, and to break words into sounds.

Builds on phonological awareness

Understanding of the alphabetic code

Should be one part of a reading instruction program, not all of it.

Sight-Word Vocabulary

Fernald Method

Repeated Readings

Unison Readings

Edmark Reading Program

Teaching Phonetic Analysis Skills

Vocabulary Instruction

• Sight-words: important, high-frequency words, some are phonetically irregular

• Working toward automaticity

• Children with learning disabilities: must be taught explicitly, often an issue.

Functional ReadingA level of literacy necessary for information

and protection

Protection Level

• Teach as sight words

• Examples– Danger– Flammable– Doctor– No Trespassing

Advanced Level: To fill out applications, pass a driver’s test, follow simple directions at work

Structural AnalysisThis group of skills enable students to use larger

segments of words for decoding cues.

Directly influences fluency

Examples

•Syllabication

•Root words

•Compound words

•Prefixes/suffixes

•Contractions/ plurals

Contextual Analysis– The identification of an unknown word based on its

use in a sentence or passage.

– Uses contextual cues to guess or anticipate words as a strategy to support reading and comprehension

○ Syntactic cues (structures)○ Semantic cues (meaning)

– May be problematic for older students

– Examples○ John had a little red (wagon): for

younger students○ CRUSCH: for older students

Phonemic Awareness and Word-Recognition Curricular

programs– Lindamood Program for Reading, Spelling, and

Speech– Phonological Awareness Training for Reading– Reading Mastery Program– Corrective Reading Program (CRP)– Spalding Method– Wilson Reading System– Edmark Reading Program

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Peer-Mediated Strategies

Useful in meeting student’s individual reading needs when students exhibit a variety of reading levels

Helpful for many children, but not all

To support comprehension

Example

•PALS

Middle and Secondary Level

Problem areas

•Many not reading at grade level

•Less motivated

•Need instruction in both decoding and comprehension

Decoding Myths for Older students

Middle and Secondary LevelWord Identification

Identify/Decode unfamiliar words accurately, effortlessly, and rapidly

Provide explicit, systematic instruction

Word Identification skills

•Work identification strategy

•Overt word parts strategy

•Making long words

Corrective Reading Program (CRP)

Lesson Plans

Reading Standards: Foundational Skills (K–5)

Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CHAPTER 5: Reading: Word Recognition Strategies for Teaching Learners with Special Needs Tenth...

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