Notes+on+Reading+and+Teaching+Reading

=Notes on Reading  =

Five Essential Components of Reading
One place to start: [](1) > [|See videos for phonemic awareness]. (2) One-on-one tutoring with systematic, direct, teacher guidance, and a lot of feedback helps struggling readers achieve phonemic awareness. Video shows hearing sounds within words, break word down into sequence of sounds. Segmenting and blending words together are two separate skills. Also, students need to read to as many people as possible for practice but also for acknowledgment and excitement. Good reading program -- move through letter sound connections in a sensible order. =Scientific Approach= Vaughn, Sharon and Sylvia Linan-Thompson, Research-Based Methods of Reading Instruction Grades K-3, ASCD, 2004. (3) =Phonological Awareness=
 * 1) ** PHONEMIC AWARENESS ** —The knowledge and manipulation of the smallest identifiable sounds in spoken words.
 * Phonemic awareness is independent of IQ.
 * Piglatin is a great game for phonemic awareness.
 * 26 letters, when combined can be 44 sounds.(2 - notes from above)
 * Can be taught in kindergarten in as little as 15 minutes a day (3 start)
 * Segmenting words into phonemes and blending into words - contributes more to reading and spelling than any other phonological awareness skill.
 * 1st graders who lack phonemic awareness or read fewer than 20 wpm need phonemic instruction
 * 1) ** PHONICS ** —The relationship between written and spoken letters and sounds.
 * 2) ** READING FLUENCY, INCLUDING ORAL READING SKILLS ** —The ability to read with speed, accuracy, expression, and phrasing.
 * 3) ** VOCABULARY DEVELOPMENT ** —The knowledge of words, their definitions, and context.
 * 4) ** READING COMPREHENSION STRATEGIES ** —The understanding of meaning in text.
 * Need a less biased approach - a lot of opinion and advocacy (politicians, parents, school board members)
 * Science - developing a objective, consistent, documented system of knowledge based on rigorous observations that lead to hypotheses that are tested and refined.
 * Alternatives to science: folklore (word-of-mouth, anecdotes); craft (trial and error) - individual experts move to quantified data inspected by a broad audience
 * My question -- is the research really that conclusive?
 * Structure of sounds (start 3)
 * How spoken words divided
 * Syllables
 * Onset (beginning sound) scratch = scr and rime (rest of word) atch
 * Phonemes (see above)
 * Skills and activities
 * Discriminate if two words begin or end with same sound
 * Count words in sentence, syllables or sounds in words
 * Rhyme to create word families (fat, cat, sat)
 * Alliterate same beginning sounds to create tongue twisters
 * Blend to first say sounds and then fast for words
 * Segment is opposite of blend and breaks down word into syllables or sounds
 * Manipulate by deleting (baseball - ball = ball), adding (add + ing), or substituting (rat -r +s = sat) sounds and syllables

