TEACHING READING SOURCEBOOK - Corelearn
T E A C H I N GR E A D I N GS O U R C E B O O K
C O R EL I T E R A C YL I B R A R YTeaching ReadingSourcebooksecond editionBill Honig, Linda Diamond,Linda Gutlohncontr i bu ti ng autho rs: Carrie L. Cole,Pamela Beard El-Dinary, Roxanne F. Hudson, Holly B. Lane,Jacalyn Mahler, Paige C. PullenArena PressN O V A T O ,C A L I F O R N I AB E R K E L E Y ,C A L I F O R N I A
Arena Press20 Commercial BoulevardNovato, California rtium on Reading Excellence, Inc. (CORE)2560 Ninth Street, Suite 220Berkeley, California 94710888-249-6155www.corelearn.comCopyright 2008 by Consortium on Reading Excellence, Inc.(CORE). All rights reserved.Purchasers of the Teaching Reading Sourcebook are granted permissionto photocopy the reproducible pages in the Resources section (pp.755–799) for educational purposes. No other part of this publicationmay be reproduced in whole or in part, translated, stored in a retrievalsystem, or transmitted, in any form or by any means, electronic,mechanical, photocopying, recording, or otherwise, without writtenpermission from CORE.isbn: 978-1-57128-457-0Print Number: 10 09 08 07 06 05 04 03 02 01Library of Congress Control Number: 2007943924CREDITSEditorial Director: Linda GutlohnBook Design and Production: Lucy NielsenContributors: Frances Bessellieu, Carrie L. Cole, Catherine Boote,Pamela Beard El-Dinary, Jan E. Hasbrouck, Roxanne F. Hudson,Holly B. Lane, Jacalyn Mahler, Christine Fleming McIssac,Paige C. Pullen, Glenda TaylorEditorial: Shelle Epton, Lawrence DiStasi, Tom Hassett, David Sweet,Lynn TrepicchioFor their valuable contributions to scientifically based readinginstruction, special acknowledgment is given to Marilyn J. Adams,James F. Baumann, Isabel L. Beck, Andrew Biemiller, Cathy CollinsBlock, Douglas W. Carnine, Linnea C. Ehri, Douglas Fuchs, LindaB. Gambrell, Michael F. Graves, John T. Guthrie, Jan E. Hasbrouck,Edward J. Kame’enui, Louisa C. Moats, Michael Pressley, Taffy E.Raphael, S. Jay Samuels, Deborah C. Simmons, Steven Stahl, JosephK. Torgesen, Rebecca Treiman, and Joanna P. Williams.ACKNOWLEDGMENTSFor each of the following selections, grateful acknowledgment is madefor permission to adapt and/or reprint original or copyrighted material.Fran Avni: “There’s a Starfish Hidden Under My Bed,” by Fran Avni.Copyright 1997 by Fran Avni. Reprinted by permission of FranAvni. For information about the audiocassette “I’m All Ears,” schoolconcerts, and workshops, contact Fran Avni at 510-595-9132 orFAVNI@aol.com.Cambridge University Press: “Selected Statistics for Major Sources ofSpoken and Written Language,” from “Vocabulary Simplification forChildren: A Special Case of ‘Motherese’?” by Donald P. Hayes andMargaret G. Ahrens in Journal of Child Language, Vol. 15, No. 2 (June1988), pp. 395–410. Reprinted with the permission of CambridgeUniversity Press.International Reading Association: “Variation in Amount ofIndependent Reading” figure from Anderson, R. C. (1996). “ResearchFoundations to Support Wide Reading.” In V. Greany (ed.) PromotingReading in Developing Countries. Newark, DE: International ReadingAssociation. Adapted from Anderson, Richard C., Wilson, Paul T., andFielding (1988, Summer). “Growth in Reading and How ChildrenSpend Their Time Outside School.” Reading Research Quarterly 23 (3),pp. 285–303. Reprinted by permission of Richard C. Anderson and theInternational Reading Association.Lawrence Erlbaum Associates, Inc.: “Correlation Between Decodingand Comprehension in the Connecticut Longitudinal Study,” from“The Case for Early Reading Intervention” by Barbara R. Foorman,David J. Francis, Sally E. Shaywitz, Bennett A. Shaywitz, and Jack M.Fletcher, in Foundations of Reading Acquisition and Dyslexia: Implicationsfor Early Intervention, edited by Benita A. Blachman. Copyright 1997by Lawrence Erlbaum Associates, Inc. Reprinted by permission ofBarbara R. Foorman and Lawrence Erlbaum Associates, Inc.LinguiSystems, Inc.: “The Hungry Thing” activity, adapted from “TheHungry Thing” activity in The Sounds Abound Program developed atthe Stern Center for Language and Learning by Orna Lenchner andBlanche Podhajski. Copyright 1998 by LinguiSystems, Inc. Adaptedby permission of LinguiSystems, Inc., East Moline, IL. 800-776-4332.John Ross: “Albert Einstein Asks a Question,” by John Ross. Copyright 1999 by John Ross. Used by permission of the author.San Francisco Mime Troupe: “TV Dinner,” by the San Francisco MimeTroupe. Script by Joaquin Aranda, Daniel Chumley, and Joan Holden.Based on a story by Sophia and Kate Chumley. Songs by Bruce Barthol.Copyright 1979 by the San Francisco Mime Troupe. Adapted bypermission of The San Francisco Mime Troupe. 415-285-1717.Ann Seidler: “The Hungry Thing,” by Jan Slepian and Ann Seidler.Copyright 1967 by Ann G. Seidler and Janice B. Slepian. Currentlyout of print. Reprinted by permission of Ann G. Seidler.Illustration Credits: Art Parts Photo Credits: JupiterImages (pp. 760, 761)
CONTENTSThe Big Picture 1The Reading Deficit 2The Brain and Reading 4Scientific Approach to Reading Instruction 6Essential Components of Reading Instruction 7Reading Assessment 10Downward Spiral of Reading Failure 13Academic Language 14Differentiated Instruction 16SECTION I:Word S truc tureSECTION I: Word Structure19Chapter 1: Structure of English 21what? Phonemes 22Consonant Phoneme Classifications 24Vowel Phoneme Classifications 26Sound/Spellings 28Syllables 36Onset-Rime 38Morphemes 42Chapter 2: Structure of Spanish 49what? Spanish Letter/Sound System 50Spanish Sound/Spelling Sequence 56Spanish Syllable Types and Patterns 58English/Spanish Language Differences 60Spanish/English Cross-Language Transfer 62English/Spanish Cognates 64v
SECTION II:Early Literac ySECTION II: Early LiteracyIntroductionvi6769Chapter 3: Print Awareness 71what? Print Awareness 72Print-Referencing 73why? Print Awareness 74when? Print Awareness 76how? Sample Lesson Model 78Print Referencing in Shared Storybook Reading 78Chapter 4: Letter Knowledge 83what? Letter Knowledge 84Letter-Name Iconicity 84Letter Characteristics 86Use of Letter Names to Learn Letter Sounds 88Handwriting 89why? Letter Knowledge 92when? Letter Knowledge 94how? Sample Lesson Models 96Letter Names and Shapes: Uppercase Letters96Handwriting: Uppercase Letter Forms 99Letter Names and Shapes: Lowercase Letters 103Handwriting: Lowercase Letter Forms 107Letter-Sound Strategy 110Chapter 5: Phonemic Awareness 115what? Phonemic Awareness 116Levels of Phonological Awareness 117Effective Phonemic Awareness Instruction 120why? Phonemic Awareness 122when? Phonemic Awareness 124how? Sample Lesson Models 128The Hungry Thing 128
Phonological Medley 132Salad Toss 137Critter Sitter 140Bridge Game 143Sound Match 146Odd One Out 149Simon Says 151Say-It-and-Move-It 154Elkonin Sound Boxes 156SECTION III:Decoding andWord S tudySECTION III: Decoding and Word Studyvii159Introduction 161The Road to Reading Words 161The Adams Model of Skilled Reading 162Ehri’s Phases of Word Recognition Development 163Decoding Is Connected to All Aspects of Reading 167Chapter 6: Phonics 169what? Phonics 170Systematic and Explicit Phonics Instruction 170Approaches to Phonics Instruction 172Good Phonics Instruction 174Effective Instructional Techniques 176Phonics Scope & Sequence 177Decoding Regular Words 179Blending Routines 181Automatic Word Recognition 183Decodable Text 183Phonograms 186Word Work for Encoding and Decoding 187why?when?how?Phonics 190Phonics 192Sample Lesson Models 196Integrated Picture Mnemonics 196
Introducing Consonant Digraphs 200Introducing Short Vowels 204Reading and Writing CVC Words 208Reading and Writing CCVC Words 214Reading and Writing CVCe Words 221Reading and Writing Words with Vowel Combinations 226Reading and Writing Words with Phonograms 232Method for Reading Decodable Text 235viiiChapter 7: Irregular Word Reading 241what? Irregular Word Reading 242High-Frequency Irregular Words in Printed Text 243Teaching Irregular Word Reading 246why? Irregular Word Reading 248when? Irregular Word Reading 250how? Sample Lesson Models 252Sound-Out Strategy 252Spell-Out Strategy 255Chapter 8: Multisyllabic Word Reading 259what? Multisyllabic Word Reading 260Syllabication261Syllable Types and Division Principles 263why?when?how?Affixes as Syllables 266Flexible Syllabication 267Multisyllabic Word Reading 268Multisyllabic Word Reading 270Sample Lesson Models 272Introducing Open and Closed Syllables 272Syllable Division Strategy: VC/CV 276Syllable Division Strategy: VCV 283Syllable Segmentation Strategy 292Syllasearch Procedure 298Introducing Affixes 304Flexible Strategy for Reading Big Words 308Root Word Transformation Strategy 314
SECTION IV:Reading Fluenc ySECTION IV: Reading Fluency316Introduction 321Accuracy 322Rate 322Prosody 323Fluency Influences 323Chapter 9: Fluency Assessment 327what? Fluency Assessment 328Assessment of ORF: Rate and Accuracy 328ORF Performance Expectations 330ORF CBM and Upper-Grade Students 333Assessment of Prosodic Reading 333Diagnosis of Dysfluent Reading 335why? Fluency Assessment 336when? Fluency Assessment 338how? Sample Assessment Models 340Assessment of ORF Rate and Accuracy 340Digital Graphing of ORF Scores 349Assessment of Prosodic Reading 355Chapter 10: Fluency Instruction 359what? Fluency Instruction 360Independent Silent Reading 361Assisted Reading 361Repeated Oral Reading 363Integrated Fluency Instruction 366Choosing the Right Text 367why? Fluency Instruction 370when? Fluency Instruction 372how? Sample Lesson Models 374Timed Repeated Oral Reading 374Partner Reading 384Phrase-Cued Reading 391Readers Theatre 398ix
SECTION V:Voc abularyxSECTION V: Vocabulary405Introduction 407Forms of Vocabulary 408Extent of Word Knowledge 409Vocabulary Size 410The Vocabulary Gap 412Links Between Vocabulary and Comprehension 414Components of Vocabulary Instruction 415Instruction for English-Language Learners (ELLs) 417Chapter 11: Specific Word Instruction 418what? Specific Word Instruction 420Selecting Words to Teach 421Rich and Robust Instruction 427why? Specific Word Instruction 432when? Specific Word Instruction 434how? Sample Lesson Models 436Text Talk: Read-Aloud Method 436Meaning Vocabulary: Direct Explanation Method 443Method for Independently Read Text 453Introducing Function Words 46Concept Picture Sort 46Semantic Map 470Semantic Feature Analysis 474Possible Sentences 478Word Map 481Keyword Method 484Chapter 12: Word-Learning Strategieswhat? Word-Learning Strategies 488Dictionary Use 488Morphemic Analysis 490487
why?when?how?Cognate Awareness 496Contextual Analysis 498Combined Morphemic and Contextual Analysis 501Word-Learning Strategies 502Word-Learning Strategies 504Sample Lesson Models 506Using the Dictionary 506PAVE Procedure 511Concept of Definition Map 516Compound Words 521Word Families 524Word-Part Clues: Prefixes 527Word-Part Clues: Suffixes 533Word-Part Clues: Roots 537Context Clues 541Introducing Types of Context Clues 545Applying Types of Context Clues 551Introducing The Vocabulary Strategy 555Practicing The Vocabulary Strategy 562Chapter 13: Word Consciousness 569what? Word Consciousness 570Adept Diction 570Word Play 575Word Histories and Origins 576why? Word Consciousness 578how? Sample Lesson Models 580Animal Idioms 580Latin and Greek Number Words 584Antonym Scales 588Web Word Web 592Five-Senses Simile Web 595Poetry as Word Play 598Vocabulary Hotshot Notebook 601xi
SECTION VI:ComprehensionxiiSECTION VI: Comprehension607Introduction 609Fundamentals of Comprehension 609What Good Readers Do 613Comprehension Strategies 614Explicit Comprehension Strategies Instruction 624Reader Response 629Instruction for English-Language Learners (ELLs) 631Chapter 14: Narrative Reading 633what? Narrative Reading 634Story Structure 634Strategy Application 636Multiple-Strategy Instruction Program: TSI 642Reader Response 642why? Narrative Reading 644when? Narrative Reading 646how? Sample Lesson Models 648Dialogic Reading: Picture Book Read-Aloud Method 648Story Structure 651TSI (Transactional Strategies Instruction) 659Book Club: Writing in Response to Literature 677Chapter 15: Informational Reading 681what? Informational Reading 682Informational Text Structure 683Considerate Texts 686Strategy Application 687Multiple-Strategy Instruction Program: CSR 694Reader Response 694Motivation and Engagement with Reading 695Web-Based Text 696
why?when?how?Informational Reading 698Informational Reading 700Sample Lesson Models 702QAR (Question-Answer Relationships) 702Strategies for Summarizing 711CSR (Collaborative Strategic Reading) 720QtA (Questioning the Author) 733CORI (Concept-Oriented Reading Instruction) 739Comprehensive Reading Model 743Three-Tier Model of Instruction 744Tier I: Core Reading Program 747Tier II: Strategic Supplemental Intervention 748Tier III: Intensive Intervention 749Response to Intervention (RtI) 751Plan for Implementation 753Resources 755Sample Texts 756Activity Masters 781Teaching Charts 797Connect to Theory Answer Key 800References 804Index 817xiii
ABOUT THE TEACHING READING SOURCEBOOKFor educators at every level, theTeaching Reading Sourcebook isa comprehensive reference aboutreading instruction. OrganizedThe updated and revised second edition of the Teaching Reading Sourcebookcombines the best features of an academic text and a practical hands-onteacher’s guide. It is an indispensable resource for teaching reading andlanguage arts to both beginning and older struggling readers.according to the elements ofexplicit instruction (what? why?W H AT ? W H Y ? W H E N ? H O W ?when? and how?), the Sourcebookincludes both a research-informedL ANPGNGEAELetter KnowledgeS HL ILPencilPicturePaperANGEA R N ERLetter KnowledgeNC O R R E C T I V EEF E E D B A C KN O TEE RR NELA G EG UL-NS HL IL I SHN GAELGEALetter Knowledgecontent and best practicesHI SUexplanation of research-basedLA GG UEa thorough but concise graphichow?Display an alphabet card for the uppercase letter P. Point tothe card and say: This is the letter P. It has a straight line downand then goes up and around. With your finger, trace the letterfrom top to bottom and then back up and around. Say: Thisis the letter P. Ask: What is the nameof Knowledgethis letter? (P)Point toLetterwhen?the letter as students respond. Next, direct students’ attentionL E S S O N M O D E L F O R4.144.15to at least two other examples of uppercase letter P. The letterEnglish Language LearnerLetter Names and Shapes: Uppercase LettersLetter Recognitioncoulddisplayed somewhere in the classroom environmentWhen to AssessandbeInterveneInformal Experiencesor in a big book. Follow the same procedure for each newBenchmarkIn Kindergarten, it is generally recommended that uppercaseLearning LettersLetter Namingexample,Fluency pointing to the letter and tracing the lines.letters be taught before lowercase letters (Hall and Moats 1999).Research indicates that emergent readers must not only be able ability to recognize uppercaseSinging alphabet songsThis is because uppercase letters are more distinguishable thanletter names and shapesto accurately identify the letters of the alphabet, but they mustLetter Naming Fluencylowercase letters. An exception to this guideline may be madeReciting alphabet rhymesP M S alsoT beOable to do so in and out of sequence and with automaticGrade Levelfor identically shaped pairs of upper- and lowercase lettersLetterKnowledgewhy?ity (Adams ading alphabet booksChooseor fivepreviouslyintroduceduppercase letters.M SP O T(e.g., Cc, Pp, Ss). These pairs of upper- and lowercase letters may Kindergarten – Grade 14.12how fluently a studentcan onnamepresentedWhen to TeachPrint themthevisuallyboard oron chartuppercasepaper as shown4.13at left.An important stepbe introduced at the same time (Carnine et al. 2006). StudentsPlaying alphabet gamesT M O andP lowercaseSlettersone minute.and repeatedaccuracyin random order.PrerequisiteThereinshouldbe four Thelinesspeedof lettersin learning aboutlettersoftenconfuseletter shapesare visually similarhealphabethasuppercasea conventionalorder, yexcepted)mayin which students identify letters not only measures whetherManipulating alphabet lettersT M S P ability(e.g., childrenB-D, B-P,learnM-N);theseshouldnot be introduced inmanyfroman lettersearly age.Throughbe iqueis masteringthe to recite the traditionalstudents can identifytheallletters,butsayinghow thoroughlySay: Let’spracticethe names ofstudentsthe letters together.When(Ehri and Roberts 2006)alphabet r-soundlearning.uagehave learned them.Thisof assessmentusuallyadminisassociations betweenLangI pointto typethe leftof a letter, Iiswanteveryoneto think about theEnglishtargetsatuppercaseThe sameinmodelreciteleast part letterof theP.alphabetorder canby be adapted andGroupingtered in Kindergartenin the fall,— winter,andspring,andWhenin I tap under theSaboutH A R E , it20the letters’upperletter name—thinkin0 4yourhead.usedto enhanceletter recognitionagethreeand the uppercaseentire alphabetsong by ageinstruction in anyfirst grade in theletter,fall. I want everyone to say the letter name aloud. I’ll show you wholeclassand lower-caseformscommercialreadingWhenprogram.five (Worden andBoettcher 1990).children start school,KnowledgeKindergarten letter identification how.isLetteralmostas tosuccessful small groupPointthe what?leftatofpredictthe letter P, pause two seconds forhowever, they need formal instruction that will help themandtheirnames.HandwritingSkillsing later reading skill as an entire“thinkingreading readinesstest.then tap under the4.104.11letter and say its name.time,” andettername,knowledgehas aandfoundationalrole inliteracyMaterialsKnowing letter —namesrecognize,write the letters(Ehriand Roberts 2006).Assessment of handwriting should incorporate observations ofTREIMAN & KESSLER,Nowletternamesstu- and planned.—Say:SNOW, B U it’sR N Syour& G turn.R I F F I NFollow, 1 9 9 8 the same procedure, pointingThis formalKnowinginstructionshouldbe allowssystematicprovides a springboard 2 0 0 3 alphabet letterdevelopment.execution, legibility, and speed of writing (Spear-Swerling 2006).cards to label letterSingtheLearningAlphabetSong offrom left to right to each letter. Make sure that each student indentsshapes.the namesPronunciation of English and Spanish Letter Names chart paperExecution includes correct and consistent pencil hold, posture,for learning andWhensinging the traditionalversion of the alphabet song,the group is responding. When the group is consistently answerEnglishlettersfoster onphonologicalawarenessLetterEnglishSpanishThereis nomayconsensusthe best sequencefor teaching letters. materials for olvesthereadabilityof letstudentsoften slur inthesoundletters L, M, N, O, P. Lead students inremembering letterall itemscorrectly,call on individual students to identifyby ng. ./ā. / Beginning to Read:a/o/ThinkingandingLearningAboutPrint (1990)rAccordingto Halltoand(1999), studentsappear to acquireage LearneEnglish-Language Learnerters, as well as spacing within and between words. Beyond theEnglish-Langusingingthealphabettodifferent melodies, such as “MaryHadspecific letters.among the nemeb/ b / /ē / by Marilyn Jager /Adams.b / /ā / Cambridge,MA: MIT Press.sound relationships.knowledgeina sequencethatwith letter names,primarywriting speed contributes to students’ abilityc/ s / /ē //s / /āgrades,/aheardLittleinLamb”or “OldMcDonalda Farm.”that a letter representsis usuallyits name,knowingtheletterHadthen lettershapesand formation,and finallysounds.—ALLEN, BECKWITHto Literacycompletetasks efficiently.d/d/ /ē / Handbook of Early/d / /ā / Research,C O RVolumeR E C T I2V(2006)E F E EeditedD B A CbyKIf a student or studentsnames of letters Specialmay makeit easierfor studentsthe of letter intro& NEUHAUS, 2005attentionshouldbe giventotomasterthe pacinge/ē //ā /David K. Dickinson& SusanrespondB. Newman.New modelYork: the correct response for the ecessaryforefficientdecodinguse theira Littleettersare the componentsof Thewrittenwords.TheySEE ALSO . . .4.3HadOld McDonaknowl-ld Hadduction.researchshowingthat studentsMaryf/e / / f //e / / f / /ā /Letter names supplya FarmGuilford.group. Say: TheSourcename of this letter is P. Tap under the letter P,(Share 2004;TreimanKesslerAccordingto TreimanPurposerepresentinnamesthe2003).spellingof inferencesg/ j / /ē // /ā /For firstsoundsgraderssystematicallywhodo not Letter-Knowledge/ hAssessmentGedgeofandlettertoA makeabout letter soundsSpanish Letter-Sound System, p. xxxLetter KnowledgeB C D E Fconvenient verbal labelsA B C D E F Get al.(2006),lettersletterknowledgealso helpsstudentsforto instruction.“makeh/ā / /ch //o / /ch / /ā / and ask: What’s the name of this letter? (P) To ensure heir ordingH I JScreeningAIMSweb: Letter NamingFluencyTears (2003) by Jan Z. andwritingWithoutH I J K Li/ ı̄ //ē /of the letter P, back up two letters and continue according tosomesensefirst.of printedsuchKessleras jail,shapeswhere theentire namethat uniquely identifyRecite or sing thealphabetwith26 rcaseto Treimanand(2004),students“need more timetoK L MJohn, MD: Jan Z./ hOlsen.M N O P Q R Sj/ j / /ā / DIBELS ,/ /ē /Fluency / t / /o/ procedure describedtheofone or associationsmore ofthe thelettersisletterheardin thelettersspokenSword.”If aScreeningSixth Edition: Letter NamingSopris West above.TandletterslearningtotheirIneach letter and thatlearnsoundsof names.someRecognize and nameall are more predominateN O P Q Rthan others.” For example,T U V W X Y Zk/ k / /ā // k / /o /studentcaninstantlyandeffortlesslyletters, they nizenamesofTeaching/āof/ScreeningLanguageSkills, 2ndUniversityEdition(2005)upper- andthelowercaseletters text.in readingW X Y Zhave more trouble learntheirsuggeststhatU Vstudentsare important if a child is English,l/e / / l / Multisensory Basic/ l / /ā(PALS)/ScreeningPhonological Awareness Literacyof Virginia,givearbitrary.all their attentionotherofemergentliteracytasksdoes(Hallthe letters is largelyAsinga result,youngstudentshavebyandJudithR.Baltimore,MD: PaulH. Brookes.the tosounda letter likew, whichnot mesh with itsPALS–PreKK: Alphabethttp://pals.virginia.edum/e / /m / uedited/eKnowledge/Birsh./m / /ā/Independently write allto understand theMoats 1999).Fluentletternamingleadsnochoice but toandmemorizethe linksbetweenlettershapesandton/e / /n / u PALS–K-3: Alphabet Knowledge/e / /n / /ā /lettername,thanthesoundof word-readinga letter like b, which does.upper- and lowercase lettersE A R LY L I T E R A C YPhonics from A to Z:/ōA/Practical Guide (1998) by Wiley Blevins.and fluency,and waytothereading(Neuhauslanguage of literacy.o/ō /names (Treimanaccuracyand commonpractice of spendingthe same amountScreening/CORE Phonics Surveys:Assessing Reading: Multiple Measuresp/p /3 /ē//p / /ā /Identify thesoundaletter2003).to Adams(1990),“a student who can recog. P R I NNewT A WYork:A R E N EScholastic.SSstudentlearnandrecallAccordingletter shapesis throughhandwriting—SHARE, 20044 . L E T T E R KArenaNOWLEDGE5. PHONEMIC AWARENESSof instructionaltimeon each letter—the “letter-of-the-week”Diagnosticu 1. Letter Names—UppercasePressmakesq/ k / / yū // k / /oo /nizeRobertsmost letterswithconfidencewill have an easier time learnpractice (Ehri and2006;approach—mayBerninger1999).u 2. Letter Names—Lowercasenot be effective. Treiman and Kessler (2003)r/är //âr / /āby/ Neuhaus Education Center.Reading Readiness (2002)ing about letter sounds and word spellings than a student whoask, “Why not spend more time on the harder letters and lesss/e / /s / Texas/e /(TPRI)/s /Education /ā gInventoryTexasEducationAgencyhassoundsto workat rememberingwhatwhat.”The learning of stillletteris timequitedifferentfromtheis learnt/t / /ē / u Kindergarten Kit: Graphophonemic/t / /ā /Knowledgeonthe i.orging of letter shapes and names (Treiman and Kessler 2003). Theu/ yū / Words/oo / KnowledgeDiagnosticu First TheirGrade Kit:Way:GraphophonemicWordStudy for Phonics, Vocabulary, andLetter Knowledgev/v / /ē //oo / / b / /ā /relationship between the names and sounds of letters is notSpelling Instruction,3rd Edition (2003) by Donald R. Bear,w/d / /e / / b / /e / / l / / yū //oo / / b / /ā /A child’sabilityidentify theletters Mostof theletteralphabet by name isResearch Findings. . .in Englisharbitraryor anyothertoalphabeticsystem.Letter NamesMarcia Invernizzi,/d/ShaneTempleton& Francine Johnston./ō/ /b//l//ā/one ofsounds;the best predictorsof howor shenames contain theirfor example,thereadilyletter henameb will learn to read.E A R LY L I T E R A C Yx/e / / ks / Upper Saddle River,/ā / NJ:/ k / Prentice-Hall./ē / /s /Letter Shapesbegins with its most frequent sound, /b/, andletter— T R theEIMAN , K EnameSSLER & POLLO, 2006/ē/āL/E D/g1 . P R I NyT A W A /wR E /N/Eī S/ S2 ./ L E/gT /T /rE R/ /ēK N/ O WG /E /o /3. PHONEMIC AWARENESSLetter Soundsf ends with its most frequent sound, /f/. Rather than memoz/z / /ē //s / /ā / / t / /o /rizing letter-soundcorrespondencesa rotefashion,youngletter recognition.Readingdepends first inandforemoston visualLetter Formation (Handwriting)students can detect a letter-sound within a letter name.GNwhat?how?when?why? Twhat?LEsample lesson models.Letter KnowledgeTeach/ModelLetter KnowledgeLknowledge base and practicalwhy?a readable summary ofLC O R R E C T I V ERTEA C HF E E D B A C KBEescientifically based research,selected quotes frome4.2—ADAMS, 1990researchers, and a bibliographyAll known letter-name systems are iconic—the names of theletters contain the sound that the letter represents (Treimanand Kessler 2003). For example, in both English and Spanishthe name of the letter b contains /b/. In English, there are onlytwo totally noniconic letter names: the name of the letter hand the name of the letter w.of suggested readingHow much do you know about the iconicity of letter names? Inthe chart above, English and Spanish letter names are segmentedinto individual phonemes. Use this information to answer thefollowing question:E C TC O N NLetter-Name Iconicity1. PRINT AWARENESST O2. LETTER KNOWLEDGEE A R LY L I T E R A C Y3. PHONEMIC AWARENESSWhich English letter names are iconic, or contain the sound theletter frequently stands for?R YT H E O(See Answer Key, p. xxx.)E A R LY L I T E R A C Ywhen?3. PRINT AWARENESSwhat?information about instructionalirChildren use theletterknowledge ofirnames and thels tophonological skil .ndssouerlearn lettsequence, assessment, andintervention strategies.geLetter Knowled, 2005IMAN—TRE4.6DELN MOLESSOBhow?sample lesson models withLette r-Sou ndStrategy, p. xxLetter-NameProper ties Long-VoLess Usefulndwel Letterer Sou Soft Lett Less FreqNot Useful LettTreiman andLetter SouLetter NamSound Is Lettnd at Begndser SoundNot iner Soundl Letter Short-VoweSound atr, s, xf, l, m, n,a, e, i, o, uLetter NamSound Not/c /s /, g / jeLetter NamEnd of LettLetter Namuent Lettp, t, v, zb, d, j, k,er Nameinning ofTE CN NC OR YE OT HT OadvancesTechnologicalte thedo not eliminalicitexpforneeddwriting.teaching of han06G, 20ERLINAR-SW—SPEDELSN MOLESSOBrUppe rcase LetteHand writin g:Form s, p. xxrLowe rcase LetteHand writin g:Form s, p. xxq /k/eer NamegeLetter Knowledy / ı̄ /what?5. PHONEMIC AWARENESS4), it isShare (200(2005) andesponers Treimanr-sound corrto researchicular letteAccordinge.to learn a partletter’s namentstheinstudbefors toeasiernd happeninstruction?letter’s soulications fordence if thet are the impional timeresearch, whaof instructBased on thissame amounttheotedevnce?y toespondeIs it necessarr-sound correach new letteto teachingor why not.Explain why)Key, p. xxx.(See Answerndseeng ofat Beginniuent Letter Most Freqpractice, and making explicitinning ofLetter Namat End of Similar Lettfeedback; providing a bridgebetween research andnd at Beg Letter Sousuggestions for correctiveLearningUtility inand Their Letter SouUsefulrn Letter SouNames to Leaents’ abilitye affect stud8). Theletter’s namn et al. 199perties of atains2005; TreimaCertain prose name connd (Treimanwhosoueritslettnato learn the letterondence fortharesplycordeasireletter-souns not conis learned moedoeenemnamphoseits relevanta letter whoet al. (1998)ondence for4). Treimansound correspe (Share 200er’s soundtifying a lettvant phonemittain its relee better at identhan whenstudents werletter name,seaoffound thatingacquire theat the beginnall. Studentsatenamwhen it wastionshipor not in theg that the relaendicinthenotatlynotwass by implicitt it makes iscluethaalndogicsouphonole and thest difficultyletter’s namhave the mobetween a1998). Theyname atiman et al.is not in thearbitrary (Trech the sounderston, andletters for whiiman, Weathwith thoseto spellstudy by TreaInlettw.the er yh andeners usedall, as withgartstioned,derqueKinsome. WhenBerch (1994),, such as win/w/.ing with /w/e the soundmadywords beginnerthat the lettstudents saidUse of Letter4. LETTER KNOWLEDGE4.7they shouldgnize letters,oduceshow to recondwriting intrs are taught.As studentse letters. Hain printed textto write thorms founderfolettalso learn howthereadinged to basice students tolinkgradisgaryo
Phonograms 186 Word Work for Encoding and Decoding 187 why? Phonics 190 when? Phonics 192 how? Sample Lesson Models 196 Integrated Picture Mnemonics 196 vii S E C T I O N I : D e c o d i n g a n d W o r d S t u d y. Introducing Consonant Digraphs 200 Introducing Short Vowels 204
Teaching Reading Sourcebook, Updated 2nd Edition STUDY GUIDE Not Yet Getting It Got It! 159– 318 SECTION III: Decoding and Word Study 161– 168 Section Introduction 161 Use The Road to Reading Words to describe how awareness of spoken language merges with written language to contribute to automatic word recognition.
Sourcebook Ideas for Teaching in Elementary and Middle School Lawrence F. Lowery Revised 2nd Edition. . Reading, Referencing Be Picturing, Drawing, Illustrating Bf Graphing c comPAring . Revised 2nd Edition. The Everyday Science Sourcebook, Revised 2nd Edition, .
Teaching Reading Sourcebook Bill Honig, Linda Diamond, Linda Gutlohn contributing authors: Carrie L. Cole, Pamela Beard El-Dinary, Roxanne F. Hudson, Holly B. Lane, Jacalyn Mahler, Paige C. Pullen BERKELEY, CALIFORNIA NOVATO, CALIFORNIA CORE LITERACY LIBR
All About the Alphabet Reading Alphabet Fun: A Reading Alphabet Fun: B Reading Alphabet Fun: C Reading Alphabet Fun: D Reading Alphabet Fun: E Reading Alphabet Fun: F Reading Alphabet Fun: G Reading Alphabet Fun: H Reading Alphabet Fun: I Reading Alphabet Fun: J Reading Alphabet Fun: K Reading Alphabet Fu
The Adhesive Sourcebook 2017 VOLUME 20 Your Source for LOCTITE PRODUCTS FOR DESIGN, ASSEMBLY, MANUFACTURING AND MAINTENANCE THE ADHESIVE SOURCEBOOK 20 17 VOLUME 20 U.S.A. For your local LOCTITE Adhesive and Sealant Specialist, the nearest authorized LOCTITE product distributor, to place an
The SourceBook and website are THE ultimate resources for producers and industry decision-makers. Help us present a strong and unified marketplace - and generate business for yourself. Get listed in the Georgia Film & Television SourceBook! Dear Film & Television Professional: The Georgia Film & Television SourceBook has provided me
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
Key words: Korean language teaching, Indian contexts, problems faced in learning Korean 1. Introduction The much awaited Korean Language course began in September 2012 in Manipur University. It is now a well-known fact that the people of Manipur, especially the youth, are very drawn to Korea and its culture. It is due to this emulation towards .
