Ch.+11+additional+resources

National Reading Panel: Elements of Reading

Word-Recognition Clues
 * phonemic awareness
 * phonics
 * fluency
 * vocabulary
 * text comprehension

Types of Reading Text Materials
 * Sight words
 * Phonics
 * Context clues
 * Structural analysis
 * Combining word-recognition clues

Literature-based Reading Instruction
 * Narrative text materials
 * stories, fiction, inspirational
 * Informational text materials
 * textbooks, content-area materials, instructional materials

IOTA Informal Reading Test
 * Strong relationship among language forms: oral language, reading, writing
 * Immerse children in language and books.
 * Give children early experiences in writing.
 * Provide much time for independent reading.

CARD 1 || dig
 * on || Jack ||
 * dog || saw || tack ||
 * dug || of || sack ||
 * card || for || wend ||
 * cart || who || tend ||
 * Carl || how || send ||

//Source:// From Marion Monroe, //Children Who Cannot Read: The Analysis of Reading Disabilities and the Use of Diagnostic Tests in Instruction of Retarded Readers.// Copyright 1932 by The University of Chicago Press. Reprinted with permission. IOTA Informal Reading Test (CONT.)

CARD 2 || blind
 * done || mare ||
 * blond || bone || fare ||
 * choke || tar || care ||
 * chuck || nip || pardon ||
 * spurt || ton || parlor ||
 * squirt || tap || target ||
 * repast || gray || tarnish ||
 * request || chew || — ||

IOTA Informal Reading Test (Cont.)

CARD 3 || as
 * form || pig ||
 * it || ball || bed ||
 * to || pod || sung ||
 * left || balk || plea ||

IOTA CONVERSION CHART

Directions: Duplicate and separate card 1, card 2, and card 3, and paste each on a separate piece of paper. Show students one card at a time. Give card 1 to the student and have the student read the words going down each column slowly and carefully, keeping place with a finger. Encourage the student to try each word but do not offer any help. Have the student read card 2 and card 3 in the same way. Record all subvocal and vocal efforts at pronouncing these words. Scoring: Count the number of words correctly read and convert to a grade level score, using the conversion chart below. Words that the student corrects are counted as correct. Grade Medians The IOTA Test was originally published by M. Monroe in //Children Who Cannot Read: The Analysis of Reading Disabilities and the Use of Diagnostic Tests in Instruction of Retarded Readers.// Chicago: University of Chicago Press, 1932. (Thanks to Arlene Sonday.) Improving Fluency
 * PUPIL’S SCORE || GRADE || PUPIL’S SCORE || GRADE || PUPIL’S SCORE || GRADE ||
 * 12 || 1.0 || 26 || 2.0 || 40 || 3.1 ||
 * 13 || 1.0 || 27 || 2.0 || 41 || 3.2 ||
 * 14 || 1.1 || 28 || 2.1 || 42 || 3.4 ||
 * 15 || 1.2 || 29 || 2.2 || 43 || 3.5 ||
 * 16 || 1.2 || 30 || 2.3 || 44 || 3.7 ||
 * 17 || 1.3 || 31 || 2.3 || 45 || 3.8 ||
 * 18 || 1.4 || 32 || 2.4 || 46 || 4.0 ||
 * 19 || 1.5 || 33 || 2.5 || 47 || 4.2 ||
 * 20 || 1.5 || 34 || 2.5 || 48 || 4.5 ||
 * 21 || 1.6 || 35 || 2.6 || 49 || 4.7 ||
 * 22 || 1.7 || 36 || 2.7 || 50 || 5.0 ||
 * 23 || 1.7 || 37 || 2.8 || 51 || 5.3 ||
 * 24 || 1.8 || 38 || 2.9 || 52 || 5.5 ||
 * 25 || 1.9 || 39 || 3.0 || 53 || T ||

Reading Comprehension
 * Repeated reading
 * Predictable books
 * Neurological impress method
 * Read-along method

Improving Reading Comprehension
 * Depends on what reading brings to the text
 * A language process
 * A thinking process
 * Requires interaction with the text

K-W-L Strategy Sheet
 * Building vocabulary
 * Using basal readers
 * Activating background knowledge
 * Language experience approach
 * Reading–writing connection
 * Encourage wide reading

// Source: // From “K-W-L: A teaching model that develops active reading of expository text” by D. M. Ogle, 1986, //The Reading Teacher//, 39, 565. Copyright 1986 by the International Reading Association. Reprinted with permission.
 * K || W || L ||
 * What we //know// || What we //want// to find out || What we have //learned// ||