Ch.+11+resources

chapter 11 Reading Learning Objectives 1. Know the consequences that reading disabilities have for the individual, society, and the nation. 2. Become familiar with the condition of dyslexia. 3. Describe ways of recognizing words. 4. Describe ways of teaching fluency. 5. Describe ways of teaching reading comprehension. 6. Describe both informal and formal methods for assessing reading performance. 7. Know strategies for improving word recognition. 8. Know strategies for improving fluency. 9. Know strategies for teaching reading comprehension. 10. Describe remedial methods for teaching reading. 11. Test yourself on phonics rules and generalizations. Key Terms AND Definitions Students should take note of the following terms as they appear in this chapter. Students who have difficulty should refer to the glossary in Appendix E of the text or to the text page on which the term is discussed. automaticity The condition in which learning has become almost subconscious and therefore requires little processing effort. basal reading series A graduated series of readers used to teach reading. The series begins with very simple stories using a few words and increases in difficulty until the sixth- or eighth-grade level. Teacher’s manuals, children’s activity books, and other auxiliary material often accompany these books. cloze procedure A technique that is useful in testing, in teaching reading comprehension, and in determining readability (or difficulty level of the material). The procedure involves deleting words from the text and inserting underlined blank spaces. Measurement is made by counting the number of blanks that students can correctly fill. comprehension The purpose of reading; gathering meaning from the printed page. context clues Clues that help readers recognize words through the meaning of the words or the sentence or paragraph in which the words appear. decode The process of translating written language into sounds and words. directed reading-thinking activity A guided method of teaching reading comprehension in which readers first read a section of text, then predict what will happen next, and then read to verify the accuracy of the predictions. direct instruction The teaching of reading skills through explicit instruction. dyslexia A severe reading disorder in which the individual cannot learn to read or does not acquire fluent and efficient reading skills. Research suggests that there is a connection between dyslexia and neurological dysfunction. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) A measurement system to assess early reading skills. explicit code-emphasis instruction Systematic and direct teaching of decoding and phonics skills. grapheme The written representation of a phoneme sound. indirect instruction The teaching of reading skills through incidental teaching. informal reading inventory An informal method of assessing the reading level of a student by having the student orally read successively more difficult passages. informational text Reading materials that provide information, such as content-area textbooks. language experience method A method of teaching reading based on the experiences and language of the reader. The method involves the generation of experience-based materials that are dictated by the student, written by the teacher, and then used as the material for teaching reading. multisensory methods A collection of programs based on the Orton-Gillingham Method that uses several sensory avenues to teach reading. narrative text Reading materials such as stories and fictional material. phonological awareness A child’s recognition of the sounds of language. The child must understand that speech can be segmented into syllables and phonemic units. portfolio assessment A method of evaluating student progress by analyzing samples of the student’s classroom work. reading comprehension Understanding the meaning of printed text. reading fluency The act of reading quickly and smoothly. Fluency requires the reader to recognize words easily. The word identification process must be automatic, not a conscious, deliberate effort. Reading Recovery A reading program first used in New Zealand in which first graders who rank very low in reading are selected for a period of intensive reading instruction. sight words Words that a student recognizes instantly, without hesitation or further analysis. structural analysis The recognition of words through the analysis of meaningful word units, such as prefixes, suffixes, root words, compound words, and syllables. VAKT The abbreviation for visual, auditory, kinesthetic, and tactile learning; a multisensory approach for teaching reading that stimulates all avenues of sensory input simultaneously. vocabulary Recognition and knowledge of words, both in speaking and reading. word-recognition skills Strategies for recognizing words, including phonics, sight words, context clues, structural analysis, and combinations of these strategies. word web A type of graphic organizer to illustrate words and word meanings. Major Points 1. What elements of reading were identified as essential by the National Reading Panel? 2. What are the word recognition skills? 3. Name some strategies to improve reading comprehension. 4. What are some principles underlying literature-based reading instruction? =Suggested Activities= Give a child an informal word reading test (see word reading test in chapter 2), use the Iota Test described in this chapter, or have the child read a page from a reader. How did the child score? What kinds of problems does the child seem to have? 1. Find out what reading materials your state considers to be scientifically-based reading materials. 2. Try to teach a child with a severe reading disorder using the Fernald Method described in this chapter. (Refer to Grace Fernald, //Remedial Reading Techniques in Basic School Subjects.// New York, NY: McGraw-Hill, 1943. [Reprinted in 1988 by Pro-Ed, Austin, TX]) 3. Teach a student using the language experience approach described in this chapter.