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Adapted from Deborah C. Simmons (2002)

BIG IDEASBIG IDEAS

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• We have ____ years of converging scientific research

• We know how children learn to read, what factors impede reading development, and which instructional approaches provide the most benefit

• We can increase the odds that _____________________ if we utilize these research findings to inform practices in our educational systems

• ____________________ become more entrenched over time

What We Know NowWhat We Know Now

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#1. ______________: The ability to hear and manipulate sound in words.

#2. _____________________: The ability to associate sounds with letters and use these sounds to read words.

#3. ____________________: The effortless, automatic ability to read words in connected text.

Big Ideas in Beginning Reading

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• #4. _______________________: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

• #5. ______________________: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

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Big Idea #1: Phonemic Awareness: Beginning Readers Must Develop an Awareness of the Phonemic Properties of Language.One of the most compelling and well-established findings in the research on beginning reading is the important relation between _______ and reading _________.Kameenui, E. J., Simmons, D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B., Sprick, M., & Lin, S-J. (1997). Effective strategies for teaching beginning reading. In E. J. Kameenui, & D. W. Carnine (Eds.), Effective Teaching Strategies That Accommodate Diverse Learners. Columbus, OH: Merrill.

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Assessing Your Knowledge of Phonemic Awareness

The following assessment was administered to 89 teachers whose average teaching experience was 5 years. Teachers included general education teachers, reading teachers, special education teachers, classroom assistants, and graduate students.

Answer the following questions to assess your phonemic awareness skills.

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• 1. How many speech sounds are in the following words?

• 2. What is the third speech sound in each of the following words?

• (Learning To Read: Schoolings First Mission, 1995)

ox king straight though

boil thank shout

boyfriend educate badger squabble stood

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Big Idea #2: Effective Beginning Readers Must Have Insight into the Alphabetic Principle of Reading.

Alphabetic Awareness: Knowledge of ________ of the alphabet coupled with the understanding that the alphabet represents the _____________ of spoken language and the correspondence of spoken __________ to ______________________.

Definitions:

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• ___________________________: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last.

• ______________________: Translation of letters to sounds to words to gain lexical access to the word.

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Definition: ,

The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as “one whose decoding processes are automatic, requiring no conscious attention” (e.g., Juel, 1991, p. 760).

,

Big Idea #3:_____________________:Beginning Readers Should be Able to

RelateSounds & Symbols of the Alphabetic

CodeAutomatically

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Such capacity then enables readers to allocate their attention to the comprehension and meaning of text.

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Big Idea #4: Comprehension of Text

Definition:

,The complex cognitive process involving the intentional interaction between reader and text to extract _________________.

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• Instruction of comprehension strategies improves reading comprehension of children with a wide range of abilities

(National Reading Panel, 2000)

Research EvidenceResearch Evidence

• Many children require ___________ word recognition instruction integrated with rapid processing of ___________, __________ skills, and ____________ to improve comprehension

(Fletcher & Lyon, 1998)

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Big Idea #5: Vocabulary Knowledge and Development

Definition:

,As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task. (NRP, 4-15).

,

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• Knowledge of word meanings (vocabulary) is critical to ___________________________ (Learning First Alliance, 2000; National Reading Panel, 2000)

Research EvidenceResearch Evidence

• Words are typically learned from __________________ encounters, rather than from a single context or encounter

(Beck & McKeown, 1991)

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• Most children do _________ learn to read or spell “naturally,” rather they learn from instruction

• Good word identification instruction does __________ primarily rely on guessing words from context or picture cues

• Instructional time spent on independent, silent reading with minimal guidance or feedback has ________ been confirmed by research to improve reading fluency and overall reading achievement

CautionsCautions

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Maximizing Student Learning

Maximizing Student Learning

• Every minute counts!

• Actively ___________ children:

• Vary presentation, format, and ways students

can participate in instruction

• Use an appropriate level of instructional

materials

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• Explicit, intensive instruction is an essential feature of effective interventions for ______________ readers, including students with learning disabilities

(National Reading Panel, 2000)

Research EvidenceResearch Evidence

• Well-designed intervention programs implemented by highly qualified teachers can make a difference in helping children learn to read

(Elbaum, Vaughn, Hughes, Moody,              Schumm, 2000; Fletcher & Lyon,

1998)

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• Good reading instruction is ________ writing your own curriculum

• Systematic and explicit reading instruction does ___________ inhibit creativity

• _______ every component of reading receives equal emphasis at every stage of reading development

CautionsCautions

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Making a DifferenceMaking a Difference

“No time is as important or as fleeting as a child’s __________ years of schooling.”

Neuman, 2001, p. 474