Our Goal For Our Our Goal For Our StudentsStudents

Our Goal For Our Our Goal For Our StudentsStudents

All students will read at or above grade level by the end of the third grade.

2

•More than 40% of 4th graders are below the basic reading level, including 30% of the children in middle-class suburbs.

•For poor, minority children who attend low-performing urban schools, the incidence of reading failure is astronomical.

•African-American, Hispanic, ELL students, and those from impoverished homes have failure rates from 60 to 70 percent.

National Assessment of Educational Progress, 1992, 1994

(Data on 4th Graders)

3

GOALS

• To gain knowledge of all the components of phonological awareness and decoding.

• To understand why teaching phonological awareness and decoding skills is important.

• To learn and practice effective strategies for teaching phonemic awareness and decoding strategies and skills

4

The strength of reading comprehension, like a rope, depends on different factors: • Strength of the individual strands• Strategic integration of all strands• Effective binding or connecting of strands

ComprehensionPhonicsPhonological Awareness

Vocabulary

Structural Analysis

Fluency

5

Why should you be knowledgeable about teaching phonemic awareness, phonics, and structural analysis skills

and strategies?

6

Learning to read is not natural or easy for most children. Reading is an acquired skill.

American Federation of Teachers1999

7

Why Teach Phonemic Awareness & Decoding

•Well designed and delivered phonemic awareness and decoding instruction is necessary, but not sufficient.

•To facilitate reading, teachers must provide a program that integrates knowledge of the alphabetic principle, teaching for meaning, and opportunities to practice.

8

Looking At The Evidence

• That direct instruction in alphabet coding facilitates early reading acquisition is one of the most well established conclusions in all behavioral science.

(Stanovich, 1994)

• Systematic phonics instruction produced significantly greater growth than non-phonics instruction in younger children’s reading comprehension.

(National Reading Panel, 2000)

9

Looking At The Evidence

•Older struggling readers benefit from systematic & explicit decoding instruction that focuses on teaching high utility skills and correcting non-functional strategies. (Hasbrouck, 2003)

•Poorly developed word recognition skills are the most persuasive and debilitating source of reading challenges. (Adams, 1990, Perfetti, 1985, Share & Stanovich, 1995)

•The ability to decode long words increases the qualitative differences between good and poor readers.

(Perfetti,

1986)

10

Explicit Instruction

•Model

•Lead

•Test

•Corrective Feedback

11

Systematic Instruction

A thoughtful plan and purpose for instruction includes:

•Scope- Key skills identified.

•Sequence- The order in which skills are introduced.

(Hasbrouck, 2003)

12

Scaffolding Instruction

I DO IT

TEACHER SUPPORT

STUDENT

INDEPENDENCE

WE DO IT

TIME

YOU DO IT

13

Scaffolding Phonics Instruction

•Even well-designed phonemic awareness and decoding programs may not get all students to grade level so scaffolding is often necessary.

•When well-designed materials are not available, teachers must have the knowledge to provide students with strategies and skills to efficiently decode and become successful readers.

14

How To Scaffold Decoding Instruction

• Teach in sequence

• Read and practice

• Begin with common high frequency items

15

Integration of Reading

PhonemicAwareness

Blending

SegmentingSegmenting

Letter SoundsLetter Sounds

Sounding out Sight ReadingSounding out Sight Reading

Letter Sounds

Regular Word Reading

Reading in Text

Irregular Word Reading

Advanced Word Recognition Skills

Advanced Reading in Text

Fluency

K 1 2 3 4 5

Prompted Independent ReadingPrompted Independent Reading

Less Complex More ComplexLess Complex More Complex

Letter Combinations StructuralLetter Combinations Structural Contextual Contextual

Decodable Less Decodable Wide ReadingDecodable Less Decodable Wide Reading

Complex vowel combinations

16

When Should Phonics Instruction Begin?

“Although conventional wisdom has suggested that kindergarten students might not be ready for phonics, this assumption was not supported by data. The effects of systematic, early phonics instruction were significant and substantial in kindergarten and first grade, indicating that systematic phonics programs should be implemented at those grades.”

(National Reading Panel, 2000)

17

End of the Year Kindergarten Skills

• Alphabet Recognition• Phonemic Awareness• Common Consonants & Short Vowels• Decoding in Isolation & Text• Sight Words

Are They Ready To Are They Ready To Read?Read?

Are They Ready To Are They Ready To Read?Read?

YES!YES!

19

Phonological Awareness is something you can do in the

dark.

20

Phonological Awareness (PA) Anticipation Guide

1. PA can be taught and it helps children learn how to read and spell.

2. Older, disabled readers cannot benefit, in terms of reading, from PA instruction

3. Focusing on one or two PA skills produces larger effects than teaching many PA skills at once.

4. The results of PA research are not ready for implementation in the classroom.

21

Five Levels of Phonological Awareness

Rhyming & Alliteration

Sentence Segmenting

Syllable Blending & Segmenting

On set- Rime Blending & Segmenting

Phoneme Blending & Segmenting

Phonemic Phonemic AwarenessAwareness

22

Phonological Awareness:Theory

Phonological Awareness:• Is a primary indicator of early reading

success• Is acquired through a continuum of skills• Needs to be taught explicitly first, then in

context

National Reading Panel, 2000 and Snow, et al, 1998

23

Phonological AwarenessHelps Young Students

• Understand that spoken language is made up of separate words, words are made up of syllables, and words can be broken down into separate sounds,

• Read and spell words,• Grasp how the alphabetic system works,• Move from sounds to letters (preparation for

phonics instruction).

24

What is a phoneme?

• The smallest part of spoken language that makes a difference in the meaning of words.

• “To learn an alphabetic script, children must learn to attend to that which they have learned not to attend to.”

Adams,1990

25

Why Teach Phonemic Awareness?

• Helps children learn to read,

• Help children learn to spell,

• Facilitates children’s learning of the alphabetic principle by drawing their attention to the sounds that are related to individual letters.

26

How Do We Teach Phonemic Awareness?

• Manipulate phonemes by using the letters of the alphabet.

• Focus on only one or two types of phoneme manipulation, rather than several types.

• Skill learning takes place prior and during reading instruction.

27

Effective Phonemic Awareness Instruction

Teaches students to manipulate phonemes by:

Blending

Segmentation

Phoneme Counting

Phoneme Deletion

What rhymes with cat?

What word is this …/sh/ /oe/?

How many sounds are in the word box?

What sounds do you hearin bus?

What is left if the /t/ sound were taken from cart?

Rhyming

28

IMPORTANT!!!!!

• Initial instruction is auditory followed by association of sounds to letters.

• Teach phonemic awareness in conjunction with letter names.

• Focus on one or two skills at a time.• Tailor instructional time to students’ needs based on

assessments.• Some children will need more instruction than others.

National Reading Panel, 2000

DECODINGDECODINGDECODINGDECODINGPHONIC ANALYSISPHONIC ANALYSIS

STRUCTURAL ANALYSISSTRUCTURAL ANALYSIS

CONTEXTUAL ANALYSISCONTEXTUAL ANALYSIS

30

Decoding

The ability to utilize letter-sound associations and structural elements to determine the

pronunciation of unknown words.

31

Strategies For TeachingDecoding

• Phonic Analysis

• Structural Analysis

• Contextual Analysis

32

33

PHONICS

“Approaches in which systematic code instruction is included along with the reading of meaningful connected text result in superior achievement overall for both low-readiness and better prepared students.” (Adams, 1990)

34

What Is Phonics?

“Teaching students the relationship between the sounds

they hear and the letters that represent those sounds.”

35

Why Is Phonics Instruction Important?

• Significantly improves word recognition and spelling,

• Improves reading comprehension,

• Helps children from various social and economic levels,

(Put Reading First, 2001)

36

Why Is Phonics Instruction Important? (CONTINUED)

• Benefits children who are having difficulty learning to read and who are at risk for developing future reading problems,

• More effective than non-systematic or no phonics instruction.

(Put Reading First, 2001)

37

Effective Phonics Instruction• Early

• Systematic

• Explicit

• Application of Skills

(Pikulski, 2001)

38

Phonic Analysis

• Letter-sound associations

consonant & vowel letters

consonant combinations

vowel combinations

• Segmenting & Blending

• Sight Words

39

Structural Analysis

• Inflectional Endings• Prefixes• Suffixes• Root Word• Contractions• Compound Words• Onset-rime• Multisyllabic

40

Contextual Analysis

• Used For Irregular Words

• Syntax (word order)

• Semantics (word meaning)

41

English Language Learners• Some languages do not share the same

system– Alphabetic( English, German, Spanish, Russian),

Logographic (Chinese), Syllabic (Japanese)

• Some phonemes are not represented in ELL’s native language

• Not all languages share the same linguistic characteristics– b,c,d,f,l.m.p,q,s,and t similar in English / Spanish– Vowels are more challenging

• PA and Phonics instruction can begin before ELLs have achieved oral language proficiency

42

Struggling Learners

• Limited experience and exposure with language play.

• Skills that prevent poor reading can be taught but they need to be taught early in school.

• Early intervention is the key to reading success.

43

How Do We Support Struggling Learners?

• Explicit instruction is crucial.• Activities that involve segmenting and

blending phonemes, sound symbol relationships, songs, poems are important.

• The use of background knowledge helps bridge students’ understanding of words in the text.

• Develop meaning for words while tying in PA and phonics for increased success.