Foundations of Literacy Flashcards
- Introduction
Ellen Stone 801-556-6401
Glassette 661-9595
Canvas https://canyons.instructure.com/courses/832925
Monday Night class is at Silver Mesa Elementary
Missing one class is okay. Won’t loose grade
- Assignments
- Atendance and Participation 25 poitns
- Written Response in class 25 points
- Week Class Discussion online 25 PTS.
- Issues and Perspective 125 PTS
b. history 145pts.
c. Research to practice 100pts
- 1st Class 1
Historical perspectives on reading.
Reading levels 8th grade
Data Dashboard 45% 8th graders below basic
It is never too late to learn.
You have to go back to where the problem is.
- 1st class reading
Reading is not natural
Differences between a cell phone conversation.
Reading Speaking is Natural
Language is hardwired into the brain.
All babies babble the same language.
Human Brains are not evolved to accept language.
14% of Adult population are below now 29%
13% are proficient in college level classes.
Oral language is a foundation skill
- 1st week Vocabulary
Speech sounds phonology Vocabulary Semantics Sentence Structure Syntax Paragraphs and discource structure Overall context for use Discource longer segments Pragmatics use in social context
- Zone of proximal
Zone or proximal development
Written and spoken language are different.
Teach Directly and systematically.
- Types of writing systems
Logographic symbols direct meaning Syllabic Vowels Alphabetic using alphabet Transparent: clear phonic system English is a deep language.
- What the brain does when it reads
Eye movements
4 parts processing model
Reiner and Polatzic
- Vocabulary for reading
Fixation stopping to process text
Saccades eye jumps ahead
Foveal View what your eye sees.
- Fixation
Background
Fixations last 1/4 second 5-7 characters
Vocabulary is huge in the background of students and learning.
- What do proficient readers do as they read?
Scan print effortlessly Extract meaning Make connections Sounds syllables Adapts when something is not clear Schema or mental model
- Two domains and five essential components
Printed Word recognition Language Comprehension
Phoneme awareness smallest unit of sound
Phonics
Fluency
Vocabulary
Reading Comprehension
Now writting oral language and listenning
- Areas of the brain
Speech sound awareness
Language Comprehension Context
Sound Symbol Angular gyrus
Letter and letter patter recognition
- Four part processing
Phonological processor Listening Speaking
Orthographic read write phonics is bridge
Meaning Processor
Context Processor
- Cognitive percentages
Beginners use more brain power to decode. As fluency increases it passes these areas more.
Longitudinal studies back up the percent of effort shows.
Cognitive space is limited.
- Stages of Reading Devlopement Chall
Chall Theory Prereading Initial Early later phonetic Confirmation and fluency Reading to learn Multiple points of view Construction reconstruction
- Ehri’s Phases of word-reading development
Incidental
Letter Phoneme
Sight word phoneme phoneme
Fluency 120 CWPM
- Scarborough’s Rope Model
Background Knowledge Vocabulary Language Structure Verbal Reasoning Literacy Knowledge Phonological Awareness Decoding Sight Recognition
- 2nd Week Review
Phonemic Awareness issues and Perspectives.
You are presenting next week 12 to 15 minutes.
meaning
Review the big points from last week.
Discussion adopting a new reading programs. Reading Street in elementary.
Fidelity
- What we have learned.
Spending 5 minutes a day on phonemic awareness. National reading panel.
Scientifically based programs replicatable, implement, control group, broadly applied.
- Group presentation
Going through the big five per the put reading first.
- Phonemic Awareness
Phonemic awareness is
• the ability to hear, identify, and manipulate individual sounds—phonemes— in spoken words.
Phonemic awareness is important because
• it improves children’s word reading and reading comprehension.
• it helps children learn to spell.
Phonemic awareness can be developed through a number of activities, including asking children to
• identify phonemes,
• categorize phonemes,
• blend phonemes to form words,
• segment words into phonemes,
• delete or add phonemes to form new words, and
• substitute phenomes to make new words.
Phonemic awareness instruction is most effective
• when children are taught to manipulate phonemes by using the letters of
the alphabet.
• when instruction focuses on only one or two rather than several types of
phoneme manipulation.
- Phonics
Phonics instruction
• helps children learn the relationships between the letters of written language and the sounds of spoken language.
Phonics instruction is important because
• it leads to an understanding of the alphabetic principle—the systematic and predictable relationships between written letters and spoken sounds.
Programs of phonics instruction are effective when they are
• systematic—the plan of instruction includes a carefully selected set of
letter-sound relationships that are organized into a logical sequence.
• explicit—the programs provide teachers with precise directions for the
teaching of these relationships.
Effective phonics programs provide
• ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.
Systematic and explicit phonics instruction
• significantly improves children’s word recognition, spelling, and reading comprehension.
• is most effective when it begins in kindergarten or first grade.
- Fluency
Fluency is
• the ability to read a text accurately and quickly.
Fluency is important because
• it frees students to understand what they read.
Reading fluency can be developed
• by modeling fluent reading by having students engage in repeated oral reading.
Monitoring student progress in reading fluency
• is useful in evaluating instruction, and setting instructional goals can be motivating to students.
- Vocabulary
Vocabulary refers to
• the words we must know to communicate effectively.
• oral vocabulary refers to words that we use in speaking or recognize in
listening.
• reading vocabulary refers to words we recognize or use in print.
Vocabulary is important because
• beginning readers use their oral vocabulary to make sense of the words they see in print.
• readers must know what most of the words mean before they can understand what they are reading.
Vocabulary can be developed
• indirectly, when students engage daily in oral language, listen to adults
read to them, and read extensively on their own.
• directly, when students are explicitly taught both individual words and
word-learning strategies.
- Comprehension
Text comprehension is important because • comprehension is the reason for reading. Text comprehension is • purposeful. • active. Text comprehension can be developed • by teaching comprehension strategies. Text comprehension strategies can be taught • through explicit instruction. • through cooperative learning. • by helping readers use strategies flexibly and in combination. 
- Scientifically sound programs are
Replicable
Large groups
Peer reviewed
- What do you use to make choices in your classroom.
It was bought for me.
My mentors gave it to me.
- Quantitative versus Quantitative
Quantity vs. Quality Quality is more anecdotal but we need to look anecdotally at data driven results.
Quantity is related to data and scientific. Focusing on one piece.
- National Reading Panel Effect Size
100,000 studies
Effect Size The Highest is Class expectation
- RTI
Response to intervention inverse pyramid
- Big Ideas
Research Poor readers we know how to teach most students. 90% reading book washington
- 90%
The 90% Reading Goal Kenniwick
- 9-24-13 Canvas weekly
Fluency levels do not indicate disabilities in PA.
- Phonemic awareness Ben Simmons
Phonemic Assessment Music Assessment is also a means of. There are 75 phonemes in the definition of phoneme. The alphabetic principal. Letters represent sound. Regular ways the letters represent sound. It makes it possible to sound out words. Assessment Sound Categorization test. Auditory Analysis test Compound without word. Phonemic reversal Elision Segmenting Blending words Pitch production and phonemic awareness. Scatter plot graph. Pitch perception test.
- Phonemic Awareness Dodds
Intervention classes in the school. Treatment group and a non treatment group.
Reading process.
ELL
- Section 1. Phon words
th voiced voiceless voice vibration
- Janet Allen
Researcher presenter the gross of the grossest.
- 3rd grade
Give a mouse a cookie.
- Retrieval Problems solution
write down cues
Use visual prompts graphic organizers
Choice questison
prime with first sounds
- Phonemic Awareness
Students are Mastering the phonics but they are having trouble with Phonemic Awareness.
- Decoding How to Dn Olds
Decoding Broader decoding can be taught to middle school students. How do we teach it? Explicitely. Word parts. Rewards based.
- Teaching Decoding
Most strategies revolve around teaching vowels consonants syllabification.
- Jeane Chall
Scripted Phonics program. 1967 Jeanne Chall
Learning to read the great debate. A lot of research that was completed was “narrative” research.
Resisting reading mandates: how to triumph with truth.
- What are the best predictors of later Reading achievement?
3rd Grade Vocabulary letter-naming speed nonsense word reading speech sound blending segmentation
- Alphabetic principal
letters represent sound
- Phonics
Sound symbol mapping phoneme and grapheme. Skill that is needed in this world.
Phonics is not a complete program. You have to develop the four processors.
- Hourglass
The hourglass progression of phonics instruction sentences) (words) *syllables *onset-rime *phonemes 1:1 Phonological Awareness Orthography Instructional Progression Teach letter names digraphs trigraphs vowel teams blends word families inflections syllable types morphemes roots/affixes word origin
- Advanced phonics
Advanced phonics: Language of origin, grapheme, phoneme grapheme position, letter order, meaning morphology.
- Syllable Types
Closed, Consonant, Open, Vowel Combination, Silend E, R controlled
- Morphology
Meaningful part of the word:
- Bob
Good for learning to read.
- Screening
Dynamic indicators of Basic early Literacy Skills
Nonsense word fluency
Aimsweb
