interventions Flashcards
Phonics is important for _____
Reading, decoding- making sound word connections
Analytic/Analogy Based Phonics
ompare known to unknown words – taking sounds kids know and relating them to sounds they don’t know. Sort of like vygotsky, build on what they know and add to it
Synthetic Phonics
Convert letters to sounds then blend – creating a memory of sounds and letter
Onset-Rime Phonics
Onset (consonants) before rime (vowel) – easiest sounds to more difficult
Embedded Phonics
Problem-Solving model during reading of text – technique of decoding that relies on morphemes (smallest part of meaning in words ie. Planning = plan =ing).
Good for someone with good right hemisphere but not left*** More problem solving based
Phonics Through Spelling
Teaches students to segment words into phonemes and write letters –
- *getting students to write letters. Hear letter, See letter, write letter, say letter.
- ***Gets students to connect to the letter better through writing
Explicit phonics instruction: Direct instruction is the best way to go
very hierarchical, structured, explicit approach – research shows we do not learn whole words (whole word approach to learning to read is ineffective)
Diphthongs are the ____
Hardest to learn
Minimum level of accuracy in students reading before getting frustrated is at least ____%
70%
___% is level of independence for a student to read alone. = readability level.***
90%
Area of sound symbol, used in decoding…
angular gyrus
The _____ hemisphere is used and left ____ area when can not decode
right hemi , left brocas
Corrective Reading, Wilson Learning System, Spell Read Phonological Auditory Training, and Failure Free Reading
increase white manner connections = kids read more quickly
“Talking Letters” (Berninger, 98)
Teaches phonemic awareness and processing through pseudowords. FAKE WORDS
Orthographic/Phonemic/Fluency Instruction (Berninger, 01)
Repeated readings, precision teaching, metacognitive instruction (keeping track of your thinking, repeated reading and self corrections more holistic approach good for kids struggling with phonemic awareness*
more holistic approach good for kids struggling with phonemic awareness
Orthographic/Phonemic/Fluency Instruction
Fluency Instruction (Breznitz, 97)
**Repeated reading and self-monitoring/charting of rate (speed)
Sight Word Instruction (Browder, 91)
Increasingly difficult discriminations of sight words through stimulus control and fading. Can be done with flash cards, IMP to balance with decoding
Synthetic Phonics (Carnine, 97)
Teaches sound-symbol association and phonological assembly (lettersoundwords).
Good for kids that have problems blending (sequencing problem, putting letters in order)
SYNTHETIC Phonics
Corrective Reading (Engelmann, 99)
Synthetic phonics, sound-symbol, sequencing, blending, and comprehension through DIRECT INSTRUCTION
Glass Analysis (Glass, 78)
Read and combine morphemes (meanings in words) (not phonemes)
Good for right brain problems
Glass Analysis
DISSECT (Lenz, 90)
Discover Content; Isolate Prefix; Separate Suffix; Examine Stem; Check; Try Dictionary
direct instruction
very left brain approach
similarities
left brain
how things are different
right brain
Repeated readings …
– gets kids to read faster. Encourage students to read faster
Think alouds:
Answering questions about the text – prediction is a wonderful way to engage in text
Story mapping –
Graphic representation -creating map – graphs – connections – map relationships. Draw arrows to make connections.
Interactive Learning (Bos, 91)
link to prior knowledge
right hemi
important for understanding context
Vocabulary Instruction (Carnine, 85)
define, examples, review/rehearse (teaching vocab)
Beginning to Read (Adams, 90)
Phonics, connected text, repeated readings
Metacognitive Training –
students generate questions as they read text – trying to find keywords
(self questioning & underlying)
RIDER (Clark, 84)
Read, Image, Describe, Evaluate, Repeat
POSSE (Englert, 91)
Reciprocal teaching format - student teaches teacher and teacher teaches student – important for comprehension and metacognition
PALS (Fuchs, 97)
Peer tutoring for reading, summarizing, prediction
SCROLL (Grant, 93)
teaches kids how to pick out the key words – – gives the ‘”just” of the text- good for building right hemisphere (BIG IDEAS, whole pictures) .
Surveying, Connecting, Reading, Outlining, Looking for comprehension
Story Grammar (Gurney, 90)
identify conflict, characters, resolution, theme
helps kids that have problem with too many words. helps kids pick out key words. Gives “just”of text
SCROLL
Restating stories –
paraphrasing, writing is key to comprehension
Reciprocal Teaching (Palinscar, 88)
Comprehension monitoring through prediction, questioning, summarizing, clarifying
SQ3R – old technique but still used –
form of prediction (asking questions about the task) kids generate questions about the text after they survey the text and then looking for the answers.
DRA (directed reading activity) –
uses experience to get students engaged – talk about kids experiences to get kids involved and engaged.
Multipass (very popular) –
getting deeper and deeper into the meaning of the text. multi “passes” over the text
QAR –
Question and answer relationship.
could be useful in asses kids with right or left hemi issues
explicit (straight forward in the text)
left hemi
Implicit (prediction)
right hemi
RAVE-O – good technique for kids that are slow readers to build up.
INCREASE FLUENCEY and SPEED
speed important for ______
comprehension
good technique for kids that are slow readers to build up.
RAVE-O
