4/12/16
Basic Processes that
Support Successful Reading
Kizzy Albritton, Ph.D.
Assistant Professor, School Psychology
Kent State University
Learning Objectives
• Development of critical emergent/early literacy skills
• Effective, developmentally appropriate emergent/early literacy instruction
• Alphabet and print knowledge (concepts about print)
• Phonological awareness
• Emergent writing
• Vocabulary
• Brief overview of measuring emergent/early literacy skills
Reading and Writing Development
Take a few minutes to write down your thoughts about how reading and writing skills develop in young children?
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Reading and Writing Development
What does research tell us about how reading and writing skills develop in young children?
How does literacy develop?
• It is the combination of an individual’s developmental processes and language
and life experiences (Glaeser et al., 2000).
• Reading and writing are language-based skills. So, they develop as oral
language develops.
• Unlike oral language, reading and writing are relatively “new” human
inventions. They are not innate.
• Develops over many years from birth through adulthood, with early, emergent
literacy skills developing normally before formal schooling.
• Parents and family systems are the primary providers of literacy awareness,
examples, and instruction.
• The total act of reading and writing is affected if a student struggles with just
one reading or writing skill.
Two Domains of Emergent Literacy
(Whitehur st & Lonigan, 1998)
Contextual Units
(e.g., Narrative)
Semantic Units
(e.g., Concepts)
Language Units
(e.g., Words)
Sound Units
(e.g., Phonemes)
Outside-In
Reading
Inside-Out
Print Units
(e.g. Graphemes)
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The Many Strands of Skilled Reading
(Scarborough, 2001)
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
What are some behavioral characteristics
of skilled readers?
Skilled readers:
•
•
•
•
Look at most words on a page
Look longer at unexpected words
Pay attention to the individuals letters in words
Usually unaware that they are doing this.
Do skilled readers pay attention to
every letter?
Let’s see who can read the next
paragraph without errors!
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What do skilled readers do when they
cannot decode a word?
Think about how are you able to read
this sentence:
She may be an Iditerod rookie, but she’s a
skookum one.
(from the Anchorage Daily News, 3/18/94)
(Adapted from Scarborough, (Adapted from Scarborough, 2005)
2005)
What do skilled readers do when they cannot decode a
word?
She may be an Iditerod rookie, but she’s a skookum one.
1. Sight Recognition: all words except the red ones.
2. Decoding:
• id-it-er-od?…Aha!…Eye-diterod, the dogsled race!
• s-k-oo-k-u-m…skookum?
3. Use Context:
• Iditerod makes sense because it’s from an Alaskan newspaper.
• It says “…rookie, but…,” so “skookum” must be a good characteristic that
rookies don’t ordinarily have.
To recognize printed words, comprehend sentences, and learn new vocabulary
items, sight recognition and decoding and contextual clues are all very helpful.
Each are limited if employed alone!
Areas of the Brain Used for Reading
(Adapted from Haskins Labs Code Module, 2006)
Research conducted by Shaywitz, Shaywitz, Pugh, Blachman, et.al. (2004) showed that with early
explicit instruction, the brains of children at-risk for reading failure changed to look like the brains of
non-struggling readers.
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(Adapted from Scarborough, 2005)
Why are beginning reading instruction & early
intervention so critical?
Effective, Developmentally Appropriate Emergent/Early Literacy Instruction
What key skills should be the focus of early reading and writing instruction?
The NRP
In 1997, United States Congress
National Institute of Child Health and Human Development & U.S. Department of Education
Report of the National Reading Panel (2000)
(Adapted from Scarborough, 2005)
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National Reading Panel
What were the results from the National Reading Panel (2001)?
The NRP
In 2002, National Institute for Literacy, National Center for Family Literacy, National Institute of Child Health and Human Development, U.S. Department of Education, & Office of Head Start
Report of the National Early Literacy Panel (2008)
National Early Literacy Panel
What were the results from the National Early Literacy Panel (2008)?
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Best Predictors of Reading Success
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
Expressive Vocabulary
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
Sentence/Story Recall
VERBAL REASONING
Print / Book Concepts
LITERACY KNOWLEDGE
WORD RECOGNITION
Phonolog. Awareness
PHON. AWARENESS
DECODING (and SPELLING)
Letter Knowledge
SIGHT RECOGNITION
(Adapted from Scarborough, 2005)
Effective, Developmentally Appropriate Early Reading and Writing Instruction
When should we expect these key skills to develop?
How do children demonstrate this knowledge?
Grade/
Ages
Stages of
Reading Development
Pre-K
Pre-alphabetic
0-6yrs
Chall Stage 0
1 st -2 nd gr
Early-Alphabetic
6-7yrs
Chall Stage 1
2 nd-3 rd gr
Mature Alphabetic
7-8yrs
Chall Stage 2
4 t h-6 t h gr
Orthographic
9-11yr
Chall Stages
2-3
Characteristics
Learn print concepts; recognize letters in name and environmental
print; use pictographic writing; emergent phonological awareness;
pretend reading.
Learn alphabetic principle; gain increasing phonological awareness;
begin to read CVC words; begin by representing words with a single
predominant sound (consonant), eventually represent more sounds.
Begin to represent vowel sounds in each syllable; spell regular shortvowel patterns; gained phonemic awareness but still “sounding out”
many words.
Know many sound-spellings correspondences and recognize common
patterns as “chunks” (i.e., belnds, endings). Begin by using but
confusing long vowel patterns, but eventually gain mastery; fluent
decoders by end of this stage.
Begin to process words by using syllabic and morphemic info; read by
analogy to learn new words; use but confuse syllable juncture rules
like doubling. Reading to learn.
Adapted from Chall (1983)
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Pre-alphabetic/Preliterate/Emergent Stage
• Print concepts
• Pretend reading
• Sign reading (“McDonalds”)
• Picture reading (“Golden Arches”)
• Early letter recognition
• Letters in name
• “M is for McDonalds”
• No understanding of alphabetic principle (no phonics
yet)
Emergent Stage Learners: Reading
Characteristics
• Pretend reading
• Reading from memory
• May identify their names
• May identify signs in environment
(i.e. STOP)
• Acquiring directionality
• Developing Concept of Word
• No word boundaries
Instruction
• Model reading process
• Simple predictable books, nursery
rhymes, poems, etc…
• Creating group stories from
children’s “talk”
• Read and reread!!!
Emergent Stage Learners: Writing
Characteristics
Instruction
• Early: pretend writing, scribbles,
representational drawings, lack of
directionality
• Encourage pretend writing and
• Middle: letter-like forms,
directionality, understanding that
print carries a message
• Celebrate children’s writing
• Late: partially phonetic spellings,
beginning phonemic awareness,
beginning alphabet knowledge (to
spell and to write)
spelling
• Keep writing materials accessible
• Model drawing and writing
• Incorporate writing in a variety of
activities (i.e. grocery lists, menus,
etc…)
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Alphabetic/Letter Name Stage
• Understands the alphabetic principle (i.e., sounds in words are
represented by letters)
• Emerging phoneme awareness
• Decoding and spelling closed syllables (short vowel words)
• Small sight vocabulary (for reading and spelling)
• “Glued to the print”
Letter Name-Alphabetic Learners: Reading
Characteristics
Instruction
• Concept of Word
• Disfluent reading
• Difficulty reading silently
• Increasing vocabulary
development
• Beginning phonemic awareness
• Beginning phonics knowledge
• Use of predictable and familiar texts to
develop fluency
• Choral, echo, & repeated reading to
develop fluency
• Correct pronunciation of sounds
• Letter names and sounds (accuracy and
automaticity)
• Full phoneme awareness (blending &
segmenting)
• Decoding short vowel words
Letter Name-Alphabetic Learners: Spelling
Characteristics
• Still developing alphabet knowledge
• Represent most obvious sounds
• Use and confuse short vowels,
blends, and digraphs
• Some spelling sight words
• Disfluent spelling
Instruction
• Word families
• Initial and final consonant sounds
• Short vowel sounds
• Consonant blends & digraphs
• Letter formation (accuracy and
automaticity)
• Spelling short vowel words in
phrases and sentences
• Practice phrase and sentence writing
for fluency
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Effective, Developmentally Appropriate Early Reading and Writing Instruction
What are some instructional strategies that educators can use to teach these skills to children?
Print Knowledge
(Concepts about Print)
/ruks/
It is important to consider:
Who am I teaching?
Pretend you are a young, novice reader/writer
(with typically developing learning, speech, hearing, or language skills)
I know:
I do not know:
•books/print are fun to play
with
•speech reception (hear
/ruks/)
•speech production (say
/ruks/)
•Books/print are communication tools with
specific forms & functions (/ruks/ can be
represented in print)
•Words are made up of sounds that I can
manipulate (individual sounds in /ruks/)
•Letters or letter combos (graphemes to
represent /ruks/)
Let’s begin with what you know: BOOKS
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Functions and Conventions of Print & Books
• What do children need to
know to be able to use and
comprehend these
symbols in our world?
Hi! My name is Nicole.
What’s yours?
• Though many children
develop print awareness
implicitly, most children
require instruction to
develop these
understandings.
Beginning reader/writer’s challenge:
31 What is print?
Why and how do I use it and understand it in various literacy contexts?
Teacher’s challenge:
How do I promote awareness of the forms, conventions, and
functions of print and books?
Consider:
• Print-rich environment for both reading &writing
• Exposure to a variety of texts
• Speech à sentences à words à letters à sounds
• Mechanics (capitalization & punctuation)
• Print referencing during book reading (3-5 times)
• Language complexity of instruction (e.g., left, top, first)
• Variety in mode of response (receptive vs. expressive)
• Variety in type of response (print vs. picture)
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• Emergent writing (starts as drawing, eventually more print)
Print Knowledge Activity: My Favorite Book
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Print Knowledge Activity: Word Puzzles
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http://www.getreadytoread.org/
Print Knowledge Strategy: Print Referencing
Point out basic elements of print as you read aloud:
• Page order: Let’s read this page first…let’s read the next page.
• Point out the title, author, and illustrator: This is the title of the book. It tells us; This
says Jay Smith. He’s the author, he wrote the book.
• Point out text direction (top to bottom, left to right): We begin reading this word….
- Discuss letters, target vocabulary, etc: These
words have the same letter; tap the illustration
that maps onto a word or concept in the text.
- Concepts of word: Let's count the words on this
page, in this sentence; which word is
longer/shorter.
- Read captions, subtitles, and print illustrations:
These words tell us about the picture; Look, it
says “stop” on the sign.
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Emergent Writing Activity: Sequence Story
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Phonological Awareness
/ruks/
It is important to consider:
Who am I teaching?
Pretend you are a young, novice reader/writer
(with typically developing learning, speech, hearing, or language skills)
I know:
•Books/print are
communication tools with
specific forms & functions
(/ruks/ can be represented in
print)
I do not know:
•Words are made up of sounds
that I can manipulate (individual
sounds in /ruks/)
•Letters or letter combos
(graphemes to represent /ruks/)
Let’s begin with what you know: SOUND
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Phonemes
NO PRINT YET!
• In all languages, the rule system that governs speech sounds is
phonology.
• Individual sound = phoneme
• Phonemes are unsegmented and co-articulated in speech.
• In English, there are ~43 phonemes
• ~18 vowel sounds
• ~ 25 consonant sounds
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Understanding Phonemes
• Count the phonemes in:
ice
phoneme
• Find the 3 rd phoneme in:
church
straight
• Reverse the sounds in:
tap
knife
• What about your first name????
Levels of Phonological Awareness
Full
Phoneme
Awareness
Phoneme
c-u-p
Initial, Final, Medial Sounds c-up cu-p
Onset-rime
Syllable
Rhyme
c-up
cup-cake
cup—pup
Oral Language
Awareness
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(words)
NO PRINT:
Phonemic awareness is not phonics!
What can you use instead?
Teaching Phonological Awareness
• Many children develop phonological awareness (for larger
units like rimes and syllables) implicitly, but not phonemic
awareness.
• Phonemic awareness is what supports reading and spelling
development.
• With instruction, most children attain phonemic awareness.
Beginning reader/writer’s challenge:
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What are these sounds?
How do I become aware of these sounds and play with them?
How do I use this awareness to help me read and write?
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Teacher’s challenge:
What skills and in what order?
Consider:
• What is developmentally appropriate
• 3-5 years old: rhyming, syllables, initial (first sound)
• Least confusable sounds
• Continuous vs. stop sounds
• Sounds represented in words students are saying, reading, &
spelling (most frequent, most useful)
• Key skills for reading & spelling: blending and segmenting
• Teach with or without letters
• Word play is fun! Make it a game….just make sure they can also
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win.
Phonological Awareness Activities
Don’t forget your “oldies but goodies”….
•
I Spy
• I spy with my little eye something that begins with the ‘sssssss’ sound. It is an animal,
it doesn’t have any legs, etc…
•
The Name Game
• Daddy, Daddy, bo-baddy, Banana-fana fo-faddie Mee-Mi-mo-maddie Daddy!
•
Big listeners
• Have students perform an action when they hear a sound (e.g., clap, stomp, stand up,
tap, etc. when you hear the “t” sound)
• Not just in large group, but at lunch time outside, or even all day
•
Bingo
• One student pulls picture cards from a stack and calls the names
• Other students mark their BINGO cards if they have the target sound represented by
the picture card (beginning sounds, rhyming word, etc…)
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Phonological Awareness Activity:
Auditory (picture) Sorts
Mix it up!
• Beginning sounds
• Rhyming words
?
• Begins with same sound
in your name
• Throw in an “oddball”
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Phonological Awareness Strategy
Say It and Move It:
If you add letters, then it’s reading/spelling practice.
1.
2.
3.
4.
Give students colored tiles, paper, coins (manipulatives that
can be differentiated)
Give students a word or syllable.
Segment the sounds, moving 1 tile to represent each sound.
Blend sounds to practice blending
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Phonological Awareness Activity: Be a Word
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Alphabet (Letter) Knowledge
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/ruks/
It is important to consider:
Who am I teaching?
Pretend you are a young, novice reader/writer
(with typically developing learning, speech, hearing, or language skills)
I know:
I do not know:
•Books/print are communication
•Letters or letter combos
tools with specific forms &
(graphemes to represent /ruks/)
functions (/ruks/ can be
represented in print)
•Words are made up of sounds that
I can manipulate (individual sounds
in /ruks/)
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Letter Knowledge
• Letter knowledge =
• Letter names
• Letter sounds
• Letter shapes
• Letter formation (handwriting)
Beginning reader/writer’s challenge:
What are the letter names?
What are the sounds these letters make?
Teacher’s challenge:
What order?
Consider:
• Most useful letters (think Wheel of Fortune)
• Most common sounds letters represent
• Most frequent sounds
• Least visually and phonologically confusable letters and sounds
• Letter-name iconicity
• Handwriting
• Emergent writing (multi-sensory)
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Alphabet Knowledge Activities
Don’t forget your “oldies but goodies”….
• I Spy
• I spy with my little eye something that begins with the ‘sssssss’
the letter S]. It is an animal, it doesn’t have any legs, etc…
sound [OR
• Bingo
• One student pulls picture cards from a stack and calls the names
• Other students mark their BINGO cards if they have the target letter.
• Focus on the letters in the child’s (and classmates’) name
•
•
•
•
Building names with letter tiles
Cutting name out of playdough
Writing name in sand
How many of my friends have a N in their name?
• Alphabet books
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Alphabet Knowledge Activity:
Visual (letter or word) Sorts
Mix it up!
• Beginning letter/sound
• Begins with letter/sound
in your name
b
s
?
• Throw in an “oddball”
Alphabet Knowledge Activity: Letter Spin
Note: Make sure students can name all pictures
b
e
s
m
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Alphabet Knowledge Activity: Fishing for Letters
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Emergent Writing Activity: Guess What’s Inside
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Effective, Developmentally Appropriate Early Reading and Writing Instruction
How can we effectively measure emergent/early language and literacy skills?
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Using Assessments
1. Screening: typically given at the beginning of year to
determine participation in grade level programs, could also be
administered mid and end of year to measure growth (e.g.,
benchmarking)
•
Primary Goal: to identify students who are at-risk for reading difficulty
2. Progress-monitoring: given frequently and regularly to monitor
students performance
•
Primary Goal: to determine if student’s are making progress towards
goals/objectives, and, based on the results, to make adjustments to
instruction
3. Diagnostic: in-depth information on a wider range of specific
skills
Early Language and Literacy Assessments
1. Get Ready to Read! Revised
2. Really Great Reading Co.
3. Phonological Awareness Literacy Screening-PreK
4. Individual Growth and Development Indicators 2.0
5. Test of Preschool Early Literacy
Additional Questions???
Contact Information:
Kizzy Albritton, Ph.D.
kalbritt@kent.edu
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