The Reading Process
Overview of Session
Components of Reading Instruction Arch
Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Phonological
Awareness
Highlands.k12.fl.us
Strategies for
Comprehension
Phonics
trendsupdates.com
Letter Recognition
Resources for
Instruction
SEP
Outcomes
Educatorsbookbag.com
doap.wordpress.com
web.pacific.edu
Students need to be involved in
authentic reading, writing, speaking and
listening tasks to develop as readers,
writers and oral communicators.
Components of Reading Instruction Arch
Reading
Decoding
- Fluency -
Comprehension
Strategies for
Comprehending
Text
Letter
Phonological
HighFrequency Phonics Recognition Awareness
Words
#1
#2
Vocabulary
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Components of Reading Instruction ArchDecoding
Phonics – Letter-Sound Relationships
 linking letter symbols with sounds
 blending these sounds to form words
Phonics
Regular connections
Blends Diagraphs
Assessment – pages 29 - 36
Larger groupings
of letters
Vowel
Combinations
Components of Reading Instruction Arch Decoding
• Letter Recognition - #1:
- distinguishing features
- purposes (upper-and lowercase)
(Fountas and Pinnell, When Reades Struggle, 2009)
Assessment – pages 5-7
Components of Reading Instruction Arch Decoding
Phonological Awareness
• Sounds in language
Blend
/c/-/a/-/t/ = cat
Assessment – pages 8-20
rhyming
Segment
Manipulate
Cat = /c/-/a/-/t/
Cat - /m/ - mat
•Sentences
•Word Parts (compound
words/syllables
• Word Parts (compound
words/syllables)
•Word Bases (onset/rime)
•Word Bases (onset/rime)
•Phonemes (smallest unit of
sound)
•Phonemes (smallest unit
of sound)
Components of Reading Instruction Arch Decoding
Two other pieces to consider:
 Alphabet Principal – pages 21-23
 High-frequency words – can use the Dolch
word list – see word list
Overview of Session
Components of Reading Instruction Arch
Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Phonological
Awareness
Highlands.k12.fl.us
Resources for
Instruction
Strategies for
Comprehension
Phonics
trendsupdates.com
Letter Recognition
Educatorsbookbag.com
web.pacific.edu
SEP
Outcomes
doap.wordpress.com
Components of Reading Instruction Arch Comprehension
Vocabulary:
 Understanding the meaning of words
 Using them flexibly and with precision to
help make sense of the text
Assessment - pages 24-28
Components of Reading Instruction Arch Comprehension
Three Levels of Comprehension: CAMET
1. Literal – page 9
2.
Inferential/Interpretive – page 10
3.
Personal/Critical/Evaluative – page 10
Components of Reading Instruction Arch Comprehension
Levels of
Comprehension
Strategies
1.
2.
3.
4.
5.
6.
7.
8.
Determining Importance
Visualizing
Inferring
Making Connections
Critiquing/Evaluating
Asking Questions
Retelling, Summarizing,
Synthesizing
Self-Monitoring
Assessment – ACRA and OCA
Comprehension
-
Literal
-
Interpretative
-
Inferential
-
Personal
-
Critical/evaluative
-
All three
-
All three
-
Metacognition – GCO 4
– 1st
– 2nd
– 2nd
– 3rd
– 3rd
Components of Reading Instruction Arch
Reading
Decoding
- Fluency -
Comprehension
Strategies for
Comprehending
Text
Letter
Phonological
HighFrequency Phonics Recognition Awareness
Words
#1
#2
Vocabulary
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Components of Reading Instruction Arch
Fluency:
 How quickly and accurately a text is read
with proper expression
 Links word recognition and comprehension
 Running Records help determine this
Essential Components of Reading
Phonemic
Awareness
Letter
Recognition
Phonics
Highfrequency
Words
Fluency
Vocabulary
Comprehension
Strategies
Identifying words
accurately
Identifying words
quickly and reading
with expression
Constructing meaning
once words are
identified
Selecting the most effective instructional
practices and interventions for students
requires educators to be knowledgeable
about what works – what students need
to be able to do in each essential
component of reading so they can become
proficient readers.
Dawn Reithaug, 2009
Three Possible Scenarios:
Scenario 1
Difficulty with decoding but strong oral
vocabularies and oral language
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding
- Fluency -
Comprehension
#1
Vocabulary
#2
Letter
Phonological
Recognition Awareness
Strategies for
Comprehending
Text
HighFrequency
Words
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Scenario 2
Able to decode but have difficulty
comprehending grade level text:
a. low vocabulary
b. inadequate strategies for
comprehending text
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding
- Fluency -
Comprehension
Vocabulary
Letter
Phonological
HighFrequency Phonics Recognition Awareness
Words
#1
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Scenario 3
Difficulty with decoding and comprehension
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding
- Fluency -
Comprehension
Strategies for
Comprehending
Text
HighFrequency
Words
Vocabulary
Phonological
Awareness
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
It is very important for educators to know
what scenario fits with certain students
so time is not wasted on teaching skills
and strategies students already know.
Getting the right fit starts with
assessing students in some or all of the
components of reading to find out what
instructional practices or interventions
each student needs.
Dawn Reithaug, 2009
Four Types of Assessment

Screening

Diagnostic

Progress Monitoring

Outcome –
– all students – teacher
– specific students – R&M
– all students – teacher and/or R&M
all students – teacher and/or R&M
Overview of Session
Components of Reading Instruction Arch
Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Phonological
Awareness
Highlands.k12.fl.us
Strategies for
Comprehension
Phonics
trendsupdates.com
Letter Recognition
Resources for
Instruction
SEP
Outcomes
Educatorsbookbag.com
doap.wordpress.com
web.pacific.edu