Automatic Word Recognition
September 27 & October 4
Model of Silent Reading Comprehension
(K. Erickson, based on Cunningham, 1993)
Word Identification
Language Comprehension
Mediated
Automatic
Knowledge of
Text Structures
Knowledge of
the World
Print Processing
Eye movement
Print-to-Meaning Links
Inner Speech
Integration
Selecting Words for Teaching
Select words that are
• Of interest to the student (e.g., types of pets)
• Needed for participation in general education
activities (e.g., high frequency words, key
science vocabulary words)
• Found in the student’s environment
(environmental print)
• Names of friends and family
• Product, laundry labels (for older individuals)
• Useful in staying safe (safety words)
Before Teaching
•
Decide what words to teach
•
Decide how many words to teach in a set
•
Decide how to present words
•
Decide on an instructional and assessment
strategy
•
Consider using group vs. individual
instruction
Prompting Types and Terms
• Stimulus Prompts – a change to target word
• Response Prompts
– Teacher’s actions before a response or after an
incorrect response (an error) that increase the
chances of a student responding correctly
– Physical
– Model
– Gestural
– Verbal
– Praise or feedback AFTER the student performs
the skill
Teaching Sight Words: Types of
instructional approaches
•
–
•
•
•
•
–
Simultaneous prompting (errorless) – use
this for students who repeat errors,
become upset when they make an error
TIP: Give meaning with word and later test to
see if student also learned meaning
Stimulus fading
Stimulus shaping
Postresponse prompting
Prompt after student attempts word
Combine simultaneous prompting with
time delay, progressive or constant
Some Prompting Terms
Examples of
stimulus prompts
• Stimulus prompts
– Change something about the task stimulus
to increase chances of student responding
correctly
a
b
c
g
• that
cat
exit
• the
that
door
• that
go
the
• thread
that
thin
• the
thatch
that
Stimulus fading, a form of stimulus prompts
sun
sun
sun
sun
Another stimulus fading
technique (embedding word
into pictures) to teach sight
words
Integrated Picture Cue
sun
Picture Handle Technique
sun
Picture Me Reading
Published program based on stimulus
fading
899 Kenwood Drive
Spring Valley, CA 91977-1024
Phone or fax: (619) 462-3938/(800) 2356822
e-mail: picturemereading@cox.net
• that
---
---
• ---
that
---
• that
---
the
• the
that
thin
• the
thatch
that
Stimulus shaping: distracters are changed, not target
the
and
all
of
that
the
and
all
of
that
Copy, Cover, & Compare
During Teaching
• After initial learning, vary typeface, font
size, color, etc.
• Teach to mastery before adding new
words
• Use on-going assessment information to
adjust instruction
Characteristics of effective sight word
instruction are:
– using a variety of materials,
–
teaching in groups and individually,
– varying responses to demonstrate
word (motor, verbal, written), and
– a fast pace of instruction
Final Take Home Message
•
Directly teach the associations
between the printed words and the
objects/actions they represent
•
Plan multiple opportunities for functional use
of words across the day and within meaningful
activities; relying only on drill/practice will not
foster generalization or comprehension