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What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
What is reading?
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What is reading?

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TED 406-02 Fall 2011 …

TED 406-02 Fall 2011
Session 1

Published in: Education, Sports
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  • 1. TED 406 Teaching Secondary Reading
    • Jill A. Aguilar
  • 2.
    • Agenda 8/30/11
    • Who are you as a reader?
    • How does reading work?
    • What is reading?
    • Addressing the needs of the full range of readers
    • Struggling readers, students with special needs, English Learners, & Advanced Learners
    • Intros, Review syllabus
    • Literacy, Reading and the Content Areas
    • www.jillaaguilar.com
    • Bring Academic Literacy pages 37-42
    • Your Content Standards
    • Your responses RE “ What reading does for the mind ”
  • 3. Who are you as reader?
  • 4.
    • Please read the paragraph from David Palermo ’ s
    • Psychology of Language (1978, p. 38).
    • Be prepared to discuss the paragraph with a partner.
  • 5. Were you able to read the paragraph as requested? What difficulties did you have, if any? Do you think you were really reading? Why or why not?
  • 6. Miscue Analysis (Goodman, 1965) Miscue - Any departure the reader makes from the actual words of the text. Syntactic cues- Grammatical cues like word order, function words, and word endings. Semantic cues- Cues from each sentence and from the evolving whole, as one progresses through the entire text. Graphic cues - Cues from letters and letter patterns. These combine with our knowledge of phonics to enable us to identify words automatically.
  • 7. Sample Miscues
  • 8. Miscue Markings
  • 9.
    • Please compare David ’ s and Tony ’ s miscues.
    • For each miscue, decide whether that child is using syntactic cues (grammar), semantic cues (meaning), or graphic cues (letters, punctuation and phonics).
    • Which child would you say better integrates the language cues into effective reading strategies?
    • What do you think each child ’ s implicit definition of reading is?
    • Be prepared to discuss with a partner.
  • 10. Reading Definitions
    • Flesch, R. (1955). Why Johnny can ’ t read. New York: Harper & Row.
    • View denounced in Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6 , 126-135.
    • Walcutt, C. C. & McCracken, G. (1975). Lippincott Basic Reading . New York: Macmillan.
    • Smith, E. B., Goodman, K. S. & Meredith. (1970). Language and thinking in the elementary school. New York: Holt, Rinehart.
    • Michigan Department of Education, definition of reading.
    • Wayman, J. (1980). The other side of reading. Carthage, IL: Good Apple.
  • 11. What is the last book remember reading? Would you recommend it? Why or why not?
  • 12. On a scale of 1-7, how passionate are you about reading? Why?
  • 13. Do you consider yourself a strong reader? Why or why not?
  • 14. Do you remember learning to read? If yes, tell what you remember. If no, what is the first book you remember reading? What do you remember about it?

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