It is a useful slide. It can give understanding.

1. Srishti
Reading –Presentation Notes
Reading is a two-way process involving the recognition of a word and understand its meaning.
Language in humans is inborn while a script is taught. Oral language is different from reading
and writing. An intelligent child can have difficulty with language processing.
Reading difficulties are neurodevelopment in nature. Neurodevelopment problems don't go away.
When children's reading problems are identified early, they are more likely to learn strategies that
will raise their reading to grade level.
Characteristics of a reader with problems
More often a boy than girl
Has average or above average intelligence
Verbal IQ is lower than performance IQ.
Spatial disorientation, possible left right confusion.
Poor figure ground discrimination & visual motor integration
Poor formed letters, irregular, uneven handwriting
Inefficient visual memory
Speech difficulties may be present
May have problems with focusing, hyperactive, impulsive, distracted, low frustration level.
Continue to have problems as a adult
Task Analysis of reading ---1
Phonological awareness
i
Pre
academic
Accurate
Decoding
Visual
recognitio
Letter sound
association

2. Srishti
Task
Analysis of reading --2
Appre
ciation of syntax
Access to prior
knowledge
Task
Analysis of
reading --3
Reading Process
Reading process involves
 Eye movement
 Visual acuity
 Word recognition
Accurate
comprehensio
Discourse
comprehension
Interest &
comfort
A
Good
Accurate
decoding &
automization
Active working
memory
Accurate
comprehension
ii

3. 3
Srishti
Encoding
Decoding
Phonics
Whole word approach It has five stages
Pre reading skills - When children become familiar with reading
Initial reading - Learning letter sound association
Rapid development of reading skills - Fluency and silent reading
Wide reading - Expansion of vocabulary and improvement of comprehension skills
Refinement - Understanding and evaluating the printed matter ESSENTIAL COMPONENTS
OF READING ACQUISITION
Word identification is always taught with Comprehension skills
Two main components are Early decoding emphasis & meaning emphasis Child should know
•to blend the sounds and also dissect the spoken words in to their component sounds
•the left right sequence
•be familiar with letter sound correspondence
•have visual discrimination
•to recognize printed matter from the cues like configuration, sounds represented by the letters
and their contextual meaning
•be familiar with the language
•that words have meanings and must be able to reason
•should learn to dissect spoken word
•should learn patterns of correspondence between letter and sounds.

4. Srishti
Reading difficulty
Reading - Four Stages of development by Ehri
a. Pre-alphabetic stage -no appreciation of letter sound correspondence
b. Partial alphabetic- understands relationship, but focuses on easily identifiable parts of the
word.
c. Fully alphabetic- able to blend sounds and arrive at a pronunciation
d. Consolidated alphabetic- repeated encounter allows the child to store letter patterns
-a child reads fast by building sight recognition.
- Knowledge of the graph phonic system confirms the pronunciation.
- Knowledge of the syntax confirms the word fitting into the sentence.
- word and world knowledge confirm the word meaning is consistent with the text’s meaning.
Breakdowns in Reading
Ineffective word decoding due to
Poor phoneme grapheme correspondence
Inflexible reading style
Poor phonological
awareness
Poor comprehension Low pre academic
exposure
Ineffective
4
Inefficient
decoding reading
Low application Reading
and generalisation avoidance

5. Srishti
Difficulty segmenting rebuilding component sounds in a word
May have ability to decode but use too much energy Low pre academic exposure
Family background
ESL children
First generation learners. Poor comprehension due to
Poor automatic decoding
Weak language processing
Semantic difficulties
Drawing verbal inferences
Lack of prior knowledge
Limited working memory
Passive learning
Too much top down or too much bottom up processing. Low levels of application due to
Trouble remembering what they read
Overwhelmed by length of passage.
Passive learners with rote memory fail to elaborate and ponder
Inflexible reading style, no understanding of when to scan, skim, etc.
Poor attention control.
Slow laborious reading
Managing slow reading development
v
Create
atmospher
e that
encourage
s reading
Time to
read what
is
interesting
to the
child
Read about
topics they know
and like.

6. vi
Srishti
Infor
mal Reading Assessment
 Indep
endent Level – when material is read at 99% accuracy in word recognition & 90%
comprehension.
 Instru
ctional level- child reads with some difficulty with 95% accuracy of word recognition and 75%
of comprehension.
 Frustr
ation level – Reads with considerable difficulty with 90%recognition and comprehends less than
50% of what is read.
 Liste
ning comprehension level – Able to understand 75% of material read out to him. This indicates
vocabulary level understood by the child.
Read
ing Errors and strategies to rectify
 Omis
sions –omits letters or whole words – scan the word
 Addit
ions and insertions – choral reading
 Subst
itutions – house for home – guessing, poor sight vocab, inadequate decoding skills –
flash
cards, word attack skills.
 Rever
sals- saw for was- teach directions left to right, distinguish between similar letters.
 Word
by word reading- poor sight word vocab, inability to use context. – move piece of paper along
the page, phrasal flash cards, choral reading.
 Soun
d blending – problems with visual and auditory discrimination- meaningful word patterns,
decoding units.
 Mem
ory skills- unable to retrieve letter sound patterns- make comparisons with past auditory and
visual experiences. – Practice repeatedly alternate reading
Diffe
rent approaches to remediation

7. vii
Srishti
-Neurological Impress Technique. This is a rapid-reading technique. The instructor
reads a passage at a fairly rapid rate, with the instructor's voice directed into the student's ear. The
teacher begins as the dominant reading voice, but gradually the student spends more time
leading these sessions. This method functions most effectively when it is practiced for
short periods every day.
-Language experience approach. The language experience approach uses children's
spoken language to develop material for reading. This approach utilizes each student's oral
language level and personal experiences
Fluency in reading
1.Modeled reading
2.Repeated reading of familiar text
3.Wide independent reading
4.Coached reading of appropriately selected materials
5.Chunking of text
6.Word reading practice
7.Teaching basic phonics and skills for decoding multisyllabic words, such as
syllabication strategies and structural analysis, is essential for students whose reading is
not accurate. Example 1. Initial sound matching 2. Blending sounds in monosyllabic
words divided into onset-rime beginning with single consonant and rime as ‘h + ot’
Fluency is important for at least three reasons
Lack of fluency leads to
1. lose motivation to read. 2. lose comprehension
volume of reading required for academic success
3. difficulty keeping up high