This document discusses phonemic awareness and provides definitions, instructional strategies, and assessments related to teaching phonemic awareness. It defines phonemic awareness as the ability to identify and manipulate the sounds letters represent. It notes that phonemic awareness can be taught through activities like tapping out syllables, rhyming games, and using flashcards. Assessments mentioned include the Phonological Awareness Skills Test and PALS PreK assessment. The document emphasizes that phonemic awareness instruction is important for preventing reading difficulties.
This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
Ch 10 helping students read, write, and spelliscollins
This document discusses strategies for supporting students with reading difficulties. It outlines principles of effective early reading interventions such as regularly assessing student progress and using instructional sequences that gradually increase difficulty. Specific strategies mentioned include repeated reading, previewing texts, fostering word identification, and enhancing text comprehension through vocabulary development. Approaches to reading instruction discussed are whole-word, language experience, and whole language methods.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
The document provides an overview of literacy instruction for students with developmental cognitive disabilities (DCD) based on survey results and a discussion video. It discusses the roles of paraprofessionals in literacy instruction, common curricula and materials used, tensions in the field, and decision making around literacy programs. Paraprofessionals play an important supportive role in literacy but should not replace the teacher. A variety of research-based programs are used targeting different skill areas, but teachers desire more comprehensive curricula tailored to individual student needs.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
Ch 10 helping students read, write, and spelliscollins
This document discusses strategies for supporting students with reading difficulties. It outlines principles of effective early reading interventions such as regularly assessing student progress and using instructional sequences that gradually increase difficulty. Specific strategies mentioned include repeated reading, previewing texts, fostering word identification, and enhancing text comprehension through vocabulary development. Approaches to reading instruction discussed are whole-word, language experience, and whole language methods.
Phonemic awareness, phonics, fluency, vocabulary, and reading comprehension are the five essential components of an effective, comprehensive reading program. A variety of print-based and online instructional resources and strategies can be used to teach these components in small group or individual sessions from pre-kindergarten through high school. Formative and summative assessments including DIBELS, DRP, PALS, and curriculum-based measures provide data to monitor student progress, identify areas of difficulty, and adjust instruction accordingly.
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
The document provides an overview of literacy instruction for students with developmental cognitive disabilities (DCD) based on survey results and a discussion video. It discusses the roles of paraprofessionals in literacy instruction, common curricula and materials used, tensions in the field, and decision making around literacy programs. Paraprofessionals play an important supportive role in literacy but should not replace the teacher. A variety of research-based programs are used targeting different skill areas, but teachers desire more comprehensive curricula tailored to individual student needs.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
The suprasegmental intelligibility of javanese accented speakers of english b...Ermansyah Malik
This document provides an introduction and background to a research proposal examining the suprasegmental intelligibility of Javanese-accented English speakers by Taiwanese English speakers. The study aims to identify which suprasegmental elements, including stress, rhythm, and intonation, most impact the intelligibility of Javanese-accented English. Data will be collected through recordings of Javanese-accented English speeches analyzed using Praat software and transcription-based questionnaires administered to 50 Taiwanese interlocutors. Results will provide statistical evidence on intelligibility breakdowns and contribute to theories of English as a lingua franca.
This document provides information and strategies for teachers to improve students' reading fluency. It discusses screening students' reading accuracy and progress monitoring. For proficient students, it recommends continuing instruction in word decoding, meaning, and speaking at grade level. For struggling students, it suggests interventions like echo reading, repeated reading of texts, and using recordings to improve reading speed, accuracy and expression. Small group lessons focus on developing fluency and decoding skills. The document includes grade-level oral reading fluency norms.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
Fluency Strategies with Beginning Readersenidacosta
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
Oral communication skills in pedagogical researchWenlie Jean
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
The importance of reading on teaching and learningThao Le
The document discusses the importance of reading for learning English. It outlines some problems that Vietnamese students face, such as an exam-focused education system and reliance on teachers. The document then defines reading as the interaction between text and a reader's skills and knowledge. It describes two types of reading: intensive reading, which involves carefully understanding details, and extensive reading, which focuses on pleasure and information over speed. Extensive reading is argued to be important for developing taste for the language and building background knowledge to support other skills like writing.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Effective vocabulary instruction for all levels Laurel Pollard
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Reading and oral language: Connections and Interventions key pointsRALLICampaign
A RADLD information sheet from Professor Maggie Snowling and Professor Charles Hulme about links between language and literacy. This information sheet relates to the RADLD film and slides 'Oral language: The foundations of reading and reading intervention'
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
The document summarizes research on effective reading instruction for kindergarten through 3rd grade students. It identifies 5 areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. For each area, it provides key findings from studies on effective instructional strategies and how teachers can implement them in the classroom. The overall message is that teaching these reading components systematically and explicitly helps students learn to read successfully.
Five Basic Components of a Balanced Literacy Programcmvalente78
The document discusses strategies for developing phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides descriptions and examples of activities for each area. For phonemic awareness, it discusses techniques like using nursery rhymes, sound games, and Elkonin boxes. For phonics, it recommends teaching word families, sight words, and decoding skills. For fluency, it suggests repeated reading activities and using leveled texts. For vocabulary, it advises teaching word parts, using graphic organizers, and exposing students to advanced words. For comprehension, it notes the importance of fluency and background knowledge.
The suprasegmental intelligibility of javanese accented speakers of english b...Ermansyah Malik
This document provides an introduction and background to a research proposal examining the suprasegmental intelligibility of Javanese-accented English speakers by Taiwanese English speakers. The study aims to identify which suprasegmental elements, including stress, rhythm, and intonation, most impact the intelligibility of Javanese-accented English. Data will be collected through recordings of Javanese-accented English speeches analyzed using Praat software and transcription-based questionnaires administered to 50 Taiwanese interlocutors. Results will provide statistical evidence on intelligibility breakdowns and contribute to theories of English as a lingua franca.
This document provides information and strategies for teachers to improve students' reading fluency. It discusses screening students' reading accuracy and progress monitoring. For proficient students, it recommends continuing instruction in word decoding, meaning, and speaking at grade level. For struggling students, it suggests interventions like echo reading, repeated reading of texts, and using recordings to improve reading speed, accuracy and expression. Small group lessons focus on developing fluency and decoding skills. The document includes grade-level oral reading fluency norms.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
Fluency Strategies with Beginning Readersenidacosta
This document provides strategies for developing fluency in beginning readers. It suggests modeling fluent reading, providing direct instruction and feedback, using easy reading materials, and repeated readings. Specific activities mentioned include using flashcards, word rings, pocket charts, double time word lists, and "reading the room" by including words in classrooms. Games like Zap, Crazy Eights, and nursery rhymes are recommended to encourage fluency development in a fun way for students.
Blackwell Handbooks of Developmenal Psychology Erika Hoff Marilyn Shatz (edit...Imbang Jaya Trenggana
This document provides an overview of the development of the field of language development over the past century. It notes that early research focused on descriptive accounts of language acquisition, while more recent work has examined claims about language-specific predispositions and influences on language learning. The field now investigates topics including brain development, computational skills, cross-linguistic comparisons, bilingualism, and education, as reflected in the chapters of this Handbook.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
Oral communication skills in pedagogical researchWenlie Jean
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
The importance of reading on teaching and learningThao Le
The document discusses the importance of reading for learning English. It outlines some problems that Vietnamese students face, such as an exam-focused education system and reliance on teachers. The document then defines reading as the interaction between text and a reader's skills and knowledge. It describes two types of reading: intensive reading, which involves carefully understanding details, and extensive reading, which focuses on pleasure and information over speed. Extensive reading is argued to be important for developing taste for the language and building background knowledge to support other skills like writing.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Effective vocabulary instruction for all levels Laurel Pollard
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Reading and oral language: Connections and Interventions key pointsRALLICampaign
A RADLD information sheet from Professor Maggie Snowling and Professor Charles Hulme about links between language and literacy. This information sheet relates to the RADLD film and slides 'Oral language: The foundations of reading and reading intervention'
The document summarizes a literacy workshop that covered the key components of reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discussed challenges some students face learning to read and strategies to help struggling readers, such as direct instruction in skills they have not acquired. It also covered the writing process and elements of an effective literacy block in the classroom.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
The document summarizes research on effective reading instruction for kindergarten through 3rd grade students. It identifies 5 areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. For each area, it provides key findings from studies on effective instructional strategies and how teachers can implement them in the classroom. The overall message is that teaching these reading components systematically and explicitly helps students learn to read successfully.
Early success in reading leads to continued success, while failure to learn reading by third grade may cause lifelong problems. Reading requires explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective reading instruction includes modeling, guided practice, error correction, and scaffolding to ensure mastery of foundational skills needed for comprehension.
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
This document provides information and strategies for teaching vocabulary to English language learners. It discusses the importance of vocabulary instruction, recommends direct teaching of specific words using visuals and examples, and suggests activities like word sorts, dictionaries, games and word walls. Effective vocabulary instruction incorporates techniques like pre-teaching key words, modeling independent learning strategies, encouraging wide reading, and using oral language development.
This presentation contains different reading techniques for beginning and struggling readers. This slides include ways on how to effectively teach reading among learners in response to the implementation of national learning camp. In doing so, it prevents future concerns in reading efficacy in lieu of providing quality reading efficacy. As such, there is a consistent delivery of instructions for pedagogical concerns may hamper the development of such life skills
This document discusses assessment tools that can be used to evaluate reading performance within a problem-solving model. It describes five components of the reading process: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each component, it outlines how deficits can be assessed using various tests, including curriculum-based measurements, norm-referenced tests, and criterion-referenced tests. These assessments are designed to identify students' instructional needs and monitor their progress in order to inform effective reading instruction.
The document discusses reading assessments used in Reading First programs including DIBELS measures. It provides an overview of various DIBELS measures administered at different grade levels to screen students and monitor their progress in developing early reading skills. The schedule and flowchart show how assessments are administered throughout the K-3 years. Outcome data is used at the student, teacher, principal and district level to evaluate programs, identify needs for support or intervention, and enhance professional development.
The document discusses reading assessments used in Reading First programs including DIBELS measures. It provides an overview of various DIBELS measures administered from kindergarten through 3rd grade to screen students, monitor progress, and measure outcomes. These measures assess phonological awareness, alphabetic principle, accuracy and fluency. Teachers will use screening, progress monitoring, diagnostic and outcome data to identify at-risk students, determine the effectiveness of interventions and instruction, and evaluate reading programs.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language similarly to infants.
- Distinguishing between a learner's first/native language versus additional languages studied as a foreign or second language.
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language.
- Distinctions between a learner's first/native language, and learning English as a foreign versus second language.
- Different drilling techniques used to practice new vocabulary and grammar points introduced in class.
The document discusses various methods and strategies for teaching reading to struggling learners. It describes balanced reading instruction as incorporating reading to children, reading with children, and reading by children using a variety of materials and skills-based instruction. Balanced reading requires teachers to consider student needs and select appropriate individualized strategies. Key components include explicit instruction in phonics, comprehension strategies, spelling, and vocabulary.
Module 4-Collaboration and Improvement-Strengthening LiteracyBrooke Brown
This document provides a school-wide lesson plan to help struggling readers at all grade levels. The lesson teaches students to become "language detectives" by having them identify and create posters about word patterns, such as rhyming words, prefixes, suffixes, and irregular plurals. Students will analyze words that fit the patterns and strengthen their decoding, vocabulary and comprehension skills. The lesson incorporates choice, visuals, technology, and opportunities for students to share their work and provide peer feedback to increase engagement. Formative and summative assessments are used to evaluate students' understanding and application of word patterns.
This document discusses direct fluency instruction for developing independent readers. It begins with objectives for a training session on fluency and an energizer activity. It then defines fluency and its importance in bridging word recognition and comprehension. Several fluency building strategies are presented, including repeated reading with feedback, modeling fluent reading, and using age-appropriate texts. Specific activities that can be used to explicitly teach fluency are described, such as reading with a model, choral reading, tape-assisted reading, readers' theater, and partner reading. The importance of measuring progress is also emphasized.
School-based orientation on School reading program.pptxShiieyaXD
Reading is a complex process that involves decoding texts and making meaning from texts. It relies on oral language skills, phonological awareness of sounds in speech, knowledge of the relationship between letters and sounds (phonics), vocabulary, fluency, and comprehension. An effective reading program teaches these elements using proven practices and equips educators to provide strong instruction, aligned tools, and school support for implementation.
Similar to Cimini Five elements of a balanced literacy program (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. Definition
Phonemic Awareness is the ability to identify and
manipulate the sounds letters represent, including
blending sounds to make words, creating rhyming
patterns, and counting phonemes (individual sounds)
3. • McEwan (2009) says there are 4 ways children can learn Phonemic
Awareness:
• Be environmentally blessed with parents/caregivers who talk to them
constantly
• Play word games constantly
• Read aloud nursery rhymes and poetry daily
• “Learn it from highly effective teachers using research-based curricula
taught explicitly, systematically, supportively, and intensely”
• Phonemic Awareness is usually taught in Pre-Kindergarten
programs, but if a child hasn‟t learned it by the time s/he enters
Kindergarten, intervention is indicated
• Students who enter kindergarten with low PA skills are at high risk of
reading failure and need immediate and intensive interventions
(McEwan, 2009)
4. • Phonics flash cards from ReadingA-Z
• Picture cards for phonemic awareness
• Letter cards for word building and blending/segmenting
activities
• Word family (phonogram) cards
• Decodable word cards
• High-frequency word cards
5. • Phonemic Awareness Instruction article from
“Reading Rockets.org”
• Gives details and explanation of what phonemic
awareness is
• Discusses the effectiveness of phonemic awareness in
the elementary classroom
• Gave the findings of a research study on the use of
phonemic awareness strategies in the classroom
• Offers educators tips on how to tackle phonemic
awareness in the classroom
• (National institute of child health and human development, 2013)
6. • Tapping and Clapping
• Allows students to “break up” words by clapping or tapping out
their syllables
• . Tapping can be performed with fingers, hands or an object such
as a stick. Adults should model clapping or tapping.
• Once children understand the activity they should be encouraged
to perform it independently on a regular basis. This kinesthetic
connection allows children to become actively engaged with
words.
• http://www.youtube.com/watch?v=-YzdLA_ZMxQ
7. • „Why not‟ Games
• Help students to distinguish the difference
between rhyming words
• Example: Give the student „bat‟ and „bit‟ and
have child say words and then tell you why
they don‟t rhyme.
8. • Phonological Awareness
Skills Test
• An informal, diagnostic,
individually administered
assessment tool to help
determine the point of
instruction for students and
monitor progress made from
doing the activities selected.
• I found this assessment to be
easy to administer and it
helped me to see a specific
area of phonemic awareness
that my students struggled
with.
9. • PALS – PreK
• A scientifically-based phonological awareness and literacy
screening that measures preschoolers‟ developing knowledge of
important literacy fundamentals and offers guidance to teachers
for tailoring instruction to children‟s specific needs.
• Measures name writing ability, upper-case and lower-case
alphabet recognition, letter sound and beginning sound
production, print and word awareness, rhyme awareness and
nursery rhyme awareness
10. Definition
Phonics is the knowing, and being able to use, the
relationship of letter-sound correspondence, the
alphabetic principal of our language. Phonics
enables students to phonemically decode words
by matching graphemes (letters of the alphabet) to
phonemes (the sounds the letters represent).
11. • There are basically four ways to read words:
a) Contextual guessing – guessing based on the context of the selection, usually using picture
cues
b) Letter-Sound Decoding – connecting the letter seen to the sound, or phoneme
c) Analogy – reading a word by drawing an analogy to another known word in the student‟s
memory
d) Sight – the ultimate goal of reading is to be able to read the word on sight within a split
second
e) Phonemic Awareness is usually taught in Pre-Kindergarten programs, but if a child hasn‟t
learned it by the time s/he enters Kindergarten, intervention is indicated
• Phonics instruction can begin in kindergarten if students are ready;
however, first grade is traditionally where the most intensive
phonics instruction takes place.
• The code that is most important to students who do not know how
to read is the English alphabetic code. If nonreaders are to
experience the thrill of deciphering the indecipherable and figuring
out what those mysterious squiggles on the page mean, they need
to acquire an accurate knowledge of the code.
12. • Words Their Way: Word
Study for Phonics, Vocabulary,
and Spelling Instruction
• Instructional approach is a
phenomenon in word study, providing a
practical way to study words with
students.
• Easy to use
• Offers a variety of resources that can
be used with every grade level
• I use it in my classroom specifically for
spelling but I have used it before for
phonics as well.
13. • Phonics Instruction by the National Reading
Panel on Reading Rockets.org
• Explains the types of phonics instructional
methods and approaches
• Analogy phonics
• Analytic phonics
• Embedded phonics
• Phonics through spelling
• Synthetic phonics
14. • Differentiation through flexible grouping
• Groups based on skill level as identified by
assessment
• Within or outside the classroom, ensuring that
all teachers deliver same instruction to each
group, strict devotion to time with routines to
reduce transition time
• Within grade or outside of the grade level
15. • Word Hunts
• The goal of a word hunt is for students to apply what they
are learning in isolation by finding additional examples of
target phonics features in connected text.
• Students return to texts they have previously read to hunt for
words that follow the same target features examined during
their teacher-directed lessons. These words are then
recorded in the appropriate categories.
• For example, after reading the
words make, shape, ate, take, game in the category a_e
as in cake, you would discuss that each of these words‟
ends include a long a sound and has the spelling pattern
a_e.
16. • Reading A-Z Phonics Assessment
• Determine students‟ understanding of
sound/symbol relationships with two types of
phonics assessment.
• The first type assesses a child's ability to
associate a sound with a given symbol
• The second type assesses a child's ability to
decode nonsense words.
• See http://www.readinga-
z.com/assess/phonics.html to view the
assessments
17. • Informal Phonics Inventory
• Scholastic Phonics Inventory™ is computer-based assessment
that measure decoding and sight-word reading fluency in fewer
than 10 minutes.
• Scholastic Phonics Inventory is a:
• Universal screener
• Placement test
• Progress monitor
• Computer to the right is an
example of the sight word
recognition portion of the test
18. Definition
Fluency is the ability to read so effortlessly and
automatically that working memory is available for the
ultimate purpose of reading – extracting and constructing
meaning from the text. Fluency can be observed in
accurate, automatic, and expressive oral reading and
makes possible, silent reading comprehension (Harris &
Hodges, 1995, p. 85; Pikulski & Chard, 2005, p. 510)
19. • McEwan suggests that Fluency cannot be taught, but
rather, facilitated in the following ways:
a) Making text accessible
b) Scaffolding instruction with explicit phonics instruction
c) Providing lots of time for structured, oral repeated reading of
accessible text
• Fluency serves as the “bridge between word identification
and comprehension”
• The major fluency objective in most classrooms today is
increasing students rate and accuracy in oral reading.
Increasing the number of words correct per minute that
students can read orally is the bottom line.
20. • Fry‟s Instant Sight Word List
• The list was compiled by Dr. Edward B. Fry in 1996. His research
found that just 25 words make up approximately 1/3 of all
published text. He noted that 100 words make up about
1/2, and 300 words make up 65% of all written material.
21. • Developing Fluent Readers by Jan Hasbrouck on
the ReadingRockets.org website
• Discusses what fluency is and why it is important
• Gives tips for how to teach beginning readers to
become fluent
• Gives tips for how to maintain reading fluency for on-
level readers
• Gives suggestions for intervention for struggling
readers
22. • Echo Reading
• A parent, tutor, older student, or
teacher orally reads the first line
of the text, and the student then
reads the same line, modeling
the tutor‟s example.
• The tutor and student read in
echo fashion for the entire
passage, gradually increasing
the amount of text that either
the tutor or the student reads at
one time.
• The tutor should gradually
increase the reading speed to
push the student to identify
words more quickly.
http://www.youtube.com/watch?v
=CLpEkMUqZJg
23. • Taped Reading
• In this version of repeated oral reading, students
read aloud once or twice short passages of text at
their independent reading levels and then record
the passage via a tape recorder.
• The tapes are then replayed and students follow
along with the text and monitor their oral reading.
• Students then record the passage again and listen
for improvement.
• Students continue to read, record, and monitor
their recording as often as needed to reach their
goals.
24. • Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)
• A set of assessments used for universal screening and progress
monitoring in grades K-6
• They are standardized, efficient and extensively researched.
• They help educators identify students who may need additional
literacy instruction in order to become proficient readers. DIBELS
can be an integral part of most RTI programs.
• We use the DIBELs program at our school to track which
students need interventions in fluency. It is part of our
RTI program and gives a good glimpse of word accuracy
and reading speed.
25. • Read Naturally
• Progress monitoring tool that includes an assessment of student
growth and is a repeated reading technique.
• We use this tool as a form of progress monitoring and intervention
for our struggling readers. It gives students a sense of ownership
because they want to improve their cold read scores.
http://www.youtube.com/watch
?v=5ZEdvy3WYIs
26. Definition
Vocabulary is knowing the meanings of words, knowing
about the relationships between words (word schema), and
having linguistic knowledge about words.
27. • McKeown, Beck, Omanson, and Pople (1985) suggest that
even as many as four teaching encounters with a word do not
give learners enough knowledge to improve their reading
comprehension in text containing that word. It may take as
many as 12 experiences.
• Word knowledge (vocabulary) includes the five linguistic facets
of word study: phonological awareness, orthographic
knowledge, morphological awareness, semantic
knowledge, and mental orthographic images.
• By the end of first grade, the word knowledge differences
between linguistically rich and linguistically poor students
amount to about 15,000 words. Unless we provide ongoing
language development through direct and systematic
instruction of word and world knowledge, the durability of
linguistically poor student achievement is suspect.
28. • Building Academic Vocabulary: A
Teacher’s Manual by Robert J.
Marzano and Debra J. Pickering
• Gives teachers a practical way to help
students master academic vocabulary.
• A method to help teachers, schools, and
districts determine which academic
vocabulary terms are most essential for
their needs
• A six-step process for direct instruction in
subject area vocabulary.
• Using the teacher s manual and
vocabulary notebooks, educators can
guide students in using tools and
activities that will help them deepen their
own understanding of critical academic
vocabulary--the building blocks for
achievement in each discipline.
29. • The vocabulary rich classroom: modeling sophisticated
word use to promote word consciousness and vocabulary
growth by Holly Lane and Stephanie Allen on
ReadingRockets.org
• By modeling the use of sophisticated words, teachers can promote
students' vocabulary growth and word consciousness.
• In this article, the research support for this approach is
explained, suggestions are provided for how teachers might
accomplish this goal, and examples are shared from teachers who
have done it successfully.
• Examples: The Weather Watcher, Affable Annie
• Gives tips to being a word-conscious teacher
30. • Making Students Word Wizards
• In this article, the research support for this approach is
explained, suggestions are provided for how teachers
might accomplish this goal, and examples are shared
from teachers who have done it successfully.
• Students were awarded points for noticing words in
their environment that were first introduced in school.
• Points are awarded to students who are caught being a
Word Wizard (using the word in writing or conversation
in the classroom).
31. • Semantic Maps
• A Semantic Map is one type of
graphic organizer.
• It helps students visually
organize and graphically show
the relationship between one
piece of information and
another.
• As a post-reading activity,
words, categories, and new
concepts can be added to the
original maps to enhance
understanding.
32. • The Vocabulary Knowledge Scale
• A self-report assessment that is consistent with Dale's (1965) incremental
stages of word learning.
• The VKS is not designed to tap sophisticated knowledge or lexical
nuances of a word in multiple contexts. It combines students' self-reported
knowledge of a word in combination with a constructed response
demonstrating knowledge of each target word.
• Students identify their level of knowledge about each teacher-selected
word.
• The VKS format and scoring guide fall into the following five categories:
1. I don't remember having seen this word before. (1 point)
2. I have seen this word before, but I don't think I know what it means. (2 points)
3. I have seen this word before, and I think it means __________. (Synonym or translation;
3 points)
4. I know this word. It means _______. (Synonym or translation; 4 points)
5. I can use this word in a sentence: ___________. (If you do this section, please also do
category 4; 5 points).
•
33. • Expressive Vocabulary Test
• Measures expressive vocabulary and word retrieval in Standard
American English. Provides 5 levels of diagnostic analyses and is
co-normed with the PPVT-4.
http://www.youtube.com/watch?v=eQ5T5s-NAIE
34. Definition
The extraction or construction of meaning from text using
the seven cognitive strategies of highly skilled readers as
appropriate. It is the understanding of what one reads.
35. • Comprehension doesn‟t always require coming up with one
correct answer, although that is the way most teachers and
tests assess it.
• Students can only become skilled comprehenders by
engaging in the silent reading of a lot of different kinds of texts,
learning lots of new words, listening to skilled readers think
aloud about how they are making sense of the text, thinking
aloud for others, and receiving explicit and direct instruction in
how to the use the seven strategies.
• Each of the strategies is multifaceted; using them involves
multiple thoughts and behaviors that depend on the reader‟s
purpose for reading as well as the degree of success the
reader has in constructing meaning from the text.
36. • Strategies That Work: Teaching
Comprehension for Understanding and
Engagement by Harvey and Goudvis
• Part I highlights what comprehension is and how
to teach it, including the principles that guide
practice, a review of recent research, and a new
section on assessment.
• Part II contains lessons and practices for
teaching comprehension.
• Part III includes chapters on social studies and
science reading, topic study research, textbook
reading and the genre of test reading.
• Part IV shows that kids need books they can
sink their teeth into and the updated appendix
section recommends a rich diet of fiction and
nonfiction, short text, kid's magazines, websites
and journals that will assist teachers as they
plan and design comprehension instruction
38. • Modeling
• Modeling cognitive strategy usage for students requires
thinking aloud by teachers – “showing students exactly
how a good reader would apply a particular strategy”.
• The purpose of thinking aloud/modeling is to show
students how you personally process and respond to
what you read.
• In so doing, you become the master reader and your
students serve as cognitive apprentices
39. • Marzano‟s Instructional Strategies for Comprehension
• Example: Summarizing
• Summarizing is restating the essence of text or an experience in as few
words as possible in a new, yet concise form.
• Summarizing and note taking requires the ability to synthesize
information.
• Students must be able to analyze information and organize it in a way
that captures the main ideas and supporting details that is stated in
their own words.
• Students can summarize information in different ways, including
deleting information that isn't important to the overall meaning of the
text, substituting some information, and keeping some information.
• As students practice these strategies, it enhances their ability to
understand specific content for learning.
40. • Standard Diagnostic Reading Test
• Provides group administered diagnostic assessment of
the essential components of reading in order to
determine students' strengths and needs.
• Includes detailed coverage of reading skills, including
many easy questions, so teachers can better assess
students struggling with reading and plan instruction
appropriately.
• Makes it possible to assess emerging literacy skills of
students in Kindergarten and grade 1.
41. • Qualitative Reading Inventory-4
• Contains narrative and expository
passages at each pre-primer
through high school level.
• Provides graded word lists and
numerous passages designed to
assess the oral reading, silent
reading, or listening comprehension
of a student as well as questions to
assess prior knowledge.
• Instructors can measure
comprehension by retelling
passages, implicit and explicit
questions, and other devices.
http://www.youtube.com/watch?v=
uRxIjCJm1xk
42. • McEwan, E. K. (2009). Teach them all to read: Catching kids
before they fall through the cracks. (2 ed.). Corwin A Sage
company.
• Phonemic Awareness
• Brummitt-Yale, J. (2008). Effectiv e Strategies for Teaching Phonemic Awareness Retrieved
from http://www.k12reader.com/effective-strategies-for-teaching-phonemic-awareness/
• Cambiam Learning. Phonological Awareness and Phonics Overview. Retrieved from
http://www.readinga-z.com/phonics/
• National Institute of Child Health and Human Development (2013). Phonemic Awareness
Instruction. Retrieved from http://www.readingrockets.org/article/255/
• Phonological awareness skills test. (n.d.). Retrieved from
http://www.specialconnections.ku.edu/~specconn/page/instruction/ra/case/caseb/pdf/caseb
_scene1_2.pdf
• The Rector. , & The Board of Visitors (2007). Pals pre-k assessment. Retrieved from
http://pals.virginia.edu/tools-prek.html
• Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the
classroom. The Reading Teacher, 54(2), 130-143. Retrieved from
http://www.icyte.com/saved/teacherweb.com/659936?key=d7a5704e16c0ec1a79751d8c46
130e469f77911a
43. • Phonics
• Learning A-Z. (2013). Phonics assessment. Retrieved from
http://www.readinga-z.com/assess/phonics.html
• MES English. (2005). Phonics worksheets. Retrieved from
http://www.mes-english.com/phonics.php
• Moats, L. (1998). Teaching decoding. AMERICAN
EDUCATOR/AMERICAN FEDERATION OF
TEACHERS, Retrieved from
http://www.aft.org/pdfs/americaneducator/springsummer1998/moat
s.pdf
• National Reading Panel (2013). Phonics Instruction. Retrieved
from http://www.readingrockets.org/article/254/
• Scholastic. (2013). Scholastic phonics inventory. Retrieved from
http://teacher.scholastic.com/products/readingassessment_spi/
44. • Fluency
• Fry, D. E. B. (1996). Sight word list : fr'ys 1000 instant words (1-
300). Retrieved from http://www.spelling-words-well.com/sight-
word-list.html
• Hasbrouck, J. (2013) Developing Fluent Readers. Retrieved from
http://www.readingrockets.org/article/27176/
• Read Naturally, Inc. (2013). Read naturally. Retrieved from
http://www.readnaturally.com/index.htm
• University of Oregon. (2013). Dibels data system. Retrieved from
https://dibels.uoregon.edu/
45. • Vocabulary
• ASHA. (2012). Expressive Vocabulary Test. Retrieved from
http://www.asha.org/SLP/assessment/Expressive-Vocabulary-Test-Second-
Edition-(EVT-2).htm
• Gunning, T. G. (2004). Creating literacy instruction for all children. Boston:
Allyn & Bacon.
• Heimlich, J. E., & Pittelman, S. V. (1986). Semantic mapping: Classroom
Applications. Newark, DE: International Reading Association
teaching. Forum, 33(3), 6-9.
• Lane, H. & Allen, S. (2013). The Vocabulary-Rich Classroom: Modeling
Sophisticated Word Use to Promote Word Consciousness and Vocabulary
Growth. Retrieved from http://www.readingrockets.org/article/40991/
• Marzano, R. J., & Pickering, D. J. (2005). Building academic
vocabulary, teacher's manual. Alexandria, Virginia: Assn for
Supervision & Curriculum.
46. • Comprehension
• Harvey, S., & Goudvis, A. (2007). Strategies that work, teaching
comprehension for understanding and engagement. (2nd ed ed.).
Chicago: Stenhouse Pub.
• Karlsen, B., & Gardner, E. F. (1995). Stanford diagnostic reading test,
fourth edition (sdrt 4). Pearson. Retrieved from
• Leslie, L., & Caldwell, J. S. (2006). Qualitative reading inventory. Allyn &
Bacon.
• Marzono, R. (2008). Classroom Instruction that Works. Retrieved from
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategi
es.html
• North East Florida Educational Consortium. (2013).Comprehension
instructional sequence. Retrieved from
http://www.nefec.org/reading/page-377/