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Reading Skills Training
- 3. Objectives At the endof this training, participants will be able to: •Identify and understand the principle components that comprise reading skills; •Become familiar with techniques designed to build and reinforce skills in all five reading component areas; •Develop customized exercises and strategies to assist their student’s progress in reading
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- 19. Tier One TierTwoTierThree Friend Demonstrate Annuity Morning Intuitive Riparian House Magnetic Fauvism Work Notion Spirochete Daughter Presume Parquet Right Simultaneous Photosynthesis Very Ultimate Antebellum
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Editor's Notes
- #11 When we move beyond phonemic awareness, we move on with word families and phonograms. Just a humorous little snippet here to illustrate how important learning blends are to the whole picture of phonemic awareness.
- #12 With the foundational skills in place, we move to the next tier or step in reading skills…
- #13 So, let’s take a minute to listen to a non-fluent reader. I’m sure you have listened to a similar reader at some point.
- #14 And here’s a fluent reader. Remember, fluent readers model what good reading sounds like.
- #15 Read Aloud to Student – Allows learner to hear someone to read with good expression and phrasing. Duet Reading – Material should be slightly above learner’s reading level, but something of interest to them. Keep your pace even if student falls behind; Don’t’t ask questions (if student asks the meaning of a word you may stop and answer, but KEEP GOING!) Do briefly (7 – 10 minutes) Repeat at the end of session to develop sense of achievement (reading gets easier with practice) Echo Reading – For lower level learners, read a sentence at a time; more advanced students, a paragraph at a time Again, select material slightly above reader’s learning level After completing the exercise, you might want to have student read the entire passage out loud him/herself Alternate Reading – Tutor reads a sentence or paragraph first – Student picks up where tutor left off Select material AT or BELOW learner’s reading level to ensure success.
- #16 Adults differ from children with respect to oral vocabulary in that they have been exposed to far more vocabulary in their lifetime
- #17 The Vocabulary Assessment comes with directions for the test administrator (YOU!) Explain to your student that while some of the words might be very familiar, this assessment will help enable you to pick appropriate reading material that is neither too easy nor too hard. The assessment is NOT a reflection of intelligence, but rather exposure to vocabulary.
- #18 Family – Workplace Settings – Look at the handout labeled “Building a Strong Vocabulary for Life Skills.” I am going to hearken back to your initial orientation with our program when we discussed how adult learners learn best. We talked about the “Characteristics and Needs of Adult Learners” When discussing the adult learner’s characteristics and needs we mentioned how adult learners learn best when learning relates to their day-to-lives. This handout has that application. Pre-teach vocabulary – See the handout that is a Sample Activity on U.S. Immigration Policy. In order for you to pre-teach vocabulary, as a tutor you will need to pre-read the passages in order to highlight the vocabulary that you will be pre-teaching. This sample handout has done the pre-reading for you, and bolded the vocabulary words that will be pre-taught in the lesson. [We will come back to this concept of pre-reading when we cover “comprehension.”) Context Clues – Look at the handout entitled “Use Context Clues.” An important note to context clues is that research shows us that “Reader must know 98% of words in a passage to determine what a words means in context.”
- #20 Taking a look at the tiers, we can easily see how Tier One words are used in ordinary conversation. Tier Three words also exemplify the definition of discipline specific jargon. These level words are often defined by the author. We primarily are focused on Tier Two words. I think of Tier Two words as being the “glue” of a sentence. They also happen to be words that utilize the active voice more effectively. For instance, we can look at “simultaneous” and think that words conveys very specific meaning. Without it, we would have to say “occurring at the same time.” Not such an effective word choice.
- #21 Prefixes, suffixes, and roots – See the handouts entitled “Prefixes/ Suffixes and the handouts on Common Roots. These are the foundational tools for your learner to utilize when deciphering the meaning of a word. Explain to them that the reason you are covering them with them is because they are so powerful. With respect to idiomatic expressions, I have included a handout that is a series of three articles written by the same gentleman. The progression of his writing skills is evident as one reads through all three articles. The last article has a pre-reading prompt about “the meat of the matter.” In addition to including content on an idiomatic expression, the articles show how a writer can develop over time. (The first article was pre-entry into school – the second, midway through – and the last at the completion of his associate’s degree.)