Reading Specialist Latest Update Graded A+

Reading Specialist Latest Update Graded A+ Stop Sounds Stop sounds are phonemes we can't hold. "C" is an example of a stop sound. We can't hold "C." "D" and "G" are stop sounds. Sometimes students (and teachers) forget to clip stop sounds. Instead of "d," they say "du." Instead of "g," they say "gu." This can cause confusion. A student may say "duogu" for dog. After the student reads "duogu" they, unsurprisingly, can't figure out that the word is actually "dog." b, c, d, g, h, j, k, p, q, t, x Continuous Sounds Continuous sounds are sounds we can hold. "M" is a continuous sound, because we can elongate this phoneme: "Mmmmmmmm." a, e, f, i, l, m, n, o, r, s, u, v, w, y, z Digraphs? Morpheme in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix) Fluency Score Formula Do a one-minute reading assessment. Total words read (minus) errors made = words correct per minute. WPM (words per minute) by age The following are the number of words students should be able to read correctly at the end of each year: 1st grade: 60 2nd grade: 90 3rd grade: 115 Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid, and effortless. Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency. Fluency Levles Independent Level-Relatively easy for the student to read (95% word accuracy). Instructional Level-Challenging but manageable for the reader (90% word accuracy). Frustration Level-Difficult text for the student to read (less than 90% word accuracy). Prosody is concerned with those elements of speech that are not individual phonetic segments (vowels and consonants) but are properties of syllables and larger units of speech. These contribute to linguistic functions such as intonation, tone, stress, and rhythm. Transactional Strategies Instruction TSI involves teachers modeling their use of comprehension strategies to demonstrate when and how to apply the strategies in different problem-solving situations. Teachers share the responsibility of conducting a thoughtful discussion about a common text with students, who are also expected to explain their use of strategies and to communicate their reflective responses to what they have read. The goal of TSI is to have students independently use the comprehension strategies as they read any text and this goal is for ALL students, not just a few. Here are comprehension strategies that are often taught in TSI: Questioning Summarization Prediction Visualization Activation and use of prior knowledge Use of story grammar (fictional texts) Use of text structures (informational texts) Thinking aloud Understanding when comprehension breaks down