LETRS Unit 1 - Session 5
Expert teaching focuses on . . .✔✔✔ the relevant subskills that enable
a child to pass through each phase of reading development
successfully and are tailored to the student's strengths and
weaknesses across the major components of reading.
Until the bank of known words has grown to several thousand, kinder-
garten and first-grade students will expend most of their mental effort on .
.
.✔✔✔ decoding.
The major subcomponents of reading in the SVR change in relative
impor- tance . . .✔✔✔ between grades 1 and 8.
The ability to recognize many words by "sight" during fluent
reading depends on . . .✔✔✔ phonemic awareness and the ability to
map phonemes to graphemes.
Alphabetic learning requires progressive differentiation of both . .
.✔✔✔ the sounds in words and the letter sequences in print.
, Phoneme-Grapheme Mapping✔✔✔ The matching of phonemes
(sounds) in words with the graphemes (letters) that represent them.
Most students require lots of additional practice in second and third
grade before they can read . . .✔✔✔ grade level passages with fluency
and comprehension and reading has become automatic.
Name Ehri's Phases of Word-Reading Development✔✔✔
Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated
Alphabetic
Prealphabetic Phase✔✔✔ No letter-sound awareness, guessing
constrained by context or memory, cannot read text, and strings
random letters together
Early Alphabetic Phase✔✔✔ Initial sound and salient consonants,
constrained by context (gets first sound and guesses), confuses
similar-appearing words, represents a few salient sounds (such as
beginning and ending consonants), fills in other letters randomly,
knows some letter names for sounds
Later Alphabetic Phase✔✔✔ Pronunciation of whole words on the
, bases of complete phoneme-grapheme mapping, full use of sound-
letter correspondence, blends all sounds left to right, begins to use
analogy to known patterns, rapid read- ing of whole familiar words is
increasing, phonetically accurate spelling, spelling sight word
knowledge increasing
Consolidated Alphabetic Phase✔✔✔ Reads variously by phonemes,
syllabic units, morpheme units, and whole words; sequential and
hierarchical decoding, notices familiar parts first, reads by analogy to
similar known words, remembers multi-syllabic words, associates
word structure with meaning, word knowledge
1/
2
Expert teaching focuses on . . .✔✔✔ the relevant subskills that enable
a child to pass through each phase of reading development
successfully and are tailored to the student's strengths and
weaknesses across the major components of reading.
Until the bank of known words has grown to several thousand, kinder-
garten and first-grade students will expend most of their mental effort on .
.
.✔✔✔ decoding.
The major subcomponents of reading in the SVR change in relative
impor- tance . . .✔✔✔ between grades 1 and 8.
The ability to recognize many words by "sight" during fluent
reading depends on . . .✔✔✔ phonemic awareness and the ability to
map phonemes to graphemes.
Alphabetic learning requires progressive differentiation of both . .
.✔✔✔ the sounds in words and the letter sequences in print.
, Phoneme-Grapheme Mapping✔✔✔ The matching of phonemes
(sounds) in words with the graphemes (letters) that represent them.
Most students require lots of additional practice in second and third
grade before they can read . . .✔✔✔ grade level passages with fluency
and comprehension and reading has become automatic.
Name Ehri's Phases of Word-Reading Development✔✔✔
Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated
Alphabetic
Prealphabetic Phase✔✔✔ No letter-sound awareness, guessing
constrained by context or memory, cannot read text, and strings
random letters together
Early Alphabetic Phase✔✔✔ Initial sound and salient consonants,
constrained by context (gets first sound and guesses), confuses
similar-appearing words, represents a few salient sounds (such as
beginning and ending consonants), fills in other letters randomly,
knows some letter names for sounds
Later Alphabetic Phase✔✔✔ Pronunciation of whole words on the
, bases of complete phoneme-grapheme mapping, full use of sound-
letter correspondence, blends all sounds left to right, begins to use
analogy to known patterns, rapid read- ing of whole familiar words is
increasing, phonetically accurate spelling, spelling sight word
knowledge increasing
Consolidated Alphabetic Phase✔✔✔ Reads variously by phonemes,
syllabic units, morpheme units, and whole words; sequential and
hierarchical decoding, notices familiar parts first, reads by analogy to
similar known words, remembers multi-syllabic words, associates
word structure with meaning, word knowledge
1/
2
