Chapter 12Current Trends in Reading InstructionReading Instruction for Struggling ReadersStrategies Phonological AwarenessStrategies Letter-Sound CorrespondenceSlide 6Strategies Word IdentificationPhonic AnalysisStructural AnalysisTeaching Decoding and Sight WordsStrategies Helping Students Develop FluencyStrategies Improving Reading ComprehensionQuestion-Answer Relationships Strategy (QAR) (Raphael, 1982, 1984, 1986)Story RetellingStrategy Story RetellingCollaborative Strategic ReadingRoles in Cooperative Learning Groups (Johnson & Johnson, 1989)copyright (c) 2003 Allyn & BaconChapter 12Facilitating ReadingThis multimedia product and its contents are protected under copyright law. The following are prohibited by law:• any public performance or display, including transmission of any image over a network;• preparation of any derivative work, including the extraction, in whole or in part, of any images;• any rental, lease, or lending of the program.copyright (c) 2003 Allyn & BaconCurrent Trends in Reading InstructionReading is a skilled and strategic process–Decoding–Alphabetic principle–Phonological awarenessReading entails understanding and constructing meaning from text–Comprehension/comprehension monitoringReading is a socially mediated language-learning activitycopyright (c) 2003 Allyn & BaconReading Instruction for Struggling ReadersBalanced approachDecodable booksWelcoming “print rich” environmentOngoing assessmentIntensive instructionEarly interventioncopyright (c) 2003 Allyn & BaconStrategiesPhonological AwarenessPhonological awareness–Rhyming–Alliteration–Blending–Segmenting–ManipulatingConsider students’ level of developmentModel each activityUse manipulatives and movementMove from less to more difficult tasksProvide feedbackMake learning FUN!copyright (c) 2003 Allyn & BaconStrategiesLetter-Sound CorrespondenceTeach a core of frequently used consonants/short vowel soundsBlend/segment words and read words in decodable textSeparate introduction of letter-sounds with auditory/visual featuresUse a consistent key wordTeach that some letters represent more than one soundcopyright (c) 2003 Allyn & BaconStrategiesLetter-Sound CorrespondenceTeach that different letters can make the same soundTeach that sounds can be represented by a single letter or combination of lettersColor code consonants and vowelsAdd kinesthetic component (tracing or writing)Use mirrors and have students feel their mouthscopyright (c) 2003 Allyn & BaconStrategiesWord IdentificationTeach high-frequency sight wordsCheck to see that students understand meaningIntroduce new words before students see them in textReview words previously taughtLimit number of words introduced in sessionReinforce by adding kinesthetic componentTry to avoid confusionProvide multiple opportunities to review wordcopyright (c) 2003 Allyn & BaconPhonic AnalysisIdentifying and blending letter-sound correspondence into wordsBuilds on child’s foundation of how print functionsDirect and systemic instructionBalanced reading programAutomatic word recognition to aid in comprehensioncopyright (c) 2003 Allyn & BaconStructural AnalysisTeach meanings along with recognition of meaning partsExplain and demonstrate how “big words” are really “small words” with additionsDecode by covering all but one part of the wordMake class/student dictionaryUse word mapscopyright (c) 2003 Allyn & BaconTeaching Decoding and Sight WordsMaking WordsWord SortingWord WallsSWAPDISSECT–Discover word’s context–Isolate the prefix–Separate the suffix–Say the stem–Examine the stem–Check with someone–Try the dictionarycopyright (c) 2003 Allyn & BaconStrategiesHelping Students Develop FluencyReading AloudRepeated ReadingClasswide Peer Tutoringcopyright (c) 2003 Allyn & BaconStrategiesImproving Reading ComprehensionComprehension Monitoring–Activate background knowledge–Predict–Generate/answer questions–Clarify–Summarize–Use text structureK-W-L Strategy–Access what you KNOW–Determine what you WANT TO LEARN–Recalling what you did LEARNcopyright (c) 2003 Allyn & BaconQuestion-Answer Relationships Strategy (QAR) (Raphael, 1982, 1984, 1986)Right ThereThink and SearchAuthor and MeOn my Owncopyright (c) 2003 Allyn & BaconStory RetellingReconstruction of stories they have heard or readSense of story structureRecall of details is enhancedOral language and vocabulary are improvedPeer interaction and student involvement are promotedcopyright (c) 2003 Allyn & BaconStrategyStory RetellingSCORESettingTroubleOrder of ActionResolutionEndcopyright (c) 2003 Allyn & BaconCollaborative Strategic ReadingPreviewingClick and ClunkGetting the GistWrap UpCooperative Learning Groupscopyright (c) 2003 Allyn & BaconRoles in Cooperative Learning Groups (Johnson & Johnson, 1989)LeaderClunk ExpertAnnouncerEncouragerReporterTime