Copeland, 2008Automatic Word RecognitionSPCD 587October 1, 2008Copeland, 2008Model of Silent Reading Comprehension(K. Erickson, based on Cunningham, 1993)Word IdentificationAutomaticMediatedLanguage ComprehensionPrint ProcessingEye movementPrint-to-Meaning Links IntegrationInner SpeechKnowledge ofText StructuresKnowledge ofthe WorldCopeland, 2008Before Teaching Sight Words• Decide what words to teach• Decide how many wordsto teach in a set• Decide how to presentwords• Decide on an instructional and assessment strategy• Consider using group vs. individualinstructionCopeland, 2008Selecting Words for TeachingSelect words that are• Of interest to the student (e.g., types of pets)• Needed for participation in general education activities (e.g., high frequency words, key science vocabulary words)• Found in the student’s environment(environmental print)• Names of friends and family• Product, laundry labels (for older individuals)• Useful in staying safe (safety words)Copeland, 2008Word Wall Activities• Systematically organized collection of words displayed in large letters on a wall (i.e., on a shower curtain, a rolling cabinet, folding cardboard, or even individual word walls for each student)• Word walls are designed to promote group learning and be shared by a classroom of children.• Five new word wall words are introduced (per week) by having the students: see the word, say the word, chant the word (i.e., snap, clap, stomp, cheer), and write the wordCopeland, 2008Student Picture Dictionary• Student makes their own picture dictionary• Pictures are retrieved from the internet, magazines, advertisements, catalogs or draw pictures• Then students cut and paste onto the respective pages• A- apple B- bugCopeland, 2008Using Prompting to Teach Sight Words: Types and Terms:• Response prompts Teacher’s actions before a response or after an incorrect response (an error) that increase the chances of a student responding correctly– Physical– Model–Gestural– Verbal– Praise or feedback AFTER the student performs the skillCopeland, 2008Using Prompting to Teach Sight Words• Simultaneous prompting (errorless) –use this for students who repeat errors, become upset when they make an error– TIP: Give meaning with word and later test to see if student also learned meaningCopeland, 2008Using Prompts to Teach Sight Words: Stimulus prompts which require a change to the target word’s appearance• Stimulus fading– E.g., integrated picture cues; Picture Me Reading• Stimulus shaping– E.g., EdmarkprogramCopeland, 2008Using Prompts to Teach Sight Words:• Postresponse prompting– Prompt after student attempts word• Combining simultaneous prompting with time delay, progressive or constantCopeland, 2008Some Prompting Terms• Stimulus prompts– Change something about the word’s appearance to increase chances of student responding correctlya b c gExamples of stimulus promptsCopeland, 2008• that cat exit•The that door• that go the• thread that thin• the thatch thatStimulus fading, a form of stimulus promptsCopeland, 2008hatResearch doesn’t support this arrangement of word and picture!Copeland, 2008sun sunsun sunAnother stimulus fading technique (embedding word into pictures) to teach sight wordsCopeland, 2008sunsunIntegrated Picture CuePicture Handle TechniqueCopeland, 2008Picture Me ReadingPublished program based on this teaching strategy899 Kenwood DriveSpring Valley, CA 91977-1024Phone or fax: (619) 462-3938/(800) 235-6822e-mail: [email protected], 2008• that --- ---• --- that ---• that --- the• the that thin• the thatch thatStimulus shaping: distracters are changed, not target sight wordCopeland, 2008Edmark Reading Program• Example of published program using stimulus shapingto teach sight word recognitionCopeland, 2008theandallofthattheandallofthatCopy, Cover, & CompareAnother Teaching StrategyCopeland, 2008Important considerationsDuring Teaching (to enhance acquisition and generalization of sight words)• After initial learning, use a variety of materials and varythe typeface, font size, color etc. of the targeted words• Teach to masterybefore adding new words• Vary the way students respond to demonstrate word recognition (motor, verbal, written responses)Copeland, 2008Important considerations DuringTeaching (to enhance acquisition and generalization of sight words)– Teach in groups and individually, – Use a fast pace of instruction, and– Use on-going assessment information to adjust instructionif expected progress isn’t being madeCopeland, 2008Final Take Home Message• Directly teach the associationsbetween the printed words and the objects/actions they represent (teach for meaning, in other words!)• Plan multiple opportunities for functional use of words across the day and within meaningfulactivities; relying only on drill/practice will notfoster generalization or comprehension Copeland, 2008Ideas for Word Recognition Activities• Attach labels to the door, windows, and objects in the classroom• Students will associate the printed word with the object• Play “read the room” using a laser pointer or flashlight.Copeland, 2008More Ideas for Word Recognition Activities • You can use your computer to easily create these materials.• These were created/adapted by Nitasha ClarkCopeland, 2008Cueing• Visual Cues–Pictures– Colors• Fading PromptsBlueCopeland, 2008Task Analysis: Flash card or Labels• Create a word list• Create a Template for Cards/labels• Open a Word/Word Processing Document• Tools (From the toolbar)• Scroll down to Letters and Mailing• Highlight the entire document• Click on -Options-• Double click on “Business cards”• Type in word list and insert pictures on each card• 4 cards for each type word• Save As…”Word list 1-8”Copeland, 2008Example Word List: School Words•Bus•Math• Reading• Science•P.E•Gym•Library• Computer Lab•Lunch• Cafeteria• Office•Class•LabCopeland, 2008Game: Go Fish• Word cards with four cards for each word– With pictures or without– Apple–– AppleCopeland, 2008Game: Go Fish• Go Fish is best for 3-6 players, but it is possible for 2 to play. The dealer deals 5 cards to each player (7 each for 2 players). The remaining cards are placed face down to form a stock. • The player to dealer's left starts. A turn consists of asking a specific