1 Word Work Strategies to Develop Decoding Skills for Beginning Readers Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University Reading First Summer Institute 2005
2 Many thanks to Paige Pullen, University of Virginia Holly B. Lane, University of Florida Lynda Hayes, University of Florida
3 Alphabetic Principle Children must develop the fundamental insight that letters and sounds work together in systematic ways to form words. This understanding provides the foundation for the development of decoding skills.
4 Less Skilled Readers Rely heavily on context and guessing Read slowly and with great effort Focus on decoding rather than comprehending Skip challenging words and sections of text Do not monitor their reading to make sure it makes sense.
5 More Skilled Readers Read a word letter by letter Process words automatically and rapidly Look for known word parts in unfamiliar words Use context to confirm pronunciation and meaning.
6 Ehri s Phases of Word Recognition Ability Pre-alphabetic phase Partial alphabetic phase Full alphabetic phase Consolidated alphabetic phase Automatic Phase
7 Word study activities promote... development of phonological awareness understanding of the alphabetic principle
8 Goals of a Word Study Curriculum Students should... Know about the features of print. Know a large core of high-frequency words. Understand simple and complex letter-sound relationships. Notice and use patterns in words (how words sound, look, and mean). Use a repertoire of word-solving strategies. Use references, resources, and proofreading. (Pinnell & Fountas, 1998)
9 Phonics Instruction Phonics instruction provided in a meaningful context that provides multiple anchors to help students learn about words: meaning, spelling, and sound. Teaching letter-sound relationships is critical, but we should not neglect the equally important role of vocabulary and meaning. Juel, Biancaroasa, Coker, & Deffes (2003)
10 Phonics Instruction need not extend beyond second grade for most children should develop both word reading accuracy and automaticity most effective when it is explicit and systematic connected with a meaningful context should begin with the easiest individual sounds and progress to more complex orthographic patterns
11 Phonics Instruction Instruction must be explicit and systematic Explicit means Letter sound relationships are taught in isolation Blended into whole words Practiced in decodable text
12 Phonics Instruction Instruction must be explicit and systematic Systematic means Initially introducing the most common sounds for a new letter Most useful letter sounds first Letter sounds that are easier to blend (e.g., continuous) Progress from simple to more complex Separate confusing letters and sounds
13 Common Confusions Visual Similarity b, d b, p m, n q, p Auditory Similarity /f/, /v/ /t/, /d/ /b/, /d/ /i/, /e/ /o/, /u/
14 Phonograms Phonogram--a series of letters that stands for a sound, syllable, syllable part, or series of sounds. Word families - ay as in say and play Rime - linguistic term referring to a phonogram Needed for more advanced, automatic word recognition (Ehri, 2002) Use only after having taught individual sounds Phonogram knowledge should build on systematic, explicit phonics instruction
15 Phonograms Phonograms are useful during spelling Word patterns are effective for teaching spelling student s literature contain many of the most common phonograms Recognizing word patterns or chunks is valuable in developing reading fluency-- analyzing by analogy Phonograms are helpful with multisyllabic words
16 What does research say about word work? A review of two studies Study 1: A study examining word work with manipulative letters. Study 2: A comparison of two types of phonics whole-class first grade instruction on spelling and word identification.
17 Study 1: Alphabetic Word Work with Manipulative Letters and Reading Acquisition of Struggling First-Grade Students Setting and Participants Nine school sites in two Florida school districts 98 first-grade students struggling to acquire reading skills Randomly assigned to three groups Materials Rigby PM Story Books (Levels 1-10) Solid white manipulative letters Pre-designed lessons Pullen, 2002
18 Intervention Description Treatment Lesson Step 1 Introduce the book Step 2 Coach students through the book Step 3 Alphabetic word work with manipulative letters Step 4 Reread the book Comparison Lesson Step 1 Introduce the book Step 2 Coach students through the book Step 3 Omitted Step 4 Reread the book
19 Decoding CVC Nonwords Control Comparison Treatment Decoding CVC Words Pretest Posttest Control Comparison Treatment 10 0 Pretest Posttest
20 Study 2: Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom 48 participants in first grade Randomly assigned to phonics instruction using word boxes or traditional methods 20 minutes a day for 4 weeks with approximately 5 words per lesson taught by same teacher to both groups Pre-test and Post-test on spelling and word identification on taught words and transfer of skills to untaught words Joseph, 2000
21 Study 3: Word Boxes Condition Materials for each student (ziploc bag): laminated word box divided into three sections; laminated small printed alphabet cards; small colored chips; magic markers tissue to clean board Procedures: Step 1: Segmenting Sounds Step 2: Letter-to-Sound Matching Step 3: Spelling Each step consists of teacher modeling, guided practice, and independent practice
22 Study 3: Traditional Phonics Condition Procedures: Step 1: Choral reading of words in list Step 2: Letter-sound correspondences taught by teacher by underlining each letter, naming the letter, and saying its sound in sequential order. Step 3: Choral guided practice Step 4: Worksheet exercises for practice.
23 Study 3: Results Students in word boxes condition significantly higher at post-test than student in traditional condition on all measures: spelling and reading taught words, spelling and reading transfer words No effect sizes reported, so no idea how meaningful or large the difference is
24 Word Work with Manipulative Letters
25 Manipulative Letters Can be used for whole class, smallgroup, or individual instruction. Use lowercase letters of just one color. Select target words. Guide students in blending and segmenting sounds in words.
26 Manipulative Letters Conduct word work at the onset-rime and phoneme level. Help students to encode and decode new words. Use both real words and nonsense words.
27 Choose Words From the Text to Focus On That are high frequency, important words that will make a difference in your student s reading (e.g., was, are, of, said, and, are, they, how). are familiar words that exemplify the sound or pattern your student is working on words that lend themselves to further exploration. cat, mat, fat, fate, mate, cate, cat shop, shot, shock, shop, ship, fish, dish ring, sing, wing, zing, bing, shing, ring more, sore, wore, tore, bore, fore, more
28 Foam Letter Boards Foam letters with velcro backing. Allows for largegroup, smallgroup, or individual word practice. Also great for literacy centers!
29 Letter Tiles & Cubes Appropriate for older students. Great for word games or for activities from Making Words.
30 Letter Stamps Appropriate for older students. Provides another mode for practice. Also great for word games or for literacy centers.
31 Blending Wheels Used primarily for CVC word building, but can include longer words. Students change one sound at a time (initial, medial, or final). Great tool for building initial decoding skills. Can be used individually or in small groups.
32 Sound Flips An alternative to blending wheels. Student flips one sound at a time to form new words. May be used individually or in small groups.
33 Making Words Making Words Making More Words Making Big Words Making More Big Words
34 Working with Words Online School District of Oswego, NY wwords2.html
35 Focus on Phonograms Make beginning sound cards and distribute one or two cards to each child. Write a spelling pattern, or rime, on a chart eight to ten times. Invite children to make real words by adding their beginning sound to the spelling pattern. Invite children to make silly words. Consider how some words could be changed to make new words. (adapted from Cunningham, Hall, & Sigmon, 1999)
36 Manipulative Letter Lessons Good preparation is essential. Match skills to learners and sequence sound difficulty. Focus on both accuracy and automaticity. Lesson pace is important. Use blendable sounds.
37 Reading Facilitates Writing Writing Strengthens Reading They support each other in a reciprocal fashion.
38 One of the best ways to see what a child knows about language and sound-symbol relationships is to examine his or her invented spelling Frequent opportunities to write help students learn how language works When students write and access sounds during invented spelling, they are practicing encoding
39 Written Word Work Soundable words Increases phonemic awareness Understanding of how letters spell sounds (alphabetic principle) Children see how our language system is structured Sight Words or Unsoundable words Increases knowledge of orthographic patterns Provides practice in another modality to provide deeper processing of words for reading
40 Written Word Work Attention to meaning and transferable chunks Increases understanding of how meaning, sound, and spelling work together in English Helps increase the generative, deeper knowledge of English needed to independently decode and spell words
41 Morpheme Smallest unit of meaning in language Free morphemes can stand alone Bound morphemes are used only in combinations with other morphemes
42 Morphographs The written form of a morpheme A group of letters (aside from whole words) that carries unique meaning A morphograph represents a specific lettermeaning relationship Familiarity with morphographs aids in spelling, reading, and making sense of difficult words
43 Elkonin Boxes Count the sounds in the word with the child. Draw one box for each sound.
44 Elkonin Boxes Count the sounds in the word with the child. Draw one box for each sound. Use chips to represent sounds at first.
45 Elkonin Boxes Count the sounds in the word with the child. Draw one box for each sound. Use chips to represent sounds at first. Insert the letter(s) for each sound. f i sh
46 Sight Word Practice Have students practice the word several times, however ensure they fully process the word each time Never ask them to write this three times Highlight the relevant features or chunks Cover the word and have the student write it from memory
47 Ways to Use Written Word Work in Language Arts Instruction Writing from dictation during phonics instruction Word study during spelling Word work pages during independent writing
48 When done intentionally, with careful thought, teaching spelling is teaching reading.
49 Making Sense of English Spelling Forces that shape English spellings Phonetic - spell words the way they sound (sit) Semantic - spell words alike that share meaning (hymn, hymnal; crumb, crumble; electric, electrician) Etymological - spell words to reflect their origins (machine)
50 Making Sense of English Spelling Two things that matter most: that students write for others to read that they understand that spelling is logical and not just a memorization task
51 Important Questions to Ask About Spelling Programs Are there words in the same lesson that spell the same sound in different ways that might confuse children? A lesson should not teach /a/ with the words Weigh, gate, braid in the same lesson
52 Important Questions to Ask About Spelling Programs Is there a mix of high-utility and soundable words? Several high-utility words that make a big difference in kids writing and reading Enough soundable words to understand and use the pattern Words from kids writing
53 Important Questions to Ask About Spelling Programs Do the activities actually teach spelling? Phonemic awareness Sound-Symbol relationships Orthographic patterns Relationship of meaning to spelling
54 Important Questions to Ask About Spelling Programs Is there a systematic approach that follows a sensible progression of sound-symbol relationships?
55 Spelling Instruction Consider individual or small group lists that focus on what the children do not know how to spell based on assessment and their writing Use a mix of high-frequency words, soundable words that demonstrate a pattern, words from their writing Keep spelling test data and only remove a word from the list after it has been spelled correctly twice. Once a word is removed from the list, expect that it be spelled correctly in the student s writing
56 Spelling-Focused Word Work Make and break spelling words Blending and segmenting by phonemes Count the sounds and draw Elkonin boxes to spell the word sound by sound Look at the word carefully, highlight the target pattern or tricky part
57 Spelling-Focused Word Work Magnetic letter work at the onset-rime and phoneme level to draw attention to common patterns and improve phonemic awareness Mix and fix irregular sight words Change onset to build word families Point out small differences between easily confused words Word sorts and work with similar patterns
58 But what about more advanced skills?
59 Why learn how to read big words? Fluent reading depends on the ability to quickly analyze and recognize multi-syllable words. Facility with big words is essential for students as they read, write, and learn in all areas of school and life. Many big words occur infrequently, but when they do occur they carry a lot of the meaning and content of what is being read (Cunningham, 1998)
60 Independent Word Learning Strategies Three Critical Questions: Do I know any other words that look and sound like this word? Are any of these look-alike/sound-alike words related to each other? What do the words I know tell me about this word? Adapted from Cunningham, 1998
61 Independent Word Learning Strategies For example: If the unknown word is antibiotic, the first question is: Do I know any other words that look and sound like this word? antifreeze, antiaircraft, anti-terrorism prehistoric, biology, biographical Are these words related to antibiotic? What do they tell me about antibiotic? from Cunningham, 1998
62 Decoding Multisyllabic Words Students need to know: What a syllable is; That a syllable contains one vowel sound; That recognizable word parts are also in multisyllabic words; How to divide the words in parts, read each part, and then read the word by combining the parts How to be flexible with word parts that are irregular.
63 This includes the ability to Quickly recognize as chunks the phonic patterns they have learned in single syllable words; Understand the concept of a syllable and how to identify vowels and consonants; Recognize the various syllable types and their pronunciations;
64 This includes the ability to Know where the syllables divide-- syllable patterns; Recognize common prefixes, suffixes, and base words; Possess the necessary mental flexibility to break a word and arrive at an approximate pronunciation, then use context to resolve ambiguity and confirm the word.
65 Types of Syllables open syllable--a syllable ending with a single vowel. The vowel sound is usually long (e.g., me, veto). closed syllable--a syllable in which a single vowel is followed by a consonant. The vowel sound is usually short (e.g., cat, rabbit, picnic). r-controlled--a syllable in which the vowel(s) is followed by the single letter r. The vowel sound is neither long or short (e.g., chart, fern, pour, target, whisper).
66 Types of Syllables vowel team--a syllable containing two letters that together make one vowel sound. The vowel can be long, short, or a diphthong (e.g., plain, show, heavy, boy, cow, cloudy, boiling). vowel-silent e--a syllable with a long vowelconsonant-silent e pattern (e.g., shape, cube, slide, behave). consonant -le--an unaccented final syllable containing a consonant plus -le (e.g., apple, table).
67 Summary: Multisyllabic Words As readers mature and improve in their decoding, meaning begins to play a larger and larger role Simply being able to decode single-syllable words isn t enough to be a successful reader Most students need explicit instruction and practice in the role meaning plays in English and strategies for decoding larger words order to read and spell complex multi-syllabic words
68 Keys for Success Organization Planning Keeping your goal in mind Teaching routines Differentiating practice Accountability Assessment to guide instruction
69 THANK YOU! Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University
70 References Cunningham, P. & Hall, D. P. (1994). Making Big Words. Torrance, CA: Good Apple. Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford Press. Honig, B., Diamond, L., & Gutlohn, L. (2000). Core: Teaching reading sourcebook for kindergarten through eighth Grade. Novato, CA: Arena Press. Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Beals, V. L. (1984). Learning strategies curriculum: The word identification strategy. Lawrence, KS: The University of Kansas. Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes. Pinnell, G. S. & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann. Wilson, R. M., Hall, M. Leu, D. J., & Kinzer, C. K. (2001). Phonics, phonemic awareness, and word analysis for teachers: An interactive tutorial, 7th ed. Upper Saddle River, NJ: Merrill Prentice Hall.
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