SUREFIRE STRATEGIES FOR STRUGGLING READERS:
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1 SUREFIRE STRATEGIES FOR STRUGGLING READERS: HITTING DEVELOPMENTAL MILESTONES A presentation given at the Virginia State Reading Association Heidi Anne E. Mesmer, Ph D 2012
2 Word Prompting in Text Initial Sounds Mid-K Phoneme Segmentation Mid K-1st Blending Words 1st Fluency WCPM End 1st Letters Mid-K
3 LETTERS
4 IN WHAT ORDER DO CHILDREN LEARN LETTER FORMS AND THEIR NAMES? 1. Learn uppercase before lowercase More salient/unique forms. Learn X and O first. 2. Learn lowercase with similar uppercase parent Vv Ww Ss vs. Bb Qq Rr (Evans, et al. 2006; Treiman, et al. 1998).
5 IN WHAT ORDER DO CHILDREN LEARN THE LETTER/SOUNDS? 3. Sounds for letters with names that have the target sound at the beginning of the name b, d, j, k, p, t, v, z (Say these) Name Bee sound /b/ as in boy. Name tea sound /t/ as in teacher. 4. Sounds for letters with names that have the target sound at the end of the name. f, l, m, n, r, s (say these Name eff sound /f/ as in foot.
6 IN WHAT ORDER DO CHILDREN LEARN THE LETTER/SOUNDS? 5. Sounds for letters with no information in the name Name aych sound /h/ as in help. Name why sound /y/ as in yellow.
7 ALPHABET ARC The letters must fit their outlines exactly. Order ones that match you mats.
8 ALPHABET ARC Put these on the tables in K! Sing or say the alphabet using a letter strip Touch each letter Say its name or sing the name Use tunes such as Mary Had a Little Lamb to avoid the LMNOP crunch A, B, C, D, (Mary had a E, F, G; H, I, J (little lamb, little lamb, K,L, M (little lamb) N, O, P, Q, R, S, T (Mary had a little lamb U, V, W, X, Y, Z (It s fleece was white as snow.)
9 ADDITIONAL WARM-UPS After naming and saying (or singing) the alphabet do the following: Find the vowels (show children that the sounds are made with an open mouth) Find the letters in your name Find the first letter in the alphabet Find the last letter in the alphabet Find the middle of the alphabet (between M-N)
10 2. CHILDREN PLACE LETTERS ON ALPHABET ARC Routine 1. Name it 1a Sound it 2.Find it (on the arc) 3. Place it (on the arc) When done 4. Check by singing and touching.
11 FIVE DIFFERENT ARCS 5-6 Letter pages CAPITAL arc with each letter outlined CAPITAL partial arc with A, M-N, and Z Lowercase arc with each letter outlined. Lowercase partial arc a, m-n, & z. 11
12 1. Small Group: Children each contribute to completing the arc using the routine, name it, find it, place it. rten-activities/video-letter-recognitionactivities/view?searchabletext=alphabet%20arc&s earch=true&subj=none 1. Partners: Partners work together to complete the arc. 2. Individuals: Children work independently to complete the arc. 3. Timing: Ask children to complete the arc in 2 and then 3 minutes.
13 When the ALL CAPITAL LETTERS ARC is mastered in 2 minutes, move to the ALL CAPITALS PARTIAL ARC
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15 PHONEMIC SEGMENTATION: SOUND BOXES
16 SOUND BOXES When? After solid initial sound awareness is shown. Small groups HAVE YOUR WORDS READY.. DON T WING IT. Why? Engaging, kinesthetic approach Building skills for next step-decoding short vowel words.
17 CHOOSING WORDS Level 0-2-phoneme words w/vowel at beginning (at, up, it, in) -2 phoneme words with consonant at beginning (we, see, be, he) Level 1-3-phoneme words with continuant (sat, mat, fan) Level 2-3-Phoneme word with stop (top, bag) Level 3-4-phonemes words with blends (stem, trip)
18 SOUND BOXES 1. Stretch the sounds in a word. 2. Model counting the sounds in the word w/fingers. 3. Bring out box sheet and markers (pennies) Let them play for 1 min. 4.Model saying and pushing. 5. Students push while you say the word. Let each student do it for you. Incorrect? Corrective feedback. Follow my finger
19 SOUND BOXES 6. Practice more words Stretch sounds together, model pushing, students stretch and push. (2-5 days) When students can both stretch the word and push the pennies accurately: 7. Students get a novel words and stretch it and push the markers.
20 BLENDING WORDS
21 BLENDING SOUNDS IN WORDS Teacher: Watch. When I touch a letter, I ll say its sound. I ll keep saying the sound until I touch the next letter. Teacher touches under each letter that represents a continuous sound for 1-2 seconds. The stop sounds are not held. Teacher: Now I ll say it fast.
22 COVER THE ENDING: BLEND THE ONSET AND VOWEL FIRST Cover the final consonant Say the each of the first two sounds. Blend the first two sounds. Add the last sound. Say the word. /c/ /a/ /t/... tap
23 START AT THE VOWEL: BLEND THE VOWEL ENDING FIRST Cover the initial consonant Say the vowel and ending. Blend from the vowel to the ending. Add the onset (initial sound). Say the word. /c/ /a/ /t/... tap
24 WORD PROMPTING Brown, K. (2003). What to say when they don t know a word: Aligning prompts with students development. The Reading Teacher 56, (8).
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27 WORD PROMPTS MUST MATCH STUDENT DEVELOPMENT.
28 RESEARCH-BASED PRACTICES FOR WORD PROMPTING Most of the time teachers just tell students the incorrect word (Allington, 1980; Hoffman & Clements, 1984; Hoffman et al., 1984). THIS DOESN T HELP THEM be independent INSTEAD: PRACTICE 1: Wait until the end of a phrase or sentence BEFORE saying ANYTHING. This allows students to self-correct (Hoffman & Clements, 1984; Hoffman et al., 1984; McNaughton, 1981; Taylor & Nosbush, 1983).
29 RESEARCH-BASED PRACTICES FOR WORD PROMPTING All students aren t the same. All prompts should not be the same. PRACTICE 2: Prompt based on a student s development. BEFORE YOU say, Sound it out, Ask yourself, Does this child have the requisite knowledge to sound it out? Use knowledge of student s word recognition and spelling stage. (Ehri, 1998; Morris, 1992) You wouldn t ask a Letter Name speller to sound out words like enough, for example.
30 RESEARCH-BASED PRACTICES FOR WORD PROMPTING Don t turn reading into an extended word study or phonics lesson. PRACTICE 3: Provide three quick prompts for a word and then move on. This indicates to students that passage reading is about comprehending.
31 RESEARCH-BASED PRACTICES FOR WORD PROMPTING When students are breaking the code, as in partial alphabetic readers, focus on prompts that support linear decoding (Ehri, 1998) PRACTICE 4: Say, Sound. and place your finger or pencil over the letter. Say, Bulldoze through that word. If the word is too complex, say Sound, for the first sound and then finish the word.
32 RESEARCH-BASED PRACTICES FOR WORD PROMPTING Once students move into a fluency stage. Prompt for fluency. PRACTICE 5: Ask: Do you see a chunk? Do you see two letters that work together?
33 FLUENCY
34 Too Slow? Attention to decoding Too Fast? Focus on speeding & performance Attention to comprehension No time for comprehension
35 READING RATE NORMS Words correct per min. (WCPM) Without norms, reading rates are uninterruptable.
36 PRACTICE 1. Silent Readers Theater 2. Poetry Performance 3. Connected Text Vocabulary Practice 4. Flash Phrases 5. Chunked Text 6. Fleeting Phrases 7. Sailboat Fluency Phrasing
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