2/10/2010. Rowland Reading Foundation Dedicated to improving reading instruction in the primary grades

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1 WELCOME! Five Keys to Unlocking the Alphabetic Code: A Multi-Modal Approach to Beginning Reading Rowland Reading Foundation Rowland Reading Foundation Dedicated to improving reading instruction in the primary grades TEACHING READING IS URGENT No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives (Burns, Griffin, & Snow, 1999, p. 61) 1

2 Cumulative Language Experiences 30 Million Word Difference Number of words heard (millions) Children from: Professional Families Working Class Families Welfare Families Age of child (years) The Effects of Weaknesses in Oral Language on Reading Growth Reading Age Level High Oral Language in Kindergarten 5.2 years difference Low Oral Language in Kindergarten Chronological Age 2

3 To Decode Attend to sounds Associate letters to sounds Analyze words sound by sound Build neural models of each word With repetition and practice, create an exact model of pronunciation, spelling and meaning (practice makes permanent) Move to instant word recognition automatic reading Sally Shaywitz,

4 Phonemic Awareness Indirect Instruction songs, fingerplays games poetry language play Direct Instruction Daily auditory discrimination and phonological awareness routines in pre-k Daily phonemic awareness routines in kindergarten Handwriting: A Critical Link to Phonics Letter formation must be taught and practiced. Learning to form the letters of the alphabet enables children to write expressively. Physically writing a letter provides kinesthetic reinforcement to help children remember letters and sounds. Phonics: Letter/Sound Association to Blending Beginning readers read left to right, letter by letter Beginning readers need practice blending all the sounds they know in as many combinations as possible. Blending enables students to decode words smoothly and quickly and leads to automaticity Automaticity leads to recognition of larger units of language, leading to instant recognition 4

5 Encoding: Decoding s Counterpart Simply knowing phoneme-grapheme relations is not enough to convert a semiphonetic stage speller. Training in how to segment spoken words into phonemes and to represent the sounds with letters is necessary, as well. Ehri and Wilce, 1987, p. 62 Using letters to manipulate phonemes helps children make the transfer to reading and writing. National Reading Panel, 2000, pp The power of phonetic controls There is a period during beginning reading instruction when all children benefit from practicing letter-sound correspondence in decodable text. To immerse children in a print environment without instruction in letter-sound correspondence and practice in decodable text is to doom a large percentage of children to reading failure. (Foorman, Fletcher, Francis, 1997) Moving beyond phoneticallycontrolled text As children become more fluent, they are able to turn more of their attention to fully comprehending what they re reading. This is the time when students are ready to read a wide variety of fiction and nonfiction 5

6 MULTI-MODAL INSTRUCTION Hear it See it Say it Write it 6

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8 Five Essential Elements Seamlessly Integrated Access Phonemic awareness Phonics Fluency Process Vocabulary Comprehension Integration of all Language Arts Access Phonemic awareness Phonics Fluency Process Vocabulary Comprehension Express Handwriting Spelling Grammar usage and mechanics Oral and written expression 8

9 Cass Oswald Golly Alf Doc Sal Lily Icky Tic Tac Toc Frits Ettabetta Hot Rod Thank you! 9