New Era University

No.9 Central Ave., New Era Quezon City, Philippines

Tolentino, Allyson C. 3rd Year / BEEd-SpEd EARLY READING

Models of Reading (Chall and Stahl, 1982) Common Reading Terms Stages of Reading Stage 0: Pre-Reading (birth to age 6)
Common Reading Problems among Students

Dr. Felomena S. Colansi MW 4:00-5:30 / SpEd 7

Teaching Reading Skills to Students w/ Mild Disabilities

Bottom up Model Phonemes letter sounds translating print to letter Phonological awareness sounds to meaning segmenting an unknown (decoding) word and blending back Top down model students use background knowledge together to pronounce the to generate hypotheses word about what they are about to read shortly before / after Word attack skills ability reading to attack a word by Interactive Model identifying its phonemes theorists believe that and putting together to information is derived from both kinds of processing form a word and is combined to Segmenting Breaking determine most likely down words into interpretation of print phonemes Blending Sight combining

Basic Reading Skill Problems 80 to 90 % of students with reading problems Fluency and Comprehension students are affected by weak word attack and fluency skills

Stage 1 : Initial Reading or Decoding Stage (Grades 1 2, Ages 6 7)

Stage 2 : Confirmation, Fluency and Ungluing from Print (Grades 2 -3, Ages 7 8)

phonemes to form words words high

Stage 3 : Reading for Learning New A First Step (Grades 4 -8, Ages 9 -13)

Reading Readiness Activities Place names on seats, desks or other objects Show pictures with brief titles Post simple reports / notices Use predictable stories Read decodable books Read picture books Have adults read stories to children Encourage children to label objects Use a language experience approach Phonological awareness Phoneme Isolation Phoneme Identity Phoneme Categorizing Phoneme blending

frequency words (words that appear frequently basal stories) Basal reading series a series of planned, organized short Stage 5: Construction and Reconstruction A world View (College and Adult) Stage 4 : Multiple Viewpoints High School (Ages 14 18)

sequentially books

containing

passages or stories Decoding skills breaking down unknown words into phonemes and syllables Structural Analysis

breaking down unknown words into prefixes and suffixes and breaking

them down to syllables Diagraphs two letters that represent one

phoneme Diphthongs vowel sound that cant be represented by either sound but forms a unique sound together Consonant blends / clusters each letter can be pronounced by saying each letter sound

Phoneme segmentation Phoneme deletion Phoneme addition Phoneme substitution Phonemic Awareness Activities Rhyme Time Clapping Words and Phonemes Rubber band Man blending PHAST Sounding Out Strategy Rhyming Strategy Peeling Off Strategy Vowel Alert Strategy I SPY Strategy Wilson reading System commercial reading program that teach students how to decode words fluently and accurately Syllabication (analogy based phonics) Word Patterns Home Run Patterns Changing Words Word Attack / Structural Analysis ( Compare or Contrast) Fluency Reading Comprehension Graphosyllabic Procedure Word Identification assist students in identifying unknown words DISSECT Basal Reading Series

Cartilla Technique

Marungko Approach Marungko approach in reading is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, so and so forth. The alphabets are rather "pronounced" than read: i.e. the alphabet "m" would be pronounced as "mmm" not the old Pinoy style of reading it as "ma". Learning the pronunciation of just a few of the letters would actually help the child read a few more words.

Fernald
The Fernald Method is a systematic, multisensory instructional approach that incorporates use of the visual, auditory, kinesthetic, and tactile (VAKT) modalities simultaneously. The association of sensory and perceptual cues reinforces the mental image of words as well as the association between printed words and their oral representations. Use of this approach also improves memory for printed words and word parts. The Fernald Method is intended for individual or small group instruction. The Fernald Method improves sight word acquisition and word identification skill in students who have failed to learn to read through other instructional methods or who have particular difficulty learning exception or phonetically irregular words (e.g., once). Using this method, students are expected to retain reading recognition of the words

Sight Words

Orton Gillingham Technique

The Orton Gillingham Approach to reading instruction was developed in the early-20th century. It is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. It is an instructional approach intended primarily for use with persons who have difficulty with reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced as an approach, not a method, program, system or technique. The Orton-Gillingham Approach is most often associated with a oneon-one teacher-student instructional model. Its use in small group instruction is not uncommon. A successful adaptation of the approach has demonstrated its value for classroom instruction. Reading, spelling and writing difficulties have been the dominant focus of the approach although it has been successfully adapted for use with students who exhibit difficulty with mathematics. The essential curricular content and instructional practices that characterize the Orton-Gillingham Approach are derived from two sources: first from a body of timetested knowledge and practice that

The Cartilla System, an early teaching method that dominantly use the letter "b" than "v".

Sight words, often also called high frequency sight words. They are considered to be words that children must memorize instead of phonetically sounding out. Children start connecting written language to meaning when teachers and parents read books, signs and maps to them. Kids start learning sight words at a very young age. Preschool teachers can further encourage the use of sight words by using strategies that help them. Teaching sight words doesn't have to be difficult. All it requires it a few materials, some know-how and a lot of patience.

learned. A different procedure is used to teach the written spelling of words for long-term retrieval.

has been validated over the past 70 years, and second from scientific evidence about how persons learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such persons to read and write. The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. The Orton-Gillingham Approach has been in use since the 1930s. An intensive, sequential phonicsbased system teaches the basics of word formation before whole meanings. The method accommodates and utilizes the three learning modalities, or pathways, through which people learnvisual, auditory and kinesthetic. Unlike some scripted and rigid reading programs, the Orton-Gillingham Approach is a system that allows for flexibility.