You are on page 1of 5

5 BASIC READING SKILLS FRAMEWORK FOR TEACHERS AND PARENTS

Reading
Skill
Phonemic
Awareness

Examples

Identifying and

producing oral
rhymes
Identifying and

segmenting
syllables in spoken
words
Identifying and

segmenting
individual
phonemes

Fluency

Ability to recognize

words and
comprehend
simultaneously
Do not have to focus
their attention on
decoding words

Instructional
Strategies
Phoneme isolation:
Recognizing
individual sounds in
words
Phoneme matching:
Recognizing the same
sounds in different
words
Phoneme blending:
Combining a
sequence of
phonemes to form a
word
Phoneme
segmentation:
breaking a word into
its separate sounds
Choral or unison
reading: involves
students reading
along as a group or
with the teacher or
other fluent-mature
reader
Partner reading:
students are paired
and take turns

Research

Phoneme
blending and
segmentation
were found to
produce greatest
benefits for
reading spelling
Small group
instruction
effective
Not a complete
reading program
but essential
component to
development of
reading
competency
One of the critical
factors necessary
for reading
comprehension
The amount of
reading a student
does influences
their achievement
as long as they
are guided and

Tools

http://aability.com/s
tyled-3/styled6/index.html
http://pbskids.org/is
land/preview/game
sphonemicawarenes
s.html
http://www.earlychil
dhoodteacher.org/b
log/5-quick-easyand-fun-phonemicawarenessactivities/

http://www.earlychil
dhoodteacher.org/b
log/5-quick-easyand-fun-phonemicawarenessactivities/
http://www.educati
on.com/activity/flue
ncy/
http://www.readingr

5 BASIC READING SKILLS FRAMEWORK FOR TEACHERS AND PARENTS

Phonics

reading to each other


Readers theatre:
provides students
with an authentic
reason to reread text
to improve prosody,
as well as rate and
accuracy
Timed readings: allow
the teacher, as well
as the students, to
see their progress in
fluency development
Synthetic phonics:
Reading practice
students learn to
should include short
convert letters or
books or stories that
letter combinations
that provide words
into sounds, and
to practice the
then to blend the
specific letter
sounds together to
combinations

Phonics can be
form words
Analytic phonics:
taught effectively to
students analyze
small groups, whole
letter-sound
classes or
relationships in
individuals

Approximately 2
previously learned
years of extensive
words to avoid
phonics instruction
pronouncing sounds
is sufficient for most
in isolation

monitored during
that reading
Students do need
more than fluency
to be successful
readers

ockets.org/article/si
x-games-reading

Benefits students
in kindergarten
through 6th grade
for those learning
to read
Systematic and

explicit phonics
instruction has
the greatest
impact on
childrens reading
achievement
when it begins in
kindergarten and
first grade
Phonics must be

http://www.educati
on.com/games/read
ing/phonics/
http://www.kizphoni
cs.com/materials/p
honics-games/
http://www.funfonix
.com/games/

5 BASIC READING SKILLS FRAMEWORK FOR TEACHERS AND PARENTS


Analogy-based
phonics: teaches
students to use
parts of word
families they know
to identify unknown
words that have
similar parts
Embedded phonics:
letter-sound
relationships are
introduced
incidentally, as
students encounter
them in reading text
Phonics through
spelling: teaches
students to segment
words into
phonemes and to
match letters to
those phonemes to
spell words
Comprehens Comprehension is the
ion
process of making
connections
between what we

know and what is


new in the text

students

Direct explanation:
describing the
strategy and its
purpose
Modeling: thinking
aloud to

integrated with
phonemic
awareness,
fluency, and text
reading
comprehension
skills

The following

types of
instruction were

identified by the
NPR as effective:
Comprehensi

http://www.funengli
shgames.com/readi
nggames.html
http://www.carlisles
chools.org/webpag
es/pluta/teacher.cf

5 BASIC READING SKILLS FRAMEWORK FOR TEACHERS AND PARENTS


Schema theorydescribes what we

know as units of
organized
knowledge
Constantly relating
what they are
reading to
experiences they

have had, to other


information in the
text, and to other
texts they have read

Vocabulary Listening vocabulary:


Developmen
involves words
t
students hear and
understand
Speaking vocabulary:
involves the words

that students
understand and use
when they speak

demonstrate the
strategy
Guided practice:
opportunities for
students to learn
how and when
strategies are used
within the context of
reading actual text
Feedback: students
receive feedback as
they attempt to use
the strategies
themselves
Application: students
assume
responsibility for
determining what
strategy to use and
when to use it
Specific-word

instruction includes
teaching specific
words prior to,
during and after

reading a text
Only possible to
thoroughly teach
eight to ten words

on monitoring
Cooperative

learning
Use of
graphic and
semantic
organizers
Question
answering
and question
generating
Recognizing
text structure
Summarizatio
n

m?
subpage=1265199
http://www.turtledia
ry.com/kidsgames/ela/compreh
ension.html

http://www.vocabul
ary.co.il/
http://pbskids.org/g
ames/vocabulary/
https://www.spellin
gcity.com/spellinggames-vocabularygames.html

Direct instruction
should include the
active
engagement of
the learner
Repetition and
multiple
exposures to
vocab words are

5 BASIC READING SKILLS FRAMEWORK FOR TEACHERS AND PARENTS


Reading vocabulary:
involves the words
that students know
in print
Writing vocabulary:

involves the words


students can
understand and use
in their writing

per week so choose


words with multiple
meanings,
antonyms, synonyms
and related words
Word-learning
strategies enable
students to apply
what theyve learned
to new words they
encounter on their
own

important
Students must
engage in oral
language daily, as
they speak to
adults as well as
their peers

You might also like