The texts and reading approaches used in different disciplines (literature, history, science, mathematics, etc.) become increasingly divergent as students progress up the grades. The purpose of this presentation is to explore these differences and to provide direction for teachers in how to teach these specialized aspects of literacy successfully.
This presentation will focus on emerging research suggesting that proficiency in phoneme awareness skills is essential for building a large and continuously expanding sight vocabulary. This session will address the phonological skills needed to remember and instantly identify written words. Most assume that phoneme skills are limited to K-1 and are assumed to be associated with phonic development. Yet decades of research on orthographic learning clearly shows that phoneme-level skills are foundational for remembering the words we read. The skills needed for word-level reading and discuss techniques that promote that skill will be highlighted.
What does it take to accomplish higher reading achievement? Why is it so hard to do? This presentation will answer those questions, examining what needs to be taught, how it needs to be organized, and what really matters if we are to increase reading achievement on scale. Based on substantial reviews of reading research and the speakers' own experiences as director of reading of the Chicago Public Schools.
Learn how to teach students to easily and accurately read and spell long words. The secret is to focus on vowels, not on rules. Participants will learn to use multi-sensory techniques to teach students to break words into syllables for reading and spelling. This method is explicit, systematic, and multi-sensory. It is also easy! This session is appropriate for students of all ages. The techniques can be used in kindergarten to help students read words such as batman, sunset, and picnic, and in upper grades to help students read citadel, tranquilize, and Madagascar.
This session will focus on how children learn to read words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide both instruction and intervention. Studies consistently show that the most commonly used intervention approaches provide limited benefits for weak readers. However, other studies have shown that some approaches can yield very large reading gains for such students, and these will be the focus of the presentation.
Teachers often ask us how to include decodable readers during phonics instruction. This session answers that question. Teachers will learn how decodable texts enhance phonics instruction, when to start using decodable text, when it is appropriate to move away from decodable text, and how to track students’ progress with decodable texts. Teachers will also learn the importance of using decodable text to practice a new advanced phonics pattern is taught, even though students are capable of reading grade level text independently.
This presentation will focus on emerging research suggesting that proficiency in phoneme awareness skills is essential for building a large and continuously expanding sight vocabulary. This session will address the phonological skills needed to remember and instantly identify written words. Most assume that phoneme skills are limited to K-1 and are assumed to be associated with phonic development. Yet decades of research on orthographic learning clearly shows that phoneme-level skills are foundational for remembering the words we read. The skills needed for word-level reading and discuss techniques that promote that skill will be highlighted.
What does it take to accomplish higher reading achievement? Why is it so hard to do? This presentation will answer those questions, examining what needs to be taught, how it needs to be organized, and what really matters if we are to increase reading achievement on scale. Based on substantial reviews of reading research and the speakers' own experiences as director of reading of the Chicago Public Schools.
Learn how to teach students to easily and accurately read and spell long words. The secret is to focus on vowels, not on rules. Participants will learn to use multi-sensory techniques to teach students to break words into syllables for reading and spelling. This method is explicit, systematic, and multi-sensory. It is also easy! This session is appropriate for students of all ages. The techniques can be used in kindergarten to help students read words such as batman, sunset, and picnic, and in upper grades to help students read citadel, tranquilize, and Madagascar.
This session will focus on how children learn to read words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide both instruction and intervention. Studies consistently show that the most commonly used intervention approaches provide limited benefits for weak readers. However, other studies have shown that some approaches can yield very large reading gains for such students, and these will be the focus of the presentation.
This session will describe how to use explicit and systematic instructional components to increase the efficiency and effectiveness of your core reading instruction. By using these instructional components when delivering the critical content of literacy instruction, you can increase the quality of practice opportunities for all students leading to more favorable reading outcomes. Come see how you can enhance your current Core reading instruction by improving the delivery of foundational skills instruction which will lead to accelerated student learning!
In our work with school districts around the country, we are finding that the curriculum in many Kindergarten classes is not preparing all students for success in learning to read. Some students arrive in Kindergarten with fewer skills in place than the curriculum expects. Other students are not able to move at the pace of the curriculum. And some students are simply overwhelmed by the presentation of too much information at one time. To keep these students from becoming struggling readers in Kindergarten and Grade One, teachers need to clearly understand pre-reading skills that are necessary to be prepared to read, know which skills are weak or missing for students getting ready to learn to read, and have effective teaching strategies. In this session, we will present a comprehensive map of pre-reading skills that must be mastered prior to phonics instruction. The map presents a logical sequence of instruction, and it guides teachers to break skills instruction into manageable pieces. The session will include practicing some key strategies for instruction of these skills. We will provide a complimentary informal diagnostic assessment that teachers can use to determine if a student has mastered the needed pre-reading skills to become a successful reader. The assessment also targets skills a student still needs to master to be ready to learn to read.
Traditionally, reading instruction has focused attention on developing reading comprehension skills within texts that students can already read reasonably well with little attention to teaching students to deal with complex text. This presentation will explain why it is important to teach students to negotiate the barriers in complex text in grades 2-12 and will demonstrate some of the scaffolds that can make a difference.
This session will describe how to use explicit and systematic instructional components to increase the efficiency and effectiveness of your core reading instruction. By using these instructional components when delivering the critical content of literacy instruction, you can increase the quality of practice opportunities for all students leading to more favorable reading outcomes. Come see how you can enhance your current Core reading instruction by improving the delivery of foundational skills instruction which will lead to accelerated student learning!
State standards require schools to teach disciplinary literacy in Grades 6-12. But what about elementary school? What should elementary teachers do to set students up for success to learn the specialized knowledge and skills of disciplinary literacy? This presentation will explore the specific steps elementary schools can take towards promoting disciplinary literacy.
A student has clearly developed phonological and phonemic awareness and demonstrates that he or she has learned letter names and letter sounds. Yet the student does not move beyond reading by sounding each letter aloud then blending the sounds into a word. Many teachers describe their lowest students this way, and they don’t know how to help the student move to whole word reading. We’ve helped a number of students who are stuck at the sound-by-sound reading stage. Most students we encounter don’t move easily beyond sound-by-sound reading are in first, second and third grades; but we have also worked with a few of these students in fourth and fifth grades who are in special education or Title I classes. In this session, participants will learn the steps to take to help this student, receive some sample exercises to help students move beyond sound-by-sound reading, and practice some of the exercises.
