module-4-proficiency-in-reading-and-spelling-Op0n66sW.pdf

4.1: Development of Early Word-Reading Skills 4.2: Development of Early Spelling and Writing Skills 4.3: Using Assessment to Identify Student Needs and Plan Instruction Printable Course Copy Rebecca Hampton Module 4: Pro±ciency in Reading and Spelling

Key Terms and Concepts: Ehri’s Phases of Word-Reading Development, Pre-Alphabetic Phase, Early/Partial Alphabetic Phase, Later/Full Alphabetic Phase, Consolidated Alphabetic Phase, sight vocabulary, automaticity, progression of word study skills, phoneme-grapheme mapping What the Research Says: E±ective implementation of science-based reading programs increases the likelihood of reading success and identification of reading problems before they arise. Module Objectives: Identify the ELAR K–5 TEKS associated with beginning word-reading. Identify and discuss the student expectations that support word recognition and how they inﬂuence student success. Lesson 1 of 4 Rebecca Hampton 4.1: Development of Early Word-Reading Skills

Identify the four-phases in Ehri's model of Word Reading Development CONTINUE Vocabulary Survey of Knowledge Pretest Instructions: Return to Canvas to evaluate your current knowledge of the words and terms for this section. You will complete this exercise again at the end of this module to check your progress.

CONTINUE Differences Between Novice and Pro±cient Readers The video clips below show a teacher brieﬂy interacting with a novice and proficient reader. What di±erences do you notice between the two? Novice Reader Transcript.pdf 63.4 KB

Pro±cient Reader Transcript.pdf 62.4 KB CONTINUE Tori, the student in the first video, is a novice reader . In the early phases of learning how to read, Tori is focused on understanding the relationships between letters and sounds, the relationships between printed and spoken words, and the process of sounding out unfamiliar words. Novice readers can typically read simple text with high-frequency and phonetically regular words. Tori understands as many as 4,000 words when she hears them, but she can only read about 600 words. As a beginning reader, Tori’s listening comprehension is stronger

than her reading comprehension. On the other hand, Gemma is a proficient reader . She reads to learn new ideas and gain information using a variety of texts. Gemma is comfortable tackling unfamiliar vocabulary and syntax using a variety of strategies. Gemma can respond to texts using higher-level thinking processes and make meaningful connections to prior learning and experiences. Like most proficient readers, Gemma’s reading comprehension is equal to or better than her listening comprehension. Recognizing the di±erences between novice and proficient readers is vital for planning instruction. Why? Teachers can better select teaching strategies and resources aligned with students' needs. CONTINUE The Developmental Progression of Early Word-Reading Skills American psychologist and Professor Linnea Ehri developed a four-stage model to describe how students learn to read words. The stages are 1) Pre-alphabetic, 2) Early or Partial Alphabetic, 3) Later or Full Alphabetic, and 4) Consolidated Alphabetic. The model is ﬂexible in that the time it takes to progress through the phases varies, and the phases can sometimes overlap. Each stage has unique characteristics that can be linked to specific behaviors. The big idea from Ehri’s model is that a child’s ability to recognize words “by sight” is based on two skills: phonological and phonemic awareness and phoneme-grapheme mapping. Explicit instruction in phonological awareness should begin in kindergarten using activities such as clapping syllables in words and identifying words that rhyme. Direct instruction in phonemic awareness skills follows when children practice identifying, producing, blending, and segmenting individual sounds in spoken words. Success with both phonological and phonemic awareness contributes to success with phoneme-grapheme mapping or matching speech sounds to printed letters.

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