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E-grāmata: Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties

4.10/5 (101 ratings by Goodreads)
(University of California, United States)
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Teaching Word Recognition: Effective Strategies for Students with Learning DifficultiesPalielināt
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This volume describes how to teach students word recognition from the beginning stages through skilled word reading, focusing on helping students with learning disabilities and other struggling readers attain a level of word recognition that makes reading functional for gaining information, enjoyable, and efficient when reading silently or to others. It explains strategies for teaching the connection to oral language, phonemic awareness, the alphabetic principle, decoding, word patterns, developing sight words, reading multisyllabic words, and reading words fluently, as well as teaching older students with reading difficulties. This edition incorporates recent research on word recognition and its connections to vocabulary, reading fluency, and comprehension; a chapter on morphological instruction; a chapter on English language learners; and activities for teacher study groups and professional development. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

This highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size.

New to This Edition
*Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension.
*Chapter on morphological (meaning-based) instruction.
*Chapter on English language learners.
*Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.

Recenzijas

"A valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented."--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles

"Yet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers."--John Wills Lloyd, PhD, School of Education, University of Virginia "Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. OConnor has managed to demystify the process of teaching word recognition to students with reading difficulties."--Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University- An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners. (on the first edition)--Choice, 7/1/2007

Introduction 1(12)
Tiered Instruction, Response to Intervention, and Data-Based Instruction
3(1)
The Progression from Oral Language to Reading Comprehension
3(8)
Using This Book
11(2)
1 In the Beginning: Oral Language and Learning 13(14)
to Read Words The Contribution of Oral Language to Reading and Comprehending Words
14(2)
Storybooks and Oral Language
16(4)
Activities to Develop Children's Vocabulary and Oral Language
20(5)
Some Cautions on the Research on the Role of Oral Language in Reading Words
25(1)
Try It!
26(1)
2 Phonemic Awareness 27(16)
Linking Phonemic Awareness and Reading Words
28(1)
Activities to Develop Phonemic Awareness
29(10)
A Word about Children Learning English as a Second Language
39(1)
Assessing Phonemic Awareness
39(3)
Try It!
42(1)
3 The Alphabetic Principle 43(11)
Evidence That Links the Alphabetic Principle to Reading Words
43(2)
Activities to Develop Awareness of the Alphabetic Principle
45(3)
What about Invented Spelling?
48(1)
Segment-to-Spell
49(4)
Try It!
53(1)
4 Beginning to Decode 54(17)
Phonics and Phonemic Awareness
54(1)
Instructional Principles for Teaching Letter Sounds
55(2)
Activities to Teach Letters and Their Sounds
57(4)
Teaching Children to Blend Letter Sounds to Decode Words
61(3)
Activities to Teach Students to Blend the Letter Sounds in Words
64(4)
Interventions with a Decoding Emphasis
68(1)
Is a Word Decodable?
69(1)
Try It!
70(1)
5 Word Patterns 71(13)
Which Patterns to Teach?
74(1)
Which Order to Teach Them In?
74(1)
Activities to Teach Common Letter Patterns
75(4)
The Silent-e Rule
79(2)
Practice, Practice, Practice
81(1)
Try It!
82(2)
6 Developing Sight Words 84(12)
Decodable Sight Words
84(1)
High-Frequency Words with Irregular Spellings
85(1)
Relations between Decoding and the Development of Sight Words
86(1)
Activities to Teach Students to Read Sight Words
87(7)
Try It!
94(2)
7 Reading Multisyllabic Words 96(19)
Activities to Teach Students to Read Multisyllabic Words
100(8)
Rule-Based Decoding for Words with Endings
108(6)
Try It!
114(1)
8 Using Morphology to Read Words 115(11)
Teaching with Morphemes
119(4)
Using Rules to Combine Morphemes
123(1)
Combining Morphemes and Practicing the Use of Combining Rules
124(1)
Try It!
125(1)
9 Reading Words Fluently 126(17)
Research on Improving Reading Rate
127(4)
Activities to Improve Students' Reading Rate and Fluency
131(10)
Try It!
141(2)
10 Teaching Students Who Are English Learners 143(10)
Phonemic Awareness and Phonics
145(2)
Multisyllabic Word Reading
147(1)
Reading Rate and Fluency
148(1)
Older Students Who Are English Learners
149(1)
Teaching Students Who Are English Learners to Read Words
150(1)
Conclusions
151(1)
Try It!
151(2)
11 Older Students with Reading Difficulties 153(12)
Effective Approaches for Reading Words
154(4)
Combination Approaches and Reading Packages
158(4)
Integrating Reading and Spelling to Promote Word Recognition and More
162(1)
Try It!
163(2)
Appendix A. Resources 165(2)
Appendix B. Reproducible Forms and Checklists 167(12)
References 179(20)
Index 199
Rollanda E. O'Connor, PhD, is Professor and Eady/Hendrick Endowed Chair in Learning Disabilities in the Graduate School of Education at the University of California, Riverside. She taught reading in special and general education classrooms for many years. Dr. O'Connor has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention. Her longitudinal studies of intervention and assessment led to the development of Ladders to Literacy, a collection of phonological and print awareness activities and scaffolding suggestions for children at risk for reading problems, and the Handbook of Reading Interventions,which describes evidence-based interventions for struggling readers in grades PreKā12. Her current research includes exploring the effects of early, continuous intervention across the first 4 years of reading development and developing research-based interventions for students with reading difficulties in the intermediate and middle school grades.
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