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Directed Questions for Beginning Word Reading and Spelling
Multiple Choice
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1.
Discuss and give examples of the different word types that would be good for beginning sounding out and spelling instruction.
example:
The different word types that are good to use for teaching beginning readers to decode words all have letters that represent their most common sounds, and have one letter for each sound heard in the word. These words range from having two to six letters. When first introducing sounding out and spelling, it is easier for students if the words begin with continuous sounds. Once students are proficient with continuous sounds, words with stop sounds at the beginning of the word can be used.
The easiest types of words to use for beginning sounding out and spelling are VC words such as \´am\´, and \´it\´, as well as CVC words such as \´man\´ and \´sit\´. Once students are proficient with these types of words, and can sound out consonant blends, moderately difficult CCVC and CVCC words such as \´from\´ and \´jump\´ can be introduced. Later, words with consonant blends at both the beginning and the end of the word such as the word \´stand\´ and words with consonant clusters such as \´spring\´ can be introduced.
2.
What are some of the instructional considerations for teaching letter-sound associations?
example:
Instruction in letter-name and letter-sound associations needs to explicitly link the letter forms with their sounds and names. For initial instruction in letter-sound associations, students should be directly taught the most common sound for each letter. Students who are at risk for reading disabilities have difficulties when they have to infer letter sounds. Once students have been explicitly taught that a specific letter represents a specific sound (e.g., \´b\´ represents the sound |b|), it is helpful for students to learn to link the letter-sound association to a \´key word\´ such as the word \´ball\´ for the sound of the letter \´b\´.
When teaching letter-sound associations, the most frequently used sounds should be taught first. Also, the most common sounds for letters should be taught before the less common sounds. Letters that are similar in appearance or sound should be separated by at least five lessons or until a student is both accurate and fluent in recognizing the first of the pair. For example, students should be accurate and fluent in giving the sound for the letter \´b\´ before the sound for the letter \´d\´ is introduced. Single vowels that say their names rather than their sounds should be introduced first.
Once students are accurate and fluent in being able to say the sounds for five consonants and one vowel, these letters should be used in \"Sounding-out\" and \"Say It, Move It, Read It\" activities. As more letter-sound associations are mastered, these too should be included in the beginning word reading and spelling activities.
3.
Discuss the reasons for assessing phonological awareness as well as the types of skills and knowledge that can be examined (e.g., letter-name knowledge).
example:
Phonological awareness has been found to be important for understanding the alphabetic principle and beginning to learn to read and spell. There are three reasons for assessing students\´ phonological awareness, beginning word reading and spelling. These reasons are: to establish a baseline of student knowledge, to monitor student progress, and to determine who might be at risk for reading disabilities. It is important to establish a baseline of what students already know so you can determine what students need to learn and what you need to teach. Regular assessments can provide a means to monitor students\´ progress and indicate which students may need extra help. Frequent monitoring also helps teachers judge the effectiveness of their instruction. Finally, assessments can help identify those students who score in the lowest 20th percentile and may be at risk for reading disabilities.
Some of the assessment activities examine students\´ letter-name knowledge and letter-sound knowledge; skills in sound comparisons, sound synthesis, sound analysis, and sound manipulation; and spelling skills. Rapid-naming tests may also be given to students who may be at risk for reading disabilities. There are several published phonological awareness assessment kits available that have complete directions for giving and scoring the assessments.
4.
Discuss how to make instruction more intensive for those students who need it.
example:
While all students need quality instruction, students who are at risk for or have been identified as having reading disabilities require instruction that is specific to those needs. The most critical elements of effective teaching in reading include giving the right kind and quality of instruction, delivered with the right level of intensity and duration, to the right children at the right time (Torgeson, 1998).
To be able to do this, teachers must continually monitor students\´ progress, and choose the appropriate materials, intensity, rate, and method to use with each student. This is especially important for students who are at risk for reading difficulties, though all students deserve the same kind of consideration.
Students who have been identified as being at risk or as having reading disabilities need explicit, systematic instruction. The level of intensity that individual students need can vary as they progress through the different stages of reading development and can be increased by having the teacher work with fewer students at a time. For these at-risk students, most initial instruction needs to take place in small groups or on a one-to-one basis with the teacher for up to 40 minutes a day. Mastery level of skills should be approximately 90% on a given task and should be followed up with practice opportunities. Well-trained and supervised para-professionals, peer tutors, or volunteers can be helpful in providing additional practice opportunities with immediate corrective feedback.
Beginning Word Reading
