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Word-Form Recognition Accuracy, Memory
picture cards and 5 cards with the corresponding words (e.g., a picture of a cat, a card with the word 'cat') Goal: Given a written regular word, the student can say the word with automaticity ( abc -> "abc" ). Items: All word-recognition words learned so far [edit] What...
 Focus on Basics: Learning Disabilities
punctuation really shows learners the function of punctuation. "Why won't it stop [reading]?" one of my learners asked of a read-back of her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realize...
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punctuation really shows learners the function of punctuation. "Why won't it stop [reading]?" one of my learners asked of a read-back of her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realized that she needed to go back and include physical tedium of writing or anguish of spelling to get their ideas onto paper and reinforce literacy skills in the process. Research has shown the learning value of using speech recognition to compose as well as to
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http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=17
www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=17
punctuation really shows learners the function <span class="highlight">of</span> punctuation. "Why won't it stop [reading]?" <span class="highlight">one</span> <span class="highlight">of</span> my learners asked <span class="highlight">of</span> a read-back <span class="highlight">of</span> her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realized that she needed to go back and include physical tedium <span class="highlight">of</span> writing or anguish <span class="highlight">of</span> spelling to get their ideas onto paper and reinforce literacy skills in the process. Research has shown the learning value <span class="highlight">of</span> <span class="highlight">using</span> speech <span class="highlight">recognition</span> to compose as well as to
Put Reading First 2nd Ed. PDF
through the text (“The author talked about Mr. McBride in Chapter 2, but I don’t remember much about him. Maybe if I reread that chapter, I can figure out why he’s acting this way now.”). � Look forward in the text for information that might help them to resolve the d...
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through the text (“The author talked about Mr. McBride in Chapter 2, but I don’t remember much about him. Maybe if I reread that chapter, I can figure out why he’s acting this way now.”). � Look forward in the text for information that might help them to resolve the difficulty. (“The text says, ‘The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.’ Hmm, I don’t understand how people can do that . . . Oh, the next section is called ‘Wells.’ I’ll
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http://centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=34
centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=34
until he or she can read it independently. Partner reading need not be done with a more and less fluent reader. In another form <span class="highlight">of</span> partner reading, children who read at the same level are paired to reread a story that they have received instruction on during a teacher-guided part <span class="highlight">of</span> the lesson. Two readers <span class="highlight">of</span> equal ability can practice rereading after hearing the teacher read the passage. Student–adult reading—reading <span class="highlight">one</span>-on-<span class="highlight">one</span> with an adult, who provides a <span class="highlight">model</span> <span class="highlight">of</span> fluent reading, helps with word <span class="highlight">recognition</span>
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http://centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=56
centeroninstruction.org/files/PutReadingFirst2ndEd.pdf#page=56
through the text (“The author talked about Mr. McBride in Chapter 2, but I don’t remember much about him. Maybe if I reread that chapter, I can figure out why he’s acting this way now.”). � Look forward in the text for information that might help them to resolve the difficulty. (“The text says, ‘The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.’ <span class="highlight">Hmm</span>, I don’t understand how people can do that . . . Oh, the next section is called ‘Wells.’ I’ll
Word-Form Recognition Accuracy, Puzzle Words
minutes Materials: Large posterboard, with 20 regular words (that your students have learned) largely written, and cut into 20 puzzle-like pieces (one word per piece) Goal: Given a written regular word, the student can recognize the word with automaticity ( abc -> "abc" ) Items:...
Word-Form Recognition Fluency, Partner Practice
minutes Materials: One stack of word-form recognition cards per student pair. Each stack should contain 10-X of the words learned to far. Goal: Given a written regular word, the student can recognize the word with automaticity ( abc -> "abc" ) Items: Any set...
English Language Development Standards (CA Dept. of Education)
Reading Word Analysis Grade One: Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregul...
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Reading Word Analysis Grade One: Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled letter- sound associations to read words. 1.13 Read compound words and contractions. 1.14 Read
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http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=37
www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=37
Reading Word Analysis Grade <span class="highlight">One</span>: Decoding and Word <span class="highlight">Recognition</span> 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, <span class="highlight">of</span>). 1.12 Use knowledge <span class="highlight">of</span> vowel digraphs and r-controlled letter- sound associations to read words. 1.13 Read compound words and contractions. 1.14 Read
Learning with Computers: The Theory Behind the Practice
clear whether reading machines help students with or without disabilities learn to read, which is a necessary skill for becoming an independent learner (Meyer & Rose, 1999). Speech-recognition software is used to help students with physical and visual disabilities and learning disabiliti...
The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J....
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Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future of literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns of adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead <span class="highlight">of</span> focusing primarily on comprehension itself, Chall and Curtis’ approach addresses the root causes <span class="highlight">of</span> poor comprehension: lack <span class="highlight">of</span> fluent, accurate word <span class="highlight">recognition</span> and limited knowledge <span class="highlight">of</span> word meanings. Direct instruction is provided in each <span class="highlight">of</span> these <span class="highlight">areas</span>, accompanied by extensive reading and
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
Office <span class="highlight">of</span> Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office <span class="highlight">of</span> Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement <span class="highlight">using</span> a causal <span class="highlight">model</span>. Scientific Studies <span class="highlight">of</span> Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future <span class="highlight">of</span> literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns <span class="highlight">of</span> adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
Next Stop Pluto
in the database created using their combined information. Materials/Equipment: Computers with Internet access Microsoft Access or other database software Sample Microsoft Access database file [provided here as a guide for the novice Access user] Microsoft Word or other word-...
There's Reading . . . And Then There's Reading
highlight the role of social and cultural context in the process of reading. As you read these descriptions, you will probably recognize yourself in more than one camp. This is perfectly reasonable, given that all theories are attempts to characterize the same process. Letter...
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