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The Development of Literacy: As Reading Instruction Begins

  1. What Is Reading?

    1. Simple view of reading

    2. Reading a difficult passage: "Proteins and Phospholipid Measurements"

    3. Good reading comprehension requirements

  2. Lesson Objectives (4:33)

    1. To learn about factors that influence early literacy development

    2. To learn about developing a balanced literacy program within the classroom

    3. To understand the overlapping word recognition phases

    4. To learn how to supplement basal reading programs

    5. To understand the characteristics of effective intervention programs

  3. Literacy Development (5:53)

    1. Begins in infancy

    2. Influenced by later experiences

    3. Literacy - the ability to read and write in ways that enable communication, enhance understanding of ideas, and enrich lives

  4. Emergent Literacy (9:26)

    1. Earliest stage of literacy development

    2. Influenced by many factors

    3. Language experiences a key factor

    4. Occurs at any age, especially for individuals with disabilities

    5. Involves learning about functions of print

    6. Logographic phase of reading development

    7. Transitional-alphabetic phase of reading development

  5. Alphabetic Decoding and Orthographic Knowledge for Word Recognition (19:34)

    1. Alphabetic principle understood

    2. What does reader actually do?

    3. Orthographic knowledge

  6. Preventing Reading Difficulties Before Kindergarten Begins (23:37)

    1. Teachers can support community programs

    2. Teachers can share information

  7. Kindergarten: The First Formal Literacy Experience (27:19)

    1. Continues expansion of literacy

    2. Provides context for instructional activities

  8. Basal Reading Programs in Kindergarten (34:12)

    1. Can be valuable for helping with development of overall reading program

    2. Can guide instruction and monitor progress

    3. Need to be supplemented to address needs of all students

  9. Creating Readers: The First Grade Reading Experience (35:05)

    1. Activities and instruction

    2. Reading levels

    3. Basal reading programs

  10. The Second and Third Grade Reading Experience (40:57)

    1. Frequent writing opportunities with more use of conventional spelling

    2. Explicit instruction in reading and spelling of more complex word types

    3. Introduction to root words, prefixes, suffixes

    4. Practice with reading of continuous text

    5. Sensitivity to student's reading level

    6. Prepares students for more demanding reading in fourth grade

  11. Characteristics of Effective Interventions for Students with Reading Disabilities (44:02)

    1. Integration of intervention program

    2. Professional development

    3. Allocation of sufficient time for implementation by teachers

    4. Increase in amount of time for students

    5. Explicit, systematic instruction in reading skills

    6. Explicit, systematic instruction in spelling

    7. Use of high quality materials

    8. Continuous assessment

  12. Review and Preview (49:07)

    1. Objectives for Lesson 1

    2. Objectives of next lesson


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