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- In order for individuals with reading disabilities to become proficient readers, they must learn to use all of the word recognition strategies so that they can approach and be successful in identifying and reading any unknown words they encounter.
- Because irregular words cannot be sounded out easily, these words are generally taught as whole words.
- Reading fluency and reading comprehension are highly correlated, and students must be taught both sets of skills and strategies in order to become independent, successful readers.
- Frequently what makes the difference between a good teacher and a great teacher is the set of presentation components and skills each utilizes while teaching.
- When introducing a lesson, the teacher should gain the students' attention and give an explicit introduction to the lesson so students will know what to focus on and what they are supposed to be learning.
- Students with reading disabilities need to have many opportunities to practice what they have learned, receive prompt, helpful feedback, and frequent reviews so they can remember what they have learned.
- Unless students with learning disabilities are specifically taught and reinforced for using new skills outside the classroom, there is little chance the skills will ever be used elsewhere.
- Regular words are taught to be sounded out, but letter sequences for graphemes and irregular words and word parts should be memorized.
- Although you should always start with the least complex methods for teaching new information and skills, using perceptual enhancers can be helpful if students have difficulty remembering a grapheme-sound association or a word.
- The discrimination format gives students practice in identifying the new phonetic elements as well as reviewing previously learned elements.
- Once students are familiar with an instructional format, the teacher probably won't have to monitor it every time, but it should be modeled regularly enough so that students are still following the format correctly.
- Once students have gone through the discrimination format independently with no errors on several separate occasions, students can begin to read the new element in words.
- The add-on blending method begins by having students first attend to the most varied sound in the word, the vowel. Then, other letters are added on individually beginning with the initial consonant or digraph, and as the letter or digraph is added students say its sound and blend the first two sounds together.
- To prevent students from stopping between sounds, and thus having difficulty in recognizing words being sounded out, help them blend by teaching them to hum the sounds as they say them.
- When students are learning to read words with a new grapheme, they should begin with a short set of consistent examples and proceed to minimal pair contrast words, thus insuring they attend to vowel graphemes in all of the words.
- Sound writing and word building are used as practice activities, not evaluation tools, to help students analyze similarities and differences in spelling patterns.
- It is appropriate to use a rule teaching format for some phonetic, grammatical, and spelling patterns: the teacher shows the word, states the rule, and models self-questioning to apply the rule.
- Before teaching students a strategy for approaching short, unknown words, the teacher should make sure her students have the preskills for blending words.
- It's important to provide guided practice while releasing more and more responsibility to the students until they are able to apply a strategy independently.
- The overt strategy for learning to read multi-syllabic words involves circling prefixes and suffixes, understanding the vowels in the rest of the word, saying the parts, and then making a real word. Finally, students move to doing the strategy covertly and silently in their heads.
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