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Advanced Word Study: Incorporating Word Recognition in the Intermediate Classroom

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Advanced Word Study: Incorporating Word Recognition in the Intermediate Classroom Advanced Word Study: Incorporating Word Recognition in the Intermediate Classroom Debbie Hartwig Regional Literacy Specialist State Support Team 9 Cheryl Byrne Regional Literacy Specialist State Support Team 7 1 Targets ➔ Teach decoding to MS & HS students using more complex words from all cont ent areas ➔ Practice time efficient and effective advanced word study ➔ Practice strategies that all teachers can use to address automaticity of complex word recognition 2 Acromegaly Cholecystitis Dysfibrinogenemia Hypochloremia Osteochondromas Spondylolisthesis Sympathomimetics 3 How did you do? • Were you able to use any strategies to determine the meaning of the words? • Share your thoughts with someone around you. 4 The Simple View of Reading Gough & Tunmer 2 domains Decoding Language Printed Reading X Comprehension = Word Recognition Comprehension Phonological & domains Phonemic Fluency Text Awareness Vocabulary Comprehension domains Phonics ofThe 5Reading Component s of Li t er acy Basic and Advanced Gough & 5 Changing Emphasis of the Subskills of the Five Components of Reading (Appendix I) Component K 1st 2nd 3rd 4th 5th Phonemic Blend & Segment Phoneme Analysis: Addition, Deletion & Substitution; Awareness Spelling Dictation Phonics Sounds/Basic Phonics Advanced Phonics & Multisyllabic & Multisyllabic Word Study Fluency Sounds and Words Words & Connected Text Connected Text Vocabulary Speaking and Listening Listening, Reading, & Writing Reading & Writing Comprehension Speaking & Listening Listening, Reading, & Writing Reading & Writing 6 Reading Rope From Scarborough's "Rope" Model in Handbook of Early Literacy Research, Volume 1, Susan B. Neuman and David K. Dickinson, 2001. 7 Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. 8 Reading Skills Older Readers May Struggle With ➔ Word Recognition ➔ Vocabulary ➔ Fluency Buck, & Torgesen, 2003; Schatschneider, Fletcher, Francis, Carlson, Foorman, 2004 9 What Is Word Recognition? Unit of Analysis 4 Part Processor unreachable word All 4 Parts un - reach - able morpheme Meaning & Context un - reach - a - ble syllable Phonological Orthographic u - n - r - ea - ch - a - b - le grapheme/phoneme Phonological Orthographic u - n - r - e - a - c - h - a - b - l - e letter Orthographic ➔ When we say word recognition we mean the act of saying (labeling) the word that the print represent s. ➔ The ability to recognize whole words depends on the ability to recognize all the units from which a word is built: letters, graphemes, syllables, and morphemes. 10 Word Recognition - the ability to sound out words because we know sound/ symbol correspondences and spelling patterns ➔ At the middle school/high school level this involves breaking up multisyllable words into components and then using meaningful parts such as; un-, ant i-, -ment to decipher the word. 11 Ultimate goal of word recognition is word automaticity to facilitate comprehension. 12 Students in grades 4 - 12 may struggle with ➔ Specifically breaking down multisyllabic words ➔ Using meaning parts of words - morphology ➔ Recognizing words with automaticity 13 Multisyllabic Word Reading ● To progress in reading, students must have strategies for decoding big words. ● From fifth grade on, the average student encounters about 10,000 new words each year. Most of these words are multisyllabic. (Nagy and Anderson 1984) ● It is helpful for students to be familiar with the common rules for syllable division. Knowing these rules and being able to apply them flexibly will help students decode longer multisyllabic words. (Carreker 2005; Henry 2010b) 14 Multisyllabic Word Reading ● According to Shefelbine and Calhoun 1991, “Low decoders, correctly pronounced fewer affixes and vowel sounds, disregarded large portions of letter information and were two to four times more likely to omit syllables.” ● Several studies have shown that teaching students strategies for decoding longer words improves their decoding ability. (Archer et al. 2006) 15 Recognizing a Decoding Problem Symptoms: ➔ Guesses at words from context ➔ Avoids sounding out new words ➔ Confuses similar sounds, symbols, and/or words ➔ Inaccurate reading of nonsense words or words out of context ➔ Inadequate sight word vocabulary ➔ Tir es easily, looks away, is easily fr ust r at ed, hat es t o r ead 16 Video: Pub l ic Sham e Do ALL administrators and teachers in your bui l di ng bel i ev e ALL st udent s can r ead? 17 ➔ Laziness ➔ Lack of vocabulary Adults can ➔ Lack of exposure to interpret behaviors books/print material differently ➔ Comprehension problems ➔ Visual impairments ➔ Inability to use context clues and/or guess 18 Thinking Reading Misconceptions About Reading and Their Consequences by James & Dianne Murphy • If students have not learned to read by high school, it’s too late. – Students can achieve given the right instruction. • Low reading achievement equates to low intelligence. – Lack of reading skills has denied students access to reading materials that would have developed their knowledge of the world. • Intelligence is innate and fixed. – Students who are labelled “slow learners”, who are given access to effective reading instruction, can very quickly display high levels of intelligence. • The student has a processing deficit that prevents them from learning to read. – This places the focus of the problem on the child, not with the instruction and releases teachers and schools from accountability. 19 Can you construct meaning understanding 80% of what you read? Everyone has a favorite attraction at an amusement park, and I am no different. However, unlike most people who seem to prefer roller coasters, my favorite ride is a little more gentle. Every time I go to Coney Island, Navy Pier, or the Santa Monica Pier, I absolutely have to ride the Ferris wheel. The Ferris wheel is simple and yet also quite complex. That is, riding it is easy, but how it works is complicated. A series of carts are attached to a wheel, which is attached to a rim. That rim rotates vertically around an axis, and gravity keeps the carts upright. As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels. 20 90% Everyone has a favorite attraction at an amusement park, and I am no different. However, unlike most people who seem to prefer roller coasters, my favorite ride is a little more gentle. Every time I go to Coney Island, Navy Pier, or the Santa Monica Pier, I absolutely have to ride the Ferris wheel. The Ferris wheel is simple and yet also quite complex. That is, riding it is easy, but how it works is complicated. A series of carts are attached to a wheel, which is attached to a rim. That rim rotates vertically around an axis, and gravity keeps the carts upright. As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels. 21 95% Everyone has a favorite attraction at an amusement park, and I am no different. However, unlike most people who seem to prefer roller coasters, my favorite ride is a little more gentle. Every time I go to Coney Island, Navy Pier, or the Santa Monica Pier, I absolutely have to ride the Ferris wheel. The Ferris wheel is simple and yet also quite complex. That is, riding it is easy, but how it works is complicated. A series of carts are attached to a wheel, which is attached to a rim. That rim rotates vertically around an axis, and gravity keeps the carts upright. As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels. 22 100% Everyone has a favorite attraction at an amusement park, and I am no different. However, unlike most people who seem to prefer roller coasters, my favorite ride is a little more gentle. Every time I go to Coney Island, Navy Pier, or the Santa Monica Pier, I absolutely have to ride the Ferris wheel. The Ferris wheel is simple and yet also quite complex. That is, riding it is easy, but how it works is complicated. A series of carts are attached to a wheel, which is attached to a rim. That rim rotates vertically around an axis, and gravity keeps the carts upright. As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels. 23 We can integrate these strategies to build word recognition. ➔ Phonemic Awareness/Phonics ➔ Vocabulary/ Morphology ➔ Fluency 24 Changing Emphasis of the Subskills of the Five Components of Reading (Appendix I) Component K 1st 2nd 3rd 4th 5th Phonemic Blend & Segment Phoneme Analysis: Addition, Deletion & Substitution; Awareness Spelling Dictation Phonics Sounds/Basic Phonics Advanced Phonics & Multisyllabic & Multisyllabic Word Study Fluency Sounds and Words Words & Connected Text Connected Text Vocabulary Speaking and Listening Listening, Reading, & Writing Reading & Writing Comprehension Speaking & Listening Listening, Reading, & Writing Reading & Writing 25 Phonemic Awareness for Older Students •Correct pronunciations of multisyllable words. Point out where the correction is made and contrast the sounds. •Work with students to segment words auditorily by phoneme AND syllable before writing words. •Draw attention to phonemes to help correct spelling errors and to help students make spelling connections to unexpected spellings. •Provide deeper level manipulation tasks for struggling readers: addition, deletion, substitution, reversal. PHONEMES and SYLLABLES! 26 From Ohio’s Plan to Raise Reading Achievement Appendix I Grades 4 & 5 Phoneme Analysis: Addition, Deletion & Substitution; Spelling Dictation One minute
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