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Early Literacy: Helping Children on the Path to Reading Success Presented by: First Grade Teachers:   Melissa Hembrey, Amy Lederer, Whitney Malone, Jenny Pendleton  Reading Specialist:   Jeri Powers
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]
Why Worry About Basic Early Literacy Skills? ,[object Object],[object Object],[object Object],[object Object]
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills.  School Psychology Review, 27 , 740-753.
Reality: Established Reading Trajectories  are Difficult to Change. “Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9 th  grade.” --Shaywitz, et al., 1993; Francis et al., 1996
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills.  School Psychology Review, 27 , 740-753.
Reality: Traditional  Direct Measures of Reading Identify Trajectories Too Late ,[object Object]
Goal:  All Proficient
How do Children Acquire Essential Early Literacy Skills? ,[object Object],[object Object],[object Object],[object Object]
Characteristics of Families Whose Children Do Well in School ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Time Spent Reading Each   Day
The Power of Parents… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Do We Make Sure Children Don’t Fall Behind? ,[object Object],[object Object]
Parents and Teachers Working Together… ,[object Object],[object Object]
Findings from the  National Reading Panel:  Big Ideas for Reading Instruction Phonemic Awareness Phonics Vocabulary Text  Comprehension Fluency www.nationalreadingpanel.org/
Literacy Assessments:  An Ongoing Process ,[object Object],[object Object],[object Object],[object Object]
How Do You Systematically  Identify Struggling Readers Early? ,[object Object],[object Object],[object Object],[object Object]
Purpose of DIBELS ,[object Object],[object Object],[object Object]
Initial Sound Fluency ,[object Object],[object Object]
 
Phoneme Segmentation Fluency I am going to say a word.  After I say it, you tell me all the sounds in the word.  So, if I say, “sam,” you would say /s/ /a/ /m/.  Let’s try one.  (one second pause).  Tell me the sounds in “mop” Ok.  Here is your first word.
DIBELS Nonsense Word Fluency ,[object Object]
DIBELS Oral Reading Fluency ,[object Object]
Benchmark Reading Assessment Authentic assessment that guides instruction. *Helps to identify the specific strengths our students have and the skill areas where they need support  *Helps to monitor students' growth and development over time.  *Ensure your teaching strategies are at the appropriate level
Analyzing Errors for Instructional Direction
Word Study ,[object Object],[object Object],[object Object]
Diagnostic Word Study Assessment ,[object Object],[object Object],[object Object]
Word Study Stages There is remarkable consistency between the stages of spelling development and the stages of reading acquisition. (Ehri, 1997; Frith, 1985; Juel, 1991)
5 Big Ideas of Literacy ,[object Object],Phonological Awareness Comprehension Vocabulary Fluency
Phonological Awareness “Playing with the Sounds of our Language” ,[object Object],[object Object],[object Object],[object Object]
Phonics ,[object Object],[object Object],[object Object],[object Object]
Fluency ,[object Object]
Vocabulary ,[object Object]
Comprehension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Break-Out Sessions ,[object Object],[object Object],[object Object],[object Object]

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Early Literacy Skills Crucial for Reading Success

  • 1. Early Literacy: Helping Children on the Path to Reading Success Presented by: First Grade Teachers: Melissa Hembrey, Amy Lederer, Whitney Malone, Jenny Pendleton Reading Specialist: Jeri Powers
  • 2.
  • 3.
  • 4. Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27 , 740-753.
  • 5. Reality: Established Reading Trajectories are Difficult to Change. “Approximately 75% of students identified with reading problems in the third grade are still reading disabled in the 9 th grade.” --Shaywitz, et al., 1993; Francis et al., 1996
  • 6. Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27 , 740-753.
  • 7.
  • 8. Goal: All Proficient
  • 9.
  • 10.
  • 11. Time Spent Reading Each Day
  • 12.
  • 13.
  • 14.
  • 15. Findings from the National Reading Panel: Big Ideas for Reading Instruction Phonemic Awareness Phonics Vocabulary Text Comprehension Fluency www.nationalreadingpanel.org/
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.  
  • 21. Phoneme Segmentation Fluency I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause). Tell me the sounds in “mop” Ok. Here is your first word.
  • 22.
  • 23.
  • 24. Benchmark Reading Assessment Authentic assessment that guides instruction. *Helps to identify the specific strengths our students have and the skill areas where they need support *Helps to monitor students' growth and development over time. *Ensure your teaching strategies are at the appropriate level
  • 25. Analyzing Errors for Instructional Direction
  • 26.
  • 27.
  • 28. Word Study Stages There is remarkable consistency between the stages of spelling development and the stages of reading acquisition. (Ehri, 1997; Frith, 1985; Juel, 1991)
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.

Notes de l'éditeur

  1. Note: In spite of interventions!
  2. Note: In spite of interventions!
  3. Formal education is critical. Helps improve children’s language skills and heighten their interest in books.
  4. Torgeson goes on to add that it is a serious tragedy that we know clearly the cost of waiting too long but many school district don’t put into play mechanisms to identify and help children before failure takes hole.
  5. Segmenting and blending sounds, approximation. Predictor of future reading success.
  6. Important because time can be spent focusing on the meaning of what is being read. Close relationship between fluency and comprehension
  7. Don’t just focus on lower level thinking -