5 Components of Reading
February 16, 2006
Reading - a National
Priority
•  Reading is the
foundation for success
•  Reading failure can be
prevented
Ø Through early
intervention (Pre K,
K, 1)
Ø Using researchbased interventions
and assessments
A Psychologist’s Role in
Promoting Reading Literacy
Carol Ronka, PhD, NCSP
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for
Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–
2013 Mathematics and Reading Assessments.
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Teaching Reading IS
Rocket Science
•  It is a job for an expert.
•  It requires disciplined study of
language systems and forms, both
spoken and written.
•  Research has only recently led to
agreement between scientists and
educators as to what needs to be
done.
•  Must use Scientifically-Based Reading
Research.
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Dr. Carol Ronka,
Dr. Kathleen Williams
National research effort
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5 Components of Reading
February 16, 2006
Accepted Findings
Competing Disproven Ideas
•  Role of phonological awareness
(1975-1995)
•  Role of context in WR (1980++)
•  Idea of bonding sound, symbol &
meaning as words are learned and
fluency is gained (1980++)
•  Meaning is constructed by a reader’s
existing schema (1995++)
•  Role of language, vocabulary,
background (1995++)
•  Word recognition is context
driven
•  Whole words are learned through
visual imprinting
•  Children learn to read by read –
importance of interest and
choice
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Characteristics of Proficient
Readers
Written language is harder
than spoken language
•  Can manipulate speech sounds in
words
•  Recognizes new words with few
exposures
•  Links sound with symbol
•  Processes larger “chunks of print”
•  Recognizes words automatically
•  Focuses on meaning
•  Comprehends words, sentences, & text
•  We are not wired for reading as we are
for spoken language
•  Nationally, 25% of the adult
population are non-readers
•  Children begin to speak at age 1, but
do not learn to read until age 5 or 6.
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Dr. Carol Ronka,
Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Characteristics of Poor
Readers
Reading and the Brain
• 
• 
• 
• 
Over-reliance on context and guessing
Limited phoneme awareness
Slow naming speed, lack of fluency
Limited attention available for
meaning due to effort required for
decoding
•  Lack of world knowledge to make
inferences and interpret text
•  Chronic failure limits motivation to
attend and persist
• 
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Processing systems
Phonological Processor
•  This is the speech sound system that
is responsible for the functions of:
Context
Processor
Ø Remembering the words in a phrase or the
sounds in a word;
Ø Comparing words that sound similar;
Ø Retrieving specific words from the mental
dictionary and producing speech sounds;
Ø Holding the sounds of a word in memory
so that it can be written down;
Ø Taking apart sounds in a word so that
they can be matched with alphabetic
symbols.
Meaning
Processor
Phonological
Processor
Speech
Dr. Carol Ronka,
Dr. Kathleen Williams
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Orthographic
Processor
Print
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5 Components of Reading
February 16, 2006
Orthographic Processor
Meaning Processor
•  Processes letters, letter patterns, and
whole words
•  We store word meanings in relation
to:
Ø Recognition and formation of letters
Ø Association of letters with sounds
Ø Attention to letter sequences and
patterns
Ø Fluent recognition of whole words
Ø Recall of letters for spelling
Ø Other words
Ø Categories and concepts
Ø Examples of word use in context
Ø The sounds, spelling, and syllables
Ø Meaningful parts
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Scarborough’s Rope Model of Reading
Development
Context processor
•  Interprets words we have heard,
named, or partially identified, with
reference to:
Ø Language
Ø Experience
Ø Knowledge of the concepts
•  We teach the background that
children need to interpret what they
read.
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Distinct Language
Systems
• 
• 
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• 
• 
• 
• 
• 
Dynamic Indicators of Basic
Early Literacy Skills (DIBELS)
Phonetics: the inventory of speech sounds
Phonology: the use of phonemes in words
Phonics: sound-symbol associations
Orthography: the spelling system
Morphology: the meaningful parts of words
Semantics: word or phrase meanings
Syntax: the rules of sentence structure
Pragmatics: the rules of social language use
and the organization of discourse
• 
• 
• 
• 
• 
First Sound Fluency
Letter Naming Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency CLS and WWR
DIBELS Oral Reading Fluency – with
Accuracy and Retell
•  Daze
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DIBELS and the Processors
7. Daze
background
information
sentence context
Context
Processor
vocabulary
Meaning
Processor
fluency
2.FSF
speech
sound system
3.PSF
Phonological
Processor
speech output
5.DORF
phonics
4.NWF
Phonemic Awareness
1.LNF
letter memory
Orthographic
Processor
writing output
reading input
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
What Is a Phoneme?
What is Phonological Awareness?
• 
• 
• 
• 
• 
•  Phonological awareness is the
recognition of the sound structure
of language as demonstrated by the
ability to listen for, discriminate,
and manipulate sound (i.e. rhyming)
What is Phonemic Awareness?
• 
• 
• 
• 
•  Phonemic awareness is the ability
to detect single sounds (or
phonemes) in words
Single consonants
Short vowels
Long vowels
Consonant digraphs (th, ch, sh, wh)
Long vowel diagraphs (ea, ee, ai, ay,
oa, ow)
Consonant blends - Initial and final
R-Controlled Vowels
Vowel diphthongs (ow, oi, ou, oy)
Schwa
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Developmental stages of
Phonological Awareness
Is There a Difference Between Phonemic
Awareness and Phonological Awareness?
Phonemic
Awareness
Phonological
Awareness
Phonological awareness is a broader term
used when the size of the phonological
unit is larger than a phoneme (onsetrime, syllables, words)
(Smith, Simmons, Kame’enui, 1995)
Dr. Carol Ronka,
Dr. Kathleen Williams
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Moats, 2003
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5 Components of Reading
February 16, 2006
Awareness Progression (Cont.)
Awareness Progression
•  Syllable Blending
•  Letter knowledge
Ø Listen to simple polysyllabic words
spoken in separate syllables and say the
complete blended word
Ø Recognize, name, and distinguish upperand lower-case letters
•  Phonemic Awareness – Consonants
•  Word segmentation
Ø Tell whether the initial sounds are the
same or different in two spoken words
Ø Tell whether the final sounds are the
same or different in two spoken words
Ø Recognize individual words within a
sentence
•  Syllable Segmentation
•  Phonemic Awareness – Vowels
Ø Recognize and separate syllables within
words
Ø Tell whether the vowel is the same or
different in two spoken words
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Awareness Progression (Cont.)
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Phonological Awareness Can be
Viewed Along a Continuum
•  Phonemic blending
Ø After hearing separate phonemes, blend
them and say the complete word
•  Phonemic segmentation
Phonemes
Ø After hearing a complete word, separate and
pronounce the individual sounds
•  Rhyming
Ø Recognize and produce rhyming pairs
Ø Given onset consonants and a phonogram,
can blend them to produce rhyming words
Ø Upon hearing a series of rhymes, can break
the rhyme into the onset and the rime
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Dr. Carol Ronka,
Dr. Kathleen Williams
Onset / Rime
Syllable
Words in a Sentence
Rhyming/Alliteration
Simple
Complex
Based on The Reading Academy materials developed by the
University of Texas
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5 Components of Reading
February 16, 2006
Examples of Alliteration and
Onset – Rime Activities
Alliteration
Phonemic Awareness Tasks Are
At Different Levels of Complexity
I’ll say a phrase:
Isolation
Identity
Categorization
“Big brown bears.” Let’s make a
sentence about the bears using 2 more
words that begin with the /b/ sound.
Blending
Segmentation
Deletion
Addition
Substitution
Phonemic
Awareness
Phonemes
The first part of sip is /s/.
Onset-Rime / Rhyming
Onset-rime
Syllable
The last part of cat is “–at”.
Words in a Sentence
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Three Progressive Levels of
Phonemic Awareness
Which Levels
Are Measured in
DIBELS?
Isolation
Identification
Categorization
Deletion
Addition
Blending
Substitution
Segmentation
Categorization
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Deletion
Addition
Substitution
Which Phonemic Awareness
Activity Is This?
Purpose: Children recognize individual sounds in a
word.
Children:
• FSF measures isolation &
identity
• PSF measures segmentation
Dr. Carol Ronka,
Dr. Kathleen Williams
Blending
Segmentation
Teacher:
Isolation
Identity
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What is the first sound in van?
The first sound in van is /v/.
•  Isolation
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5 Components of Reading
Isolation
Identification
Categorization
Blending
Segmentation
February 16, 2006
Deletion
Addition
Substitution
Isolation
Identification
Categorization
Which Phonemic Awareness
Activity Is This?
Deletion
Addition
Substitution
Which Phonemic Awareness
Activity Is This?
Purpose: Children recognize the word in a
set of 3 or 4 words that has the “odd” sound.
Purpose: Children recognize the same sounds in
different words.
What is the first sound in fix,
Teacher:
fall, and fun?
Which word doesn‘t belong?
Teacher:
The first sound, /f/, is the
same.
Children:
Blending
Segmentation
bus, bun, rug
Rug does not belong. It
doesn’t begin with /b/.
Children:
•  Identification
•  Categorization
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Isolation
Identification
Categorization
Blending
Segmentation
Deletion
Addition
Substitution
Isolation
Identification
Categorization
Which Phonemic Awareness
Activity Is This?
Purpose: Children listen to a sequence of separately
spoken phonemes, and then combine the phonemes to
form a word.
Teacher:
What word is /b/ /i/ /g/?
•  Blending
Deletion
Addition
Substitution
Which Phonemic Awareness
Activity Is This?
Purpose: Children break a word into its separate
sounds, saying each sound as they tap out or
count it.
Teacher:
How many sounds are in grab?
/g/ /r/ /a/ /b/
4 sounds.
•  Segmentation
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Dr. Carol Ronka,
Dr. Kathleen Williams
Blending
Segmentation
Children:
/b/ /i/ /g/ is big.
Children:
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5 Components of Reading
Isolation
Identification
Categorization
Blending
Segmentation
February 16, 2006
Deletion
Addition
Substitution
Isolation
Identification
Categorization
Which Phonemic Awareness
Activity Is This?
Purpose: Children recognize the word that
remains when a phoneme is removed from
another word.
Teacher:
What is smile without the /s/?
Children:
Blending
Segmentation
Deletion
Addition
Substitution
Which Phonemic Awareness
Activity Is This?
Purpose: Children make a new word by adding
a phoneme to an existing word.
Smile without the /s/ is mile.
•  Deletion - - What skills are involved in
phoneme deletion?
•  Isolation, deletion, & blending
Teacher:
What word do you have if you
add /s/ to the beginning of park?
Children:
Spark.
•  Addition
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Isolation
Identification
Categorization
Blending
Segmentation
Deletion
Addition
Substitution
Quick Review
What type of PA activity is each of these?
Which Phonemic Awareness
Activity Is This?
•  What is the first sound in man?
•  Isolation & Identification
Purpose: Children substitute one phoneme for
another to make a new word.
Teacher:
The word is bug. Change /g/ to /n/.
•  What is the word if I add /s/ in front of “eye”?
•  Addition
What’s the new word?
Children:
Bun.
Deletion
Addition
Substitution
•  What is park without the /p/?
•  Deletion
•  Substitution - What skills are
involved in phoneme substitution?
•  Isolation, deletion, addition, blending
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Dr. Carol Ronka,
Dr. Kathleen Williams
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•  Which word doesn’t belong?
truck, trailer, car
•  Categorization
Blending
Segmentation
Isolation
Identification
Categorization
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5 Components of Reading
Quick Review
February 16, 2006
(continued)
•  The word is cat. Change /c/ to /h/. What’s the new
word?
•  Substitution
•  How many sounds are in pat and what are they?
•  Segmentation
Phonics
•  What is the first sound in tin, tall, and toy?
•  Identification
•  How many sounds are in tag and what are they?
•  Segmentation
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Importance of Phonics
Phonics: How print represents
words
•  Even good readers learn to spell
better with phonics
•  Many children do better with
phonics instruction that is
explicit, systematic, and
cumulative and that moves from
simple to complex
The association between sounds
and symbols:
• 
• 
• 
• 
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Dr. Kathleen Williams
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Sounds - Phonology
Symbols - Orthography
Language of origin - etymology
Meaningful word parts - morphology
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5 Components of Reading
February 16, 2006
What is explicit, systematic
phonics?
How much time should be spent
teaching phonics
What makes it systematic?
Ø Preplanned skill sequence
Ø Progresses from easier to more difficult
What makes it explicit?
The teacher:
Ø explains and models
Ø gives guided practice
Ø watches and gives corrective feedback
Ø plans extended practice on skills, as
needed by individuals
Ø 1st grade—up to 40% of the
instructional time.
Ø 2nd grade—time equally divided
between comprehension and
language instruction.
Ø 2nd grade—20% on phonics
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Example of a Typical Phonics
Lesson
Routines of a Phonics
lesson
Components
Letters
Sounds (PA)
Letter-sound association
Word building
Spelling
Sentence dictation
Reading decodable text
Application to other contexts
State Goal & Purpose
Review
Teaching a new phoneme
Word Building & Spelling
Writing Sentences to Dictation
Reading Text
Application to other contexts
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Dr. Carol Ronka,
Dr. Kathleen Williams
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# of
minutes
1
3-5
3-5
5-10
5-10
10
3-5
30–45 minute lesson for teaching a new
phoneme
From LETRS – Louisa Moats
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5 Components of Reading
February 16, 2006
Common sequence of LetterSound Instruction
Ways of teaching sound
blending
•  Limited set of consonants + 1st
short vowel
•  Next group of consonants + 2nd
short vowel
•  More consonants + short vowels
•  Digraphs - ch, sh, th, th, wh
•  Multiple spellings for 1 sound /
k/ spelled c, k, ck
•  Silent e
•  Long vowels
•  Endings - s and es
•  Additive Blending - add one
phoneme at a time to the whole
•  Whole Word Blending - say each
phoneme and then blend
together to say the whole word
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Defining a new phonics
concept
Word Building
•  Grapheme mapping - each box in
a grid represents phoneme in a
word
•  Word chaining - guide students
toward contrasting minimal pairs of
words that differ only in one speech
sound
•  Say what it is.
•  Say what it is not.
•  Give good examples.
•  Give non-examples.
•  Give practice identifying examples and
explain why they are good or not good.
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Grapheme-Morpheme mapping
What’s different about word
building?
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• 
• 
• 
• 
• 
Attention to what is new
Attention to all letters in a word
More attention to vowels
Spiraling sequences
Begin where students is
Use child’s error as opportunity to
show the difference between what was
read and correct response
• Use this grid to map phonemes to graphemes.
• Each square is one phoneme.
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Sentence Dictation
Slow Word Dictation
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• 
• 
• 
Say the sentence.
Students repeat to themselves.
Say each word while students write.
Write the sentence on the board so
students can proofread their own
papers.
•  Check what they have done!
•  Dictate word
•  Have student repeat the word
•  Have student segment sounds
•  Student writes the letters or
shows the sound in some other
way
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Whole Word Memory
Techniques for High Frequency
Words
Decoding multisyllabic
words
•  Introduce in sentence context.
•  Spell aloud.
•  Trace letters while saying each letter’s
name.
•  Write the word large in the air, using whole
arm.
•  Cover and write from memory.
•  Review often on cards and written text.
•  Student must be able to divide
words into recognizable chunks
•  Students need training in types
of syllable division
•  Syllabication strategies can be
used to approximate a word’s
pronunciation
•  Group by pattern whenever possible.
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Speed drills demonstrate
fluency
Reading Big Words
•  Look for word parts at beginning of
word (prefixes)
•  Look for word parts at the end of the
word (suffixes)
•  In the base word, look for familiar
spelling patterns
•  Sound out and blend together the
word parts
•  Say the word parts fast - adjust
pronunciation as needed.
•  Short (one minute).
•  Distributed (a couple per day).
•  Focused (on repeating stimuli).
•  Given to those who are too slow (use
DIBELS benchmarks).
•  Good for peer partner, volunteer,
parent, or paraprofessional to help
with.
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Integrate Phonics with
“Real Reading”
•  Early reader’s should use text
that is controlled by
Fluency and
Comprehension
Ø Word frequency
Ø Phonic decodability
Ø Language patterning
•  Decodable text bridges phonics
instruction to “real reading.”
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Automaticity
The ability to translate letters-to-soundsto-words fluently, and effortlessly (LaBerge
and Samuels,1974).
The fluent reader is "one whose decoding
processes are automatic, requiring no
conscious attention" (Juel, 1991).
Such capacity then enables readers to
allocate their attention to the
comprehension and meaning of the text.
Dr. Carol Ronka,
Dr. Kathleen Williams
Fluency
The combination of accuracy and
speed. Fluency in oral reading
includes additional dimensions
involving the "quality" of oral
reading including intonation and
expression.
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5 Components of Reading
What is Fluency?
Fluency is reading words with no
noticeable cognitive or mental effort.
It is having mastered word
recognition skills to the point of
overlearning. Fundamental skills are
so "automatic" that they do not
require conscious attention.
Reading with Expression
ABC? DEF. GHI! JK? LMN. OPQ?
RS! TUV. WX? YZ!
I am here. I am here. I am here.
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
Points to Remember
•  Fluency is not an end in itself but a critical
gateway to comprehension. Fluent reading frees
resources to process meaning.
•  For students to develop fluency, they must:
perform the task or demonstrate the skill
accurately, and
perform the pre-skills of the task quickly and
effortlessly.
•  Once accurate, fluency develops through
plentiful opportunities for practice in which the
task can be performed with a high rate of
success.
Phrase-cued Reading
Once upon a time / there was a
little girl / whose home was
down / a deserted road / deep in
the forest. // The little girl / loved
living / in the forest / among the
animals.
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5 Components of Reading
Levels of Challenge
Independent Reading Level: 95% or higher
Instructional Level: 90-95%
Frustration Level: 89% or lower
For fluency building, materials should be
at instructional level or above. (Hasbrouck,
1998)
February 16, 2006
What Kind of Practice
•  A student must be able to
correctly read approximately
95% of the words accurately to
comprehend what is read.
•  In addition, a student must know
the meanings of between 90-95%
of the words being read.
Louisa Moats, Summer Institute 2016
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Repeated Oral Readings
•  Students read and reread a text a
certain number of times or until a
certain level of fluency is reached
•  Oral reading practice is increased
through the use of audiotapes, tutors,
peer guidance, or other means.
The goal is comprehension
•  Automaticity is never an end in and of
itself
•  Fluency is the bridge to
comprehension
•  Fluency is ONE prerequisite for
comprehension; language processing,
background knowledge, strategies are
necessary as well
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Dr. Carol Ronka,
Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Ways to Develop Fluency
•  Model fluent reading.
•  Provide direct instruction and feedback.
•  Provide reader support (choral reading
and reading while listening).
•  Use repeated readings of one text.
•  Cue phrase boundaries in text.
•  Example: In the summer / I like / to
swim / at the beach.
•  Provide students with reading materials
at the 92-95% accuracy level
Supporting student’s
comprehension
•  Give students less material to
read ‘per chunk’ Ask students to
pre-read & prepare by reading the
selection silently to locate any
troublesome words
•Use Attribute Reading
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Attribute Reading
Overview
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Attribute Reading
Procedure
•  Replaces Round-Robin reading,
which excludes multiple student
participation.
•  Encourages active participation of
all students, 100% of the time.
•  Enables teacher to control reading
situation to check abilities as well
as weaknesses
•  All students silently pre-read the
first item in a series (e.g., paragraph,
sentence, word, row of words).
•All students orally read the first item
in a series.
•Change attribute category beginning
with the second item in a series.
Pat Sekal, PhD
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5 Components of Reading
February 16, 2006
Four Metacognitive
Strategies
Questioning Strategy
•  Students ask themselves the “w”
questions
•  Questioning
•  Clarifying
•  Summarizing
•  Predicting
Ø Who, where, when, why, and what
Ø Aids comprehension of directly stated
details
Ø Similar to the knowledge level of
Bloom’s taxonomy
Ø Student should be able to define,
distinguish, identify, recall, or recognize
information read
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Clarifying Strategy
Summarizing Strategy
•  Students can identify the story
grammar (narrative elements)
•  Students can identify the main idea
or theme
Ø Setting, plot, characters, theme, narrator,
and other elements of the story
Ø Beginning and end, conflict and
resolution, goals and obstacles of
characters
Ø Separate supporting ideas from
unimportant or irrelevant information
Ø Conclude, differentiate, explain,
illustrate, interpret, and rephrase
Ø Sequence the events of the story
Ø Can recognize or conclude from stated
information
Ø Or, may have to deduce, contrast, or
derive unstated information
Ø Rename the story
Ø Recognize whether the story is fact or
fiction
Ø Summarize each paragraph with only one
or two words
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Dr. Kathleen Williams
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5 Components of Reading
February 16, 2006
Predicting Strategy
Prior Knowledge
•  Student is able to read and
comprehend provided information and
predict information not specifically
stated
•  Students have prior knowledge and
experience to:
Ø interpret material
Ø elaborate and extend meaning
Ø Young students - listen and predict what
will happen next
Ø Older students - read and predict a possible
conflict or resolution
Ø More mature students – evaluate, assess,
and judge
•  Students recognize that personal
beliefs shape interpretation
Ø critical lenses
•  Students use social, cultural, and
historical context to guide
interpretation
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Overview
•  Introduction to the language connection to
literacy
•  Pre-kindergarten through Fourth Grade
•  Grades 5 through 8
•  High School and beyond
•  Interpreting assessment results
•  Reading and writing connection
•  3-Tier Model for teaching vocabulary
The Language
Connection to Reading:
Addressing the Needs
of Struggling Readers
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Dr. Kathleen Williams
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5 Components of Reading
Mahatma Gandhi, as you know, walked
barefoot most of the time, which
produced an impressive set of calluses on
his feet. He also ate very little, which
made him rather frail and, with his odd
diet, he suffered from bad breath. This
made him a super calloused fragile
mystic hexed by
halitosis.
Assignment #1
•  Think of a new word or phrase
you learned as an adult and the
link to previous knowledge that
helped you understand its
meaning
Ø paradigm
Ø segue
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
supercalifragilisticexpialidocious
Oral Language & Literacy
•  Testing vocabulary and oral language skills is
part of most preschool screening batteries
and College and Career Readiness K to 3
programs
•  Not all children come to school with the basic
vocabulary knowledge required to understand
the directions and instructions of the
classroom
•  Hart & Risley (1995) demonstrated that early
differences noted in children entering school
remain static throughout their education
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5 Components of Reading
February 16, 2006
Oral Language & Literacy
•  Very little instruction in vocabulary
and oral language takes place in the
regular classroom
•  Without a basic vocabulary and
knowledge of the syntax of language,
the potential for developing a reading
problem is great
•  Reading is a receptive language task
Limited Vocabulary &
Oral Language Skills
•  Children identified with a reading disability
have limited reading vocabularies and lack
the necessary comprehension skills to
develop vocabulary
•  Language deficits are found in 90% of
students identified as LD
•  Many children with an underlying language
disability, also demonstrate poorly
developed oral vocabularies
The “Matthew” Effect
•  The more words you know,
the more you can read
•  The more you read,
the more words you will learn
•  For the child starting out with a
limited vocabulary, “more” reading
does not result in “more”
vocabulary
»  Stanovich, 1986
Dr. Carol Ronka,
Dr. Kathleen Williams
23
5 Components of Reading
The “Matthew Effect” on
Language Development &
Comprehension
•  The oral language skills young
children have help them learn to
comprehend what they read.
•  What they read further develops their
oral language skills and background
knowledge.
•  Well-developed language skills and
wide background knowledge help older
students comprehend more difficult
and complex literature.
February 16, 2006
How children learn
Listening Comprehension
Reading Comprehension
1
2
3
4
5
6
7
8
9
10
11
12
13
age
Thomas G Sticht, et. al. (1974) Auding and reading: A Developmental Model (Alexandria, VA:
Human Resources Research Organization, U.S. AFHRL Technical Report, No. 74-36.
94
The Benefits of Reading
Aloud to Children
•  Continue, even through upper grades
•  Read slightly above level
•  Why:
Ø  Develops background knowledge
Ø  Builds vocabulary
Ø  Increases familiarity with language patterns
Ø  Develops familiarity with story structure
Ø  Develops print awareness
Ø  Models fluency, prosody, appropriate emotion
Ø  Helps to view reading as pleasurable
Dr. Carol Ronka,
Dr. Kathleen Williams
Feedback from
Assignment #1
Slide 87
24
5 Components of Reading
February 16, 2006
Assignment #2
Pre-Kindergarten
through
Fourth Grade
•  Building vocabulary, language
skills, and world knowledge is
often done with thematic units
with young children. Can you
remember a thematic unit from
your early education?
Ø Ex: linking grocery shopping with
names of fruits and vegetables
What Does It Mean to Know
a Word
What Does It Mean to Know
a Word
•  Phonological form (sounds, syllables) what is the difference between the
words anecdote and antidote?
•  Morphological form (meaningful parts)
- how does knowing the meaning of
persuade assist in knowing the
meaning of the dissuade?
•  Spelling patterns (orthographic form) How do you spell passed?
Dr. Carol Ronka,
Dr. Kathleen Williams
Ø Most people will say past.
•  Meanings and meaning networks Define the word green
Ø now define green in terms of golf.
25
5 Components of Reading
What Does It Mean to Know
a Word
•  Syntactic roles - what role does
the word avoid take (verb)? What
role does a word like avid take
(adjective)?
•  Linguistic history (etymological
features) - Where does the word
metamorphoses come from?
February 16, 2006
Word-Learning Tasks
• 
• 
• 
• 
• 
Sight words
Multiple-meaning words
New labels
New concepts
Words gradually become part of
receptive oral and written
vocabularies
•  Move words into expressive spoken
and written vocabularies
Effective Vocabulary Instruction
•  Language rich activities involving listening
and speaking
•  Wide reading at home and in school
•  Provide illustrations in natural contexts
•  Demonstrate use of context to derive
meaning
•  Provide exposure to different definitions
•  Build conceptual foundation and semantic
relations
•  Provide ways to remember basic word
meanings
Dr. Carol Ronka,
Dr. Kathleen Williams
26
5 Components of Reading
Vocabulary Instruction Steps
Step 1 Introduces new word
Step 2 Link: Integrates new information
with prior knowledge
Step 3 Rehearse: Facilitates re-exposure
to words
Step 4 Practice: Provides opportunities
for meaningful use
February 16, 2006
How Does Pre-K Vocabulary
Develop?
•  Use of varied vocabulary during meal
times
•  Intellectually challenging conversation
•  Rich curriculum in preschool
•  Dialogic reading in school
•  Home book reading time
G. Whitehurst, C. Lonegan;
D. Dickinson, C. Snow
From LETRS by Louisa Moats
Pivotal Early Childhood Themes
for PreK to 2nd Grade
•  Natural Context for
Vocabulary Development
Ø Animals
Ø Weather
Ø Self-esteem
Ø Family
Ø Holidays
Ø World Cultures
Ø Community
Dr. Carol Ronka,
Dr. Kathleen Williams
Feedback from
Assignment #2
Slide 97
27
5 Components of Reading
Developing Conceptual Words
with Young Children
•  Cut cardboard tubes into
graduated lengths
Ø Longest, tallest, shortest, identical,
nearest, etc.
•  Use toys from fast-food
restaurants for teaching
prepositions
February 16, 2006
Developing Conceptual
Words with Young Children
•  Empty egg cartons & dry cereal
pieces can illustrate quantity &
numerical concepts
Ø More, less, some, none, few, many, same,
etc.
Ø One, two, three, etc.
Ø Grocery store visit
Ø Over, on, above, next, etc.
Labeling Activities for
Young Children
•  Outline the shape of simple objects
Ø Child must match objects to shape (in one
try) and name it
•  Using grocery and discount store
flyers, create separate posters
Ø Things that go in the kitchen, the bath,
the bedroom, the garage, etc.
Grades 5 through 8
•  Have child sort various buttons in an
empty egg carton
Ø Ask child why buttons are sorted the way
they are
Dr. Carol Ronka,
Dr. Kathleen Williams
28
5 Components of Reading
Assignment #3
•  Think of a word or phrase that
you learned “growing up,” one
that was part of your culture
and/or home life but may not be
known by others in the audience
Gradual decline in the apparent verbal
ability of some LD students may come
about because of limited exposure to
written text:
•  Middle-grade readers
Ø Least able readers read about 100,000
words per year
Ø Average readers read about 1,000,000
words per year
Ø Voracious readers read as much as
10,000,000 words per year
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
More Facts from Vocabulary
Research
•  Children should have 5000 words in their
vocabularies when they come to school
•  3000 words are added to the oral
vocabulary each year in the early grades
•  Between 8th and 9th grade, students are
encountering approx. 88,000 new reading
words
•  Students must learn 400 new words a
month or about 20 per day to maintain
growth
Reading-disabled students with
Poor Receptive & Expressive
Vocabularies
•  Poor fund of knowledge about the
world
•  Problems with speed and accuracy of
word reading and linguistic
processing
•  Inactive learning strategies or
comprehension-monitoring strategies
•  Read less than their peers: fewer
opportunities to learn new words
29
5 Components of Reading
Children with Language
Disabilities
•  May initially demonstrate average or aboveaverage vocabulary skills
•  May not be identified in the early years if
only screening device is a vocabulary test
•  May develop vocabulary problems as other
language difficulties prevent or impede
instruction in content areas
•  Later retesting of vocabulary and language
skills may demonstrate marked decline in
scores
February 16, 2006
Differentiated Vocabulary
Instruction
•  Students will learn about 1/2 of their new
words through context; 1/2 need to be
taught
•  Methods based on an informationprocessing model, allow children to learn
words in natural contexts and link new
information with prior knowledge
•  Need to provide different approaches for
vocabulary instruction for different types
of poor readers
Developing Advanced
Vocabulary
•  Complex concepts need to be
taught
Ø Words with multiple meanings
•  Examples:
§  fray, fuse, maroon, toast
Ø Homophones
•  Examples:
§  rack, wrack
§  cannon, canon
§  disburse, disperse
Dr. Carol Ronka,
Dr. Kathleen Williams
30
5 Components of Reading
Comprehension Depends on
Knowing Word Meanings
•  Vocabulary knowledge is strongly related to
overall reading comprehension.
•  If a word is decoded and pronounced but the
meaning is not recognized, comprehension
will be impaired.
•  Knowledge of a word’s meaning also
facilitates accurate word recognition.
February 16, 2006
What is “Vocabulary”?
•  Storehouse of known meanings in the
mental dictionary (lexicon).
§  Recognition vocabulary (for listening and reading)
is far greater than productive vocabulary (for
speaking and writing) in most people.
•  The term does NOT refer to the number of
words children can decode in print.
The phonological, orthographic, and meaning
processors all contribute to reading!
From LETRS Module 4, used by permission
Listening and Reading
Relationship
•  Before the middle grades, children
can read many fewer words than they
comprehend through listening.
•  After the middle grades, vocabulary
knowledge expands as a function of
reading itself; more words are learned
from reading than from listening to
spoken language.
From LETRS Module 4, used by permission
How We Know Words (1)
By reading a lot:
•  at the right level of difficulty
•  in sufficient amounts
•  with sufficient motivation to
pursue understanding.
From LETRS by Louisa Moats
From LETRS Module 4, used by permission
Dr. Carol Ronka,
Dr. Kathleen Williams
31
5 Components of Reading
February 16, 2006
How We Know Words (2)
•  Through exposure to multiple
examples in context, spoken
and written
•  Through explicit instruction:
Ø Constructing definitions and
using a dictionary
Ø Analyzing word structure
Ø Exploring word relationships
Why the Dictionary Alone
is Not the Answer
•  Reading a definition does not tell us how
a word is actually used
•  We need examples in context to infer the
connotation and denotation of the word
•  Dictionary definitions can be truncated
and incomplete
•  Being able to define a word is an end
result of knowing the word very well
From LETRS by Louisa Moats, Ph.D.
From LETRS Module 4, used by permission
Making Definitions
•  Use the following format to write
a definition for each word listed
below:
A _____ is (a) ______ that (is, does)
________. (critical feature)
Ex: A river is a body of water that
flows into the ocean.
How We Learn Words (3)
By becoming conscious
(acquiring decontextualized
knowledge):
Ø of the word’s sounds and
morphemes
Ø of the word’s origins
Ø of the word’s usage and
multiple meanings
From LETRS by Louisa Moats, Ph.D.
Dr. Carol Ronka,
Dr. Kathleen Williams
32
5 Components of Reading
February 16, 2006
Vocabulary-Building in
Natural Contexts
•  Read or tell stories
Ø Ask questions
Ø Ask for a different word
Ø Ask student to retell story
Ø Demonstrate how the context of the story
can explain the meaning of an unknown
word
•  Tell jokes or tall tales
Ø Why is it funny? Unusual? Odd?
Ø Ask student to retell changing a key word
Building New Words by Adding
a Suffix
•  Changing verb forms
•  take > taken
•  Make a singular noun plural
•  marsh > marshes
•  Change a verb to a noun
•  arrange > arrangement
•  Change a noun to an adjective
•  pity > pitiless
•  Change an adjective to a noun
•  great > greatness
•  Change an adjective to an adverb
•  annual > annually
Dr. Carol Ronka,
Dr. Kathleen Williams
Building Links
Among Word Families
•  Use root words
Step 1: Start with a word student knows
•  incredible - cred is a Latin root word meaning “to
believe”
Step 2: Build a list of words with the same root
•  discredit, credence, credible, credibility
•  Build new words using a suffix
Step 1: Explain the meaning of a suffix
•  -ant means “a person who”
Step 2: Start with a word the student knows
•  command
Step 3:Add a suffix & ask student to explain new word
•  commandant
33
5 Components of Reading
February 16, 2006
Integrate New Information with
Prior Knowledge
•  Build new words using prefixes
•  If centennial means 100 years, what does
bicentennial mean?
•  Use Compound words
•  Show two pictures & have students guess the
compound word (handbook)
•  Have student illustrate compound words and
make others guess
•  Words about time
•  quarter or half past or to the hour
•  weekly, daily, millennium
Feedback from
Assignment #3
Provide Exposure
to Different Definitions
•  Homophones - words that sound the
same but have different meanings.
•  do/dew/due
•  cent/scent/sent.
•  Words with Multiple Meanings
•  Use context (cue)
•  Use pronunciation. (console)
•  Words that sound or look similar.
•  casual/causal
•  through/thorough
High School and Beyond
Slide 112
Dr. Carol Ronka,
Dr. Kathleen Williams
34
5 Components of Reading
February 16, 2006
Dimensions of Word
Knowledge
Dimensions of Word
Knowledge
• 
• 
• 
• 
• 
• 
Semantic Features
Feature analysis is a formal comparison of
the aspects of meaning that define an entity
or concept. It can be useful for
differentiating terms such as “shell,” “nest,”
and “burrow.”
Try marking the features of “cup,” “glass,”
and “mug.” To what extent do these words
have “semantic overlap”?
From LETRS Module 4, Used by permission
Dr. Carol Ronka,
Dr. Kathleen Williams
Semantic features
Categorical features
Multiple Meanings
Antonyms and Scaling
Contextual uses
Synonyms
Provide Context
Preview key words by starting a
discussion in which the words are used
several times.
“Learning to accept responsibility is
sometimes a hard thing to do when
you’re growing up. Have any of you
ever had responsibility for a younger
sister or brother, or even a pet? What
are you responsible for doing?”
From LETRS Module 4, Used by permission
35
5 Components of Reading
Semantic features
•  Some nouns are countable
Ø Ex: pencils, cars, dogs
•  Some nouns are not countable
Ø Ex: sand, water, air
•  Some verbs require a direct object,
others don’t
Ø Ex: worked, ran, dozed (no object needed)
Ø Ex: presented, directed, (object needed)
Assist Student’s Efforts to
Derive Meanings from Context
•  Words that continue thought or idea
•  again, moreover, other, also similarly
•  Words that indicate sequence
•  first, after, while, during, always
•  Words that signal a change in meaning
•  although, despite, however, rather
•  Illustration
•  for instance, such as, specifically
•  Words that indicate conclusion
•  consequently, finally, hence
February 16, 2006
Antonyms and Scaling
•  Antonyms can be gradable or
complementary.
•  Gradable can be used to show degrees
of an attribute
Ø Ex: Fat-----thin
•  Complementary are either one or the
other
Ø Ex: dead----alive
Word Structure and Word
Meaning
•  Notice word pronunciation and
word spelling.
•  Explore morphology (compounds,
prefixes, roots, suffixes).
•  Generate a definition then check
it against the dictionary.
•  Compare similar words.
From LETRS Module 4, Used by permission
Dr. Carol Ronka,
Dr. Kathleen Williams
36
5 Components of Reading
Example, Word Structure
Analysis
Word dissection:
collections = col + lect + tion + s
hopelessly = hope + less + ly
Word cousins:
sanitation, sanitary, sanitize (from the Latin layer
of English, “sanitus” = “health”)
February 16, 2006
Active Processing of
Meaning
•  Construct a conceptual map of the
word’s meaning
•  Write and say the word
•  Locate examples of the word’s use
outside the classroom (Word Wizard)
•  Contrast the word with confusable
words
•  Enter the word in a personal dictionary
From LETRS Module 4, Used by permission
Contextual Vocabulary for
Adolescents
•  Road signs
•  low clearance, minimum speed,
merge
•  Want ads & job applications
•  applicant, supervisor, transcript,
reference
•  Words on a paycheck
•  gross pay, withholding, deductions
•  Income tax
From LETRS Module 4, Used by permission
Strategies for Reading
Multisyllabic Words
•  Overt Strategy
Ø Circle the word parts (prefixes) at the
beginning of the word
Ø Circle the the word parts (suffixes) at the
end of the word
Ø Underline the letters for vowel sounds in
the rest of the word
Ø Say the parts of the word
Ø Say the parts fast
Ø Make it a real word
•  refund, wages, dependent
From REWARDS by Anita Archer
Dr. Carol Ronka,
Dr. Kathleen Williams
37
5 Components of Reading
February 16, 2006
examples
Examples
•  reconstruction
•  Reconstruction
•  invitation
•  Invitation
•  optical
•  Optical
Strategies for Reading
Multisyllabic Words
•  Covert Strategy
Ø Look for word parts at the
beginning and end of the word and
vowel sounds in the rest of the word
Ø Say the parts of the word
Ø Say the parts fast
Ø Make it a real word
Comprehending Challenging
Material
} Semantics
•  Idioms
Ø beg the question
§  To assume what has still to be proved
Ø damn with faint praise
§  To criticize someone or something
indirectly by giving a slight compliment
•  Proverbs
Ø Half a loaf is better than none
Ø Great oaks from little acorns grow
Dr. Carol Ronka,
Dr. Kathleen Williams
38
5 Components of Reading
Comprehending Challenging
Material - Syntax
Ø Sentence structure
•  Compound – Two independent
clauses joined by a coordinating
conjunction
§ She went to the store and he
washed the car.
•  Complex – One independent clause
and one or more dependent clauses
§ She went to the store instead of
washing the car.
Comprehending Challenging
Material
Ø Supralinguistic
•  Lack of world knowledge
§  “Will things get as bad as in the ’30’s?”
§  “You look like a fish out of water.”
•  Inability to make an inference or a
prediction
§  Identifying the story grammar as you read and
being able to read “between the lines.”
•  Inability to derive meaning from context
•  Comprehending the meaning of low
frequency words
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
Comprehending Challenging
Material - Syntax
Ø Compound/Complex – Two or
more independent clauses and
one or more dependent clauses
•  She went to the store and he washed
the car instead of shopping with her.
Ø Embedded clauses and phrases
•  When someone achieves what no one
else has done, people notice.
Comprehending Challenging
Material
•  Reading is a complex, recursive
thinking process
•  Goal is to be a fluent reader
Ø A reader that can hear the voice of the
author
•  Fluent reading is not fast reading
Ø It is not “machine gun” decoding
•  Good readers use lots of
strategies to make sense of text
39
5 Components of Reading
February 16, 2006
Comprehending
Challenging Material
•  Use existing knowledge to make sense
of new information
•  Ask questions before, during, and
after reading
•  Draw inferences from the text
•  Monitor their comprehension
(clarifying)
•  Determine what is important
(summarizing)
•  Synthesize information to create new
thinking (predicting)
Comparison of words
AngloSaxon
Earth
Earthquake
Fire
Water
Waterfall
Dr. Carol Ronka,
Dr. Kathleen Williams
Latin
Terra
Terrain
Ignis
ignite
Agua
Aquarium
Greek
Gea
geology
Pyro
Pyrotechnic
Hydr
Hydrogen
Layers of English
•  Teaching English requires the
teaching of four languages
•  Anglo-Saxon - 1% of our words, but
the most frequently used
•  Latin - over 50% and include prefixes,
roots, and suffixes
•  Greek - 10% of our words, combining
forms used in science
•  French - advanced and sophisticated
vocabulary needed by older students
Modern English
•  Great Vowel Shift (1400-1600)
•  Pronunciation moved further forward
in the mouth
•  Occurred after the development of the
printing press
•  Spelling did not change to reflect the
changes in pronunciation
•  Today we have 30 vowel digraphs
whereas European languages have 4
40
5 Components of Reading
February 16, 2006
Receptive > Expressive
Interpreting Assessment
Results
Expressive > Receptive
•  Significantly higher EVT-2 score
•  Lack of automaticity of word
recognition skills
•  Deep processing vs. Superficial
•  Less engagement in task
•  Limited experiential background; knows
only one label
•  Different cultural or “world knowledge”
base; can say an acceptable word
•  History of hearing impairment; has
learned a specific set of labels
Dr. Carol Ronka,
Dr. Kathleen Williams
•  Significantly higher score on PPVT-4 than
EVT-2
•  Good guesser; may have some knowledge of
the word and can rule out one or two of the
options
•  Good lexical store, but a problem with word
retrieval
•  Strong knowledge of the prevailing culture;
knows the current label
•  Broad experiential background; knows many
labels
Important Vocabulary Activities for
Students with Different
Backgrounds
1)  Idioms
•  Teach as a lexical unit (“let off
steam”)
2)  Daily living words
•  delicatessen, pedestrian, entrance
3)  Onomatopoeia
•  Words borrowed from sounds
(crackle, burp)
4)  Word shortened by common usage
•  cuke/cucumber
•  stat/statistics
5)  Irregular Verb Forms
41
5 Components of Reading
February 16, 2006
Reading and Writing
Connections
Reading & Writing
Connections
Ø Language structure is the common
denominator of reading and writing.
•  Spelling requires knowledge of phonemes,
graphemes, orthographic patterns, highfrequency words, and word meanings
•  Taking notes requires knowledge of
morphology and key phrases
•  Finding and stating the main ides requires
knowledge of sentence and paragraph
structure
Dr. Carol Ronka,
Dr. Kathleen Williams
Reading & Writing
Connections
•  Creating graphic organizers requires
knowledge of text structure to organize
and visual represent information.
•  Summarizing requires knowledge of
sentence and discourse structures,
proper use of transition words,
recognition of prepositional structure in
narrative or expository text, and the
ability to select main ideas.
42
5 Components of Reading
Rules of capitalization and
punctuation in orthography
•  Assists reader in identifying proper
nouns and the beginning and ending
of sentences as well as providing
information about phrasing and
emphasis
•  Enables the writer to offer clues to
the audience about sentence
structure, phrasing, and emphasis.
Sentence structure (syntax and
rules of grammar)
•  Allows the reader to chunk parts of
sentences into meaningful units, to
confirm recognition of words, and to
infer the meaning of unfamiliar words.
•  Allows the writer to vary sentence
structure to create compound and
complex sentences, and to the writing
richer through the use of advanced parts
of speech.
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
Transition or Connecting
Words
•  Serve as signals to the reader to
anticipate the text structure and the
relationships between or among ideas
in sentences and paragraphs.
•  Enable the writer to present ideas in a
more organized format, to link ideas
in the text, and to tell the audience
the structure of the ideas.
Paragraph structure
•  Allows the reader to identify
main ideas (stated and/or
implied) and supporting details.
•  Allows the writer to organize
writing into main idea chunks
and to convey that structure by
indenting each new paragraph.
43
5 Components of Reading
Essay structure
•  Helps the reader identify the theme
and conclusion while reading as well
as the main points that support the
theme.
•  Helps the writer to present a clear
statement of theme and to organize
ideas into a structure that supports
the development of the theme.
Expository text patterns
Ex: cause and effect, comparison/
contrast, enumeration, etc.
•  Helps the reader determine a pattern
by which the information is presented
in the text and how details are
related.
•  Enables the writer to relate details in
a way that indicates the relationship
of those details.
Dr. Carol Ronka,
Dr. Kathleen Williams
February 16, 2006
Expository text markers
Includes headings, subheadings, and
other visual clues:
•  Provides clues and a framework for chucking
reading into manageable units; help the
reader identify the hierarchy of main ideas
and subordinate ideas.
•  Helps the writer to organize ideas during
writing and to provide the audience with a
guide for identifying the hierarchy of ideas.
Narrative story
structures
•  Allows the reader to identify
characters, setting, sequence of
events, and plot/theme.
•  Allows the writer to clearly convey
information about the characters,
setting, sequence of events, and plot/
theme of the story, as well as to let
the audience know the type of
narrative (e.g., folktale, biography,
short story).
44
5 Components of Reading
February 16, 2006
Writing Skills for
Summarizing require
•  The ability to vary word choice,
•  Sentence fluency and a
command of syntax,
•  Paragraph organization,
•  Use of logical connectors or
transition words, and
•  The ability to proofread for
spelling, capitalization and
punctuations, and content.
How should we choose
words?
Low-frequency words;
technical words
Words to teach:
high-frequency,
Beck, I. L., McKeown,
high-utility
M. G., & Kucan, L.
(2002). Bringing words
to life: Robust
vocabulary instruction.
New York: The Guilford
Press.
Known,
common
words
Words to Teach Directly
Tier 3
Tier 2
Tier 1
•  Words critical to understanding the
text at hand
•  Words with general utility likely to be
encountered many times
•  Difficult words that need
interpretation (metaphorical,
abstract, nuanced)
Beck, et al.
From LETRS by Louisa Moats
Dr. Carol Ronka,
Dr. Kathleen Williams
3-Tier Model for
Teaching Vocabulary
From LETRS by Louisa Moats
45
5 Components of Reading
February 16, 2006
Criteria for identifying Tier
2 words
•  Importance and Utility- words that are
characteristic of mature language
learners and occur frequently
•  Instructional Potential - words that
can be used in a variety of ways ad
can build connections
•  Conceptual Understanding - students
may understand the general concept,
but need precision and specificity
Example: Words to Teach
Directly
Tier 2
Ø responsibility
Ø her heart sank
Ø her heart jumped
Ø her heart froze
Ø shame
From LETRS by Louisa Moats
Words to Teach Briefly
Tier 3
Specialty words that are not likely to
be encountered again soon
because they are unique to the
setting or theme of that text.
•  cradleboard, lodgepole, buffalo
grass, Lakota, Pawnee, doeskin
From LETRS by Louisa Moats
Dr. Carol Ronka,
Dr. Kathleen Williams
Provide Context
Preview key words by starting a
discussion in which the words are used
several times.
“Learning to accept responsibility is
sometimes a hard thing to do when
you’re growing up. Have any of you
ever had responsibility for a younger
sister or brother, or even a pet? What
are you responsible for doing?”
From LETRS by Louisa Moats
46
5 Components of Reading
February 16, 2006
Current NICHD Research
Some Final Thoughts
What Reading Does for the Mind…
•  Children need to spend time reading!
•  The amount children read predicts
vocabulary and reading
comprehension
in high school.
•  Reading volume contributes to verbal
intelligence (word definitions,
background knowledge of the world,
fluency, spelling).
•  Cognitive, linguistic,
neurobiolocal, and genetic
mechanisms of reading and
writing
•  Genetics, neurobiology
•  Learning to write
•  Reading comprehension
•  Executive function
Stanovich, West, and Cunningham
186
From LETRS Module 4, Used by permission
Research Basis
•  Report of the National Reading Panel
NICHD, NIFL (2000)
•  Beginning to Read
M. Adams (1990)
Thank you!
•  Preventing Reading Difficulties in
Young Children Snow, Burns, & Griffin (1998)
[email protected]
•  Language Essentials for Teachers of Reading
& Spelling (LETRS) 2nd Edition Louisa Moats
(2009)
•  The Simple View of Reading Farrell,
Davidson, Hunter, and Osenga, 2010
187
Dr. Carol Ronka,
Dr. Kathleen Williams
188
47