Monday, March 14, 2011

REMEDIAL READING

FREE REMEDIAL READING PROGRAM
  • 107 words make up over 50% of the words you read! 
  • 1000 words make up 75-80% of the words you read! 
  • 5,000 words make up 85-90% of the words you read!
Start by assessing reading levels!

Children that qualify for remedial reading programs have a 500-1000 or even a 2000 word deficit. Children need a crash coarse in phonics, sight word recognition, and fluency/automaticity  all while developing strong vocabulary knowledge. Many programs will refocus on phonics and slowly move into sight words then finally reading comprehension. Reading Boot Camp is a crash coarse for struggling readers that hits all 5 domains of reading.  


1. Vocabulary: 

The four types of vocabulary. 
auditory, 
spoken, 
reading, 
writing

2. Phonemic Awareness:  is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.

3. Phonics : refers to a method for teaching speakers of English to read and write that language. Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, ck, ch, or q spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.

4. Fluency: is the ability to read text accurately and quickly. Fluency bridges word decoding and comprehension. Comprehension is understanding what has been read. Fluency is a set of skills that allows readers to rapidly decode text while maintaining a high level of comprehension (National Reading Panel, 2001).

5. Reading Comprehension: is defined as the level of understanding of a writing

Students learn to read about 300-1000 words per year!

What level are your students?

Schonell Reading Test: Reading Age
The child should read the words left to right. When a word gets difficult, ask the child to sound it out. If the child can't say the word, then go on to the next one. The proctor supervising the test will give one mark for each word correctly pronounced - even if the reader self corrects. The proctor will not make corrections. No prompting. No hurrying. If the reader mis-pronounces slightly as in postage with a short 'o', the first time, then ask for the word again, marking it correct if the reader has self corrected. Otherwise, do not ask for a word to be re-read. If you do not give away the pronunciation of words that the reader does not know, then this same test may be used again at a later date to assess progress as a result of a teaching program.






tree
little
milk
egg
book
school
sit
frog
playing
bun
flower
road
clock
train
light
picture
thin
people
summer
something





dream
downstairs
biscuitshepherd
thirsty
crowdsandwichbeginning
postage
island
saucerangel
ceiling
appearedgnomecanary
attractive
imaginenephewgradually





smolder
applaud
disposalnourished
diseased
universityorchestraknowledge
audience
situated
physicscampaign
choir
intercedefascinateforfeit
siege
recentplausibleprophecy





colonel
soloist
systematicslovenly
classification
genuineinstitutionpivot
conscience
heroic
pneumoniapreliminary
antique
susceptibleenigmaoblivion
scintillate
satiricalsabrebeguile





terrestrial
belligerentadamant
sepulchre
statisticsmiscellaneousprocastinatetyrannical
evangelicalgrotesqueineradicablejudicature
preferentialhomonymfictitiousrescind
metamorphosissomnambulistbibliographyidiosyncrasy

Reading age = ( (Number of words correct) / 10 ) + 5

Teach the 1000-2000 most used English words with fun, fast paced games and drills. 


Dealing with students with disabilities!

If students have a learning disability you will need to modify your instructional methods. Remedial reading programs are successful when you teach to the strengths and find methods to negate weakness in your students. Some students with severe dyslexia or learning disabilities will need intensive phonics training during a full transition to sight reading of all words. A few students including myself never caught on to phonics and had to learn to read like the Chines do, learning all words by sight. REMEDIAL READING MUST BE MODIFIED TO MEET THE NEEDS OF THE LEARNER. 

A quick look at auditory processes deficit or dyslexia:

  • Students with dyslexia will tend to be very intelligent with excellent auditory processing skills.
  • Students with a cognitive deficit will struggle with basic auditory processing/echoic memory skills.
Make sure all students have strong sight word recognition!

Sight Word: is any word that is known by a reader automatically. Sight words are the basis behind the whole-word approach to reading education. Some have suggested that sight words and the whole-word approach to reading are a significant teaching technique considering 65% of the population identify themselves as visual learners. However, the majority of recent educational research suggests that phonetic based learning strategies are more effective for languages written with alphabets, such as English. Small children are also predominantly visual learners and can therefore learn to read more effectively using sight words and the whole-word approach, if their language has an ideographic or syllabic writing system, such as Japanese or Chinese. Scientific studies have also shown that children with learning difficulties such as Dyslexia, Autism or Down syndrome are also visual learners, and therefore also read words as pictures[citation needed]. In learning to read via the sight words, readers begin to understand that a word represents a 'thing'. wiki

PRESCHOOL: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you

KINDERGARTEN: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes

1st Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when

2nd Grade: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your

3rd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm

Nouns: apple, baby, back, ball, bear, bed, bell, bird, birthday, boat, box, boy, bread, brother, cake, car, cat, chair, chicken, children, Christmas, coat, corn, cow, day, dog, doll, door, duck, egg, eye, farm, farmer, father, feet, fire, fish, floor, flower, game, garden, girl, good-bye, grass, ground, hand, head, hill, home, horse, house, kitty, leg, letter, man, men, milk, money, morning, mother, name, nest, night, paper, party, picture, pig, rabbit, rain, ring, robin, Santa Claus, school, seed, sheep, shoe, sister, snow, song, squirrel, stick, street, sun, table, thing, time, top, toy, tree, watch, water, way, wind, window, wood

Practice simple passages repeatedly to gain a very fast knowledge of basic English words. The goal is automaticity of 100, 500, and then a 1000 words.

WORDS ALL REMEDIAL READING STUDENTS MUST MASTER 

1st Grade Spelling Reading Vocabulary Words

WEEK  1-8 READING VOCABULARY
the of and to in I that was he his it with is for as had you not be on at her by which have or from this him but all she were they my are me so one their an said we them who would been will no when there if more out up any into do your has man what could other our than some very time about upon may its only now little like then can made vowel should did us such a great question letter before must these two sign see over know much  after first Mr.

WEEK 9-16 READING VOCABULARY
down good men own most never where old day work those come shall himself came way without life make go long being well through might say am on too many even again back here people think every same under last went thought found take still hand place also while just against though young years get ever things give part nothing face off right left once another setting world house saw three new always took put head love each fairy-tale Mrs. night between son few because mind tell whom thing heart far seemed set whole days got country

WEEK 17-24 READING VOCABULARY
both find done name told look having heard seen let going better home moment knew side something course among full enough woman father soon words sentence gave end almost cannot small door room water want however brought given word whose use quite light best does morning till myself since present turned used themselves rather until power others felt syllable money mother began less war next living-room within form large poor certain year together matter kind stood order often sent half herself friend wife anything keep true means folk-tale index narrative hundred round point state  received white believe passed

WEEK 25-32 READING VOCABULARY
person read feet case pour city children alone above fact high problem already dear known met English says gone times girl least perhaps land hope nature return letter open along air sure indeed number leave four body women either free help wish business during general poem several therefore hour lay held friends second fire speak whether narrative reason thousand manner cried king forth become note question directions call terms became replied lost why behind family advertisement dead possible following law feel electronic cause boy care different plus looking ground rest making soul really town mean human truth short kept subject 

Using songs, chants, or rhymes can help build phonemic awareness and automaticity in young and old.

I love songs and lyrics to help build reading skills. 

NURSERY RHYMES THAT HAVE REPEATING PASSAGES ARE GREAT FOR ELL STUDENTS TO BUILD ARTICULATION, PRONUNCIATION, AND CONFIDENCE.  

The ants go marching one by one, hurrah, hurrah
The ants go marching one by one, hurrah, hurrah
The ants go marching one by one,
The little one stops to suck his thumb
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!

The ants go marching two by two, hurrah, hurrah
The ants go marching two by two, hurrah, hurrah
The ants go marching two by two,
The little one stops to tie his shoe
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching three by three, hurrah, hurrah
The ants go marching three by three, hurrah, hurrah
The ants go marching three by three,
The little one stops to climb a tree
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching four by four, hurrah, hurrah
The ants go marching four by four, hurrah, hurrah
The ants go marching four by four,
The little one stops to shut the door
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching five by five, hurrah, hurrah
The ants go marching five by five, hurrah, hurrah
The ants go marching five by five,
The little one stops to take a dive
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching six by six, hurrah, hurrah
The ants go marching six by six, hurrah, hurrah
The ants go marching six by six,
The little one stops to pick up sticks
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching seven by seven, hurrah, hurrah
The ants go marching seven by seven, hurrah, hurrah
The ants go marching seven by seven,
The little one stops to pray to heaven
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching eight by eight, hurrah, hurrah
The ants go marching eight by eight, hurrah, hurrah
The ants go marching eight by eight,
The little one stops to shut the gate
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching nine by nine, hurrah, hurrah
The ants go marching nine by nine, hurrah, hurrah
The ants go marching nine by nine,
The little one stops to check the time
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching ten by ten, hurrah, hurrah
The ants go marching ten by ten, hurrah, hurrah
The ants go marching ten by ten,
The little one stops to say "THE END"
And they all go marching down to the ground

To get out of the rain, BOOM! BOOM! BOOM! 

USING FLUENCY DRILLS TO BUILD SPEED AND WORD ATTACK ARE EASILY MASTERED.  

One Minute Timed Fluency 

Test 4th grade 3.9 RL Lexile 675

Snow-white and Rose-red 


1. There was once a poor widow who lived in a lonely cottage. In front of the cottage was a garden wherein stood two rose-trees, one of which bore white and the other red roses. She had two children who were like the two rose-trees, and one was called Snow-white, and the other Rose-red.They were as good and happy, as busy and cheerful as ever two children in the world were, only Snow-white was more quiet and gentle than Rose-red. Rose-red liked better to run about in the meadows and fields seeking flowers and catching butterflies; but Snow-white sat at home with her mother, and helped her with her housework, or read to her when there was nothing to do. 124 WPM

2. The two children were so fond of one another that they always held each other by the hand when they went out together, and when Snow-white said: 'We will not leave each other,' Rose-red answered: 'Never so long as we live,' and their mother would add: 'What one has she must share with the other.' 182 WPM 

Set your goals and have fun learning! Take a look at Reading Boot Camp! 

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