anita l. archer, ph.d. reading founda,on skills author
TRANSCRIPT
![Page 1: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/1.jpg)
ReadingFounda,onSkills
UpdateonResearch-ValidatedPrac4ces
1
AnitaL.Archer,Ph.D.Author,Consultant,Teacher
www.explici,nstruc,on.org
2
ReadingFounda,onSkills–UpdateonResearch-ValidatedPrac4ces
Inthissession,Dr.Archerwillreviewcurrentresearchontheimportanceofestablishingastrongreadingfounda4onintheprimarygradesincludinginstruc4ononprintconcepts,phonologicalawareness,decoding,sightvocabularyandfluency.
3
RecommendedIESPrac4ceGuide
Founda'onalSkillstoSupportReadingforUnderstandinginKindergartenThrough3rdGradeAvailableonline
4
![Page 2: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/2.jpg)
RecommendedBook
Kilpatrick,D.A.(2015).Essen'alsofassessing,preven'ng,andovercomingreadingdifficul'es.Hoboken,NewJersey:JohnWiley&Sons.
5
RecommendedBook
Willingham,D.T.(2017).TheReadingMind:Acogni'veapproachtounderstandinghowthemindreads.SanFrancisco,California:Jossey-Bass.
6
RecommendedBook
Seidenberg,M.(2017).Languageatthespeedofsight.NewYork:BasicBooks.
7
SimpleViewofReading
Decoding(Word-LevelReading)
Abilitytotransformprintinto
spokenlanguage
LanguageComprehensionAbilitytounderstandspoken
language
Word-level reading and oral language comprehension are relatively independent abilities. Gough, 1986
![Page 3: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/3.jpg)
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
Why–Founda,onDecodingSkills
Studentswholearnthealphabe4csystemandcandecodeeffortlesslyreapmanybenefitsincluding:- focusmentalenergyoncomprehension
- experiencejoyofengagementwithtext- accessawiderangeoftexts- increasevocabularyandknowledge(Brady,2012)
10
Why–Founda,onDecodingSkills
ResearchindicatesthatstudentshavebeLerfutureprospectsasreadersiftheydevelopunderstandingandfacilitywiththealphabe4ccodebytheendofsecondgrade.(Moats2012)
11
Why–Founda,onDecodingSkills
Ifwedonotcatchstudentsearly(byendofsecondgradeatthelatest),improvementintheirrela4vestandingismuchlesslikelyandcostmuchmore.Manyreadingdisabili4escanberemediatedoramelioratedbytheendoffirstgradewithexplicit,phonics-emphasisinstruc4on.(Ryder,Tunmer,&Greaney,2008;Mathesetal,2005)
12
![Page 4: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/4.jpg)
Why–Founda,onDecodingSkills
Poorreadersingrades3–5neededabouttwohoursperdaytobringtheirbasicreadingskillsuptothelevelpredictedbytheirverbalreasoningabili4es.(Torgesenet.al2001)
13
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PrintConcepts
LeLerNames
• Teachlecernamesexplicitly.• U4lizeaversionoftheAlphabetSong.
• Introduceupper-caselecernamesbeforelower-casebecausetheyarevisuallyeasiertolearn.Adams2013
15
PrintConcepts
LeLerNames
• Teachtomastery– Lecerscanbenamedaccurately,confidently,effortlessly.
• Provideextra4meon:– Visuallysimilar(b,d,p,q)– Upperandlowercaseformsthatdiffer(Ee,Rr)
16
![Page 5: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/5.jpg)
PrintConcepts
17
Addi,onalnotes:
banddreversalsarenotasignofdyslexia.DyslexiaisNOTrootedinvisualproblems.Willingham,2017
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PhonologicalAwareness
PhonologicalAwarenessSkills• Early
– rhyming– allitera4on– segmentwordsintosyllables– iden4fyini4alsoundinword
• Basic– blendingsoundsintowords– segmen4ngwordsintosounds
• Advanced– manipula4ngphonemes– dele4ng,subs4tu4ng Kilpatrick,2015
19
PhonemicAwareness
• Includephonemicawarenessac4vi4esinbeginningreadingprogramsforstudentsofanyage.
• Kindergarten:10-15minutesaday(Foormanetal,1997)
• FirstGrade:(Firstthreemonths)10minutesadayincorporatedintophonicsinstruc4on
• Interven,on:Withininterven4onprogramifstudentreadsbelow2ndgradelevel
• Interven,on:Advancedphonemicawarenessmaybenecessaryforstrugglingreaders(Kilpatrick,2015)
• AllElementaryGrades:Incorporateintospellinginstruc4on.
20
![Page 6: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/6.jpg)
PhonemicAwareness-How?
Phonemicawarenessac4vi4esshouldbe:1.Fewinnumber2.Explicitlymodeled At-riskstudentsneedaddi4onalexplicit instruc4on.
3. Supportedbyconcretematerialsorgestures4. Designedtoincludeallstudents
21
ExampleA
• BlendingSoundsintoWords
1.We�regoingtoplayasay-the-wordgame.I�llsay thesounds.Yousaytheword.2.Listen.aaaammmmm3.Whatword?am4.(Repeatwithotherwords.)5.(If4mepermits,checkindividualstudents.)
(Prac4ce:man,sat,ship,trap)
22
ExampleB• Segmen,ngwordsintosounds-SmoothSegmen,ng
1.Putyourfiststogether.2.Getreadytostretchtheword.3.Thewordisfin.Whatword?fin4.Stretchit.fffiiiiinnnn5.Shrinkit.fin6.(If4mepermits,checkindividualstudents.)
(Prac4ce:sit,list,fish,trip)
23
ExampleC
• Segmen,ngWordsintoSounds-SeparateSegmen,ng
1.We�regoingtosaythesoundsinaword.2.Fistintheair.Putuponefingerforeachsound.3.Thewordissat.Whatword?sat4.Firstsound?/sss/Nextsound?/aaa/Lastsound?/t/5.(If4mepermits,checkindividualstudents.)
(Prac4ce:fan,fast,shop,with)
24
![Page 7: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/7.jpg)
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
PhonicsandWordRecogni,on
• LeLer-soundassocia,ons √Consonantandvowellecers
√Consonantteamsincluding: -blends -digraphs √Vowelteamsincluding: -digraphs -diphthongs -r-controlledvowels
• Decodingofregular,singlesyllablewords
26
PhonicsandWordRecogni,on-What?
• Structuralelementsincluding:√Inflec4onalendings√Prefixes√Suffixes
• Decodingofmul,syllabicwords
• Readingofirregularwordsinwhichlecersdon�trepresentmostcommonsounds
• Readingdecodabletext
27
LeLer–SoundAssocia,ons
• Lecer-SoundKnowledgeinvolvespairingvisualmemorywithphonologicalmemory.
• “Lecer-soundknowledgeisessen4alforbothphonicdecodingandforstoringwordsinone’ssightvocabulary.”(Kilpatrick,p.64)
• Ifstudentshavedifficultywithlecer-soundassocia4ons,notvisualmemorybutphonologicalmemory.(Kilpatrick,p.33)
28
![Page 8: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/8.jpg)
LeLer-SoundAssocia,ons
• GoodreadersrelyprimarilyontheleLersinawordratherthancontextorpicturestoiden4fy/pronouncefamiliarandunfamiliarwords.
(Ehri,1994;Kilpatrick,2015;Seidenberg,2017)
29
LeLer-SoundAssocia,ons-How?
• U4lizeawell-organized,systema,csequencetointroducethemostcommonlecer-soundassocia4ons.– Easytodifficult.(Example:singlevowellecersbeforedigraphs)
– Highfrequencybeforelowfrequencylecer-soundassocia4ons.(Example:m,a,fbeforej,xandz)
– Separateeasilyconfusedlecer-soundassocia4ons.(Example:eandi,nandm,bandd)
• Provideexplicitinstruc,on(ratherthanimplicitinstruc4on)tointroducelecer-soundassocia4ons.
• Differen4atebetweencon4nuousandstopsounds.Con,nuousSounds-StopSounds-
30
ExampleTeachingLeLer-SoundAssocia,ons
sat1.(Pointtoexampleword.)Thiswordissat.2.(Pointtotheunderlinedgrapheme.)Thissoundis/aaaa/.3.Whatsound?/aaaa/
OR a1.(Pointtotheisolatedgrapheme.)Thissoundis/aaaa/.2.Saythesoundwithme./aaaa/3.Whatsound?/aaaa/
31
LeLer-SoundAssocia,ons
FunfactsaboutLeLer-Soundassocia,ons:Finnish,Spanish,andItalianhaveaonetoonecorrespondencebetweenlecersandsounds.Kidslearntodecodequitequicklyinthesecountries.English,French,Danish,andPortuguesehave“onetomany”systemsandreaderslagbehindinprimarygrades.However,byfourthgradereadersinthesecountriescatchup.Willingham,2017
32
![Page 9: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/9.jpg)
DecodingProcessUsingLecer–SoundAssocia4ons(Willingham,2017)
33
Phonics-regularwords
• Abilitytoblendindividualsoundsintorecognizablewordsisacri4calcomponentofreading.(Beck,2006)
• Studentswhoreceivesystema4cphonicsinstruc4onhavebeLercomprehensionattheendof2ndand3rdgrades.(Kilpatrick,2015)
• Diverselearnersmustbeencouragedtolookcarefullyatspellingandsoundsandtorepeatedlysoundoutandblendwords.(Reitsma,1983;Kilpatrick,2015)
34
Phonicsregularwords
• U4lizeinstruc,onalrou,nestointroducespecifictypesofwords.
• Pairdecodingandencodingofwords.– Decodingandencodingrelyonthesameunderlyingknowledge.(Joshi,
2008–2009;Moats,2005–2006)– Linkingspellinganddecodinginstruc4ondeepenschildren’s
knowledgeofthewricensystem.(Brady2012;Yopp,Hallie,&Yopp,2011)
• Provideprac4cereadingdecodabletext.
35
ExampleA-SoundbySoundBlending
SoundingOutVC,CVC,CVCC,CCVCwords
momtopshopdot
1.(Writethefirstlecerontheboard.)Whatsound?2.(Writethesecondlecerontheboard.)Whatsound?3.(Moveyourhandunderthetwolecers.)Blendit.4.(Writethethirdlecer.)Whatsound?5.(Moveyourhandunderthelecers.)Blendthesounds.6.Whatword?
36
![Page 10: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/10.jpg)
ExampleB-Con,nuousBlending
SoundingOutVC,CVC,CVCC,CCVCwordssipfitlip,prim
1. WhenItouchalecer,I�llsayitssound.I�llkeepsayingthesoundun4lItouchthenextlecer.Iwon�tstopbetweensounds.
2.Myturntosoundoutthisword.(Touchundereachlecerandsaythesound.Holdcon4nuoussounds.Saystopsoundsquickly.Don�tstopbetweensounds.)
3.Soundoutthiswordwithme.(Touchundereachlecer.)4.Yourturn.Soundoutthiswordbyyourselves.(Touchunder
eachlecer.)
5.Whatword?(Glideyourfingerundertheword.) 37
ExampleCSoundingOutWordswithLeLerCombina,ons
raintrainpaintsailseal
Precorrec,onProcedure1.(Pointtotheunderlinedlecers.)Whatsound?2.(Pointtotheword.)Whatword?3.(Havestudentsrereadthelistwithouttheprecorrec4on.)4.(Haveindividualstudentsreadthewordsorhavethemread
thewordstotheirpartner.)
38
ExampleD-CVCEwords-SoundBlending
likeminefitfine
1.(Pointtothefirstlecer.)Whatsound?2.(Pointtothevowelandfinale.)Whatsound?3.(Pointtotheconsonant.)Whatsound?4.(Glidefingerundertheword.)Blendit.5.Whatword?
39
ExampleE-DecodingWordswithOnsetRime
1.(Pointtorime.)Whatpart?an2.Getreadytoreadwordsthatendwithan. 3.(Pointtonewword.)Whatword?ran4.(Pointtonextword.)Whatword?fan5.(Con4nuewithaddi4onalword.) manStan
tanpanfanplanbancanJan
• Note:Reading�wordfamilies�isanexcellentwaytobuildwordreadingfluency.Prac4cethe�wordfamily�un4lstudentsareveryfluent.Usechoralreadingandpartnerreading.
40
![Page 11: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/11.jpg)
Highfrequencyrimes(phonograms)
-at -ell -it -ot -ug-an -eat -in -op -ump-ap -est -ill -ock -unk-ack -ip -oke -uck-ail -ice -ore-ain -ine-ake -ide -ale -ick -ame -ing -ash -ink -ate -ight-aw-ay
41
PhonicsandWordRecogni,on
OrthographicKnowledge
OrthographicknowledgereferstothepaLernsandprinciplesbywhichspokenlanguageiscorrectlyrepresentedinwri4ng.OrenreferredtoasSPELLING
WhatispermissibleandimpermissibleinEnglish
ExamplesEveryword/syllablehasavowel.NOTtblDoubledlecersinEnglishbutNOTtripledlecers.NOTtalll
42
PhonicsandWordRecogni,on
• “Itturnsoutwedon’treadleLerbyleLer,wereadinleLerclumps,figuringoutafewleLersata,me.”Willingham,2017
• LearningcommonpaLernsinwords
ight,alk,ook
mis,pre,pro,dising,ed,esence,ance,4on
43
DecodingProcessUsingLecer-SoundsandSpelling(Willingham,2017)
44
![Page 12: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/12.jpg)
DecodingStrategyforLongWords
1.Saytheparts.2.Saythepartsfast.3.Saytheword.4.Askyourself Isitarealword? Doesitmakesense?
45
DecodingofMul,syllabicWords-How
• Ratherthanusingrigid,rule-directedsyllabica4ontodividewordsintoparts,studentsaretaughttorecognizethepartsinaflexiblemanner.(Archeretal.2003,2006;Bhacacharya&Ehri,2004)
• Pusngwordsinto�decodablechunks�usingprefixes,suffixes,andvowelsshouldbestressed.(Archeretal.2006)
46
ExampleDecodingofMul,syllabicWords(Loop,Loop,LoopStrategy)
(Prepara,on:Segmentthewordintodecodablechunks.Besurethatprefixesandsuffixesareseparateparts.Drawloopstosegmentthewords.)
instruc,oncommitmentremarkable
1.(Movefingerunderthefirstpart.)Whatpart?2.(Repeatforremainingparts.)3.(Movefingerquicklyundertheparts.)Whatpart?Whatpart?What
part?4.Whatword?5.Isthatarealword?
47
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
![Page 13: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/13.jpg)
Dis,nc,onbetweenThreeTerms
√Highfrequencywords-Only100wordsaccountforapproximately50%ofthewordsinEnglishprint.(Fry,Fountoukidis,&Polk,1985)-Only13words(a,and,for,he,is,in,it,of,that,the,to,was, you)accountfor25%ofwordsinprint.(Johns,1980)
√Irregularwords-Wordsthatcannotbesoundedoutaccuratelyusingthemost commonsoundsforgraphemes.-Manyhighfrequencywordsareirregular.
√Sightvocabulary-Wordsthatarerecognizedinstantly.-Thequickandautoma4crecogni4onofmostcommonwords appearingintextisnecessaryforfluentreading.(Blevins,1998)
49
IrregularWords
• IrregularwordsinEnglish
– NearlyallEnglishwordsrepresenteverysoundinthespokenword,eveniftheyrepresentsomesoundsirregularly.
– Mostirregularwordshaveonlyoneirregularlecer–soundassocia4on.
Examples:been,from,bothMorethanoneirregularlecer–soundassocia4on
one once sugarbouquet
50
Example
IrregularWords-SoundingOut
was1. (Writethewordontheboard.)Soundoutthisword./waaaasssss/2.(Saythewordinasentence.)Tom/waaaassss/intheroom.3.Isthatarealword?no4. Whatdowesay?was5. (Carefullyexaminethewordwiththestudents,determining
the“tricky”partoftheword.)
51
WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
• FalseAssump,on:Studentsusevisualmemorytorememberwordsastheywouldinrememberingthelabelforabookortable.
• ResearchConclusion:Brainac4vityisNOTthesamefornamingobjectsandreadingwords.(Kilpatrick,p.30)
52
![Page 14: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/14.jpg)
WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
• Weinputwricenwordsvisuallybutwedonotstorethemvisually.Kilpatrick,p.33
• Wordsarestored:– orthographically(spelling)– phonologically(pronuncia4on)– seman,cally(meaning)
53
WordKnowledge(sightvocabulary)
• Howdostudentsrememberwordstheynolongerneedtosoundout?
Notesofinterest:
• Fromsecondgradeon,skilledreadersonlyneedonetofourexposuresforawordtobecomeasightword.
• Thespeedwithwhichchildreninlstand2ndturnanunfamiliarwordintoasightwordisaKEYPREDICTATORofthosewhowillstrugglelater.(Kilpatrick,p.35)
54
SimpleViewofReading
DecodingLanguage
Comprehension
DecodingSkills
Fluency(accuracy,rate,expression)
PhonicsandWordRecogni,on
PhonologicalAwareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Know and apply grade-levelphonics and word analysis skills in decoding words
PrintConcepts
Understand the organization and basic features of print
Read with sufficient accuracy and fluency to support comprehension
WordKnowledge(sightvocabulary)
Instant and effortless access to all, or almost all, words read.
Fluency
• Theabilitytoeffortlesslyreadwordsaccuratelyandquickly.
• Theabilitytoreadconnectedtextaccuratelywithappropriaterateandexpression(prosody).(Judson,Mercer,&Lane,2000)
56
![Page 15: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/15.jpg)
FactorsEffec4ngRate1. Proportion of words in text that are recognized as �sight words�.
Sightwordsincludeanywordthatreadershaveprac4cedreadingsufficientlyorentobereadfrommemory.�(Ehri,2002)
2. Speed of decoding strategies used to determine the pronunciation of unknown words.
3. Speed with which word meanings are identified.
4. Speed at which overall meaning is constructed.
59
Fluency
• Fluencyisrelatedtoreadingcomprehension.(Cunningham&Stanovich,1998;Fuchs,Fuchs,&Maxwell,1988;Jenkins,Fuchs,Espin,vandenBroek,&Deno,2000;Rasinksi,2011;Samuels,2006;Shanahan,2010)
• Whenstudentsreadfluently,decodingrequireslessaLen,on.Acen4oncanbegiventocomprehension.(Samuels,Schermer,&Reinking,1992)
60
![Page 16: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/16.jpg)
Fluency
PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEandmorePRACTICE
61
Fluency
Procedure#1.Provideextensivereadingprac,ce.U4lizeproceduressuchasaugmentedsilentreading,choralreading,clozereading,andpartnerreading.
Procedure#2.Encouragewideindependentreading.
– Readinteres4ngtextatreadingleveltobuildfluency.(Carnegie,2010)
– Tobuildfluencystudentsshouldreadmaterialsthatarenottoochallengingbutnottooeasy.(Moats,1998)
62
Fluency
Procedure#3.Providerepeatedreadingprac,ceatthewordlevel.Whenreadingwordlists,havestudentsrereadwordlistsun4lcompetent.
Procedure#4.U,lizerepeatedreadingexercisesinpassagestoincreasefluency.(Chardet.al,2002)
63
Letusnotforget.
• Comprehensionisbuiltonthefounda4onskillsofdecodingandfluency.
64
![Page 17: Anita L. Archer, Ph.D. Reading Founda,on Skills Author](https://reader031.vdocuments.us/reader031/viewer/2022021717/620c394231bf0f3d5e338864/html5/thumbnails/17.jpg)
ThankYou
Mayyouthriveasaneducator.
65