The Reading Process
Overview of Session
Components of Reading Instruction Arch Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Resources for
Phonological
Strategies for Instruction
Awareness
Comprehension
trendsupdates.com
Highlands.k12.fl.us Phonics SEP web.pacific.edu
Outcomes
Letter Recognition
Educatorsbookbag.com
doap.wordpress.com
Students need to be involved in
authentic reading, writing, speaking and
listening tasks to develop as readers,
writers and oral communicators.
Components of Reading Instruction Arch
Reading
Decoding - Fluency - Comprehension
Frequency Phonics Recognition Awareness
Comprehending
Words
Strategies for
High-
Text
Letter
#1
Vocabulary
Phonological
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Components of Reading Instruction Arch-
Decoding
Phonics – Letter-Sound Relationships
linking letter symbols with sounds
blending these sounds to form words
Phonics
Larger groupings
Regular connections of letters
Blends Diagraphs Vowel
Combinations
Assessment – pages 29 - 36
Components of Reading Instruction Arch -
Decoding
• Letter Recognition - #1:
- distinguishing features
- purposes (upper-and lowercase)
(Fountas and Pinnell, When Reades Struggle, 2009)
Assessment – pages 5-7
Components of Reading Instruction Arch -
Decoding
Phonological Awareness Assessment – pages 8-20
• Sounds in language rhyming
Blend Segment Manipulate
/c/-/a/-/t/ = cat Cat = /c/-/a/-/t/ Cat - /m/ - mat
•Sentences
•Word Parts (compound • Word Parts (compound
words/syllables words/syllables)
•Word Bases (onset/rime) •Word Bases (onset/rime)
•Phonemes (smallest unit of •Phonemes (smallest unit
sound) of sound)
Components of Reading Instruction Arch -
Decoding
Two other pieces to consider:
Alphabet Principal – pages 21-23
High-frequency words – can use the Dolch
word list – see word list
Overview of Session
Components of Reading Instruction Arch Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Resources for
Phonological
Strategies for Instruction
Awareness
Comprehension
trendsupdates.com
web.pacific.edu
Highlands.k12.fl.us Phonics
SEP
Letter Recognition Outcomes
Educatorsbookbag.com
doap.wordpress.com
Components of Reading Instruction Arch -
Comprehension
Vocabulary:
Understanding the meaning of words
Using them flexibly and with precision to
help make sense of the text
Assessment - pages 24-28
Components of Reading Instruction Arch -
Comprehension
Three Levels of Comprehension: CAMET
1. Literal – page 9
2. Inferential/Interpretive – page 10
3. Personal/Critical/Evaluative – page 10
Components of Reading Instruction Arch -
Comprehension
Comprehension Levels of
Strategies Comprehension
1. Determining Importance - Literal – 1st
2. Visualizing - Interpretative – 2nd
3. Inferring - Inferential – 2nd
4. Making Connections - Personal – 3rd
5. Critiquing/Evaluating - Critical/evaluative – 3rd
6. Asking Questions - All three
7. Retelling, Summarizing, - All three
Synthesizing
8. Self-Monitoring - Metacognition – GCO 4
Assessment – ACRA and OCA
Components of Reading Instruction Arch
Reading
Decoding - Fluency - Comprehension
Frequency Phonics Recognition Awareness
Comprehending
Words
Strategies for
High-
Text
Letter
#1
Vocabulary
Phonological
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Components of Reading Instruction Arch
Fluency:
How quickly and accurately a text is read
with proper expression
Links word recognition and comprehension
Running Records help determine this
Essential Components of Reading
Phonemic
Awareness
Letter
Recognition Identifying words
Phonics accurately
High-
frequency
Words Identifying words
quickly and reading
with expression
Fluency
Constructing meaning
once words are
Vocabulary identified
Comprehension
Strategies
Selecting the most effective instructional
practices and interventions for students
requires educators to be knowledgeable
about what works – what students need
to be able to do in each essential
component of reading so they can become
proficient readers.
Dawn Reithaug, 2009
Three Possible Scenarios:
Scenario 1
Difficulty with decoding but strong oral
vocabularies and oral language
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding - Fluency - Comprehension
Frequency
Comprehending
Words
Strategies for
High-
Text
Recognition Awareness
Letter
#1
Vocabulary
Phonological
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Scenario 2
Able to decode but have difficulty
comprehending grade level text:
a. low vocabulary
b. inadequate strategies for
comprehending text
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding - Fluency - Comprehension
Frequency Phonics Recognition Awareness
Words
High- Letter
#1
Vocabulary
Phonological
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Scenario 3
Difficulty with decoding and comprehension
Dawn Reithaug, 2009
Components of Reading Instruction Arch
Reading
Decoding - Fluency - Comprehension
Frequency
Comprehending
Words
Strategies for
High-
Text
Vocabulary
Awareness
Phonological
#2
Oral Language
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
It is very important for educators to know
what scenario fits with certain students
so time is not wasted on teaching skills
and strategies students already know.
Getting the right fit starts with
assessing students in some or all of the
components of reading to find out what
instructional practices or interventions
each student needs.
Dawn Reithaug, 2009
Four Types of Assessment
Screening – all students – teacher
Diagnostic – specific students – R&M
Progress Monitoring – all students – teacher and/or R&M
Outcome – all students – teacher and/or R&M
Overview of Session
Components of Reading Instruction Arch Assessment
(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
Paragon-lead.com
Travelblog.org
Resources for
Phonological
Strategies for Instruction
Awareness
Comprehension
trendsupdates.com
Phonics SEP web.pacific.edu
Highlands.k12.fl.us
Outcomes
Letter Recognition
Educatorsbookbag.com
doap.wordpress.com
