"Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled reading (Adams, Treiman, & Pressley, 1997; Fletcher & Lyon, 1998; Rack, Snowling, & Olson, 1992; Share, 1995; Stanovich & Siegal, 1994; Vellutino, Scanlon, & Sipay, 1997). Automatic word recognition, which is dependent on phonic knowledge, allows the reader to attend to meaning; likewise, slow, belabored decoding overloads short-term memory and impedes comprehension." Moats, American Educator, 1998.
In recognition of these findings, this study group series will emphasize: (1) research-based instructional practices designed to teach the skills and understandings necessary for automatic word recognition; and (2) alignment of decoding instruction with the structure of the English Language.
NOTE: A focus on code-emphasis reading instruction for this series does not exclude the importance of attention to meaning. "Consistent with Gough's 'simple view of reading' (1996), comprehension of written material requires: 1) general language comprehension ability; and 2) ability to accurately and fluently identify the words in print. Knowledge and active application of specific reading strategies is also required to maximize reading comprehension (Mastropieri & Scruggs, 1997) but most of the variability among children and adults in comprehension of written material can be accounted for by measuring the two broad families of skills identified in Gough's simple view (Hoover & Gough, 1990)." Torgesen, American Educator,1998.
1. Session One: An Overview of Instructional Considerations
2. Session Two: Implementation of Instructional Protocol
3. Session Three: Follow-up to Implementation
The intent of this series is to give participants the opportunity to design and implement instruction that supports beginning and struggling readers in their efforts to become skilled readers. These initial experiences will give direction for further study and application.
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Agenda | Phonemic Awareness
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Last modified: Sat Jun 19 08:29:16 EDT 1999
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