Friday, January 7, 2011

Word Analysis

Happy New Year 2011! I love a brand new year!  It is like a blank page, just waiting to be filled.  I hope your year is filled with many blessings.

I spent the morning administering the DRA2 Word Analysis.  After finishing, I pondered over how to work with these students.  What can I do to remediate a particular problem?  For example, I have had several students who just can't rhyme.  I needed a "go to" resource that would offer ideas.  I want to share one that I found.

The materials are published by the University of Texas Center of Reading and Language Arts (UTCRLA).

Reading Strategies and Resource Book
This resource book presents sets of instructional strategies for beginning reading and is specifically and carefully designed for classroom teachers to use with students who are at-risk for reading difficulties, including dyslexia. When students struggle with learning to read, they need additional instruction that is focused on the areas causing them difficulty. These areas, the “big ideas” of beginning reading and literacy, include the concepts and principles that facilitate the most efficient and broadest acquisition of knowledge (Carnine, 1994). The big ideas of reading and literacy are: phonological awareness, including phonemic awareness; alphabetic understanding; fluency; vocabulary; and comprehension [National Reading Panel (NRP), 2000].

Word Study for Students with Learning Disabilities and English Language Learners
This manual presents effective instructional techniques and lessons for teaching word study to all students with reading difficulties, including those who are English language learners. The first section provides an overview of effective word study instruction, including sample sequences for instruction and adaptations for English language learners. The second section provides lessons and activities to use in the area of word study.s

Supplemental Instruction for Struggling Readers, Grade 3
This manual provides lessons for supplemental reading instruction for third-grade students who experience persistent reading difficulties and are at-risk for failing high stakes assessments. Research has shown that these students benefit from instruction that includes all four instructional elements with particular emphasis on the explicit teaching of word analysis strategies. These lessons are not meant to be the primary reading instruction students receive; rather, they should supplement effective classroom reading instruction.

Visit the Website and you will find many more materials to help with Word Analysis and reading!


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