Reading components work together. Increasing skill on any component affects skill on the others.^RR

Reminder: All learners in Profile 10 are Native Speakers of English (NSE).

Through GE 2 level, the emphasis of reading instruction should be on direct teaching of the alphabetic principle--that is, that letters represent speech sounds and when blended together these sounds represent words in our spoken language.

Word Analysis Sequence of Instruction at the 0-2 Grade Level:

• First, the sounds of language:
  
  
  • Phonemic Awareness (PA): Any kind of practice that involves only the sounds of letters--not the letters themselves--will help focus learners' attention to "sounding out" a word before spelling it. Give them a PA assessment, such as the Test of Auditory Analysis Skills (TAAS) (5 minutes per learner) to see where their mastery of consonant deletion gets shaky. Five minutes of a PA game (see the Spelling page in the Mini-Course) before you start a spelling lesson will prompt the learners to listen to and manipulate sounds before they put symbols to the sounds in the lesson itself.


• Matching sounds to letters - Systematic Phonics Instruction:
  
  
  • Accuracy in letter identification: How automatic is their letter recognition? Make up sheets of groups of four or five letters by typing them in random order in three or four horizontal rows. Do not group together the letters that are most often confused, d, b, p, q. Time this letter recognition practice.
    
    
  • Consonant sounds (Only 10% of Profile 10 learners know all 21 consonant sounds.)
    
    
  • Short vowel sounds
    
    
  • Digraphs (sh, wh, ch, th, ck)
    
    
  • Word families (ang, onk, ing, etc.)
    
    
  • Closed syllable rule: When a syllable has one vowel and ends with a consonant, the vowel sound is short.
    
    
  • VC/C and VC/V division rules, e.g., bas/ket, tox/ic

Word Recognition:

• Teach an initial list of high frequency words such as the first 100 words from the Fry or Dolch word lists.

Spelling:

• k/ck spelling rule
• doubling consonant rule
• adding s/es

Oral Reading:

• For accuracy practice, use texts that include only those words that have phonetic patterns that you have directly taught in word analysis instruction. Click here to see more about these kinds of texts.
  
  
• For fluency, re-read passages that were first read for accuracy.

How can we determine a learner's reading comprehension potential if their oral reading accuracy is GE 0-2?

• They can listen. There are listening comprehension tests that will give you a grade level at which your learner is able to understand reading passages. We can say that a listening comprehension test is another measure of verbal ability and one that is directly related to measures of reading comprehension.

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