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WIKI  M.Ed special education

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WITH HARD WOOD ALL STUDENTS

WILL

ACHIEVE!

It is important to recognize that ALL students can learn well. They do not all learn in the same way and on the

same time line. Neither do all adults. Equally important is for all students to see themselves as learners, develop an excitement towards

learning that can last a life time, develop good habits that foster learning, and experience first hand the benefits of hard word and practice.

This is why a partnership between student, parent and teachers is critical. All must work together to support the

learning needs of each individual child. The dignity, uniqueness, and social-emotional needs

of each student must be valued. Learning occurs best in a challenging, supportive

environment, where the child feels trusted and respected. High expectations balanced with a gentle touch

and a little bit of humor and a lot of fun is a recipe for wonderful progress.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">**How do reading skills improve?**

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">A lot of research demonstrates that the best way to improve reading skills is to practice a lot! There are several components to reading well. These include decoding and single word reading, fluency/automaticity/and comprehension. (For more info click on pages on left sidebar.)

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Accuracy is part of decoding on the word level. It refers to the correct reading of a word through decoding (sounding out) or sight memory. ACCURACY IS A NECESSARY FIRST STEP FOR FLUENCY! Accuracy is a necessary first step for all words in a passage-including **regular words** and **high frequency words.**

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">**Regular words** are those that follow the most common sound and spelling patterns and are easily sounded out. Words that appear most often in a text are **high frequency words.** Some of these words are regular, rule following words. Others break the rules and cannot be sounded out in a regular fashion, such as the word "what." IT IS VERY BENEFICIAL FOR STUDENTS TO RECOGNIZE THESE WORDS AND ACCURATELY READ THEM BY SIGHT. THAT IS WHY WE PRACTICE SIGHT WORDS!

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">The term **automaticity** usually refers to the quick and automatic recognition of single words. A STUDENT CANNOT BE FLUENT IF DECODING IS SLOW AND THEY STUMBLE OVER MANY WORDS.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">As you may now realize-when we speak of fluency-we speak of reading a passage quickly and smoothly with expression. This is essential because the less energy students put into sounding out individual words-the more energy they have left over for comprehension. MAKING MEANING IS THE TRUE PURPOSE OF READING!

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">**Fluency** is achieved only after automatic word recognition occurs. However-even when student's are automatically reading many words on the single word level-they may continue to require practice reading an entire passage to improve over all fluency.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Two methods of increasing fluency are **guided oral reading** and **repeated readings**. **Guided oral reading** is reading aloud with guidance and feedback.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">In addition, The National Reading Panel determined that fluency can be increased through **repeated oral reading** and feedback (NICHD,2000).

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Repeated reading involves a student reading aloud a relatively short passage several times. Research demonstrates the greatest increase in fluency occurs between the third and fifth reading.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">**Comprehension** is the ultimate goal in reading. Excellent comprehension is supported through automatic word recognition, fluent reading, and word knowledge. **Word knowledge** includes **vocabulary,** and **background** **knowledge.** <span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Consider this: How well would each of us do in reading a scientific text on nuclear fission? We might be able to decode the words (somewhat laboriously), but our vocabulary around the words used and background knowledge would be so limited that we would probably miss much of the meaning!

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">//**WHAT BOOKS ARE APPROPRIATE FOR A STRUGGLING READER?**//

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Fluency develops with practice! Lots of opportunity to read with a high degree of success. Student's need to be able to decode the words in a passage to achieve that success. Therefore, when students **read to you**, please **choose books that they can read with over 90% accuracy. They should miss less then 1/10 words. The rest of the words should be fairly easy for them. Choose books that cover themes and use vocabulary highly familiar to the child. Shorter stories and books are preferable. Book that use a majority of the sound patterns the student knows and has been taught is helpful. These are called CONTROLLED PASSAGES.**

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">WHEN YOU READ **TO** YOUR CHILD, PLEASE CHOOSE BOOKS ABOVE THEIR READING LEVEL SO THEY ARE EXPOSED TO AGE APPROPRIATE VOCABULARY AND THEMES.

<span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">(Some concepts above taken from Wilson Fluency Instructor Guide) <span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;"> <span style="display: block; font-family: Georgia,serif; font-size: 19.2px; text-align: center;">Links/Games below

<span style="color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">Math Games Link: <span style="color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">http://www1.center.k12.mo.us/edtech/edm/1.htm

<span style="color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">Below math fact mad minute practice links

http://www.softschools.com/math/games/mad_minute_math/

SECOND GRADE MATH GAMES []

[| BASEBALL MATH] http://www.softschools.com/math/games/mad_minute_math/subtraction/

PHONICS PRACTICE

@http://www.starfall.com/

[| Spelling] > [| reading street]

VILLAGE LIBRARY WEB PAGE [|www.winstonbarton.com]

FIRST GRADE MATH GAMES @http://www1.center.k12.mo.us/edtech/edm/1.htm

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 75%; text-align: center;">Above is a link to the school reading program <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 75%; text-align: center;">just click on link above <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">Please contact me at email below <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">jane.seidenberg@gorhamschools.org <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">222-1395 (Direct line) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">222-1300 (Village School) <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">Jane Seidenberg <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: center;">