What happens when reading comprehension and fluency are slow to come to older students? What happens when frustration and struggling lead to students who shut down or act out?
How do we help student learn to read and comprehend fluently, and exactly how does a student learn to comprehend a textbook, novel or reading passage?Research has revealed much about what goes on in minds when readers comprehend oral and written text and how instruction and other experiences can affect that development. First, fostering reading comprehension development across and entire group of students requires a multifaceted approach. Scientific research indicates many individual instructional practices and combinations of practices that foster reading comprehension development.
Developing foundational word-reading skills—phonological awareness, phonics, and word recognition instruction is critical to developing reading comprehension - especially for older struggling readers; however, what a student is reading and how a page is laid out is an imperative component to a student confidence and willingness to learn. Instructional and supplementary reading material must be effective, but it also must look age appropriate. Think about what it would feel like to be an upper elementary, middle school or even high school student who is already embarrassed because they struggle with reading only to be given work that looks like it belongs in a primary classroom. Not great. Not every confidence building.
I like to start with age appropriate morphological awareness instruction and resources, which is an understanding of how words can be broken down into smaller units of meaning such as syllables, roots, prefixes, and suffixes - because morphological awareness has emerged as an important contributor to word reading and comprehension skills.
Thus, older students need resources designed explicitly for them, at their level, that look age appropriate. This set of resources is all three.
Starting with phonics.
Intervention: Multi-Syllable Word Unit for Older Students VC/CV - Fluency Plus
Multi-Syllable Word TASK CARDS for Older Students VC/CV
Intervention: Multi-Syllable Word Unit for Older Students V/CV - Fluency Plus
Multi-Syllable Word TASK CARDS for Older Students V/CV
Multi-Syllable Word TASK CARDS for Older Students VC/V
Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus
Printed Resources from Amazon:
Phonics Workbook for Older Students Multi-Syllable Word Unit V/CV: Phonics, Fluency, Comprehension, Word Work, Interactive Notebook for Older Students
Reading comprehension resources.
Move to high interest low level reading comprehension and fluency work, again, designed specifically for older students.High Low Readings Set 1
High Low Readings Set 2
High Low Readings Set 3
High Low Readings Set 4
High Low Readings Set 5
High Low Readings Set 6 20 High Interest: Low Level Reading: First 100 Word-Based Grades 5-12
High Low Readings Set 7
High Low Reading Set 8
High Low Reading Set 9 – December Holiday Themed
60 High Low Reading Passages-Sets 4, 5, & 6: Multiple Formats - BUNDLE 3
11 - ELEVEN High Low Reading AND Fluency Resources MEGA Bundle
20 SPOOKY High Low Passages - Google, Form Fillable PDF - Hybrid Ready
High Low Reading Fiction Passages w/ Interactive Workbook - Passages at 2 Levels
GROWING HIGH INTEREST: LOW LEVEL BUNDLE
Sets 1, 2, and 3 High Low Bundle
Thanks for looking!
Two Pencils and a Book
References:
Adams M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. [Google Scholar] Anglin J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58, 1–166. [Google Scholar] Berko J. (1958). The child's learning of English morphology. Word, 14, 150–177. [Google Scholar] Berninger V. W., Abbott R. D., Nagy W., & Carlisle J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141–163. [PubMed] [Google Scholar] Binder K. S., & Borecki C. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21, 843–858. [Google Scholar] Binder K. S., Snyder M. A., Ardoin S. P., & Morris R. K. (2011). Dynamic indicators of basic early literacy skills: An effective tool to assess adult literacy students? Adult Basic Education and Literacy Journal, 5, 150–160. [Google Scholar] Blalock W. J. (1981). Persistent problems and concerns of young adults with learning disabilities In Cruickshank W. M. & Silver A. A. (Eds.), Bridges to tomorrow: The best of ACDL (pp. 35–55). Syracuse, NY: Syracuse University Press. [Google Scholar] Brittain M. (1970). Inflectional performance and early reading achievement. Reading Research Quarterly, 6, 34–38. [Google Scholar] Brown R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press. [Google Scholar] Carlisle J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247–266. [Google Scholar] Carlisle J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–190. [Google Scholar] Carlisle J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291–322. [Google Scholar] Carlisle J. F. (2010). Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. Reading and Writing, 23, 257–262. [Google Scholar] Carlisle J. F., & Katz L. A. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing, 19, 669–693. [Google Scholar] Carlisle J. F., & Stone C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428–449. [Google Scholar] Carroll J. B., Davies P., & Richman B. (1971). Word frequency book. New York: American Heritage. [Google Scholar] Clark E. V. (1982). The young word maker: A case study of innovations in the child's lexicon In Wanner E. & Gleitman L. (Eds.), Language acquisition: The state of the art (pp. 390–425). New York: Cambridge University Press. [Google Scholar] Clark E. V., & Hecht B. F. (1982). Learning to coin agent and instrument nouns. Cognition, 12, 1–24. [PubMed] [Google Scholar] Deacon S. H., & Kirby J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. [Google Scholar] Egan J., & Pring L. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing, 17, 567–591. [Google Scholar] Good R. H., Gruba J., & Kaminski R. A. (2001). Best practices in using Dynamic Indicators of Basic Literacy Skills (DIBELS) in an outcome driven model. Best Practices in School Psychology, 4, 679–700. [Google Scholar] Good R. H., & Kaminski R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement; Retrieved from http://dibels.uoregon.edu/ [Google Scholar] Greenberg D., Ehri L. C., & Perin D. (1997). Are word reading processes the same or different in adult literacy students and 3rd–5th graders matched for reading level? Journal of Educational Psychology, 89, 262–275. [Google Scholar] Greenberg D., Ehri L. C., & Perin D. (2002). Do adult literacy students make the same word-reading and spelling errors as children matched for word-reading age? Scientific Studies of Reading, 6, 221–243. [Google Scholar] Hoffman L. (1978). Reading errors among skilled and unskilled adult readers. Community/ Junior College Research Quarterly, 2, 151–162. [Google Scholar] Jarmulowicz L., Hay S. E., Taran V. L., & Ethington C. A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21, 275–297. [Google Scholar] Kirby J. R., Deacon S. H., Bowers P. N., Izenberg L., Wade-Woolley L., & Parrila R. (2012). Children's morphological awareness and reading ability. Reading and Writing, 25, 389–410. [Google Scholar] Kirsch I. S., Jungeblut A., Jenkins L., & Kolstad A. (1993). Adult literacy in America: A first look at the results of the National Adult Literacy Surve (NCES 93-275). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education. [Google Scholar] Kutner M., Greenberg E., Jin Y., Boyle B., Hsu Y., & Dunleavy E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007–480). Washington, DC: National Center for Education Statistics, US Department of Education. [Google Scholar] Larsen J. A., & Nippold M. A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201–212. [PubMed] [Google Scholar] Leong C. K. (2000). Rapid processing of base and derived forms of words and grades 4, 5, and 6 children's spelling. Reading and Writing, 12, 277–302. [Google Scholar] Liberman I. Y., Rubin H., Duques S., & Carlisle J. (1985). Linguistic abilities and spelling proficiency in kindergarteners and adult poor spellers In Gray D. B. & Kavanaugh J. F. (Eds.), Biobehavioral measures of dyslexia (pp. 163–176). Parkton, MD: York Press. [Google Scholar] MacArthur C. A., Konold T. R., Glutting J. J., & Alamprese J. A. (2010). Reading component skills of learners in adult basic education. Journal of Learning Disabilities, 43, 108–121. [PMC free article] [PubMed] [Google Scholar] Mahony D. L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing, 6, 19–44. [Google Scholar] Marcus G. F., Pinker S., Ullman M., Hollander M., Rosen T. J., & Xu F. (1992). Overregulation in language acquisition. Monographs of the Society for Research in Child Development, 57, 1–182. [PubMed] [Google Scholar] Mellard D. F., & Fall E. (2012). Component model of reading comprehension for adult education participants. Learning Disability Quarterly, 35, 10–23. [Google Scholar] Mellard D., Woods K., & Fall E. (2011). Assessment and instruction of oral reading fluency among adults with low literacy. Adult Basic Education and Literacy Journal, 5, 3–14. [PMC free article] [PubMed] [Google Scholar] Nagy W. E., & Anderson R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330. [Google Scholar] Nagy W. E., Anderson R., Schommer M., Scott J. A., & Stallman A. C. (1989). Morphological families and word recognition. Reading Research Quarterly, 24, 262–282. [Google Scholar] Nagy W., Berninger V. W., & Abbott R. D. (2006). Contribution of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134–147. [Google Scholar] Nagy W. E., Berninger V., Abbott R., Vaughan K., & Vermeulen K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95, 730–742. [Google Scholar] Nagy W. E., Herman P. A., & Anderson R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253. [Google Scholar] National Research Council. (2012). Improving adult literacy instruction: Options for practice and research In Lesgold A. M. & Welch-Ross M. (Eds.), Committee on learning sciences: Foundations and applications to adolescent and adult literacy. Washington, DC: National Academies Press. [Google Scholar] Nunes T., & Bryant P. (2009). Children's reading and spelling: Beyond the first steps. West Sussex: Wiley–Blackwell. [Google Scholar] Perin D. (1988). Combining schema activation and cooperative learning to promote reading comprehension in adult literacy students. Journal of Reading, 32, 54–68. [Google Scholar] Read C., & Ruyter L. (1985). Reading and spelling skills in adults of low literacy. Remedial and Special Education, 6, 43–52. [Google Scholar] Reichle E. D., & Perfetti C. A. (2003). Morphology in word identification: A word experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7, 219–237. [Google Scholar] Roman A. A., Kirby J. R., Parrila R. K., Wade-Woolley L., & Deacon S. H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96–113. [PubMed] [Google Scholar] Sabatini J. (2002). Efficacy in word reading of adults: Ability group comparisons. Scientific Studies of Reading, 6, 267–298. [Google Scholar] Sabatini J. P., Sawaki Y., Shore J. P., & Scarborough H. S. (2010). Relationships among reading skills of adults with low literacy. Journal of Learning Disabilities, 43, 122–138. [PMC free article] [PubMed] [Google Scholar] Singson M., Mahony D., & Mann V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing, 12, 219–252. [Google Scholar] Sternberg R. J. (1987). Most vocabulary is learned from context In McKeown M. G. & Curtis M. E. (Eds.), The nature of vocabulary acquisition (pp. 89–106). Hillsdale, NJ: Erlbaum. [Google Scholar] Thompkins A. C., & Binder K. S. (2003). A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level. Reading Research Quarterly, 38, 236–255. [Google Scholar] Viise N. M. (1996). A study of the spelling development of adult literacy learners compared with that of classroom children. Journal of Literacy Research, 28, 561–587. [Google Scholar] Woodcock R. W. (1987). Woodcock Mastery Reading Tests—Revised. Circle Pines, MN: AGS. [Google Scholar] Worthy J., & Viise N. M. (1996). Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults. Reading and Writing, 8, 139–159. [Google Scholar] Wysocki K., & Jenkins J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66–81. [Google Scholar]
Comments
Post a Comment