Two teens who were once best friends find their way back to each other in a family-owned bookstore. The store is home to books that are filled with letters between the pages, notes in the margins, and favorite quotes underlined and circled by hopeless romantics and long lost friends throughout the years.
Roadway signs in the United States increasingly use symbols rather than words to convey their message. Symbols provide instant communication with roadway users, overcome language barriers, and are becoming standard for traffic control devices throughout the world. Familiarity with symbols on traffic signs is important for every road user in order to maintain the safety and efficiency of our transportation facilities.
words their way blue book
One idea is that reading is a visual memory process. The teaching method associated with this idea is known as "whole word." The whole word approach was perhaps best embodied in the "Dick and Jane" books that first appeared in the 1930s. The books rely on word repetition, and pictures to support the meaning of the text. The idea is that if you see words enough, you eventually store them in your memory as visual images.
Stanovich wanted to understand how people read words.12 He knew about Goodman's work and thought he was probably right that as people become better readers, they relied more on their knowledge of vocabulary and language structure to read words and didn't need to pay as much attention to the letters.
So, in 1975, Stanovich and a fellow graduate student set out to test the idea in their lab. They recruited readers of various ages and abilities and gave them a series of word-reading tasks. Their hypothesis was that skilled readers rely more on contextual cues to recognize words than poor readers, who probably weren't as good at using context.
There are videos online where you can see cueing in action. In one video posted on The Teaching Channel,17 a kindergarten teacher in Oakland, California, instructs her students to use "picture power" to identify the words on the page. The goal of the lesson, according to the teacher, is for the students to "use the picture and a first sound to determine an unknown word in their book."
Goldberg realized lots of her students couldn't actually read the words in their books; instead, they were memorizing sentence patterns and using the pictures to guess. One little boy exclaimed, "I can read this book with my eyes shut!"
Around the same time, Goldberg was trained in a program that uses a different strategy for teaching children how to read words. The program is called "Systematic Instruction in Phonological Awareness, Phonics, and Sight Words," or SIPPS.24 It's a phonics program that teaches children how to sound out words and uses what are known as "decodable books." Most words in the books have spelling patterns that kids have been taught in their phonics lessons.
Eventually, many whole language supporters accepted the weight of the scientific evidence about the importance of phonics instruction. They started adding phonics to their books and materials and renamed their approach "balanced literacy."
Balanced literacy proponents will tell you their approach is a mix of phonics instruction with plenty of time for kids to read and enjoy books. But look carefully at the materials and you'll see that's not really what balanced literacy is mixing. Instead, it's mixing a bunch of different ideas about how kids learn to read. It's a little bit of whole word instruction with long lists of words for kids to memorize. It's a little bit of phonics. And fundamentally, it's the idea that children should be taught to read using the three-cueing system.
One part of the day was explicit phonics instruction.46 The students were divided into small groups based on their skill level. They met with their teacher, Andrea Ruiz, at a kidney-shaped table in a corner of the classroom. The lowest-level group worked on identifying the speech sounds in words like "skin" and "skip." The highest-level group learned how verbs like "spy" and "cry" are spelled as "spied' and 'cried" in the past tense.
Other vocabulary words these first-graders had learned were posted on cards around the classroom. They included: wander, persevere, squint and scrumptious. The kids weren't expected to read those words yet. The idea is to build their oral vocabulary so that when they can read those words, they know what the words mean.
After their vocabulary lesson, the kids did "buddy reading." They retreated to various spots around the classroom to read books to each other. I found Belinda sitting on an adult chair at the back of the classroom, her little legs swinging. Across from her was her buddy Steven, decked out in a yellow and blue plaid shirt tucked neatly into his jeans. He held the book and pointed to the words while Belinda read.
"Ellen /m/," Belinda paused, sounding out the word "meets." She was reading a decodable book about some kids who visit a farm. Almost all of the words in the book contain spelling patterns she'd been taught in her phonics lessons.
See Goodman's book, On Reading. Reading "is not a matter of careful attention to detail or concern for accuracy" because readers "get to the meaning without attending to all the detail of the letters and the words." (p. 42) "What you think you see is more important than what your eyes pick up." (p. 37) Reading "isn't recognizing words, it's making sense of print." (p.7)
See the books Reading Ability, Beginning to Read and these articles: Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later and Cognitive Processes in Early Reading Development. See also this synthesis of the research on reading: "In the NICHD intervention studies, teaching children to use context and prediction as strategies for word recognition resulted in greater numbers of reading disabilities than instruction that taught children to use their sound-spelling knowledge as the primary strategy for word recognition."
This was established in the late 19th century by a researcher named James Cattell who compared reaction times to words and images using a newly developed timing mechanism that could measure reactions to within 1/1,000th of a second. See this book, p. 30.
Word Segments List 1.\n \n \n \n \n "," \n \n \n \n \n \n Hyphens.\n \n \n \n \n "," \n \n \n \n \n \n Spelling Sorts: Do not use Slide Show to sort the words.\n \n \n \n \n "," \n \n \n \n \n \n Syllable & Affix Patterns: Sort 53 (Homophones)\n \n \n \n \n "," \n \n \n \n \n \n Pre-before, in advance Word List: pre.\n \n \n \n \n "," \n \n \n \n \n \n The Search for Early Americans\n \n \n \n \n "," \n \n \n \n \n \n How are words like Paint?\n \n \n \n \n "," \n \n \n \n \n \n What is a prefix?.\n \n \n \n \n "," \n \n \n \n \n \n cattle model until final saddle level April total couple angel metal\n \n \n \n \n "," \n \n \n \n \n \n continued on next slide\n \n \n \n \n "," \n \n \n \n \n \n Words to be familiar with for upcoming CRT Test\n \n \n \n \n "," \n \n \n \n \n \n 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Ions.\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green Book Sort 54\n \n \n \n \n "," \n \n \n \n \n \n away debate because another degree believe awhile depend between along\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 7\n \n \n \n \n "," \n \n \n \n \n \n \n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Yellow Book Sort 35\n \n \n \n \n "," \n \n \n \n \n \n WORD STUDY DR Sort 1.\n \n \n \n \n "," \n \n \n \n \n \n Data Logging Day 1 ish Objectives:\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 15\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Blue: Syllables and Affixes Sort 4\n \n \n \n \n "," \n \n \n \n \n \n Bellringers Prefixes.\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 4\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Blue: Syllables and Affixes Sort 3\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 13\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 14\n \n \n \n \n "," \n \n \n \n \n \n CATEGORY ONE Enter category name on this slide..\n \n \n \n \n "," \n \n \n \n \n \n You must show all steps of your working out.\n \n \n \n \n "," \n \n \n \n \n \n Question 1.\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 5\n \n \n \n \n "," \n \n \n \n \n \n ANIMALS.\n \n \n \n \n "," \n \n \n \n \n \n = Foreboding fore- = (prefix) before\n \n \n \n \n "," \n \n \n \n \n \n Words Their Way Green: Syllables and Affixes Sort 4\n \n \n \n \n "," \n \n \n \n \n \n HIPAA and Harassment.\n \n \n \n \n "," \n \n \n \n \n \n continued on next slide\n \n \n \n \n "," \n \n \n \n \n \n Data Logging Day 1 ish Objectives:\n \n \n \n \n "," \n \n \n \n \n \n Phrases A word or group of words that act together as a unit but don\u2019t usually contain a finite verb.\n \n \n \n \n "," \n \n \n \n \n \n continued on next slide\n \n \n \n \n "," \n \n \n \n \n \n Drag the blue box to the correct answer.\n \n \n \n \n "]; Similar presentations 2ff7e9595c
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