Module+1


 * **Module 1: The Challenge of Learning to Read** ||
 * ~ **Key Content ** ||~ **Classroom Connections ** ||
 * * Speaking is natural; Learning to read is not natural
 * Oral language is the foundational skill for reading and writing
 * Spoken language is different from written Language
 * English is a deep morphophonemic language (we spell by sound and meaning) || * Teach the difference between spoken and written language
 * Emphasize oral language development in the primary grades (vocabulary, syntax, speech sounds, context, etc.)
 * Vary strategies to emphasize both sound-symbol correspondences and meaning units for teaching reading and spelling ||
 * * Reading is the product of decoding and language comprehension
 * Several major parts of the left hemisphere of the brain must work together for reading to occur
 * The Four-Part Processing Model represents a complete system for word recognition in which each system must be educated and all parts must work together fluently
 * Context is the back-up system || * Teach the 4 processors explicitly with an emphasis on the interconnections and fluency (example – teaching a new vocabulary word use the word in several contexts, pronounce the word and have students repeat/use the word several times, teach the structure of the word (spelling) ||
 * * Reading develops along a developmental continuum (Ehri’s Phases: prealphabetic, early alphabetic, later alphabetic, consolidated alphabetic)
 * Different skills are emphasized during each phase of reading development || * Use student writing and spelling as a diagnostic tool to set goals and design instruction that is differentiated
 * Teach foundational skills to mastery
 * Be careful not to emphasize letter names in early instruction ||
 * * Reading disabilities vary in their underlying cause and symptoms
 * Interventions for reading disabilities must be prescribed based on type of disability and individual student need
 * DIBELS assesses all 4 processors || * Teachers can use a variety of tools to define student need and adjust instruction accordingly
 * Specialists can use deeper assessments to define individual student needs and design interventions matched to need ||
 * Specialists can use deeper assessments to define individual student needs and design interventions matched to need ||