I Can Read
I Can Understand What Is Read to Me, But How Do I Work Out These Words?
By Irene Le RouxBalboa Press
Copyright © 2018 Irene Le Roux
All rights reserved.
ISBN: 978-1-5043-1141-0Contents
Introduction, v,
Phonemes and Digraphs, 1,
Vowels, 2,
Nonsense Words: Closed Syllables, 3,
Real Words: Closed and Open Syllables, 4,
Nonsense Words: Closed Syllables, 5,
Real Words: Closed Syllables, 6,
Adding (s) to Words: Closed Syllables, 7,
Sentences: Closed and Open Syllables, 8,
b/d Confusion, 9,
Hearing Initial Consonants in Words, 10,
Reading Initial Consonants in Words, 11,
Nonsense Words: Initial Consonants, Closed Syllables, 12,
Real Words: Initial Consonants (1), Closed Syllables, 13,
Real Words: Initial Consonants (2), Closed Syllables, 14,
Sentences: Initial Consonants, Closed Syllables, 15,
Nonsense Words: Final Consonants, Closed Syllables, 16,
Real Words: Final Consonant, Closed Syllables, 17,
Sentences: Final Consonants, Closed Syllables, 18,
Nonsense words: Split Digraphs, VCe, 19,
Real Words: Split Digraphs, VCe, 20,
Sentences: Split Digraphs, VCe, 21,
Nonsense Words: Initial Consonants and Split Digraphs, VCe, 22,
Real Words: Initial Consonants and Split Digraphs, VCe, 23,
Sentences: Initial Consonants and Split Digraphs, VCe, 24,
Nonsense Words: Long and Short Vowels, 25,
Real Words: Long and Short Vowels, 26,
Sentences: Long and Short Vowels, 27,
Syllables, 28,
Nonsense Words: Rule 1. Closed Syllables, 29,
Real Words: Rule 1. Closed Syllables, 30,
Sentences: Rule 1. Closed Syllables, 31,
Nonsense Words: Adding Suffixes (er) and (ing), 32,
Real words: Adding Suffixes, (er) and (ing), 33,
Sentences: Adding Suffixes (er) and (ing), 34,
Nonsense Words: Rule 2. Open Syllables, 35,
Real Words: Rule 2. Open Syllables, 36,
Sentences: Rule 2. Open Syllables, 37,
Nonsense Words: (y) Says Vowel (e) and (i), 38,
Real Words: (y) Says Vowel (e) and (i), 39,
Sentences: (y) Says Vowel (e) and (i), 40,
Nonsense Words: Suffix Ending (ed), 41,
Real Words: Suffix Ending (ed), 42,
Sentences: Suffix Ending (ed), 43,
Real Words: Rule 3. Irregular, Unstressed Syllables, 44,
Sentences: Rule 3. Irregular, Unstressed Syllables, 45,
Real Words: Long and Short Vowel Revision, 46,
Sentences: Long and Short Vowel Revision, 47,
Real Words: (ee) and (ea) Sounds, 48,
Sentences: (ee) and (ea) Sounds, 49,
Real Words: (ay) and (ai) Sounds, 50,
Sentences: (ay) and (ai), Sounds, 51,
Real words: Soft (c): (ce), (ci), (cy), 52,
Sentences: Soft (c): (ce), (ci), (cy), 53,
Real Words: (oo) Sounds, 54,
Sentences: (oo) Sounds, 55,
Real words: Soft (g): (ge), (gi), (gy), (dge) and (age) Sounds, 56,
Sentences: Soft (g): (ge), (gi), (gy), (dge) and (age) Sounds, 57,
Real Words: (ow) Sounds, 58,
Sentences: (ow) Sounds, 59,
Real Words: (ew) Sounds, 60,
Sentences: (ew) Sounds, 61,
Real Words: (wa), (qua), (squa), Sounds, 62,
Sentences: (wa), (qua), (squa), Sounds, 63,
Real words: (oa) and (oe) Sounds, 64,
Sentences: (oa) and (oe) Sounds, 65,
Real Words: (ou), (ough), (gh) Sounds, 66,
Sentences: (ou), (ough) and (gh) Sounds, 67,
Real Words: (oy) and (oi) Sounds, 68,
Sentences: (oy) and (oi) Sounds, 69,
Real words: (or), (ore), (our), (oar), (oor), (ough), (war) and (ar) Sounds, 70,
Sentences: (or), (ore), (our), (oar), (oor), (ough) and (war) Sounds, 71,
Real Words: Multisyllabic Words, 72,
Real Words: Multisyllabic Words, 73,
Real words: (er), (ir), (ur), (wor), (ear), (our), (re) and (yr) Sounds, 74,
Sentences: (er), (ir), (ur), (wor), (our), (ear), (re) and (yr) Sounds, 75,
Real Words: (au) and (aw) Sounds, 76,
Sentences: (au) and (aw) Sounds, 77,
Real words: (ar), (are) and (aer) Sounds, 78,
Sentences: (ar), (are) and (aer) Sounds, 79,
Real Words: (igh), (eigh), (ough) and (augh) Sounds, 80,
Sentences: (igh), (eigh), (ough) and (augh) Sounds, 81,
Real Words: (ey) Sounds, 82,
Sentences: (ey) Sounds, 83,
Real words: Rule 4. (i) in a Multisyllabic Word, 84,
Sentences: Rule 4. (i) in a Multisyllabic Words, 85,
Real Words: (ui) and (ue) Sounds, 86,
Sentences: (ui) and (ue) Sounds, 87,
Real Words: (ie) and (ei) Sounds, 88,
Sentences: (ie) and (ei) Sounds, 89,
Real Words: (tion) and (sion) Sounds, 90,
Sentences: (tion) and (sion) Sounds, 91,
Real Words: (cian), (cial), (tial) and (ive) Sounds, 92,
Sentences: (cian), (cial), (tial) and (ive) Sounds, 93,
Real Words: (ous), (cious), (tious) and (xious) Sounds, 94,
Sentences: (ous), (cious), (tious) and (xious) Sounds, 95,
Real Words: Silent Letters, 96,
Sentences: Silent Letters, 97,
Congratulations, 98,
Appendix:,
Vowels, 99,
Vowel: (Aa), 99,
Vowel, (Ee), 100,
Vowel, (Ii), 101,
Vowel, (Oo), 102,
Vowel, (Uu), 103,
Consonant and Vowel, (Yy), 104,
Glossary, 105,
Core Sight Words, 107,
Consonants, Vowels, Digraphs and Trigraphs, 108,
INTRODUCTION
Why do some children find reading difficult?
Students who have visual or auditory processing, or short-term memory difficulties, find learning to read and write very challenging. Many of these students fail to keep up with other students when learning or to understand lengthy instructions. They often only follow part of a message because they miss what is heard or seen because of their slower processing speed; therefore, the information that is received can be muddled or confusing to them. They then lack understanding of the critical concepts of their learning. These students have the intelligence to learn; however, they require more explicit instructions, with extra time to process what is heard or seen, as compared to the speed of classroom instruction or other learners.
Students have different learning styles; visual, auditory, hands-on or they may need to talk about what they are learning. Some students require instructions to be repeated, rephrased or different explanations may need to be given for them to understand. When they are attempting to work out unknown words while reading, they can often guess words by using pictures clues; using the first letter of a word and the context of the sentence; using the meaning or sentence structure of the text. These are excellent skills, but when words get too hard or too long to work out or decode, students can get discouraged in their effort to make meaning. When specific needs or disabilities are not addressed, students learn how to adapt or cope the best way they can, and some can give up trying.
Learning how to read involves more than just decoding words. Active readers use visual information, meaning or sentence structure clues, and then they analyse and use what has been read to make meaning. They know the relationship between spoken and written language and how the purpose of reading determines how we read and find the information that we need. They assimilate their knowledge and prior experiences with what has been learned to make meaning and gain understanding. Texts empower us; however, not all students enjoy this privilege as they find the process of decoding words demanding; therefore, they require explicit teaching and extra time to learn concepts and skills.
Other factors to consider
Physical
There could be other reasons why a student may find reading hard. Often, we overlook the very basics of hearing and seeing. Some children cannot understand how letters, words or sentences are pronounced because they have hearing difficulties. If a child is experiencing problems learning, especially in literacy or numeracy, their hearing should be checked by a specialist.
There is more to reading than just seeing letters and words. A vital component of learning to read is whether the student can focus, track or see adequately to read words. Students should have their eyesight examined by a Behavioural Optometrist if you suspect any of these symptoms are affecting the child's ability to learn. Behavioural Optometrists are specialists in the intricacies of focusing, tracking and general eyesight. Make sure you ask the Optometrist to check all of these areas. If there are problems, specific exercises for strengthening the eyes or glasses may be prescribed, to assist with learning.
Processing
Students who experience visual processing difficulties, such as those with a Specific Learning Difficulty, like Dyslexia, often reverse words, e.g. was/saw; lift/fill, or they can confuse letters, e.g. b/d; m/n; u/y; p/b. These are only some of the common confusions that students with reading and spelling difficulties experience. Students who have auditory processing or working memory difficulties can sound out a word, letter by letter, as in c-a-t but say tac. Often, these students can only remember one to two instructions at a time, so when they are trying to work out words with three or more letters or syllables, they find it challenging to recall what they have said or heard. With careful, explicit training, students can learn how to blend groups of letters together, then later chunk through longer words, using syllables to work out, multisyllabic words.
Children who have auditory or visual processing difficulties, process what they hear or see at a much slower rate than other children; therefore, we need to give them more time to respond to instructions and questions to cater for their pace of learning, so that they learn at their pace.
Why use this program?
The 'I Can Read' program is for students who benefit from explicit, individualised instruction, which gives them time to learn at their own pace. These exercises use phonemic awareness, phonics and the knowledge of oral language to identify sounds, letter patterns and the rules used to form words. The activities also help students decode written letter patterns back into sounds and recognised as known words. These skills are fundamental to reading. This program has been developed and used with success to help students focus on letters and letter combinations and learn how to blend them to form words to read and to spell. Decoding is only one of the strategies to work out unknown words and can be overused and underused. Some students guess words or spend too much time decoding words; therefore, by the time they have finished reading a text, they have no understanding of what they have read. This process is a blockage that often hinders them from learning how to read.
It is common practice for many children who have visual or auditory processing difficulties and short-term memory problems, to guess words, using pictures and meaning or grammar clues, in their attempt to work out unknown words. Nonsense or pseudowords are used to help counteract guessing. They have no meaning and can be used to indicate or check if the reader can decode words into their phonemes or sounds, to read or to spell a word. As these words are unfamiliar to the student, nonsense words help them to focus on the letters of words, from left to right, blending and chunking, to decode words.
Reading and writing enjoyment is often hindered because students find it challenging to learn letter sounds and their combinations to read and to write. Make cards for each phoneme and revise them frequently if students struggle to learn in this area. All phonemes are listed in the Appendix. Knowing how phonemes are used to form words enables children to learn how to read and spell. When students have success at decoding words, they are then able to establish the love of reading and gain the knowledge and enjoyment that many of the school population experience. As a teacher and Learning Support Teacher for over forty years, I have found that up to 20% of some school populations may require this oneon-one, explicit teaching.
How is the program organised?
'I Can Read' is a one-on-one program, with tutor and student. The tutor's instructions at the top of each page provide the explanations and guidelines on how to complete the exercises and activities immediately below. Tutors information should always be read first and then instruct the student on how to achieve their section.
The phonemes and skills are systematically introduced, with lots of practice to consolidate learning, using repetition to promote and ensure success for the learner. Once students have the skills of how to work out unknown words like blending, syllable division and using the context and grammar of a sentence, they should be able to work out most unfamiliar words.
Nonsense words are used to introduce each phoneme, concept or skill. Real words are then presented, followed by sentences to help reinforce and use the same phoneme, concept or skill. Nonsense words are no longer used after suffix ending, (ed). Ensure that words are pronounced correctly. If a word is incorrect in a sentence, ask the student if it made sense by asking; Did that make sense? Did that sound right? Do we speak like that? Students should always re-read sentences that are incorrect.
Core sight words are included to learn with automaticity, i.e. no sounding out, to read and spell. Writing sounds and spelling words will reinforce and enhance the learning of the sight words; therefore, spelling is an essential component of the program.
Depending on the student's ability, confidence and stress levels, tutors should judge whether to take the student through one, two or all of the columns or to read only some or all of the sentences of a page in one session. It would be preferable to complete one to three pages of the same phoneme or concept in one sitting.
When a student receives 5 to 10 words wrong on a page, it would be beneficial for them to repeat that page until most are correct. If the student takes more than three sessions on one page, return to revise the specific words or sentences in the next lesson, before starting a new page. When the problem is a real word, not a nonsense word, put that word onto a card and revise it each day until the student gets it correct for three consecutive days. It could also be added to weekly spelling lists to practise the word for homework. Students learn by repetition; therefore, this is a way of reinforcing and assisting with learning.
Tutors should verbally model how to blend letters or how to chunk words into syllables. If a child has difficulties with any concept, you can also say the words with them until they are confident enough to try by themselves, especially at the beginning of the program or on the first day when introducing a new phoneme, concept or skill.
Because students are challenged when processing letters, words or sentences, they can tire quickly. Tutors must continually monitor the student's stress levels. A child's ability to absorb information decreases as stress levels increase. Every child is different; therefore, organise the program to suit the needs of each child. Ensure that a child does not stress or tire, as this is not helpful to learning and it will undermine the confidence that you are endeavouring to develop.
How often should the exercises be taken?
Greater success occurs when the program is taken daily, Monday to Friday. Consecutive days are preferable; however, progress has been achieved with once a week lessons also. Very few students ever complain about doing the exercises because they experience success using this program. Praise all efforts and look for ways to encourage, e.g. getting fewer words incorrect each time.
When this program is used five to ten minutes before a reading session, the student is more likely to apply what they have been learning when reading or they can be reminded of the strategies as they read.
Who can tutor?
Anyone can be a tutor by following the tutor's explanations and directives at the tops of each page. These will help the tutor to instruct the student. Teachers, as well as TeacherAides, parents, grandparents or volunteers, can use this program. Refer to the Appendix for helpful tips.
Where to start?
Some students will progress more quickly than others depending on their specific learning difficulty. Tutors must always check if the student knows the sound of all of the single phonemes first. All unknown letters should be learnt before progressing with the other exercises. Once you have established that this is not the problem, then go through one column of each page to determine where the difficulty lies. Often, the third column has harder words. Once the student has experienced more problems on a page, continue from this point, page by page.
How do I record progress?
Place a dot above letters or words that the student found difficult or got wrong. When the word is correct, tick it to show that they have mastered that word. Dating a page can help you keep track of the pace of progress. For tutors to analyse errors, note the date, page number, and column where an error occurs. You may see patterns happening and these issues can be addressed by doing extra coaching in the problem area.
e.g. Date Page column (1, 2 or 3) or sentence number.
4/5 P.6. 1. wet 2. left 3. dab
went felt bad
For example, no. 1, the student is not looking at all the letters of the word.
For example, no. 2, the student is reversing letters in words.
For example, no. 3, the student is reversing and confusing the letters b/d. In this case, you need to go to the page that deals with b/d confusion and revise the exercises. Teach one letter at a time, e.g. the (b).
Core Sight Words to Read and Write
Core sight words are the most commonly used words to read and spell. They must be recognised automatically without sounding out, as many do not follow any rule or pattern, for example, enough, many and could. Words that are not identified automatically to read should be put onto flash cards and repeated until they are known immediately, without sounding out, for three consecutive days. Core sight words are no longer used after Long and Short Vowel Revision.
Core spelling words are the most commonly used words when writing texts. Some words follow no pattern or rule and are tricky to spell. Repetition is an excellent way of learning; therefore, write the words several times, using: say the word, spell out each letter, cover the word and write it and then check. Mnemonics can also help students to remember how to spell any difficult words. Refer to the Appendix or the real word pages at the beginning of the program for examples; however, students can make up their mnemonics for any of these troublesome words.
Writing the sight words assists in the learning of words to read and spelling will reinforce reading. This can be a way of checking if the student knows the words.
Asking questions for sentences and paragraphs
Different questioning techniques help students understand the purpose of reading; to learn the skills and knowledge to become literate individuals. By asking a child questions after they have read a text or sentences, we are instilling the fact that reading is about learning new information and knowledge, not just decoding words. The three levels of questioning that students need to know are literal (factual), conceptual (inferential or clarifying questions) and metacognitive (evaluating or critical thinking) skills.
Ask questions for each sentence if students do not understand what they have read; literal, inferential and metacognitive questions to evaluate or to analyse what they have read. For literal questions, ask the student to retell or remember facts to show their understanding of what they have read. For conceptual questions, ask the student to apply and analyse what they have read, combining what they know with what the text is about, e.g. that reminds me of something or someone else, or the word star infers that it must be the night. For metacognitive questions, ask the student to evaluate, then to combine any new information of what they have read, to form a new understanding of that topic. Ask the student to critically analyse what they have read by asking them if they believe or agree with the view, opinion or interest of the writer.
What year of schooling can a student start using these exercises?
Any school year level or adult can use 'I Can Read,' if they are experiencing decoding or comprehension difficulties. It is preferable that students know their single phonemes to read and write before they begin this program. Students who take longer to process what they see and hear would benefit from the slower pace of one-on-one tutoring, evident with students who have auditory or visual processing and short-term memory difficulties, e.g. Dyslexia. These exercises can be used from the beginning of the second year of schooling; however, students may need to work through the pages with more repetition of the activities. Adults can use these exercises to improve their decoding and comprehension skills and to learn rules of the English language. These exercises are also suitable for students who have English as their second language.
Praise and encouragement
Remember to praise every effort of the student. Readers are more likely to take risks in a supportive environment where their efforts are valued and accepted. Always model the correct response if the student is having difficulties understanding a concept when learning a skill. Never show your frustration with anyone who is struggling to learn. Be excited when they have success and look for the little improvements, like getting fewer words wrong each day. Provide positive feedback so that the student can begin to monitor and regulate their reading and learning. Students need a purpose for learning to read and write. Encourage them to set goals so that they can have a future full of hope and dreams.
We aim to make students independent and confident learners so that they can enjoy the pleasure of gaining knowledge from reading and writing, to become literate and successful individuals.
Reading and writing empower lives!
Excerpted from I Can Read by Irene Le Roux. Copyright © 2018 Irene Le Roux. Excerpted by permission of Balboa Press.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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