I would look at the Fundations Program from the Wilson Reading Program. -------------- Original message -------------- From: KENNETH SMITH <[EMAIL PROTECTED]>
> > > Hi, all, > > I am looking for some suggestions on teaching phonemic awareness and > segmentation to older students (3rd and 4th grade). I have several students > who > just don't get it, and they can read lots of words, but they are limited to > the > words they know and don't know how to apply decoding strategies to the ones > they > don't, and they can't spell worth beans! If I give them just a single word, > they > are usually okay, but in text they are lost. They also can't handle words > with > more than one syllable. They tend to jumble up the sounds in the middle. I > have > used the boxes to write each sound that we hear when we say a word, and I've > given them words to attempt to do the same, but they just don't get it. And > sometimes they are way off - they will insert completely random sounds (/r/ > seems to be a favorite). They do this more often when orally trying to break > down the sounds, but also when writing. They have such poor comprehension > that > they aren't able to use the context to help with decoding. Sometimes it seems > as > though the only way they can use context is if I read it to them. They may > read > a sentence and substitute a random word (usually begins with the same letter, > but that's all), and not even realize that it doesn't make sense. When I try > to > focus their attention on the word, they just can't figure out anything that > would make sense that begins like that word, and we spend so much time on > this > level of reading that it's hard to get to the deeper meaning and enjoyment of > reading. > > I have one more really difficult student and I would love to hear suggestions > on > this. The little guy will be entering first grade next year and did "double > duty" in our half-day kindergarten this year (attending both sessions). He is > unable to remember what any letters are. He still doesn't recognize his own > name, he can't get all the way through the alphabet orally, he only gets to > about "g", but he can't match letters to the alphabet song as he sings, he > can't > distinguish between letters and numbers. We have tried every style of > learning > we can think of with him. After tracing his own name for the entire school > year > he still can't write it himself. (And that's just his first name, with only 4 > letters.) He was tested for SPED and didn't qualify, supposedly because his > IQ > was too high (70's). What's a reading teacher to do?????? He's a sweet boy > and I > am very concerned for him. His older brother is one of the kiddos described > in > the above paragraph, and I believe he is on the autism spectrum(our autism > specialist and I have done many observations). Family support is minimal. > > > > Any suggestions would be appreciated! > > Thanks, > > Debbie Smith > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >
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