by PRIDE Reading Program Admin | Jan 31, 2016 | A PRIDE Post, Orton-Gillingham
Learning to read in English would be such a simple task if all similar-sounding phonemes were spelled the same. They aren’t. English is such an unfair language with so many iniquitous rules! For most of us, learning to read means memorizing the symbolic code of letter combinations and then using them in new contexts. Many of us just read naturally, understanding that these letter combinations create words and sounds. Linguists call these sounds ‘phonemes.’ Our brains just register the words and are equipped to read three or four words ahead of time. We are also mentally able to pull words apart, separate them into syllables and apply all of those unfair spelling rules easily and logically.
For a student with a reading disability, this process of reading does NOT come naturally. Students with dyslexia, for example, do not use the process of sounding out phonemes (decoding) while reading and applying spelling rules while writing (encoding). Dyslexics, in general, memorize words in entirety and make mental pictures of each word they learn. The predicament with this strategy is that when they get to a word that they are unfamiliar with, they have no coping mechanisms to attack that particular word.
An example of the difficulty for some of us to learn which combination of letters creates which phoneme is the sound of the letter ‘a’ as in the word ‘cake.’ The long ‘a’ sound is written differently in different words, as in baby, ape, sail, play, steak, vein, eight and they. For students with reading disabilities, something interferes with the acquisition of these written phonemes, and in order to learn, these students must be taught how to read in a different way. One such way is using a multi-sensory method.
Students with a reading disability often struggle with auditory and/or visual processing. They have troubles recalling words and how they are pronounced. This means that they do not comprehend the roles that sounds play in words. These students have difficulties rhyming words as well as blending sounds together to form words. These students do not understand or acquire the alphabetic system expected of them in the early years. If a student with a learning difference is given a task that uses just hearing and vision, without drawing upon other senses, this student will be at a disadvantage. When taught with a multi-sensory approach, students will learn alphabetic patterns, phonemes and words by utilizing all pathways – hearing (auditory), seeing (visual), touching (tactile) and moving (kinesthetic).
When learning the vowel combination ‘oa,’ for example, the student might first look at the letter combination on a picture of a GOAT, then close his/her eyes and listen to the sound, then trace the letters in the air while speaking out loud. This combination of listening, looking, and moving around creates a lasting impression for the student as things will connect to each other and become memorable. Using a multi-sensory approach to reading will benefit ALL learners, not just those with reading disabilities.
The other significant component in helping a struggling reader learn to read and write is utilizing an Orton-Gillingham approach. In Orton-Gillingham, the phonemes are introduced in a systematic, sequential and cumulative process. The Orton-Gillingham teacher begins with the most basic elements of the English language. Using repetition and the sequential building blocks of our language, phonemes are taught one at a time. This includes the consonants and sounds of the consonants. By presenting one rule at a time and practicing it until the student can apply it with automaticity and fluency, students have no reading gaps in their word-decoding skills. As the students progress to short vowels, they begin reading and writing sounds in isolation. From there they progress to digraphs, blends and diphthongs.
Students are taught how to listen to words or syllables and break them into individual phonemes. They also take individual sounds and blend them into a word, change the sounds in the words, delete sounds, and compare sounds. For example, “…in the word steak, what is the first sound you hear? What is the vowel combination you hear? What is the last sound you hear? Students are also taught to recognize and manipulate these sounds. “…what sound does the ‘ea’ make in the word steak? Say steak. Say steak again but instead of the ‘st’ say ‘br.’- BREAK!
Every lesson the student learns is in a structured and orderly fashion. The student is taught a skill and doesn’t progress to the next skill until the current lesson is mastered. As students learn new material, they continue to review old material until it is stored into the student’s long-term memory. While learning these skills, students focus on phonemic awareness. There are 181 phonemes or rules in Orton-Gillingham for students to learn. Advanced students will study the rules of English language, syllable patterns, and how to use roots, prefixes, and suffixes to study words. By teaching how to combine the individual letters or sounds and put them together to form words and how to break longer words into smaller pieces, both synthetic and analytic phonics are taught throughout the entire Orton-Gillingham program.
Students with reading disabilities need more structure, repetition and differentiation in their reading instruction. They need to learn basic language sounds and the letters that make them, starting from the very beginning and moving forward in a gradual step by step process. This needs to be delivered in a systematic, sequential and cumulative approach. For all of this to “stick” the students will need to do this by using their eyes, ears, voices, and hands.
Learn more about the New PRIDE Reading Program
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Karina Richland, M.A. is the Managing Director of Pride Learning Centers, located in Southern California. Ms. Richland is a reading and learning disability specialist. She speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the website www.pridelearningcenter.com
by PRIDE Reading Program Admin | Dec 6, 2015 | A PRIDE Post, Reading Fluency
Do you watch your child struggle to read a book that you feel is just perfect for their age and reading level? Is the reading choppy and slow?
Reading fluency is the process where a child reads aloud expressively and with understanding. When a child reads fluently, the words flow smoothly and at an efficient pace. Reading fluency is a critical component in the reading process. Stumbling and hesitating over words undermines reading comprehension given that by the time the child gets to the end of a sentence he or she will have completely forgotten what was at the beginning of the sentence!
How do you measure reading fluency in your child?
- Ask the child to read a grade level passage that they have never seen or read before.
- Using a timer have the child read this text for one minute.
- While reading the passage, tally the errors the child makes while reading.
- Stop the child after one minute. Count the number of words read in the minute and subtract any errors made by the child. For example: if he or she read 120 words in a minute and made five errors then the child’s reading fluency rate is 115.
- Use the chart below to determine if your child’s reading rate is on target.
Mean Words Correct Per Minute “Targets” for Average Students in Grades One through Eight
| Grade | Fall Target | Winter Target | Spring Target |
| | | | |
| 1 | Not applicable | 20 | 50 |
| 2 | 50 | 70 | 90 |
| 3 | 70 | 90 | 110 |
| 4 | 95 | 110 | 125 |
| 5 | 110 | 125 | 140 |
| 6 | 125 | 140 | 150 |
| 7 | 125 | 140 | 150 |
| 8 | 130 | 140 | 150 |
Johns, J. and Berglund, R. (2006). Fluency strategies and assessments. Dubuque, IA: Kendall/Hunt Publishers.
How do you determine a child’s reading level to test for fluency?
Probably the easiest ways to determine if a book is at an appropriate reading level for your child is the Five Finger Rule. Have the child begin reading a chapter, and put down one finger each time he struggles with a word. If they reach the end of the page before you get to five fingers, the book is written at a comfortable level for independent reading.
What can you do to increase and improve your child’s reading fluency?
The very best way is through practice, both through oral and silent reading.
One approach to practicing reading fluency is for the child to repeatedly read the same passage or text either with a parent or teacher three to four times. Rereading text gives the child multiple opportunities to read unfamiliar words. After repeated reading, those words become familiar. The child should practice rereading aloud texts that are reasonably easy for them and at their reading level and include words that the child already knows and can decode easily. A text is considered at reading level if the child can read it with 95% accuracy. This text should also be relatively short consisting of 50-200 words. First, the parent or teacher reads the text aloud to the child. Then the child reads the same passage to the adult or chorally with the adult. Finally, the child rereads the passage again independently.
Reading frequently will also improve reading fluency since reading is a skill that improves with practice. Children can improve their reading fluency by reading independently each day for at least 20 minutes. Again it is important that the child read a book or text that is at their grade level or slightly below their grade level. Children should be encouraged and allowed to read a book of their choice – even if this doesn’t involve classic novels for their independent reading. For gaining fluency, quantity is more important than quality. Whenever possible, use their interests to guide their reading choices and give them some power in making decisions about what to read.
Memorizing Dolch sight words is another method to improve reading fluency in children. By memorizing common words like “the”, “said”, “what”, “you”, the child will read texts and stories more fluently. Many of these words are in almost anything they read. Readers will have more experiences of success if they know these words. Dolch words are service words; they give meaning and direction, which are necessary for understanding sentences.
Model good reading for your children. Share what you read with them or read what they are reading. Have discussions and talk to them about the things you find important in what you read and why. Parents and teachers need to read themselves and read in front of their children and students. Children will imitate you and will be more likely to read and read well in a house and classroom filled with all kinds of interesting books, magazines and texts.
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Karina Richland, M.A. is the Founder of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | Dec 2, 2015 | A PRIDE Post, Reading Disability
Reading is an important first step on a child’s path to success in life. A child that is an excellent reader is a confident child, has a high level of self -esteem and is able to easily make the transition from learning to read to reading to learn. For many of us reading is a natural process and we can read with ease and pleasure. Unfortunately, for a child with a reading disability, the reading process can become a frustrating and negative experience and is often very difficult to master.
What is a Reading Disability?
A reading disability is an inherited condition that makes it extremely difficult to read, write, and spell despite at least an average intelligence.
Learning to read is a sequential process. Each new skill a child learns builds on the mastery of previously learned skills. First, a child learns to break down words into their most basic sounds, which we call decoding. Later on, the child begins to comprehend the meaning of words and sentences, which we call reading comprehension. Decoding is an essential step in the reading process since it forms the foundation of reading. For a child with a reading disability, decoding does NOT come naturally and is NOT an automatic process. Most reading experts will agree that decoding problems is the basis of most reading disabilities.
Does my child have a reading disability?
Some signs of a reading disability:
- Child has difficulties sounding out words
- Slow laborious reading
- Reads without expression
- Ignores punctuation while reading out loud
- Guesses based on first letter of word
- Puts extra sounds into a word
- Drops syllables
- Reverses sounds
- Struggles with spelling
- Substitutes small common words
If your child is struggling in reading and showing the above symptoms, there may be good reason for you to request an immediate assessment. As a parent you want to be certain that you are providing what is needed for your child to succeed in school. To know what is necessary, an assessment is the first thing to do in order to identify the issues to remedy.
What is an assessment?
An assessment is simply a standardized test performed by someone trained and licensed to understand how to give the test and how to interpret the results. Specialists trained to do psychological testing and result interpretation are:
- Clinical psychologist
- School psychologist
- Educational psychologist
- Developmental psychologist
- Neuropsychologist
- Speech and language therapist
How do I get help?
A child with a reading disability will take in and process information differently and needs to be taught by specialists. Students with a reading disability will need to work with a specially trained teacher, tutor, or reading specialist to learn how to read and spell. Students who have been assessed and diagnosed through the school district might qualify for Special Education Services. Children with a reading disability progress best with a sequential, repetitive, systematic and cumulative structured reading program. Fortunately, with the proper assistance and help, most students with a reading disability are able to learn to read and develop strategies to become successful readers.
When is the best time to get help?
Effective early intervention is the key to helping a struggling reader learn to read. This training needs to begin sooner rather than later for the bet results. According to the National Institute of Health (NIH), 95% of children who have trouble learning to read can reach grade level if they receive specialized help early on. Kindergarten to the middle of first grade are the “window of opportunity” to prevent long term reading problems. Without early intervention, the “reading gap” might never close.
There is no reason why a child with a reading disability cannot learn to read and comprehend well. It is important that we never lower the expectations of a child with a reading disability. Children need to feel that even though they are struggling, they are loved and not being judged. So be encouraging and patient and praise often.
Learn more about the New PRIDE Reading Program
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Karina Richland, M.A. is the Founder and Director of Pride Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at karina@pridelearningcenter.com or visit the Pride Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | Jun 15, 2015 | A PRIDE Post, Reading Skills, Summer Programs
Summer break is finally here! Although our kids deserve a vacation from the daily homework load – we don’t want to completely let their reading skills slip during this summer vacation. Here is a very family-friendly list of activities you can try at home this summer with your kids to keep the reading skills sharp and active in those kiddies:
- Cook with your kids. Cooking is a great way for the family to spend fun and educational time together. Reading food labels and recipes can help your children improve their reading skills and learn the meanings of unfamiliar words. You can also work up an appetite by reading a story about food. Then make and eat the food you read about.
- Listen to audio books in the car while traveling. Spending time listening to books strengthens listening, concentration and imagination skills in children. It also gives them an opportunity to improve vocabulary and language skills. Take your child’s iPod along on car trips or while you are running errands during the summer break.
- Take your child grocery shopping. Let your child carry the shopping list as you shop. They can read off the items you need. Label reading is also a great reading task for a child. You can have them look up the ingredients on the labels or ask them to research which breakfast cereal has the least amount of sugar in it.
- Play board games. Here is your opportunity to expand your child’s mind while also having fun and spending time together. Games like Scrabble, Boggle and other word games are great for challenging the minds of kids. Some games require reading for clues or reading directions.
- Read about your vacation destination before you go. Have your child read about your travel spots ahead of time and help plan the trip for you. If you go camping, explore the wildlife and scenery on-line.
- Pick your favorite author. Try to read all the books by a favorite author and list them on a chart. Then write a letter to the author. Most authors have their own websites with contact information, book titles, games and more.
- Visit a museum or zoo. There will be lots and lots of signs and descriptions to read which will encourage non-fiction reading vocabulary.
- Go to the library. Access all those wonderful library resources, including reading incentive programs and opportunities for volunteer work for older children.
- Plant a vegetable garden. Read books together about gardening. Read directions to plant seeds. Children can research online for growing tips and learning how to take care of their vegetables.
- Campfire Stories. Set up a tent in the backyard and have your children take turns reading campfire stories. Pick out some fun scary mysteries and don’t forget the s’mores.
- Don’t watch TV – read it! If it is available, have your child watch close captioned TV with the sound off. Not only builds reading skills but also builds empathy for those who are hearing impaired.
- Keep a summer scrapbook. Tape in souvenirs of your family’s summer activities such as pictures, ticket stubs, photos, etc. The kids can write captions and read them aloud as you look at the book together.
Learn more about the New PRIDE Reading Program
_______________________________________________________________
Karina Richland, M.A. is the Founder and Director of PRIDE Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the Pride Learning Center website at: www.pridelearningcenter.com
by PRIDE Reading Program Admin | May 7, 2015 | A PRIDE Post, Reading Skills
Getting your child interested in reading is one of the most important things you can do as a parent. I understand it isn’t always easy. Just try to think of your time and energy as an investment in your child’s reading future. Here are some practical tips for getting your child interested in reading…
While there aren’t movie equivalents for every book, there is a large selection of children’s literature out there. If you can find them, watch and discuss them together. Some suggestions are: A Series of Unfortunate Events: Lemony Snicket, Charlie and the Chocolate Factory, To Kill a Mockingbird, Charlotte’s Web, Hoot, etc.
- Find books with cartoons or humor — which only a child would find amusing
Not everything needs to be a learning lesson. Letting children read books such as Big Nate or Diary of a Wimpy Kid will keep them engaged and entertained. Although adults might find the language and humor distasteful, children find it very funny and are therefore more motivated to read.
- Zero in on your child’s passions and choose books and magazines focused on areas of interest
Find books on specific topics to keep your child’s interest, such as science, baseball, American Girl dolls, etc. Children who already have the background knowledge, language and vocabulary before beginning a book will have an easier time getting through the reading. Order a magazine subscription to Sports Illustrated for Kids or Nickelodeon. Children love receiving mail and reading ‘their’ magazines.
- Get your child an email account and, together, check it regularly
Using the computer to read and write is a huge advantage for most students. By letting young children write and send email, they practice reading, writing and spelling. Teach your child how to use spell check before sending off messages. Be sure to monitor your child’s ‘pen pals’ – who is your child writing to and receiving mail from? Let your child pick out a few family members, including grandparents and maybe two or three friends. You will find that by using email regularly, your child becomes very strong in typing (keyboarding) and using the computer.
- Find an author that your child likes and stick with it
If your child loves reading Hank Zipzer by Henry Winkler or Tales of a Fourth Grade Nothing by Judy Blume, then you have found a writing style which stimulates your child’s interest. Go through the entire series. Don’t worry if the reading is below grade level: your child is reading for pleasure and for practice. Also remember, just because you loved a certain author or series when you were a kid, this doesn’t mean your child will love the same books you did. Browse the bookstore or library and find the newest, most modern series. Usually these books contain language and themes to motivate the most reluctant reader. Kids need to relate to what they are reading, and modern language usage helps.
- Get books with large print
For some children with learning difficulties, getting books with larger type can be helpful. Maybe it’s because the pages are less intimidating with less text, or maybe it is the fact that there are fewer words on each line, but it seems to make the reading a bit easier.
- Let your child talk to you about the book they are reading.
When we adults read books we enjoy, we like to talk about them. After reading a book, we don’t necessarily want to write a summary, book report or make a project of it. We just want to discuss it with someone else. Look interested in what your child is reading (yes, even if it is Captain Underpants) and ask questions and have your child tell you about it. Laugh with your child about the funny parts (even at the bathroom jokes) and help your child feel good about reading.
Learn more about the New PRIDE Reading Program
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Karina Richland, M.A. is the Founder of PRIDE Learning Centers, located in Los Angeles and Orange County. Ms. Richland is a certified reading and learning disability specialist. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com
