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Late Bloomers And Reading Development: Why You Should Never “Wait And See”

By Becky Welsch Posted on July 13, 2019 Posted in Uncategorized Tagged with dyslexia, og tutoring, one in 5, one-to-one learning, online tutoring, reading, reading comprehension, reading instruction, reading remediation, reading skills, say dyslexia, structured literacy

Up until about ten years ago, there was a prevailing theory in reading instruction that some children simply took longer to mature. If they were having reading difficulties, time would somehow fix them, and they would eventually catch up. In short, these children were seen as being “late bloomers.” Teachers would tell parents to wait and see and early intervention for reading was delayed under the assumption that these students simply needed more time to catch up to their peers.

This was known as the developmental lag theory and was the prevailing ideology for nearly 30 years. It was also the justification for waiting to intervene in reading until the difficulties were quite severe. However, as our understanding of reading instruction has grown, this theory has been disproven by the evidence.

New research indicates that early intervention with an appropriate Structured Literacy program is crucial to closing the reading gap. This new theory, known as skill deficit, indicates that waiting does not work and that children will not pick up literacy skills without explicit instruction. The old approach of wait and see is actively harmful to struggling readers as it causes them to fall further behind instead of addressing their reading issues.

The research behind skill deficit theory is substantial and indicates that students who struggle with reading need early intervention as it makes their reading success significantly more likely. In fact, 90% of students who struggle with reading difficulties will achieve grade level reading outcomes if they receive reading intervention by the first grade. However, if intervention is delayed to age 9 or later, 75% of these students will continue to struggle throughout their school career. Furthermore, if students get reading intervention in the fourth grade as compared to the end of kindergarten, it will take them nearly four times longer to make the same amount of skill gains.

So, what does this mean for parents and teachers? Well, quite simply put, it means that late bloomers are not going to bloom without some help. Children who struggle with early literacy skills have the best chance of catching up if they are given appropriate Structured Literacy intervention. The earlier they can start, the better their outcomes.

Students who do not receive appropriate early reading intervention can seem to be stuck in a sort of downward spiral, but it does not have to be this way. While it is clear that we cannot “wait and see” to improve reading, there are methods of intervention that are supported by the most recent reading research.

If your child struggles with reading, it is critical that they get the help they need. However, not all reading intervention is created equal and if you want to close the gap, you need to make sure their intervention is appropriate. Teaching something the same way repeatedly will not cause them to magically “get it.”

At risk readers need explicit, systematic instruction. They need an OG based program like our online tutoring program that emphasizes phonological awareness skills like rhyming, phoneme segmentation, blending, and substitution. They need explicit and systematic phonics instruction as well as direct instruction in vocabulary and word meanings. A quality program will also include direct and explicit instruction in morphemes and include significant practice time. A fluency component will also need to be directly taught so that children learn to read quickly and accurately. Comprehension also needs to be included and specific.

With appropriate and early intervention, children who struggle with reading can and do catch up to their grade level peers. As a parent, we want our children to experience success and an effective reading program is one of the best ways we can ensure they learn to read.

After reading this, if you have an older child, you may feel disheartened. Don’t. While early intervention is more effective, you can still intervene with older students. The process may be slower, and it may require a more intensive schedule, but it is possible.

If you are looking for an effective program for your child, regardless of their age, our online tutoring may be the right fit. Our trained reading clinicians work with your child one-on-one using research-based techniques. With the right help, your child can succeed.

Becky Welsch
RW&C, LLC
www.rwc4reading.com

Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.

Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy.

Sources:

https://www.aft.org/periodical/american-educator/fall-2004/avoiding-devastating-downward-spiral

https://www.greatschools.org/gk/articles/reading-disorder-or-developmental-lag/

https://www.readingrockets.org/article/waiting-rarely-works-late-bloomers-usually-just-wilt

Resources for Choosing an Intervention Program:

https://rwc4reading.com/wp-content/presentations/Online%20Reading%20Program%20Evaluation%20Checklist.pdf

3rd Grade – The Pivotal Year in Reading

By admin Posted on April 10, 2018 Posted in Uncategorized Tagged with accelerated learning, advanced learners, AP, auditory learners, comprehension, dyslexia, homeschool, kinesthetic learners, learning disabilities, memorization, morphological awareness, morphology, multi-sensory learning, one-to-one learning, online learning, online reading, online teaching, phonetics, phonics, reading, reading comprehension, reading instruction, reading remediation, reading skills, reading tutoring, socialization, special needs teachers, teachers, visual learners, writing, writing comprehension

reading tutoring If you were asked to name a pivotal year in school, one that influenced future academic success for years, what would you say? Junior high, senior year of high school, the first year of college? While these are all important landmarks in an individual’s education, I would argue one of the most critical years is third grade.

Yep, you heard that right, third grade. The third grade represents a major shift in what students learn and how they are taught, especially when it comes to reading. The focus shifts from learning to read – decoding text and sight words – to reading to learn. Instead of simple sentences and predictable spelling patterns, students are now being asked to read about a topic and learn from a text.

There is also a shift from reading primarily fiction text to reading mostly nonfiction. Students are asked to read, absorb, and use information. This is a pivot point for many readers, especially those who struggle. If children are not fluent readers by the time they enter third grade, they are likely to fall behind, and the gap will continue to grow if appropriate reading intervention is not implemented. This has major effects on a child’s academic future. A study conducted in 2011 by Donald J. Hernandez and released by the Annie E. Casey Foundation found that students who lacked proficiency in third-grade reading were four times as likely as their on grade level peers to drop out of high school.

Research shows that students with a range of reading disabilities who receive appropriate intervention focused on accuracy and fluency by the end of 2^nd – 3^rd grade will usually catch up (Torgesen et al., 2003). Unfortunately, students who get appropriate intervention after 3^rd grade do not catch up in terms of reading fluency. This group of students may get close to their peers in accuracy; however, fluency, while it improves over time, remains behind peers and presents a significant reading impediment.

If your child is behind in reading as they approach or enter third grade, it is imperative that they get the reading intervention they need. Here are a few ways that you can help support your child with reading at home.

Focus on reading a variety of texts. Even if your child hasn’t even started school yet, make sure that you are reading both fiction and non-fiction to them. Read functional texts as well, like the back of the cereal box, graphs, signs, and directions. Point out different text types and what their purpose is (to inform, to entertain, to teach how to do something).
Work on phonological awareness skills. From preschool, children need to be working on manipulating the sounds in words and syllables. Ask your child to stretch out the sounds in words, blend them together, break words into syllables and generate rhyming words. For a more complete list of ways to practice phonological awareness skills, check out our blog dedicated to the subject.
Make sure your child is still getting explicit phonics instruction. Children who struggle with reading need direct and explicit instruction in letter sounds. Check out our blog for some ideas to practice phonics skills. If your child shows significant deficits in phonics, you may want to think about signing them up for our online reading tutoring program.
Have your child read out loud. Parents can often feel a bit blindsided because they think their child is doing fine. Starting in about third grade, we tend to stop asking students to read out loud. This makes it difficult to know if your child is struggling. You can make reading out loud fun and even trick your child into thinking it is a game. One activity to encourage reading out loud is to trade off. You start reading a text and point to your child when you want them to take over. Go back and forth until you finish the text. You can also have your child record themselves reading a story and play it back so they can hear how they sounded. Some children love to read to their pet. Particularly older children, as they are not self-conscious while reading to their furry friend. This may be the only time an older child will willingly read aloud. Encourage them to use appropriate expression and even voices for different characters. Also, like with other texts, make sure that you are reading a variety of fiction and non-fiction text.
Ask your child about what they are reading. If your child is reading a fiction text, a few good go-to questions are: Who are the characters? What is the problem in the story? What is the solution? Would you have done anything differently? Why do you think he/she/they did that? How is the character feeling right now? Make sure to always ask for justification from the text. For example, if your child says a character is sad, make them prove it using examples from the story. If your child is reading a non-fiction text you can ask things like: What is the author’s purpose? What is the text mostly about? How do you know? What type of text is this? Why did the author write the text? Is there anything you would like to know more about?
Encourage your child to monitor their own comprehension. Often, children who struggle don’t know when they don’t understand what they are reading. Encourage your child to identify when they are having difficulty and go back and reread. You can also have them take notes and ask questions as they read. Sticky notes or a reader’s notebook are a great way to get kids excited about this task.

While these are all great ways to help your child who struggles to read, the best and most important thing you can do as a parent is getting your child the reading intervention they need. For children with reading difficulties, our online reading tutoring provides a Structured Literacy approach that has been proven time and time again to be effective.

Our reading clinicians are skilled at identifying areas for growth, and our program is tailored to fit your child. Plus, since it is all online there are no commutes or time wasted sitting in a waiting room. We also provide you will tools and skills to help your child at home.

If you suspect your child has trouble with reading, don’t wait for them to get further behind. Contact us today to get them the help they need.

Becky Welsch
RW&C, LLC
www.rwc4reading.com

Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading. Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy. Becky has experience with early literacy skills like phonics and phonemic awareness development. She has used several structured literacy programs including Language! and Spalding phonics. She is also trained to administer DIBELS tests and has worked with the DIBELS Next reading remediation program.

Reading Success – Think of Spelling and Writing as Integrated Processes

By admin Posted on January 16, 2018 Posted in Uncategorized Tagged with accelerated learning, advanced learners, AP, auditory learners, comprehension, dyslexia, homeschool, kinesthetic learners, learning disabilities, memorization, morphological awareness, morphology, multi-sensory learning, one-to-one learning, online learning, online reading, online teaching, phonetics, phonics, reading, reading comprehension, reading instruction, reading remediation, reading skills, reading tutoring, socialization, special needs teachers, teachers, visual learners, writing, writing comprehension

dictionary-390055__340, CC0_pixabay When students struggle with reading and literacy, it is imperative that their reading intervention go hand in hand with writing and explicit spelling instruction. Often, in the classroom, it is the case that spelling instruction is an after-thought and is confined to spelling drills and memorization (Birsh, 2005). However, for students who struggle with dyslexia or other reading difficulties, memorization and drills are not enough and engaging in traditional spelling activities does them a disservice. Read on to learn how spelling and writing are integrated into a Structured Literacy program and how it can help students who struggle with reading.

I will admit it, when I was a first and second-year teacher, I struggled with integrating spelling into my instruction in a meaningful way. If I am being completely honest, it took me a few years to understand the relationship between reading and spelling.

learn-921255__340-cc0_pixabay I cringe thinking about some of my first parent/teacher conferences when I told parents “there is always spelling check.” I adopted the common classroom philosophy that if students were immersed in print, and taught to read, they would somehow magically learn to spell (Birsch, 2005).

After specialized training in how language is developed, I became a more proficient teacher and focused on direct literacy instruction. I found that spelling and writing are absolutely essential parts of the reading process. Students need explicit spelling and writing instruction in order to become proficient readers. In fact, research conducted by Brady and Moats in the mid to late 90’s indicated that learning to spell is a more complicated process than learning to read and requires explicit instruction (Birsch, 2005).

beach starfish printed over white caribbean sand such a summer vacation symbol

Without direct spelling instruction, many children will struggle to spell and ultimately to write even after their reading struggle has been remediated. Written expression is a necessary skill and needs to be explicitly taught in conjunction with reading skills. Students need to be taught about language and structure in order to learn to effectively spell and read words.

When engaging in spelling activities, the teacher or reading clinician must be an active participant and must be able to accurately impart knowledge about the rules of the English language. These include a deep knowledge of phonetics and phonics. Additionally, knowledge of orthography (conventional spelling rules and the representation of sounds as written symbols), morphology (prefixes, suffixes, and base word analysis), and vocabulary must be addressed during spelling instruction. These activities engage the student in a process that deciphers the reason for the spelling pattern rather than rote memory.

Many spelling difficulties arise when students are not able to accurately segment and blend the sounds in words. For example, if students do not understand that the word <tree> has three distinct sounds they cannot accurately spell it. An essential component of effective spelling instruction is the explicit teaching of phonemic awareness. When our reading clinicians at RW&C work with students, there is a phonemic awareness component to every single lesson whether students are working on letter sounds or advanced reading comprehension.

dyslexia

By ensuring that students can hear and manipulate sounds in syllables and words, our effective reading clinicians are making sure that students have and continue to develop the skills necessary to spell words correctly and express ideas in writing.

In addition, students need to understand the relationship between the sounds in words (phonemes) and the written symbols (graphemes). Our structured literacy lessons focus on this relationship with both reading and writing, helping students learn and internalize basic spelling patterns to complicated patterns.

Equally important, there should be a focus on morphology which is a critical component of any spelling program. Understanding root words and rules for prefixes and suffixes helps students understand spelling patterns. For example, looking at the word <business>, many people may wonder where the <i> comes from since it is silent. Understanding that the root word is <busy> and knowing that <y> changes to an <i> when adding a suffix (with the exception of a few orthographic rules) means that students will understand why the word is spelled the way it is and will help them internalize the spelling pattern.

By introducing, modeling, and practicing these skills explicitly, it helps students learn how to spell words correctly which improves and reinforces all literacy skills.

online tutoring Our reading clinicians also have extensive knowledge of child development and know when to correct spelling and when to allow children to rely on inventive spelling that is based on their own internalized understanding of phonemes and graphemes. This allows us to teach more than memorization because we teach the skills that students are developmentally ready for and not skills that are above their level. Just like in reading, in spelling it is “not the age, it’s the stage.” Students should not be pushed to memorize spelling patterns they are not ready for because it will ultimately do more harm than good.

Our online tutoring program integrates a multi-sensory approach to spelling according to the Structured Literacy framework. Students are engaged in looking, listening, repeating, segmenting, naming, and writing spelling patterns. Words are also integrated into phrases, sentences, and paragraphs to promote and develop further understanding. Research has shown this to be the most effective way to teach spelling and to integrate it into reading and overall literacy development (Birsch, 2005).

Spelling and writing are integral parts of literacy instruction and must be included systematically and explicitly in all literacy programs, especially those designed for students with dyslexia and other reading difficulties. While one may think direct and explicit spelling instruction is a distraction from content writing, it actually enhances it by empowering students to use a wider and more sophisticated vocabulary to describe their story rather than choose words that are easier to spell. If your child struggles with spelling, it is not a problem that will simply fix itself and will likely lead to other literacy difficulties down the road.

The important take away is that our English language spelling system is logical, makes sense, and is critical to reading and writing. Approximately 87% of English words are reliable to read and spell (Hanna et al., 1966) once the orthographic patterns have been mastered. However, for the novice or struggling speller, in order for the system to make sense it may take a Structured Literacy expert to help your child navigate the nuances of the English language.

Don’t wait for your child to struggle. Get them the help they need to be successful. Contact us today to discuss your child’s needs and find out if our online reading program is a good fit for you.

Becky Welsch
RW&C, LLC
www.rwc4reading.com

DIBELS – What It May Mean For Your Child

By admin Posted on November 25, 2017 Posted in Uncategorized Tagged with accelerated learning, advanced learners, AP, auditory learners, comprehension, dyslexia, homeschool, kinesthetic learners, learning disabilities, memorization, morphological awareness, morphology, multi-sensory learning, one-to-one learning, online learning, online reading, online teaching, reading, reading comprehension, reading instruction, reading remediation, reading skills, reading tutoring, socialization, special needs teachers, teachers, visual learners, writing, writing comprehension

With winter DIBELS (Dynamic Indicators of Basic Early Literacy Skills) benchmark tests right around the corner, let’s discuss the test in detail and what it may mean for your child. We’ll also look at effective reading tutoring for children who struggle to meet reading goals.

Today after school, I checked my kindergarten son’s backpack just like I always do. There was his lunchbox, complete with uneaten fruit but completely devoured cookies, homework packet, and his books from his teacher, just like normal. There was also something different, a DIBELS packet with activities to practice for the upcoming round of benchmark testing.

My phone almost immediately started buzzing with text messages and voicemails from some of my close mom friends who were wondering what this meant and what they were supposed to practice. They were also concerned about what the previous scores meant and how they could help their child improve.

DIBELS is one measure of reading ability that is standardized and used nationally in many schools kindergarten through 3^rd grade (in some cases it may go further, but this is less common). The purpose of DIBELS is to measure a variety of reading skills and predict outcomes for students. When used correctly it can help teachers plan interventions and identify students who are at risk for reading difficulty.

DIBELS can also give parents some major anxiety. While it is not a perfect measure, it can be an accurate predictor of future reading outcomes, but in order to understand possible outcomes, you first must understand what is tested and what each score means.

Here are some of the areas included in the current DIBELS test. I am also including the common abbreviations you may see your child’s teacher use to refer to the individual sub-tests. Keep in mind these vary by grade level so your child may not take every test. Also, DIBELS is mostly oral, so students are tested one-on-one by a trained test proctor.

First Sound Fluency (FSF): This assessment is given only in kindergarten and only at the first and second benchmark period. It assesses students on phonemic awareness skills which are essential early literacy skills. Students are given a word like man and they are asked to identify that the first sound is /m/. Students who perform well on this test are less likely to have serious reading difficulties than those who do poorly.
Phoneme Segmentation Fluency (PSF): This test is given in Kindergarten and the first testing period of first grade. Like FSF this assesses early phonemic awareness skills. Students are given a word like cat and asked to separate it into its individual sounds or phonemes /k/ /a/ /t/. Students must give sounds, not letter names. Like FSF this is a key predictor of how likely a child is to develop early literacy skills and students who perform poorly are more likely to experience reading difficulties.
Nonsense Word Fluency (NWF): Nonsense word fluency begins in kindergarten and is tested through second grade. It tests students understanding of phonics by having them read nonsense words like hig or nup. Using nonsense words ensures that decoding ability is tested as none of the words will be memorized by students (whereas real words like cat or dog could be memorized and would not indicate how well students understood letter sounds). When this test is scored, students receive a point for each individual sound as well as an extra point for reading the word without segmenting it. For example, if the word is hig, a student who read /h/ /i/ /g/ sound by sound would get 3 points. A student who did not have to sound the word out and simply read /hig/ would get 4 points. Since phonics and decoding is an essential early literacy skill, this assessment is a good indicator of early literacy development. Students who perform poorly are more likely to experience reading difficulties.
DIBELS Oral Reading Fluency (DORF): This assessment asks students to read a grade level passage for one minute. They are scored based on how many words they read correctly in one minute. They are also then asked to retell the passage which gives an indication of their comprehension. This assessment starts in first grade and, depending on the school, may be used until students are in the 6^th Fluency is a key component of the reading process and students who are not fluent readers are likely to experience significant reading difficulties.

Now that we have discussed the sub-tests within DIBELS, it is also important to understand the scoring system. Teachers will likely give you a number score. It is crucial that you ask them to also tell you where your child stands compared to the benchmark. This means you need to know if your child is Well Below Benchmark, Below Benchmark, At Benchmark, or Above Benchmark. You can ask for this information for each individual test as well as your child’s composite score.

By now, your head may be spinning, and that is ok. Let’s break down exactly what each one of these scores means for you and your child.

Above Benchmark: If your child scores Above Benchmark it means your child is performing well above the average for their grade level. Given appropriate core classroom instruction, the chances that they will meet literacy goals is above 90%.
At Benchmark: If your child scores At Benchmark they are performing at an average level for their grade. Without intervention and with only effective core classroom instruction, the likelihood that they will reach early literacy goals is 70% to 85%. Students who score at the lower level of At Benchmark are likely to need some strategic intervention to reach reading goals.
Below Benchmark: If your child scores Below Benchmark, it is very likely that classroom support will not be enough for them to reach subsequent reading goals. In fact, with only core classroom instruction, the likelihood that students who score Below Benchmark will achieve reading goals is only about 40% to 60%. If your child scores in this area, it may be time to think about an effective reading program for them.
Well Below Benchmark: If your child scores Well Below Benchmark goals, it means they are significantly behind grade level norms. Without appropriate intervention, the likelihood that they will make reading progress is only about 10% to 20%. These students need intensive reading intervention.

Now that you have an idea of what each test is and what each score means, you have the ability to help your child. Children who are below benchmark are not likely to reach subsequent reading goals with only classroom instruction. They need reading remediation.

However, not all reading programs are created equal. If your child needs intensive reading intervention, it is imperative that you find a high-quality program. A Structured Literacy program with a qualified reading clinician who can monitor progress and adjust instruction to meet your child’s needs will provide the best chance at success.

By helping your child get the reading tutoring they need, you can help increase their odds that they will be successful in reading. Don’t let your child struggle and have a 10% chance of meeting grade-level reading goals. Reading intervention will give them the best chance of success.

If you don’t live near a qualified, certified clinician or you have a tight schedule or budget, online tutoring can be a good option. RW&C offers individualized support with a Structured Literacy model. We incorporate all elements of effective reading instruction and have trained clinicians who can assess, monitor, and adjust instruction to fit your child’s needs.

If you want to know more about DIBELS scores, or want information specific to your child’s grade level, check out this scoring guide from the University of Oregon. All information regarding benchmarks scores was adapted from this source.

Becky Welsch
RW&C, LLC
www.rwc4reading.com

When Older Children Struggle to Read

By admin Posted on September 8, 2017 Posted in Uncategorized Tagged with accelerated learning, advanced learners, AP, auditory learners, comprehension, dyslexia, homeschool, kinesthetic learners, learning disabilities, memorization, morphological awareness, morphology, multi-sensory learning, one-to-one learning, online learning, online reading, online teaching, reading, reading comprehension, reading instruction, reading remediation, reading skills, reading tutoring, socialization, special needs teachers, teachers, visual learners, writing, writing comprehension

During my time as a classroom teacher, I taught a variety of different grade levels in a seven-year span. While this had its challenges, it also allowed me to experience first hand the ways that literacy instruction differed in primary and upper grades.

My initial teaching experiences were in the primary classroom. I have a strong background in early literacy development and I taught first and second grade for four years.

In the primary classroom, identifying reading difficulties is fairly straightforward. Maybe not why a child struggles or specific disabilities like dyslexia, but at least identifying that a child is struggling is simple for a classroom teacher. In kindergarten through about mid-third grade, students read aloud, all the time. Almost every literary activity is oral. They read to partners, read to stuffed animals, read to a teacher, segment sounds out loud. When students are learning to read, it is a noisy process.

When a student struggles, you can hear it. You hear that they mix up their b’s and d’s, or that they make the short i sound in the word hen. You ask them questions about what they are reading, and they answer out loud. You follow up to determine what specific comprehension skills they struggle with.

At home, students read out loud to their parents. If your child struggles with their reading, you know. You can identify if they are missing words or don’t understand the text. In short, the process of learning to read is a loud one. A beautiful, exciting, and noisy undertaking.

After my four years in the primary classroom, I moved up to 5^th grade and then eventually to 7^th and 8^th grade reading. As I moved out of the primary classroom, I noticed a distinctive shift, reading became a silent, internal process. Students were very rarely asked to read out loud, and as a result, identifying reading difficulties became much more difficult.

Think about it, if you have a child in 4^th grade or higher, when is the last time you had them read out loud to you? As students internalize the reading process, it becomes silent. While this is a natural progression, it can do a major disservice to older readers who struggle.

As I have moved on in my career to become an online reading clinician, I have noticed that many parents of older children don’t know why they struggle with reading or what their specific struggles are. Usually, I hear that they struggle with comprehension. However, when I have the student read a text out loud to me, I find that in reality, their reading level is low. They can comprehend texts at their instructional level, but their instructional level is below grade level.

When asked to read grade level text silently in class, they cannot answer comprehension questions correctly. In many cases, this may not be due to a comprehension issue necessarily but is due to the fact that they cannot accurately and fluently read the text. Without asking the student to read aloud, this can often go undetected for months or even years.

In order to serve the student and increase their reading skills, the correct diagnosis of the issue is essential. This is why the reading clinicians at RW&C give each student a variety of assessments to determine the underlying reading issue. Our online tutoring program is then adjusted to fit the needs of each student in order to ensure reading success.

Older students are given phonics assessments to determine if the issue is related to letter sounds. They are also given fluency and comprehension assessments as well as writing and phonemic awareness activities. Simply because a child is older does not mean that they have mastered all the basic skills necessary to become fluent and competent readers.

I have often heard that when it comes to reading, it is not the age, it’s the stage. This could not be more true. It does not matter how old a child is or even what their grade level in school is. If they have not mastered the basics of reading, they need direct instruction.

Coming from a classroom background, I know that often upper-grade teachers are not trained in early literacy and often do not have the resources that students need to master early reading skills. If your older child struggles with reading, they may not get the help they need in school.

With our one-on-one online tutoring program, we can help your child whatever their reading issue. Our clinicians are trained in all aspects of literacy instruction and can tailor their sessions to meet the needs of your child. Don’t wait and hope that they will catch up, get them the help they need today.

Becky Welsch
RW&C, LLC
www.rwc4reading.com

Morphological Awareness – Direct Link to Comprehension

By admin Posted on August 11, 2017 Posted in Uncategorized Tagged with accelerated learning, advanced learners, AP, auditory learners, dyslexia, homeschool, kinesthetic learners, learning disabilities, memorization, morphological awareness, morphology, multi-sensory learning, one-to-one learning, online learning, online reading, online teaching, reading, reading instruction, reading remediation, reading skills, reading tutoring, socialization, special needs teachers, teachers, visual learners, writing

girl-277719__340, CC0_pixabay In previous blogs, we’ve discussed the importance of phonemic awareness, phonics, vocabulary (morphology), and fluency. Today, we’re going to examine how these components work together to develop the most important reading skill of all, comprehension. The ability to read words and sentences is a critical step to comprehension. However, years of research have demonstrated that accurately reading words and sentences does not automatically transfer to understanding the material read.

Reading comprehension, simply put, is the ability to understand and gain information from what you read. It is an important step in the reading process as children move beyond learning to read and start the invaluable skill of reading to learn.

As children reach about the third grade, they should have a solid reading foundation. The focus of their instruction will no longer be on sounding out words but rather on gaining meaning from text. Putting the pieces together to develop a deeper understanding of literature and non-fiction text. Some key elements for strong reading comprehension involve vocabulary development, both oral and written, inference, and text structure. These higher order thinking skills along with decoding are imperative in order to gain meaning from reading the text.

favicon_starfish As a side note, but a very important one, if your child is still struggling with phonological awareness, phonics, or fluency in the third grade, it is essential that you get them help from trained reading clinicians. Without these skills, it is unlikely that they will be successful and will fall further behind in school.

Although comprehension becomes the main focus of reading instruction in the third grade, it is an important component beginning in preschool. Comprehension difficulties usually fall in one of two categories. The first category of inaccurate word decoding skills will limit a student’s ability to understand the meaning of what was read. The second category for poor comprehension is demonstrated by weak language skills, understanding our spoken language and its subtleties. A student may encounter challenges with word reading, understanding the vocabulary and subtleties of our spoken language, or a combination of both.

Here are a few ways that you can help support and enhance your child’s reading comprehension skills.

Always ask your child about what they are reading. Ask who the characters are, what the setting is, what problem the characters face, and what the solution is in fiction text. If your child is reading nonfiction, ask them what the topic of the text is, what the main idea is, and have them prove it to you by showing you examples in the text. These skills are perhaps the simplest and most foundational reading comprehension skills. If your child struggles with these even as young as kindergarten and first grade, it is not too early to get them online reading tutoring. Intervention from a trained reading clinician can help them stay on track and ensure they do not struggle later. If your child is older, say second grade or higher and cannot answer these types of questions, you should absolutely contact a reading clinician to have their comprehension assessed.

Help your child create mental images, when appropriate. One of the most important comprehension skills is the ability to create pictures while you read. When you read with your child, ask them about what they are picturing in their mind as you read. Always ground their mental images in the text by asking why they picture what they do. Have them point out specific words or lines of text that informed their mental imaging.

Encourage your child to ask questions. Before, during, and after reading you can encourage your child to ask questions about the text. For example, if they are reading a fiction text, you could ask what they think will happen, why a character is behaving the way they are, or what the characters could have done differently. In nonfiction text, you can ask them what they may know about the topic, what information is the author focusing on, or about any unanswered questions they have about the topic. This can be a great way to encourage further research on a topic that interests them.

bef6b-mosaic2bbooks2bto2bideas As your child gets older and moves into upper elementary and middle school, you can encourage them to use post it notes as they read to ask questions, record unknown vocabulary words, and note any surprising information. This can be a great way for them to interact with the text and for you to monitor their understanding. Plus almost all kids love getting to use post it notes so it may even motivate them to read more.

These are a few ways that you can encourage your child to use comprehension strategies before, during, and after reading. They are essential for helping students understand what they read and gain information from text.

As students get older, this is the most important and most emphasized skill in school. Nearly all standardized text reading questions directly related to reading comprehension. It is also the most important skill that adults use regularly to function in society.

dictionary-390055__340, CC0_pixabay Our online tutoring program at RW&C incorporates reading comprehension as soon as our students are reading. Each and every lesson includes a time for reading a passage and applying a clinician selected and modeled reading strategy. Students who need comprehension instruction are given explicit instruction in that strategy, and their practice is monitored.

We also employ comprehension strategies at the sentence level if students are not developmentally ready to read an entire passage. When your child works with one of our reading clinicians, they will get the comprehension instruction that they need.

Unlike a box program or pre-recorded program, our clinicians respond to your child in real time, clearing up any misunderstandings and ensuring that your child understands their passage as they are reading it. We also work with you to practice these skills at home in a meaningful way.

If your child struggles with reading comprehension, get them the help they need today. Contact us for a screening to determine if your child needs intervention.

Becky Welsch

RW&C, LLC

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Tag: one-to-one learning

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