Embedded Files
Developmentally Appropriate Instruction
Challenge: In early kindergarten, most students have not yet developed phonemic awareness, so they are not yet ready to use individual letter sounds to learn to read.
Liberman et al. ("Explicit Syllable and Phoneme Segmentation in the Young Child," 1974) found that "the explicit analysis of spoken utterances into phonemes is significantly more difficult for the young child than analysis into syllables, and it develops later" (p. 209).
This is echoed in Adams's (Beginning to Read, 1990) levels of phonological awareness. Phonological awareness develops from the largest unit of sound (the word) to the smallest unit (the phoneme).
Solution: Use an onset and rime approach while building students' phonemic awareness.
"Traditionally, there has been a distinction between the whole word approach, in which children learn relationships between whole printed words and their pronunciations, and the phonics approach, in which children learn relationships between individual letters and individual phonemes. A disadvantage of the whole word word approach is that [it] treats each printed words as a separate unit. Children are not explicitly taught the tools they need in order to decipher new printed words. While the phonics apprach does attemt to teach decoding skills, a disadvantage of thie approach is that it relies on correspondences between print and speech at the level of phonemes... This may make relationships between letters and phonemes difficult for them to learn...
While we want children to eventually achieve an awareness of phonemes, and to eventually learn the relationship between phonemes and letters, reading instruction need not begin at the level of phonemes. Instead, children could begin to learn about the relationships between print and speech at the level of onsets and rimes."
-Treiman, Levels of Phonological Awareness, 1987, pp. 8-10
Summary of Word Reading and Spelling Abilities That Characterize Ehri's (2005) Four Phases of Development*
*For more information regarding Ehri's Phases you can read this article by UFLI: "How Children Learn to Read Words: Ehri's Phases" (Lane).
IRLA Levels Along Ehri's Developmental Phases
Ehri's Phases in Practice
Developmental Reading Taxonomy - Start with what students CAN do!
How does i-Ready ® Support the Science of Reading?
i-Ready has always followed the body of scientific research that the brain is not naturally hard-wired to read and that students must be taught to read systematically and explicitly. The i-Ready Diagnostic for Reading evaluates students along with key research-based criteria, pinpoints students’ literacy needs, and then provides personalized lessons that meet those needs via i-Ready Personalized Instruction. This makes i-Ready a supplemental program that helps students strengthen the skills they need to become fluent readers through explicit, systematic instruction that is grounded in the Science of Reading.
Theoretical Model
The theoretical model behind i-Ready Diagnostic and i-Ready Personalized Instruction was shaped by the body of research described above and aligns with the Simple View of Reading. At the core of this model is the understanding that proficient reading consists of two essential but independent component abilities:
Word recognition: The word recognition component requires efficient decoding, accurate sight-word recognition, and fluent word reading.
Language comprehension: The language comprehension component requires knowledge of facts, concepts, syntax, and oral vocabulary so a word can be recognized after it has been fluently read.
Dr. Hollis Scarborough’s Reading Rope illustrates the interconnectedness and interdependence of these two components and the many strands that must be woven together to result in skilled reading
It is important to note that the weaving of the strings is a complex process that also requires skills and knowledge not shown in the diagram, including executive function, knowledge of text type, and establishing a purpose and a plan for reading.
i-Ready Personalized Instruction: The reading lessons in i-Ready Personalized Instruction are designed to supplement classroom literacy instruction and bolster the skills of on-grade level, advanced, and striving learners. The lessons have been designed to reflect research and expert opinion about effective reading instruction. There is a carefully planned systematic sequence of instruction, with easier skills taught before harder skills, and new learning building on prior learning so students can continue practicing what they’ve learned.
How does i-Ready align with the Science of Reading?
At the highest level, i-Ready has been built upon the science of how children learn to read. As new findings emerge, we have always and will continue to evolve our products.
We believe the research that shows that the brain is not hardwired to read and that reading needs to be taught explicitly and systematically.
i-Ready Diagnostic and new i-Ready Literacy Assessment data reveal where students need evidence-based instruction and i-Ready provides this instruction through Personalized Instruction, Tools for Instruction, and Tools for Scaffolding Comprehension.
Our reading domains address the strands you see in the Simple View of Reading and Scarborough’s Rope:
Lessons focused on each of these domains are designed to reflect the scientific research and evidence-based best practices for reading instruction.
Phonological Awareness:
Assessment and instruction for Grades K-1 and for some Grade 2 student
Assessment and instruction reflect a systematic progression from larger to smaller unit
Lessons provide explicit interactive instruction and practice
Phonics:
Assessment and instruction for grades K-3 and for students with reading difficulties in Grades K-12
Assessment and instruction reflect a systematic, sequential skill progression from phoneme-grapheme correspondences (individual letters and their sounds) to larger units (letter combinations, word patterns, word parts, syllables)
Lessons provide explicit interactive instruction and practice
Reflects National Reading Panel findings of integrating multiple approaches - synthetic, analytic, and embedded phonics, plus encoding
High-Frequency Words:
Assessment and instruction for Grades K-2 and for students with reading difficulties at Grades 3+
Assessment and instruction on instant, automatic recognition of most frequently occurring words, including words with complex and irregular pattern
Vocabulary:
Assessment for Grades K-12; Instruction for Grades K-8
Assessment of age-appropriate Tier 2 and Tier 3 words starting at K; expansion to morphology and multiple-meaning words starting at Gr 1
Explicit instruction on primarily Tier 2 words starting at K; expansion to morphology, multiple-meaning words, and context clues starting at Gr 3
Reading Comprehension:
Assessment for Grades K-12; Instruction for Grades K-8
Grade K and some Grade 1 passages are delivered with audio support and align closely with students’ vocabulary and content knowledge. Grade 2+ passages align closely with students’ word recognition skills and vocabulary and content knowledge.
Carefully selected texts across multiple genres introduce important topics, including content knowledge in science and social studies, with read-aloud support offered for Grades K-1. Explicit instruction on inferencing at Grades 3+
Syntax lessons at Grades 6-8 (with Grades 4-5 coming soon) focus on analyzing sentences
This work also supports our CKLA K2 Skills and Listening and Learning Tier 1 resources. Click here to learn more about SOR and connections to this resource.
Page updated
Report abuse