700 Common-word Reading Amp; Dictation Exercises Pdf Download __FULL_

This is guided spelling. It is a critical way for teachers to think aloud about how they write words as they model for children how to use and transfer their phonics skills to written words, sentences, and stories. Weekly dictation is not a test, but rather a guided exercise that can help accelerate children's use of phonics skills in writing. It should begin in early Kindergarten (e.g., the teacher says a sound and children write the letter, then proceed to writing simple words and a simple sentence) and progress in complexity throughout the grades. Dictation exercises should include words with the new target phonics skill as well as words with previously taught skills to extend the learning and supported application

We underestimate the amount of time it takes young learners to master phonics skills. When we introduce a new skill, we should systematically and purposefully review it for the next four to six weeks. Our goal must be to teach to mastery rather than just exposure. With the fast pacing of most curricula, a more substantial review and repetition cycle often must be added. Look at the skill you are teaching this week, then mark all the instances you review it in the upcoming four to six weeks, including in the texts children read (note the variety of words used). Increase opportunities to practice through additional words in blending work, dictation, and repeated readings of previously read decodable stories

700 Common-word Reading Amp; Dictation Exercises Pdf Download

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Children progress at a much faster rate in phonics when the bulk of instructional time is spent on applying the skills to authentic reading and writing experiences, rather than isolated skill-and-drill work. At least 50 percent of a phonics lesson should be devoted to application exercises. Evaluate the average amount of time your students spend on reading and writing during your phonics lessons.

Teachers often spend too much time on activities they enjoy or are easier for children and less time on the more challenging or "meaty" activities that increase learning. High-impact activities include blending, dictation, word-building, word sorts, and reading and writing about decodable texts. Keep lessons fast-paced and rigorous. Phonics should be fun, with children active and engaged throughout the entire lesson. The bulk of time should be devoted to real reading and writing experiences.

Chinese has many homophones, in sharp contrast to the relatively few homophones in alphabetic languages. This makes phonological or sound information unreliable in identifying or decoding Chinese words. In fact, several studies have noted that this feature of morphological awareness is critical for Chinese word recognition at the word level (Shu et al., 2006; Tong et al., 2009). This is considering the fact that as readers become more competent, they tend to see more clearly how the morphemes are related to one another. By quickly grasping the homophonic nature of Chinese, that is, basically figuring out the fact that identical sounds may actually imply different meanings in varying word contexts, this realization is an advantage that not only enhances the competent reader's accuracy in Chinese word reading and dictation but also facilitates educated guesses (e.g., McBride-Chang et al., 2003; Shu et al., 2003). This is an important issue to highlight concerning Chinese literacy acquisition because, as would be expected, early readers search and desire to employ the obvious systematic and regular associations in their spoken and written language in order to facilitate proximal learning (Shu et al., 2006). For Chinese, this would clearly be the morphemic structure of the language.

Considering that the readers in our sample were from senior primary schools, this further highlights the key role of morphological awareness in literacy development across the primary grades. Bearing in mind also that our study was interested in identifying cognitive-linguistic skills that distinguish adolescent readers with dyslexia from the control group, it is possible that morphological awareness deficits impair reading development by slowing down the process of word reading, including dictation ability. This further highlights the likely difficulty Chinese readers with dyslexia may have in identifying and discriminating morphemes during literacy acquisition (e.g., McBride-Chang et al., 2003). Clearly, the immense quantity of homophones here presents a challenge that calls for extended hours of adult support and supervision (e.g., Li and Rao, 2000) compared with what would be necessary for acquiring literacy skills in an alphabetic orthography. This study shows that for early adolescent readers with dyslexia, attaining the acceptable levels of sensitivity to different homographs and the many homophonic morphemes for the purposes of skilled reading continues to be a great burden affecting both their reading and dictation skills (e.g., Shu et al., 2006; Chung et al., 2010). Even though literacy instruction in Hong Kong begins much earlier than in most other Chinese societies, difficulty in attaining levels of competence in reading could further be compounded by the fact that the traditional script the pre-readers are expected to learn is generally more complicated and contains much more visual information than the simplified script used in Mainland China (for details, see Wong et al., 2013; Kalindi et al., 2018). In general, the findings from this study indicate that the difficulty experienced by readers with dyslexia in morphological discrimination persists through the senior primary grades, as they still seem to have difficulty identifying and discriminating morphemes and in generalizing morpheme meaning. Together with findings from other studies (e.g., Shu et al., 2006; Liu and Zhu, 2016), the present findings indicate that persistent deficits in morphological awareness may largely affect the quality of semantic representations of morphemes, which, in turn, cause a vast number of homophonic and semantic errors in early adolescent readers with dyslexia. This is in line with what has been demonstrated in previous research (e.g., Xue et al., 2013; Liu and Zhu, 2016), that morphological awareness plays an important role in enhancing reading development not just for the early stages of acquiring reading skills (e.g., McBride-Chang et al., 2008) but more so across the grades.

You are much too generous to Marie,Timothy. She was blinded by her single minded attachment to developmental psychology and badly flawed subjective observational science . Her aim in life ,as she admitted herself was not to be known as 'the reading lady' but to advance developmental psychology Vygotsky flavoured into NZ. This she succeeded in doing . One of her devotees in this doubtful science is now the government's main science advisor and preventing progress in structured literacy in this country.

She was marinaded in constructivism and child-centred education as from Dewey's progressive education , which specifically shone an unfavourable light on phonics and reading in general. In her writings her dictate was no student ever needed explicit phonic instruction and dyslexia was a myth.

Under her influence in the1970s, the NZ education department purged and consigned to landfills all traditional reading materials from schools. Some were in perfect condition . This included spelling ,comprehension exercises and look and say readers . This was in preparation for her predictable readers of the 1980s . There was a marked decline in NZ reading standards with their arrival.

My mother Doris Ferry, already mentioned in a previous blog , 'Me and Reading Recovery' taught failing reading students beginning in 1970s and continuing on in 1980s and 1990s and the year 2000.

Marie was doing her research in late 1960s to 1970s. Phonics was being frowned on in this era by the department and much less was being taught than in the 1940s. The NZ 1960s phonics was certainly not intensive phonics,as Doris taught.

The majority of Doris's students were deficient in phonic knowledge eg not knowing even the short vowels. It is true some of her students were from middle school and had fluent reading but lacked comprehension which she provided along with spelling and written work which were both universally poor.

How did Marie not see this lack of grapho-phonemic knowledge? Is it mean to suggest she did not want to?

All the time Doris taught her 1500 students,for three decades she received shocking persecution of herself and students from the NZ education establishment . They wished to stamp her out . But she just had far too many students and was too successful.

This persecution is well recorded in many media including a 15 minute Canadian 20/20 programme in 2000 and mention in 'The Los Angeles Times' . Teachers risked losing their jobs if they visited her as did some journalists. Phonics had become a dirty word .

But to get back on track of context. Doris was very grateful to the US , since she achieved her results using , for comprehension, the Ginn 100 basal readers and workbooks countering their too slow phonics and too much emphasis on sight words with Arthur Heilman's excellent intensive phonic workbooks which had an abundance of revision so necessary for the struggling reader. They were also used for spelling practice .She also had a plentiful supply trade readers , phonic readers, phonic dictation games , colour reading charts for drills , comprehension from US,'Practice Readers ' etc.

Analysing a Ginn workbook, I notice of 90 pages ,one quarter are dedicated to context activities while 30% are on phonics .

While Doris saw her weekly 100 students, for only one half hour per week, she relied on the parents to do daily lessons from the workbooks . Some parents were semi-literate. The workbooks were superbly suited to this teaching situation. I do believe workbooks have a place for a busy classroom teacher, new to phonics and with struggling students . Involving the parents is invaluable. Ring them up ,invite them to ring you if they have problems . Get friends, neighbours ,older siblings or extended family if parents are not suitable . However, I don't like loose worksheets . The workbook must be very well structured with reinforcement consolidation and revision . Poorly done pages should be done again and checked yet again later .

Hopefully this is adds to the discussion on workbooks.

Thank you Timothy for your amazing blogs . I do agree with almost everything you write and learn many new ideas .