Chapter 3
 The
pre-reading skills that are the building
blocks of future reading success:

Concepts of print:



Phonemic Awareness-letters represent sounds
 The alphabet debate
 Awareness of what people are doing when they read
and write. Mostly from modeling.
 Assessed with letter sound fluency measures
(DIBELS)
Book sense, book handling skills
Phonological awareness – sounds make words
 Assessed with phoneme segmentation (DIBELS)
 Oral


Language
Print to speech to comprehsnion (understanding)
 Understanding events (a story) that are not
happening in the here and now “live”
Vocabulary including vocabulary size
 Comprehension

Understanding text (even when read aloud),
connecting it to schema
 Book
handling skills
 Knowledge of reading words.
 Directionality of text
 Academic vocabulary



Beginning and end
Top and bottom
Word and letter
 Upper
vs. lower case letters and punctuation
Creating your own assessment vs. commercial
assessments.
 Assessing



Letters
Sounds
Automaticity / fluency
 The

the alphabet
concept of a word
Pointing and one-to-one correspondence
 Phonological





Awareness
Syllables
Onset and rhyme
Phonemes
Matching rhyming words
“Tell me all the sounds you hear in ball”
 Vocabulary
(p. 63)
 Comprehension (p. 66)
 Modeling

Big books
 Teaching



sounds and letters
P. 75
 Teaching

the alphabet
Books, matching games
 Teaching

for print orientation
the concept of a word
Read aloud
Sentence building
Language experience stories
 Multisensory




Tapping and sweeping
Clapping syllables
Rhyming games
Poetry
 Reading,
shared reading and rereading (p.
80)

Modeling: decoding, expression, one to one
correspondence, metacognitive skills
 Guided
Reading
 Vocabulary


High frequency words
Tier two words
 Language



Story telling
Discussion stories
Listening activities