Follow-up discussion of the phonological and semantic similarities and differences Dole, Helping adolescent readers through explicit strategy instruction, in Adolescent literacy research and practice, T.L. Journal of Educational Psychology, 1997.

89(2): p. 262-275.

unknown word and match the pronounced word to one that they recognize in their receptive 2003, CRESST/University of California, Los Angeles: Los Angeles. h�b`````�����x+�A��b�,{>���'0��u�y,TL��jP�T���QK3�� 0000014758 00000 n The following section focuses on instructional approaches that can strengthen phonics and phonemic awareness skills and provides examples on how they can be incorporated into classroom instruction. Provide time for independent or peer-collaborative practice of the skill or strategy.

Take time before lessons to determine the content-area words with which students may struggle. difficult for struggling readers. 0000004585 00000 n 0000160242 00000 n

26: p. 89-101. Shaywitz, S.E., et al., Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Chmelka, Modifying the Laubauch way to reading program for use with adolescents with LDs. 0000127254 00000 n

0000006956 00000 n the phoneme /r/ to the word evolution results in the word revolution. 0000003095 00000 n 0000005491 00000 n

Butler, An evidentiary framework for operationalizing academic language for broad application to K-12 education: A design document. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). 0000018790 00000 n This is especially problematic for adolescent readers with dyslexia and those who encounter many words that are new to them as they read content-area texts.

Scliar-Cabral, L., et al., The awareness of phonemes: So close-so far away. 1991, Lawrence Erlbaum Associates: Hillsdale, NJ.

They can also ask students to identify the particular syllable or syllables within the words that are responsible for the rhyme. For example, changing the first phoneme in the word map from /m/ to /k/ changes the word from map to cap. 23 Although research has suggested that phonics instruction is useful for all students24, those with weak phonological skills tend to benefit most from this type of instruction.25, Multi-syllabic words are especially important, as these words encompass most of the new Adapted from What Content-Area Teachers Should Know About Adolescent Literacy. This is probably one of those times when your students will need some good old-fashioned practice.

258 67 0000131683 00000 n 0000127680 00000 n

Although there is little research on adolescents and phonemic awareness, recommendations for instructing adolescent students who struggle with phonemic awareness and phonics can be derived from research involving students with dyslexia17 and adult beginning readers.18. Curtis, M.E.

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As mentioned earlier, for those students who continue to struggle with phonics and phonemic awareness skills, more focused instruction should primarily be delivered by reading specialists after the reading skills of these struggling students have been formally assessed and their areas of difficulties identified. This instruction would be, in general, most appropriately delivered by a reading specialist, and content-area instructors should focus on referring adolescent students with difficulties in phonemic awareness and/or phonics to a reading specialist for formal assessment of their reading skills. At the same time, they can teach students how to apply knowledge of these prefixes to decipher the meanings of other words that begin with the prefix (e.g., polytheism, polygraph, polygamy, etc.

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