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Whole to part reading

by gotbooks
(Ohio, USA)

I am tutoring a child with ADD this summer. He will repeat kindergarten this fall. He does not know letters or sounds and is able to count the letters in a word, but if asked to find the word 'a' on a page will point to the word 'come' or another unknown word.

He is able to read some A books by using sight words he knows. He is able to locate words he knows, such as can, see. We are making books that interest him. He does have trouble sitting still and holding his attention on an activity.

Does anyone have any more information about this type of learner or able to offer instructional information on helping this student.


I usually teach letters and sight words together, but the approach I usually have is not helping this student at this time. Thank you.

Comments for
Whole to part reading

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Jul 11, 2009
 helping struggling readers
by: Sue

Hi
Does this child know the difference between letters and words? Does he have phonemic awareness? These are your starting points. If he does not have phonemic awareness then it must be taught.

Begin by practising blending and segmenting two and three phoneme words. Also, teach letter naming as well. Don't confuse letter names and letter sounds. Letters do not have a sound until they are in a word.

For assessment resources, have you looked at DIBELS? These are quite comprehensive assessments, freely available (google DIBELS and you will find the link)from a site from the University of Oregon.

Continue reading to this child and only work on the most basic of sight words once phonemic awareness skills begin to improve, remembering to read, say the phonemes and spell the word orally.

When reading, talk about pictures, predict the story, find matching words (match to sample, with examples and non examples)

Hope that helps
Sue
Jul 07, 2009
 Assessment Drives Instruction
by: EducationAdvice

Finding a starting point and a method can be challenging, especially when working with children who seem to have great need - so much to teach, where to begin? Based on your post, I gather that this child knows the difference between words and letters, has 1:1 correspondence, and can use a picture cue - all required to get through an A book.

However, I don't have a clear picture of what letters and sight words-if any - this child knows to build on. I recommend beginning with some measurable assessments to determine specifically what the child does and doesn't know about words and letters. Try Marie Clay's letter id, hearing and recording sounds and word reading lists (which you may want to tweak to better align with the sight words required by his/her district for completion of K). These can all be found in her Observation Survey.

As for method, you may choose something prescribed (Wilson, PAF) or not, but the instruction should be systematic and appeal to multiple intelligences no matter what. Best of luck.

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