Catherine Cook
SpellRead Intervention for Grades 4+
https://www.spellreadworks.com/
SpellRead is a Canadian, evidence based and research driven, reading intervention that has been approved by the Ontario Human Rights Commission.
It was developed by Canadian, Dr. Kay MacPhee, a leader in the field of Structured literacy, to help her son. SpellRead includes teacher training on the Science of Reading, program implementation, scripted Linguistic Foundation lessons, and Active Reading and Writing Connections.
Three Take Aways from the Presentation:
The 5 core components in developing reading are:
1. Phonemic and Phonological Awareness
2. Phonics
3. Vocabulary Development
4. Reading Fluency
5. Reading Comprehension
All of the above are built on a foundation of Oral Language.
In order to help older struggling readers, experts recommend:
• small instructional groups.
• clear and concise explanations.
• explicit instructional sequences.
• more opportunities for immediate positive feedback and error correction.
• more skillful orchestration and integration of elements.
Key concepts for intervention:
• Without phonological automaticity, the word-identification process remains inefficient and students develop other idiosyncratic compensatory strategies for remembering or decoding words.
• Once phonological and phonemic automaticity are acquired, students are free to focus their energy and attention of vocabulary building, comprehension, and retention rather than having it consumed in the process of lifting words from the page.
• Phonological automaticity and reading fluency are necessary but not sufficient conditions for reading comprehension because decoding printed words at the word level and making meaning of them at the language level involve two different sets of skills.
• Research that shows that students need to develop appreciation for text through extensive and ongoing experiences in hearing and discussing texts, with explicit instruction about concepts and vocabulary.
• Intervention instruction should include two integrated sets of essential reading skills: the ability to identify words accurately and confidently based on phonological automaticity and fluency, and the ability to form meaning once the words are recognized, based on vocabulary development and comprehension strategies.
Catherine Cook, B.Ed., Library Diploma, is a recently recently retired teacher with experience teaching Kindergarten to Grade 12, ESL, and Reading Recovery. She used a Balanced Literacy approach for 15 years before she discovered the Science of Reading and made the shift to Structured Literacy. Catherine has been flooded with requests by concerned parents for tutoring and she has more students than she is able to provide instruction for.
Catherine’s ‘retirement goal’ is to ensure more students learn to read, especially those students who are in grade 4 and older and realized there were two problems to solve. First, teachers need to know how students learn to read and secondly, they need materials and resources to use. She decided to become a SpellRead practitioner because it provides solutions for both problems. Teachers are provided with background knowledge and excellent instruction in effective methods of teaching reading and writing along with an evidence-based, research-backed program to deliver instruction. Hopefully, the introduction of SpellRead will allow her to actually retire one day!
SpellRead Intervention for Grades 4+
https://www.spellreadworks.com/
SpellRead is a Canadian, evidence based and research driven, reading intervention that has been approved by the Ontario Human Rights Commission.
It was developed by Canadian, Dr. Kay MacPhee, a leader in the field of Structured literacy, to help her son. SpellRead includes teacher training on the Science of Reading, program implementation, scripted Linguistic Foundation lessons, and Active Reading and Writing Connections.
Three Take Aways from the Presentation:
The 5 core components in developing reading are:
1. Phonemic and Phonological Awareness
2. Phonics
3. Vocabulary Development
4. Reading Fluency
5. Reading Comprehension
All of the above are built on a foundation of Oral Language.
In order to help older struggling readers, experts recommend:
• small instructional groups.
• clear and concise explanations.
• explicit instructional sequences.
• more opportunities for immediate positive feedback and error correction.
• more skillful orchestration and integration of elements.
Key concepts for intervention:
• Without phonological automaticity, the word-identification process remains inefficient and students develop other idiosyncratic compensatory strategies for remembering or decoding words.
• Once phonological and phonemic automaticity are acquired, students are free to focus their energy and attention of vocabulary building, comprehension, and retention rather than having it consumed in the process of lifting words from the page.
• Phonological automaticity and reading fluency are necessary but not sufficient conditions for reading comprehension because decoding printed words at the word level and making meaning of them at the language level involve two different sets of skills.
• Research that shows that students need to develop appreciation for text through extensive and ongoing experiences in hearing and discussing texts, with explicit instruction about concepts and vocabulary.
• Intervention instruction should include two integrated sets of essential reading skills: the ability to identify words accurately and confidently based on phonological automaticity and fluency, and the ability to form meaning once the words are recognized, based on vocabulary development and comprehension strategies.
Catherine Cook, B.Ed., Library Diploma, is a recently recently retired teacher with experience teaching Kindergarten to Grade 12, ESL, and Reading Recovery. She used a Balanced Literacy approach for 15 years before she discovered the Science of Reading and made the shift to Structured Literacy. Catherine has been flooded with requests by concerned parents for tutoring and she has more students than she is able to provide instruction for.
Catherine’s ‘retirement goal’ is to ensure more students learn to read, especially those students who are in grade 4 and older and realized there were two problems to solve. First, teachers need to know how students learn to read and secondly, they need materials and resources to use. She decided to become a SpellRead practitioner because it provides solutions for both problems. Teachers are provided with background knowledge and excellent instruction in effective methods of teaching reading and writing along with an evidence-based, research-backed program to deliver instruction. Hopefully, the introduction of SpellRead will allow her to actually retire one day!