Debbie, Maybe someone already suggested this, but, I find Marilyn Adam's, Phonemic Awareness in Young Children to be indispensable. The early sections are aimed at younger children but the lessons with blending, segmenting, substitution and deletion could be used with any age group. I've had this curriculum work every single time I've used it with students who have difficulties with phonemic awareness. Without PA, decoding just "ain't gonna happen". I know a lot of people suggest teaching PA within the context of letter sounds but I've had much better results doing it in separate lessons so the students only had to learn about sounds in language and not juggle their grapheme knowledge at the same time. Hope this helps. Cathy Title I Reading In a message dated 6/21/2008 9:19:17 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
Hi Debbie, We have found Lexia, both the Primary Reading (ages 5-8) and SOS (Strategies for Older Students) to be successful with our 3rd and 4th graders. It is a computer program that branches, depending on the rate and accuracy of each student's responses. The program tracks rate and accuracy and the teacher can look at a student's performance and know exactly what skills to target. We combine this with instruction based on the Wilson Reading Program. Lexia also has an Early Reading program which our K-2 school uses. If you are not familiar with Lexia, check it out at Lexialearning.com. Our students really like it and can see the difference it makes in their text reading. I have also heard that the newer version of Earobics is good for phonemic awareness and decoding, but I haven't used it. Hope this helps, Linda On Jun 21, 2008, at 8:22 AM, KENNETH SMITH wrote: > > > Hi, all, > > I am looking for some suggestions on teaching phonemic awareness and > segmentation to older students (3rd and 4th grade). I have several > students who just don't get it, and they can read lots of words, but > they are limited to the words they know and don't know how to apply > decoding strategies to the ones they don't, and they can't spell > worth beans! If I give them just a single word, they are usually > okay, but in text they are lost. They also can't handle words with > more than one syllable. They tend to jumble up the sounds in the > middle. I have used the boxes to write each sound that we hear when > we say a word, and I've given them words to attempt to do the same, > but they just don't get it. And sometimes they are way off - they > will insert completely random sounds (/r/ seems to be a favorite). > They do this more often when orally trying to break down the sounds, > but also when writing. They have such poor comprehension that they > aren't able to use the context to help with decoding. Sometimes it > seems as though the only way they can use context is if I read it to > them. They may read a sentence and substitute a random word (usually > begins with the same letter, but that's all), and not even realize > that it doesn't make sense. When I try to focus their attention on > the word, they just can't figure out anything that would make sense > that begins like that word, and we spend so much time on this level > of reading that it's hard to get to the deeper meaning and enjoyment > of reading. > > I have one more really difficult student and I would love to hear > suggestions on this. The little guy will be entering first grade > next year and did "double duty" in our half-day kindergarten this > year (attending both sessions). He is unable to remember what any > letters are. He still doesn't recognize his own name, he can't get > all the way through the alphabet orally, he only gets to about "g", > but he can't match letters to the alphabet song as he sings, he > can't distinguish between letters and numbers. We have tried every > style of learning we can think of with him. After tracing his own > name for the entire school year he still can't write it himself. > (And that's just his first name, with only 4 letters.) He was tested > for SPED and didn't qualify, supposedly because his IQ was too high > (70's). What's a reading teacher to do?????? He's a sweet boy and I > am very concerned for him. His older brother is one of the kiddos > described in the above paragraph, and I believe he is on the autism > spectrum(our autism specialist and I have done many observations). > Family support is minimal. > > > > Any suggestions would be appreciated! > > Thanks, > > Debbie Smith > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > . > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **************Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut00050000000007) _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
