Effective Approaches for Preventing Reading Difficulties
This module is comprised of two sessions
| Site: | Colorado Department of Education - LMS |
| Course: | OD-Assessing, Preventing, and Overcoming Reading Difficulties |
| Book: | Effective Approaches for Preventing Reading Difficulties |
| Printed by: | Guest user |
| Date: | Saturday, 1 October 2022, 5:37 AM |
Module 10
Module 10 Effective Approaches for Preventing Reading Difficulties is comprised of two sessions.
Session Titles
10.1 Evidence for the Prevention of Reading Difficulties
10.2 Instructional Practices that Prevent Reading Difficulties
Other Information
Please use the black previous & next arrows 
or Table of Contents located to the right to navigate through the module.
10.1 Evidence for the Prevention of Reading Difficulties
Learning Intentions
After viewing this module session participants will be able to:- Identify the key instructional elements that help prevent reading
difficulties
- Describe the type of research conducted to support such best practices
View
Watch the session below.
*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video.
Summary
- It
is possible to prevent many of the reading problems we see
- Explicit
phonological awareness instruction and explicit letter-sound instruction
prevent a large portion of reading difficulties
- Both whole group and small group instruction had similar prevention effects
Reflect & Connect
Does your school do phonological awareness training and letter-sound training in K-1? If not, why not?
10.2 Instructional Practices that Prevent Reading Difficulties
Learning Intentions
After viewing this module session participants will be able to:- Identify specific instructional practices that reduce the likelihood of difficulties
View
Watch the session below.
*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video.
Summary
- There
are many features and factors that make early word-reading effective
- It
is most effective to directly and systematically teach phonological skills
to the point where those skills are automatic and oral only
- Also most effective is direct teaching of letter-sound relationships, using precise pronunciations, and given many distributed practice opportunities
Reflect & Connect
Which of the following teaching practices mentioned in this session are you already using? Which practices might you add?