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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 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?