Correction Strategies for Reading Difficulties

1 Notes from Locating and Correcting Reading Difficulties (Eldon Ekwall) Reading Difficulty Correction Strategy Word-by-word reading use material less difficult, or so familiar that vocabulary may be caused by presents no difficulty overdependence on phonics, write own stories and read them aloud failure to recognize sight read with tape of another student so is comfortable for words, failure to comprehend, student to follow or bad habit (check student practice choral reading; mechanical devise to maintain with much lower level to see if reading speed reading improves to rule out pace the reading with their hands bad habit) series of timed silent reading exercises student-chosen story to read aloud; read and dramatize conversation re-read poetry until comfortable childrens talk recorded as dialogue to read aloud Plays for Echo Reading or other commercial materials designed to develop expressive fluent oral reading Incorrect phrasing often ignores punctuation, especially commas; fails to pause or take a breath in the proper place; may be insufficient word recognition or comprehension, or poor reading habits; increase sight vocabulary if that is the problem practice reading prepositional phrases listen to recording of properly phrased material while following same written material use material presenting no vocabulary problem to practice phrasing without experiencing difficulty in word attack teacher model proper phrasing during Read-Aloud review meaning of punctuation marks and how they affect phrasing reproduce passages with large spaces where pauses should be mechanical device set to comfortable speed with whole phrases shown on screen at once read and dramatize conversation choral reading with students who phrase properly write sentences using crayons or colored pencils, making each phrase a different color read song lyrics without the music graduate students from reading orally one phrase per line, then one that carries over to another line, but with large space between words, then to normal print

Poor pronunciation may be weak on knowledge of phonics, or may possess knowledge, and not use it; may have a hearing deficit; may not understand diacritical markings; may be a careless reader; may have a speech deficit; may have an accent;

teach phonics skills if this is the weakness indicated by phonics survey make lists of certain letter combinations that sound the same (ex: tion, ance) and students keep their own lists lists of affixes to pronounce individual word cards for frequently mispronounces words create real and nonsense words using vowel or consonant blends after an example is given (ex: ash...crash, slash, scash, scrash use of diacritical marks found in the dictionary correct mispronunciation with little fuss; ignoring it reinforces incorrect pronunciation set up pairs of words with only one sound difference (ex: hitheat), work on recognizing the differences. and use in sentences read aloud difficult material before a student reads it aloud hold throats to feel the difference in vibrations between different letters or words play guessing games that deal with sounds

Omissions may omit letters, words, or phrases; insufficient word recognition or word analysis skills (deliberate), or habit of omitting certain words (nondeliberate); omissions are 2nd most common miscue; see if student can pronounce omitted word to check for carelessness; test to see if student lacks skills in phonics, structural analysis, context clues, or comprehension in order to use strategies to help with these specific difficulties; accompanying strategies should help with nondeliberate omissions

call attention to omissions when they occur to make immediate correction use a paper guide to help younger readers, and discarded as soon as possible if whole words or phrases are consistently skipped, try picking up finger and bringing it down on each word as it is read (to keep from pointing ahead) choral reading or reading with a tape recorder ask detailed questions that require thorough reading, asking about only one sentence or paragraph at a time; students often omit adjectives, so ask questions that can be answered by using the adjectives in the passage help with word middles or word endings if this is where omissions occur make lists of common letter combinations record student reading orally, play back as he follows along, circling all the omitted words; discuss possibilities for omissions and the importance of reading all the words

Repetitions poor word recognition, word analysis, or bad habit; test to see if student lacks skills in phonics, structural analysis, context clues, or comprehension in order to use strategies to help with these specific difficulties; accompanying strategies should help with students with bad habits to give them confidence to help break the habit Inversions or reversals partial reversals within words (ant/tan); whole word reversals (nat/ant); letter reversals (b/d); words within sentences (rat chased cat, not cat chased rat); may have failed to develop left-to-right eye movement or reading pattern; might be neurological impairment; may not understand importance of order may be immaturity (more prevalent in younger students)

Insertions 3rd most common miscue; oral language may surpass reading level, or might anticipate what is coming rather than reading whats written; strategies may help with these; if insertions dont make sense, assume comprehension problems

call students attention to the repetition read with tape recording choral reading mechanical device designed to project certain words per minute; prevent reader from regressing (emphasis is not on speed itself, and should not move too quickly) set a pace with the hand, and eyes keep up with the hand (do not let the eyes pace the hand) record student reading orally, play back as he follows along, circling all the repeated words; discuss possibilities for repetitions provide easier or more familiar material where vocabulary presents no problem read material silently before attempting to read orally call attention to context so student can self-correct use window marker and covering words to encourage leftto-right reading pattern underline word as they are being read pace with hand, practicing left-to-right eye movement draw arrows pointing right under troublesome words troublesome word cards to trace with two fingers troublesome word flashcards type troublesome words to see left-to-right pattern forming pair troublesome letter pairs to two-finger trace as they are being sounded out whole-word reversal: trace word and write it from memory 3-dimensional letters to form words commonly reversed point to was or saw as it is used in a sentence use colored letter at beginning of words that are confused close eyes, trace 3-dimensional letter with finger while you trace it on his back (be sure to coordinate!) discuss importance of sequence of letters and words assign numbers to letters and use them side-by-side with words commonly reversed call attention to insertions ask questions that require an exact answer to focus on descriptions as material is being read read with tape recorder or choral reading pick up finger and bring it down on each word as it is read tape record student oral reading to play back as student follows along, writing insertion as they are made; use student-corrected passages as a basis for discussion of the

might be present and look to those strategies Substitutions most common type of miscue in oral reading; if minor, may be best to ignore; if consistent, steps should be taken; if substitution is not in proper context, may be word recognition difficulty; check to see if it is carelessness

problem troublesome word flashcards work on beginning syllables or sounds that cause difficulty use troublesome words in multiple choice questions use words in sentences where student completes word to make it sensible (ex: Tell me wh__ they will be home.) assure students they have ample time for word attack, so they will be less likely to finish the word with whatever comes to mind call attention to error and correct it when it occurs choral reading to reading with tape recorder ask questions reflecting errors so corrections can be made have student follow written copy as he listens to tape recording of his reading, circling substitutions if student feels pressure to read rapidly, encourage him to slow down troublesome word flashcards; use cards to form sentences and fill in the blank exercises underline troublesome words in sentences create picture dictionaries using troublesome words act out troublesome words when using flashcards use commonly confuses words in multiple choice questions read entire sentence, looking at beginning and ending of word to pronounce using context and configuration form words with letters cut from sandpaper or velvet trace words as student says them games such as Concentration reinforce sight words read widely on many subjects on independent level keep card file for new words; review them often read stories aloud while student follows along prior to reading independently, discussing new vocabulary build on students background of experience using films, pictures, etc., to build on listening-speaking vocabulary use picture-words cards; use word in sentence as well as by itself pantomime words as they are shown on cards teach student to rely on a consistent method for learning new words

Basic sight words not known

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Sight vocabulary not up to grade level

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guesses at words may lack knowledge of phonics or structural analysis; may not be using context clues; ask why student is guessing; test using a phonics survey

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Consonant sounds not known

call attention to errors and give help in systematic analysis of the word as student reads, underlines or circles guessed words; replace with blank spaces for student to fill in with correct words practice reading up to unknown word, sound out beginning and read a few words after it to try to figure out the word practice analyzing clue words to find synonyms and antonyms when reading to help use context rather than guessing flashcards with picture of word using that consonant small cards with consonants are laid out; student picks up card as corresponding sound is made; graduate to beginning and then ending sounds heard in words spoken have students write letter that stands for beginning, ending, or both beginning and ending sounds as words are said aloud make lists of words given a beginning or ending sound flashcards with pictures using that vowel sound along with the word marked long or short circle or underline words in the line with the same vowel sound as the first word small cards with vowels (use breve or macron to indicate short or long vowel sound) are laid out; student picks up card as corresponding vowel sound is made in a word flashcards with vowel pair, blend, digraph, or diphthong shown along with a picture illustrating a word using that letter combination small cards with letter combinations are laid out; student picks up card as corresponding sound is made in a word make lists of common word endings and have students underline the endings and pronounce their sounds use multiple choice questions requiring students to choose the word with the correct ending flashcards with common affixes; use to form new words flashcards to make compound words make lists of words that can be made from certain roots identify words with different prefixes that mean the same thing; ask students to underline them and add to the list make a list of words to which students add suffixes to give

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Vowel sounds not known

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Vowel pairs and/or consonant clusters not known (digraphs, diphthongs, blends) Lacks desirable structural analysis (morphology)

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Unable to use context clues

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Contractions not known

a certain meaning to the words (ex: one who dies or one which does workworking) fill in the blanks with correct word form (give root form) practice dividing words into syllables use unknown words in sentences to show how meaning can be derived by the context (other clue words) construct sentences with missing words with only the first letter present; graduate to whole words missing fill in the blank exercises with multiple choice answers make tape recordings with key words omitted; students fill in blank spaces on script as tape is played (start by using multiple choice, then graduate to blank spaces) practice reading up to unknown word, sound out beginning and read a few words after it to try to figure out the word sentences that can be completed using multiple choice pictures sentences in which only part of a word missing from context is spelled pictures to illustrate certain words omitted from tape recording sentences using words that are spelled alike but have different meanings or pronunciations such as lead or read write two words next to contracted form; students make up sentences using both forms matching exercises Concentration game using both forms to match students underline words to be contracted, rewriting paragraphs using the appropriate contractions contracting races between two student: who can call out contractions first when two words are given use newspapers to find contractions or words that could be contracted transcribe conversations using contractions and the words used to form them

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Comprehension inadequate Vocabulary inadequate Unaided recall scanty Response poorly organized Unable to locate information

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Inability to skim Inability to adjust rate to difficulty of material Low rate of speed High rate at expense of accuracy Voicing-lip movement pronounces each word as it is read; not likely to gain any speed; may be voicing words while reading silently

hum a familiar tune while reading pace reading with hands, faster than they normally speak (not effective with younger students) mechanical device set too fast for reading orally (not effective with younger students) hold tongue at roof of mouth with teeth and lips closed during reading learning the alphabet song present a few letters each day, discussing their characteristics, height, etc. practice looking at, saying, pointing to, and writing a letter trace letters cut from sandpaper or velvet while saying the letter trace letters in sand or salt teach one-fourth or one-third of the alphabet rather than the entire alphabet at once

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Lacks knowledge of the alphabet

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Written recall limited by spelling ability Undeveloped dictionary skills