Grace Goodell's

Reading
Skills Ladder
 Reading Skills Ladder
 1. Basic sight words
 2. Using phonetic analysis
 3. Using structural analysis
 4. Using contextual clues
 5. Vocabulary building
 6. Finding the main idea
 7. Finding the supporting details
 8. Interfering meanings, drawing conclusions
 9. Classifying and organizing facts
 10. Using parts of the book
 11. Using the dictionary
 12. Using the encyclopedias and other reference books
 13. Borrowing library books for research and enjoyment
 14. Starting your private library collection
 15. Exposure to reading from mass media
 16. Reading from the Internet
BASIC SIGHT
WORDS
 What are sight words?
Sight words
 Often also called high frequency sight words.

 The Dolch words are the 220 most frequently found

words in books that children read.

 Many of these words cannot be sounded out because

they do not follow decoding rules, so they must be
learned as sight words.

 They are commonly used words that young children are

encouraged to memorize as a whole by sight, so that
they can automatically recognize these words in print
without having to use any strategies to decode.

 These account for a large percentage (up to 75%) of

the words used in beginning children's print materials.
 These words are usually learned in first and second grade;
students who learn these words have a good base for
beginning reading.

 The number of words recognized is the basis for assigning

his/her equivalent reading level.

The scale is as follows:

 NUMBER OF DOLCH WORDS ESTIMATED READING LEVEL
RECOGNIZED
0 – 75 Pre-primer
76 – 120 Primer
121 – 170 1st Year
171 – 210 2nd Year
Above 210 3rd Year+
 a  came  cold  five  for
 all  did  ask  best  give
 am  again  carry  don’t  far
 an  about  cut  call  eight
 and  any  beacuse  fall  do
 are  ate  clean  fly  get
 at  after  fast  buy  goes
 big  better  been  draw  found
 as  over  could  can  every
 away  always  first  find  down
 be  both  before  four  going
 black  but  done  does  from
 brown  around  blue  drink  full
 by  bring  eat  come  hurt
 funny  his  long  now  then
 have  has  kind  show  look
 got  how  right  jump  on
 gave  never  in  my  please
 know  help  let  not  round
 go  if  made  off  there
 her  hot  much  their  make
 green  just  seven  like  one
 grow  own  is  no  or
 light  here  live  of  sleep
 good  into  many  once  these
 him  its  must  them  me
 had  keep  shall  little  put
 hold  pick  it  old  our
 myself  I  may  open  small
 he  laugh  new  only  think
 out  ran  run  the  we
 saw  sit  three  was  yes
 pull  say  soon  us  wish
 take  that  too  walk  white
 play  red  see  to  you
 said  some  today  will  yellow
 read  sing  ten  who  your
 tell  they  try  well  with
 pretty  ride  so  up
 she  stop  two  work
 start  six  upon  why
 thank  this  under  were
 Ehri's Four Phases of Development in Sight
Word

1. Pre-Alphabetic Phase

 Beginners connect visual attributes of the word & its

letters to pronunciations & meaning of the word.

 For most students, this first phase occurs

through paired associates learning.

 As such, the cue is paired with the pronounced word

& stored in long-term memory, rather than learning
letters with their associated letter sounds.
2. Partial Alphabetic Phase

 Children begin to learn that certain letters are

associated with letter sounds.

 Children begin to use phonological awareness skills

to associate certain letters in the word to pronounce
the word.

 They would use partial cues because they had not

yet mastered all phonemes & graphemes.
3. Full Alphabetic Phase

 Children become more proficient with letters in words

& their associated phonemes.

 As children encounter familiar & new words, they are

able to apply their phonological awareness skills to
segment the word into letter sounds & blend these
sounds back together to pronounce the word.

 They can correctly discern between similarly spelled

words.
4. Consolidated Alphabetic Phase

 Children are able to pronounce words by recalling

word parts or letter patterns.

 They use their knowledge of word parts when they

encounter multisyllabic words in their reading.

 Spelling becomes part of the reading process.

 Research has confirmed that spelling instruction

improves students' abilities to read & decode words.
USING PHONETIC
ANALYSIS
 Phonetics is a branch of linguistics that comprises
the study of the sounds of human speech, or—in the
case of sign languages—the equivalent aspects of
sign

Phonetic Analysis
- is based on the traditional classification of
speech sounds using the International Phonetic
Alphabet (IPA).
- also called phonics, is the study of sound-
symbol or phoneme-grapheme relationships.
- Sounding out words by separating a larger
word into the smaller sounds (both vowel and
consonant sounds and blends) that make it up.
CLASSIFICATION AS IN...
EXAMPLES
Stops peak, bush, pad

Nasals ham, new, knack

Frictions zoo, off, push

Front Vowels eat, sit, back

Dipthongs cow, far, like

THANK YOU…