Скачать или смотреть 26. How and When To Use Decodable Readers for Maximum Effectiveness | 2022 Literacy Symposium

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Teachers often ask us how to include decodable readers during phonics instruction. This session answers that question. Teachers will learn how decodable texts are critical for beginning phonics instruction, when to start using decodable text, when it is appropriate to move away from decodable text, and how to track students‚ progress with decodable texts. Teachers will also learn the importance of using decodable text to practice a new advanced phonics pattern when it is taught, even though students are capable of reading grade level text independently. There is a brief discussion of the difference between decodable and leveled texts.

Linda Farrell is a founding partner at Readsters in Alexandria, Virginia. She presents workshops around the country about effective instruction for beginning and struggling readers. She also works with schools, helping them design and implement effective reading instruction in all grades. Over the past few years, Linda has spent part of her time working in Africa designing and writing materials to teach children in rural Africa how to read in their native languages. Much of Linda’s work is modeling effective instruction in classrooms and helping teachers use assessment data to design instruction for the students that puzzle them most. When advising about best reading practices, Linda combines her knowledge of research with her experience teaching students from age 4½ to age 81 to read. Linda was a junior high English teacher in the late 1970s. However, it wasn’t until 15 years later that she learned to teach struggling readers. That happened when she was an investment banker and volunteered to teach adults to read. Through her experiences with adults learning to read, Linda realized that most older struggling readers need explicit phonemic awareness, phonics, and vocabulary instruction at the most basic levels. In 2000 Linda left investment banking to pursue her mission, which is for all children to learn to read in the early grades so that the need for teaching older students and adults to read is eliminated. Linda is coauthor of several publications, including Phonics Plug-In, Practice Packets for Reading Confusions, Phonics Blitz (First Edition), Phonics Boost, the Diagnostic Decoding Surveys, Teaching Reading Essentials Program Guide and Coach’s Guide (coauthored with Dr. Louisa Moats), and DIBELS: the Practical Manual. She was a National LETRS Trainer for seven years.