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Cillizza, Joseph; Devine, John N.Modular SegienCii: Teaching Reading to BilingualLearners. TTP 002.09; Survey and Examination ofMethods and Materials for the Teaching of Reading inEnglish. Teacher Corps Bilingual Project.

INSTITUTION Hartford Univ., Nest Hertford, Conn. Coil. ofEducation.

NOTE 12p.; For related docusents, see ED 095 128-143, SP008 975-987, SP 009 146-154 and 156-163; Text printedon yellow paper and say not reproduce sharply

ONS PRICE MF-S0.76 HC -$1.58 PLUS POSTAGEDt$CRIPTORS *Bilingual EdUcation; Elementary School Students;

Learning activities; Reading Instruction; ReadingMaterials; *Spanish Speaking; *Teacher Education;*Teaching Methods

IDENTIFIERS *Learning Modules

ABSTRACTThe F.:pose of this teaching module is to examine

materials and methods in the area of reading instruction. Uponcompletion of the module, participants should be able to (a) explainand give an example of a published program for seven approaches tobeginning reading, (b) evaluate four published reading programs, and(c) state^which approach they feel would be most successful withbilingual students and why. Participants complete a preassessaenttest, choose tasks from a list of alternatives, and conclude themodule with a postassessment test. (PB)

TEACHER CORPS BILINGUAL PROJECTUNIVERSITY OF HARTFORD

WEST HARTFORD, CONNECTICUTDR. PERRY A. ZIRKEL, DIRECTOR

U S DEPARTMENT OF HEALTH.EDUCATION i WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATM* IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POST (ION OR POLICY

MODULAR SEQUENCE:TEACHING READING TOBILINGUAL LEARNERS

TTP 002.09 SURVEY ANDEXAMINATION OF METHODS ANDMATERIALS FOR THE TEACHING

OF READING IN ENGLISH

JOSEPH CILLIZZA & JOHN M. DEVINEDEVELOPERS

SUSAN L. MELNICKDEVELOPMENT COORDINATOR

ST COPY A , ABLECOLLEGE OF EDUCATION

UNIVERSITY OF HARTFORDWEST HARTFORD, CONNECTICUT

DR. IRVING S. STARR, DEAN

2

SURVEY AND EXAMINATION OF METHODS ANDMATERIALS FOR THE TEACHING OF READING

-7 \Aukerman

ViewMovie

Enter

/Rationale/

Objectives[\

Pre-Assessment ----i> Exiti***7 \

Lecture/ EvaluateDemonstration Project

7CritiqueReadingCenter

Post-Assessment

Exit

ClassroomVisit

3

Remediation

1,

RATIONALE

No materials or methods can in themselves assure

against poor reading instruction. Good instruction is

not achieved simply because a certain set of materials

is adopted. Effective teachers will probably not see

themse:ves as partisans of one methodological approach

to the total exclusion of others. They will not debate

the superiority of language experience, basal, individual

ized or programmed reading, but will deliberately use

concepts, procedures, and materials from these and other

instructional approaches. The proliferation of reading

materials in the past few years has made difficult this

eclectic approach to the teaching of reading. This module

will serve as an exploratory examination of the important

materials and methods in the area of reading instruction.

Obviously the first step is to become conversant with

these materials, but a second, and more important step

is the creative and intelligent use of these materials and

methods.

WICTEVIS

Given a aria of looming aiternativu obsthe Imre* amd examination

of 'methods and materials for the:isaciing of ;ending, the ParbitsiPnti: C141

be able tot

=Plain led give as Sample of,,a:Pultlished peace& for eachof the following appm0aches to begiening reading:

a. the phonic approachb. the linguistic sPPISoltcs. the language4experienee iinproachd. the one 4o-one lossf is *Womb.,e. the individuatiled **roe*f. the sarly-readiscapproemshg. the preceptual-diserimination approaeh

- evaluate four published reading promos using the guidelinesgiven below:

,

,

a. the materials should contribute to the attainment of theobjectives of the reading Pvcgroc,

b. the materials should provide for continuous and ieenentialdevelopment of the basic skills,the progress should provide a azitiple approath to learningto read,

d. the program should give guidance in develogni'thaskill of the student;

e. the materials should elicit activeof the student,

f. the progress should tr.ovide for diaoetic 7t41034.4164::-7.,extensive diagnoWe lisasnres for apseand activities designed to .,sieet

g. the program should Pro#4,structuring finxible..mamuss

h. the program -obauldfbe Nat to use,should hays been tiotood;p00*-i'should be Wed to OPOOlgiii, *:":4cinstruct* 41011 iOr'incliPSOlikA-4004geto individual dittirrencei It sheu1din reviewing' instruct-tic:0, ibtatitfacilitating the teadel.**

state which approach 'be,feels would be *sst enoceseful

bilingual students and Wbrl

' )

r _r---`

!, . ' '

-the program should be easy to use,should be appropriate, should be keyedto specific objectives, and should havebeen tested prior to public distribution.It should actually instruct, allow forindependent learning, and pace learningto individual differences. It should besuitable for use in reviewing instructiongiven by the teacher, thus facilitatingthe teachers' efforts.

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PRE-ASSESSMENT

To assess your prior mastery of the terminal objectivesof this unit of work, complete the following exercise.

Directions: Answer each question according to thedirections noted in each.

I Briefly explain the following approaches to theteaching of reading.

A. The phonic approach

B. The linguistic approach

C. Language-experience approach

D. One-to-one soand-symbol approach

E. The individualized approach

F. Early-reading approach

G. PerceptUal approach

II. Which approach was used in your school when youwere taught to read?

III. Which of the bove approaches do you think is themost effective? Why?

SLEARNING ALTERNATIVES

I. Required - participant must select one of the optionsbelow.

A. Rea,! the cited version of Robert Aukerman'sApproaches To Beginning Reading, then completethe study guide questions.

Study Guide Questions

1. The salesman for a particular phonics -systemis claiming that his approach is a,"completereading program." What reasons signify thatthis cannot be true?

2. What must be done to our language to make aphonemics approach "foolproof" for learningthe code?

3. You are a reading specialist. Your super-intendent asked you to discuss 171...zapproach to beginning reading with the firstgrade teachers in your system. How wouldyou do this?

4. Outline what would be a complete "total"language-arts approach to beginning reading.

5. Is it possible to use Sylvia Ashton-Warner'sapproach with bilingual learners in America?Give the reasons for your answer.

6. Practice printing in i/t/a and then writeseveral simple stories in i/t/a manuscript.Have some six year olds who have just begunto read in regular print try to read thestories. What problems do you observe?

7. Many people confuse individualized readingand the language-experience approach. Inwhat ways are these two approaches similar?How are they different?

8. Obtain a video-tape of the Distar Program.Study it carefully and prepare lesson plansfor two Distar lespons with four year olds(optional)

0

6.

9. In what ways does the Fernald approach actas the foundation for many recent perceptual-discrimination approaches?

B. Attend teacher lectures and demonstrations on"Methods and Materials for the Teaching of Reading."

Lecture Outline

Session I Introduction

a. Theories and models of teaching readingb. Prototypal versus differentiation teaching

of reading

Session II Approaches to teaching reading

a. Basic phonemicb. Linguistic-phonemicc. Total language-arts

Session III (Approaches Continued)

a: Language-experienceb. One-to-one sound symbolc. Individualized reading

Session IV (Approach Continued)

a. Early-reading approachb. Perceptual-discrimination

Session V Workshop - Developing materials andmethods to resolve reading difficulties.

C. Read and evaluate the Cooperative IndividualziedReading Prolect., The describe how..this projectcould be used by the teacher of bilingual learners.

7.

II, Optional - participant may select options below forextra credit.

A. View and critically evaluate the movie "ReadingLesson In Teaching" (third grade).

B. Visit and critique a Regional Reading Center(Western Connecticut State Ccllege)

C. Visit and evaluate at least two of:the, following ;.

1. The I.T.A. Program

classrooms:

2. The language-experience approaCh:Oanbury,,,Connecticut)

3. Words in color program (Newton)::CcOnscticut,'..-

4. The Distar Program (Waterbury Connecticut)

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8.

POST-ASSESSMENT

I. Briefly explain the following approaches to theteaching of readlng and give an example of eachapproach.

A. The phonic approach

B. The linguistic approach

C. Language-experience approach

D. One-to-one sound-symbol approach

E. The individualized approach

F. Early-reading approach

G. Perceptual-discrimination approach

II. Using the guidelines provided in the Objectivessection of this module critique a minimum offour- reading programs. The guidelines may beconverted into a checklist with each having avalue of one-five (12345)

III. Which reading program do you think would be themost appropriate for bilingual learners? Why?

Competency will be certified when the module coordinatorhas ascertained that the submitted post-assessthent is,of acceptable quality.

Remediation: Alternate learning activities, are availableon a contractual basis with the module .coordinator,

9.

BIBLIOGRAPHY

1. Aukerman, Robert. Approaches To Beginning Reading.New York: John Wiley and Sons, Inc., 1971,

2.

3.

. Cooperative Individualized Reading Project,.A project funded under Title III, ESEAUniversity of Bridgeport, Bridgeport, Connecticut.

. "Reading Lesson In Grade Three," FilmRental Center of Syracuse University, 1455East Colvin Street, Syracuse, New York, 13210.