ReadingSkills

Teach family pattern words: lit, bit, hit Explain the difference of sight words (recognized by sight) between those that are sounded out Color code vowels Consult a reading specialist or reading recovery teacher Count words. Ask child how many times a word appears in the story. Play Go Fish. Play go fish with words that appear in a story. Make cards out of index cards and ask student if he has the word, otherwise, "Go Fish" Play Catch me. Read aloud and perriodically read a word wrong. Ask the student to catch it. Play Screamit/Hit it: Pick a word that appears frequently in a story such as a high frequency word. When the word is read either the student can scream it or pound their fist on the table when it occurs. Nonsense words. What would a word sound like if it was read backwards. Pick consonant-vowel-consonant words. Can be used with blends as long as blends stay together. Vary the reading rate: Read books that the student is familiar with and practice reading VERY slow or VERY fast. The purpose is not that the student read perfectly as it is that reading can be fun. I SEE C-A-T. Researchers suggest that phonemic awareness (awareness of sounds) plays an important role in reading success. Rather than saying, "I see a cat." Break apart the sound of the word. For example, "I see a "k-A-t". Do not name the letters. This is not spelling. Say the sounds. Pick a sound to focus on. For example, "T" could be present in the first, middle or end of a word. Have student identify where the sound is heard.