I Can Read: I Can Understand What Is Read to Me, but How Do I Work out These Words? - Softcover

Le Roux, Irene

Softcover

ISBN 10: 1504311418 ISBN 13: 9781504311410

Verlag: Balboa Press AU, 2018

Inhaltsangabe

Students with dyslexia or auditory, visual processing, or memory difficulties often find reading and writing challenging. These students can learn just as well as their peers, but they usually do so at a slower pace. They need more time to process information. Irene Le Roux, who was a teacher for more than forty years, has seen what happens when educators dont adapt to the needs of these students. They become frustrated and suffer emotional pain. Thats why she developed the I Can Read program, which focuses on providing explicit, individualised instruction so challenged students can learn at their own pace. The exercises use phonemic awareness, phonics, and the knowledge of oral language to identify letter sounds, letter patterns, and the rules used to make up words. The exercises also help students decode written letter patterns back into sounds that are recognised as words. Whether youre a parent or relative trying to help a struggling youngster, an educator, or school administrator, youll be poised to help students succeed with the lessons in this book.

Über diesen Titel

Über die Autorin bzw. den Autor

Irene Le Roux, a retired classroom and learning support teacher, taught for more than forty years. She experienced the frustration and emotional pain of students who struggled to read. She developed a systematic and explicit method of introducing the fundamental skills of reading out of a passion to help these children. Irene currently lives in Sunshine Coast, Queensland, Australia.

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I Can Read

I Can Understand What Is Read to Me, But How Do I Work Out These Words?

By Irene Le Roux

Balboa Press

Copyright © 2018 Irene Le Roux
All rights reserved.

ISBN: 978-1-5043-1141-0

Contents

Introduction, v, 
Phonemes and Digraphs, 1, 
Vowels, 2, 
Nonsense Words: Closed Syllables, 3, 
Real Words: Closed and Open Syllables, 4, 
Nonsense Words: Closed Syllables, 5, 
Real Words: Closed Syllables, 6, 
Adding (s) to Words: Closed Syllables, 7, 
Sentences: Closed and Open Syllables, 8, 
b/d Confusion, 9, 
Hearing Initial Consonants in Words, 10, 
Reading Initial Consonants in Words, 11, 
Nonsense Words: Initial Consonants, Closed Syllables, 12, 
Real Words: Initial Consonants (1), Closed Syllables, 13, 
Real Words: Initial Consonants (2), Closed Syllables, 14, 
Sentences: Initial Consonants, Closed Syllables, 15, 
Nonsense Words: Final Consonants, Closed Syllables, 16, 
Real Words: Final Consonant, Closed Syllables, 17, 
Sentences: Final Consonants, Closed Syllables, 18, 
Nonsense words: Split Digraphs, VCe, 19, 
Real Words: Split Digraphs, VCe, 20, 
Sentences: Split Digraphs, VCe, 21, 
Nonsense Words: Initial Consonants and Split Digraphs, VCe, 22, 
Real Words: Initial Consonants and Split Digraphs, VCe, 23, 
Sentences: Initial Consonants and Split Digraphs, VCe, 24, 
Nonsense Words: Long and Short Vowels, 25, 
Real Words: Long and Short Vowels, 26, 
Sentences: Long and Short Vowels, 27, 
Syllables, 28, 
Nonsense Words: Rule 1. Closed Syllables, 29, 
Real Words: Rule 1. Closed Syllables, 30, 
Sentences: Rule 1. Closed Syllables, 31, 
Nonsense Words: Adding Suffixes (er) and (ing), 32, 
Real words: Adding Suffixes, (er) and (ing), 33, 
Sentences: Adding Suffixes (er) and (ing), 34, 
Nonsense Words: Rule 2. Open Syllables, 35, 
Real Words: Rule 2. Open Syllables, 36, 
Sentences: Rule 2. Open Syllables, 37, 
Nonsense Words: (y) Says Vowel (e) and (i), 38, 
Real Words: (y) Says Vowel (e) and (i), 39, 
Sentences: (y) Says Vowel (e) and (i), 40, 
Nonsense Words: Suffix Ending (ed), 41, 
Real Words: Suffix Ending (ed), 42, 
Sentences: Suffix Ending (ed), 43, 
Real Words: Rule 3. Irregular, Unstressed Syllables, 44, 
Sentences: Rule 3. Irregular, Unstressed Syllables, 45, 
Real Words: Long and Short Vowel Revision, 46, 
Sentences: Long and Short Vowel Revision, 47, 
Real Words: (ee) and (ea) Sounds, 48, 
Sentences: (ee) and (ea) Sounds, 49, 
Real Words: (ay) and (ai) Sounds, 50, 
Sentences: (ay) and (ai), Sounds, 51, 
Real words: Soft (c): (ce), (ci), (cy), 52, 
Sentences: Soft (c): (ce), (ci), (cy), 53, 
Real Words: (oo) Sounds, 54, 
Sentences: (oo) Sounds, 55, 
Real words: Soft (g): (ge), (gi), (gy), (dge) and (age) Sounds, 56, 
Sentences: Soft (g): (ge), (gi), (gy), (dge) and (age) Sounds, 57, 
Real Words: (ow) Sounds, 58, 
Sentences: (ow) Sounds, 59, 
Real Words: (ew) Sounds, 60, 
Sentences: (ew) Sounds, 61, 
Real Words: (wa), (qua), (squa), Sounds, 62, 
Sentences: (wa), (qua), (squa), Sounds, 63, 
Real words: (oa) and (oe) Sounds, 64, 
Sentences: (oa) and (oe) Sounds, 65, 
Real Words: (ou), (ough), (gh) Sounds, 66, 
Sentences: (ou), (ough) and (gh) Sounds, 67, 
Real Words: (oy) and (oi) Sounds, 68, 
Sentences: (oy) and (oi) Sounds, 69, 
Real words: (or), (ore), (our), (oar), (oor), (ough), (war) and (ar) Sounds, 70, 
Sentences: (or), (ore), (our), (oar), (oor), (ough) and (war) Sounds, 71, 
Real Words: Multisyllabic Words, 72, 
Real Words: Multisyllabic Words, 73, 
Real words: (er), (ir), (ur), (wor), (ear), (our), (re) and (yr) Sounds, 74, 
Sentences: (er), (ir), (ur), (wor), (our), (ear), (re) and (yr) Sounds, 75, 
Real Words: (au) and (aw) Sounds, 76, 
Sentences: (au) and (aw) Sounds, 77, 
Real words: (ar), (are) and (aer) Sounds, 78, 
Sentences: (ar), (are) and (aer) Sounds, 79, 
Real Words: (igh), (eigh), (ough) and (augh) Sounds, 80, 
Sentences: (igh), (eigh), (ough) and (augh) Sounds, 81, 
Real Words: (ey) Sounds, 82, 
Sentences: (ey) Sounds, 83, 
Real words: Rule 4. (i) in a Multisyllabic Word, 84, 
Sentences: Rule 4. (i) in a Multisyllabic Words, 85, 
Real Words: (ui) and (ue) Sounds, 86, 
Sentences: (ui) and (ue) Sounds, 87, 
Real Words: (ie) and (ei) Sounds, 88, 
Sentences: (ie) and (ei) Sounds, 89, 
Real Words: (tion) and (sion) Sounds, 90, 
Sentences: (tion) and (sion) Sounds, 91, 
Real Words: (cian), (cial), (tial) and (ive) Sounds, 92, 
Sentences: (cian), (cial), (tial) and (ive) Sounds, 93, 
Real Words: (ous), (cious), (tious) and (xious) Sounds, 94, 
Sentences: (ous), (cious), (tious) and (xious) Sounds, 95, 
Real Words: Silent Letters, 96, 
Sentences: Silent Letters, 97, 
Congratulations, 98, 
Appendix:, 
Vowels, 99, 
Vowel: (Aa), 99, 
Vowel, (Ee), 100, 
Vowel, (Ii), 101, 
Vowel, (Oo), 102, 
Vowel, (Uu), 103, 
Consonant and Vowel, (Yy), 104, 
Glossary, 105, 
Core Sight Words, 107, 
Consonants, Vowels, Digraphs and Trigraphs, 108, 

INTRODUCTION

Why do some children find reading difficult?

Students who have visual or auditory processing, or short-term memory difficulties, find learning to read and write very challenging. Many of these students fail to keep up with other students when learning or to understand lengthy instructions. They often only follow part of a message because they miss what is heard or seen because of their slower processing speed; therefore, the information that is received can be muddled or confusing to them. They then lack understanding of the critical concepts of their learning. These students have the intelligence to learn; however, they require more explicit instructions, with extra time to process what is heard or seen, as compared to the speed of classroom instruction or other learners.

Students have different learning styles; visual, auditory, hands-on or they may need to talk about what they are learning. Some students require instructions to be repeated, rephrased or different explanations may need to be given for them to understand. When they are attempting to work out unknown words while reading, they can often guess words by using pictures clues; using the first letter of a word and the context of the sentence; using the meaning or sentence structure of the text. These are excellent skills, but when words get too hard or too long to work out or decode, students can get discouraged in their effort to make meaning. When specific needs or disabilities are not addressed, students learn how to adapt or cope the best way they can, and some can give up trying.

Learning how to read involves more than just decoding words. Active readers use visual information, meaning or sentence structure clues, and then they analyse and use what has been read to make meaning. They know the relationship between spoken and written language and how the purpose of reading determines how we read and find the information that we need. They assimilate their knowledge and prior experiences with what has been learned to make meaning and gain understanding. Texts empower us; however, not all students enjoy this privilege as they find the process of decoding words demanding; therefore, they require explicit teaching and extra time to learn concepts and...

Details zur Ausgabe

• Verlag: Balboa Press AU
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1504311418
• ISBN 13: 9781504311410
• Einband: Taschenbuch
• Anzahl der Seiten: 128
• Kontakt zum Hersteller: preigu GmbH & Co. KG; mail@preigu.de; ; Lengericher Landstr. 19; Osnabrück; Niedersachsen; 49078; Deutschland