Decoding and Spelling: 2nd and 1st. * ( 2:05-3:05) * Thursdays * August 13, 20, 27 September 4, 11, 18

Screen Shot 2018-07-02 at 8.06.06 PM.png
Screen Shot 2018-07-02 at 8.06.06 PM.png

Decoding and Spelling: 2nd and 1st. * ( 2:05-3:05) * Thursdays * August 13, 20, 27 September 4, 11, 18

275.00

As it has become increasingly apparent that substantial numbers of children are failing to become skilled readers, a consensus is emerging among reading researchers, practitioners, and policy makers concerning the critical role that decoding plays in the reading process (Snow, Burns, & Griffin, 1998). Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled reading. Automatic word recognition, which is dependent on phonic knowledge, allows the reader to attend to meaning; likewise, slow, belabored decoding overloads short-term memory and impedes comprehension. 

To progress in reading, children must develop the insight that alphabet letters represent abstract speech segments (phonemes) and must be able to compare the likeness and difference of similar-sounding words.

For this workshop, children know associations for the basic sound-spellings and can use them to decipher simple words. As whole words, morphemes, and print patterns become increasingly familiar, knowledge of these larger units of print allows students to read efficiently and spend less and less attention on sounding words out letter by letter.

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