Talk:Reading skills acquisition

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Here are some tasks you can do:


    • Rewrite to remove POV statements currently rampant throughout article.
    • Revise reading skills section and correct non-factual information.
    • Find and incorporate references.
    • Reformat list in Chall's Stages of Reading DEvelopment section.
    • Develop "Other views" section to include views of reading development stages that differ from CHall's model.
    • Develop "reading difficulties" section (don't duplicate information available in other articles, though). Link to other articles that cover reading difficulies.
    • Review references section that are not actually footnoted. Are all of these really needed to support statements in the article?

    THE page lists ten of the most important reading intervention programs. All are research-based, as mandated by No Child Left Behind. I have included numerous references supporting the suggestions. Most people accessing this article will be looking for solutions, either as dyslexics, educators or parents of students with reading problems. I have eliminated repeated references to the same program. —The preceding unsigned comment was added by B7howlett (talk • contribs).

    To say that these program are some of the "most important" interventions is a dubious claim. References to commercial programs should be removed. Recommend referring readers to sites where research about specific programs can be found. Adding Florida Center for Reading Research to See Also list.

    smoran 11:56, 7 June 2007 (UTC)

    Contents

    [edit] comment

    I am not the author of this material, but i think it hs merit. It still is not close to an encyclopedic style, but it is getting there. I think the material could be merged into the dyslexia page and that would be the better solution. It might be possible to include it as separate section on that page/ I'm no expert, but tthis doesn't seem hopeless. Please list for AfD. DGG 02:51, 23 December 2006 (UTC)

    title is misleading. doesn't seem to me like it has anything to do with the actual content. most infomation could be gotten from dyslexia if not having some of this merged into it. also doesn't follow Wikipedia:Manual of Style. i support afd.--Tainter 04:08, 23 December 2006 (UTC)


    This was tagged for speedy deletion as commercial spam. Iv've removed the tag as it doesn't appear to be so. It does, however, require cleaning up and Wikifying. DGG and Tainter, you are free to tag things for AfD yourselves if you wish, you do not need to vote on whether to tag or not. See this for the process, or give me a shout on my talk page if you need a hand. Tonywalton  | Talk 12:08, 23 December 2006 (UTC)

    if it was marked as comecial spam then it was an accident. I just don't see why this article should be here when it can be merged into the dyslexia article or even deleted. if not then the title should definitly be changed. it doesn't represent the content of the article. you'd this the article was a hybrid artile on reading difficulties and dyslexia and not what is actually written in the article. i won't improve this article myself but i feel it should be if it isn't merged or deleted. of course sources need to be cited and the style is lacking. oh well. i have better things to do i suppose. --Tainter 05:32, 24 December 2006 (UTC)
    where is the author--he should merge it. The title, btw was changed from Reading difficulties to the present one on the advice of an earlier editor. I do not intend to do the work either. DGG 06:07, 24 December 2006 (UTC)

    [edit] Name change

    I propose a name change to "Reading skills acquisition" (thanks Abigail Marshall) - because that's exactly what this article is about. Please comment! Lova Falk 07:56, 24 April 2007 (UTC)

    Nobody commented, so I'll make the change. Lova Falk 09:00, 28 April 2007 (UTC)

    [edit] Proposed mergers

    The content of this page is less about the process of learning to read and more about the difficulties that can occur in the process of learning to read. In addition to the lead paragraphs focusing on the difficulties, there are a number of notes throughout the article regarding intervention programs that address particular difficulties that can obstruct the learning process. The article needs to be refocused on how the learning process takes place.

    Since this article's title asserts that it is about acquiring reading skills, it is appropriate to include the Stages of Reading Development as a section in this article.

    Difficulties encountered in the process of learning to read can be summarized and included as a separate section in this article. If this is done, the dyslexia merger suggestion can be handled by adding a reference to the dyslexia article. smoran 12:13, 7 June 2007 (UTC)


    No one has responded to my comments on this article yet. Can I assume that everyone currently interested in the article agrees that the article's title, "reading skills acquisition," implies that the topic covers a great deal more than difficulties that can obstruct the process of learning to read?
    If no one responds in the next few days, I'll make the proposed changes.
    Best,
    Rosmoran 15:06, 27 June 2007 (UTC)

    Hi Sami

    you are correct about the content not matching the article title. The content regarding the problems with learning to read should be either on the Reading Disabilities or Dyslexia Articles.

    However there is a need for an Article to describe in depth the skills that humans need to develop to be able to read text. I am acutely aware that there is no Agreed Working Model for reading text. Yes varioius academic researchers have published their own thoughts, but there are no peer reviewed scientific papers on this topic.

    What is required is to create defintions of the various skills required to carry out the task of reading. Define how these skills interact when performing the task of reading. And how these skills change or evolve as we become more experienced readers and discuss issues such as speed reading etc. This is not my area of speciality, but this needs to be done so that there si some basis to begin to discover why some have problems aquiring these skills which should be described in the other articles mentioned above.

    Best wishes

    dolfrog 00:02, 3 August 2007 (UTC)

    Hi Sami

    the artilce "Developmental Stages of Reading" would probive this artilce with a good introducory section and would create a frame work for the structure of this article

    best wishes

    dolfrog 00:29, 3 August 2007 (UTC)

    [edit] Info removed from "Skills needed for proficient reading" section

    I revised and tightened up this section, removing clearly POV statements and opinions. Info should now be much more encyclopedic; however, the section may need more in depth coverage of this topic area.

    Removed text follows:


    1. Auditory skills -- students with auditory processing difficulties often have problems learning to read. It takes a lot of auditory attention and memory to read.
    2. Phoneme discrimination-- is almost as important to learning to read as phonemic awareness. Almost all the reasons that students have problems learning phonics are related to phoneme discrimination. Think about how hard the "short" vowel sounds for the letters a, e, i, o and u are to discriminate or how close the /m/, /n/ and /ng/ sound are and you will understand how discrimination issues impact reading.
    3. Phonemic awareness -- regardless of age, students with reading difficulties have difficulties processing (hearing) all the sounds in words. ALL students with reading difficulties should be tested for phonemic awareness issues, using the C-TOPP (Comprehensive Test of Phonological Processing. These tests reveal that students with reading problems don't hear and pronounce words accurately. Common phonemic awareness problems are the inability to accurately hear middle vowel sounds (related to the discrimination issue) so they hear bit for bat and pure for poor, or they don't hear all the sounds in consonant blends (yes, this is a phonemic problem not a phonics problem) so they hear bat instead of brat and coat for coast. Phonemic awareness in English requires much more than the simple segment and blend exercises used in some phonics programs. Phoneme manipulation is used in Sound Reading (www.SoundReading.com)[1] and Reading Reflex (www.readamerica.net)
    4. Phonics -- is essential for reading an alphabetic language like English but shouldn't be a primary reading intervention. The National Reading Panel clearly states that phonemic awareness is essential for learning phonics. Why do some students learn phonics in a few months in first grade while others take years to learn phonics? Simply a lack of phoneme discrimination and phonemic awareness. Letters don't stick until the sound structure of a language is in place. The NRP didn't find any difference between phonics programs. Phonics programs that require massive amounts of training and years of instruction, such as Wilson Language (www.WilsonLanguage.com) are no more effective than brief, intensive programs like Sonday (www.sondaysystem.com).
    5. Phonological Recoding is an advance on phonics, or decoding, programs. Many noted researchers, including Bruce McCandliss, Donald Shankweiler, DL Share, GB Thompson, CM Fletcher-Flinn and Howlett (in press) are crafting powerful alternatives to systematic phonics. Skilled readers use a lot more information to decode words than just sounds and symbols. We have phonological and semantic information about the word from speech. And English has many homophones and words that are similar in sound, so "contextual checking" is essential. Think about these sentences -- He wound the cloth around the wound. Do you produce produce? Polish men don't polish. Recoding uses all the information we have about a word, or knowledge source, to recode a written word into a meaningful spoken word. McCandliss' Word Building and Sound Reading Solutions [2] are example of recoding instruction. If a student is taking a long time to learn phonics and it is not translating into reading power recoding may be the answer.
    6. Fluency -- recent research by Good (creator of (DIBELS) and Torgesen have found that about 95% of students that read at greater than 110 words a minute pass fourth grade state assessments and about 80% who read at less than 80 words per minute fail to meet state reading standards. Teaching decoding without teaching fluency is of little value. Fluency instruction includes two important parts -- rapid naming practice so students become fluent in the reading of sounds, syllables and words, followed by timed repeated reading of short, easy-to-read passages. Fluency Foundation uses both and Read Naturally is a good program using timed, repeated reading.
    7. Comprehension is also a two-level system. Most comprehension instruction focuses on higher-level language comprehension and strategies, which are very important. Most of these skills and strategies are taught in elementary school, so older students who were struggling to read will need basic comprehension instruction. They must learn to think about the meaning of print, from predicting to inferring. But many students who struggle with comprehension have overlooked input, or receptive language, comprehension issues. They struggle with accurately reading words, do it too slowly to keep words in memory, with word and sentence meaning. This is often the result of auditory and phonological issues.
    8. Read, read some more, then read -- This works best when students are reading accurately and fluently. Most students who resist reading are labored readers who struggle with decoding and fluency. Have your child or student read out loud. If the reading is labored at all then reading more may not help. If the student is reading well then encourage reading, even if it is Captain Underpants!

    [edit] Skills required for proficient reading

    This section seems to be largely redundant with the introduction. While it does contain expansion of ideas, I'm not sure that the same information cannot be conveyed through simple wikilinking. Is there any objection to removing the section? --Moonriddengirl 18:02, 2 September 2007 (UTC)

    There are, of course, infinite ways to present information, and the content of this section is no exception. However, the "expanded" content of the section should remain in the article. This material could be combined into a more extensive lead section, which is a model used by many Wiki articles.
    As long as we don't lose any content, I don't care how it's presented.
    Best,
    Rosmoran 05:15, 3 September 2007 (UTC)

    [edit] Chall piece

    I am not sure I understand why the Chall section is included. There is no doubt that Chall was influential and that her ideas were great, but I think it might make more sense to supplement the NRP component with the simple view of reading and Scarborough's "rope" of reading (2001 in the Handbook of Early Childhood Literacy, Dickinson and Neuman Eds. ... If you haven't seen it, Google Scholar the book and find the graphic; it's on p. 90 or so). This is more contemporary and much more widely known than the Chall approach. The simple view actually might be a better way to lead and the NRP would then dovetail nicely with this. What are others' thoughts? Kearnsdm (talk) 04:48, 28 November 2007 (UTC)

    There was another article called "Developmental Stages of Reading" that contained the Chall information. Several months ago there was a decision made to merge the two articles, making the Chall information a section in this article.
    I don't have an issue with your suggestion --- it's a good idea. Plus, including graphics is "good" for visual presentation and would make the article look more polished.
    Rosmoran (talk) 11:24, 28 November 2007 (UTC)