QQuestionEducation
QuestionEducation
"1. When students are ""graduating"" to the next Ehri's phase, their approach to
reading will be qualitatively different than the previous phase.
2. Students with solid phonics skills tend to recognize sight words more quickly,
reguardless of how regular the words' spelling are.
3. Kasey is in the consolidated alphabetic phase. Which instructional approach will
be most helpful to support her future reading skills?
4. Which is the best way to assess students' ability to recognize real words in print?
5. Which of the following should be a major instructional focus for students at the
consolidated alphabetic phase? Check all that apply."
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Answer
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Step 1
The qualitative difference in students' approach to reading when they transition to the next phase of Ehri's model, such as from the prealphabetic phase to the partial alphabetic phase, is that they begin to use letter-sound knowledge to read words. In the prealphabetic phase, children rely mainly on context and pictures to recognize words, while in the partial alphabetic phase, they start to use letter-sound knowledge for some letters in words.
Step 2
Students with solid phonics skills can recognize sight words more quickly, regardless of how regular the words' spelling is, because they have developed a strong understanding of the relationship between letters and sounds. This skill allows them to apply their knowledge to various words, including irregularly spelled ones, and recognize them more efficiently.
Final Answer
For students at the consolidated alphabetic phase, the major instructional focuses should include: a) Developing automaticity in decoding and encoding simple regular words (e.g., cat, dog) using letter-sound relationships. b) Teaching students to decode and encode multisyllabic words by breaking them down into smaller units (e.g., segmenting the word "butterfly" into "but-ter-fly"). c) Providing opportunities for students to apply their decoding skills in connected text, such as leveled readers or predictable texts, to build fluency and comprehension. d) Explicitly teaching high-frequency words, including irregularly spelled words, to support students' sight vocabulary and reading fluency. e) Engaging students in activities that promote phonemic awareness, such as identifying and manipulating sounds in words, to strengthen their understanding of the alphabetic principle.
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