A Manual Developed for Sites in the Student Responsive Service Delivery Project sponsored by OSPI, WSASP and WSHA

Written by
Marcia Davidson
Western Washington University
Bellingham, WA 98225

Woodring College of Education Website

Purpose

Overview of the Manual

Description of Phases
Phase 1: Visual-cue Word Recognition
Phase II: Phonetic-cue Word Recognition
Phase III: Controlled Word Recognition
Phase IV: Automatic Word Recognition
Phase V: Strategic Reading Phase
Phase VI: Proficient Adult Reading

Key Characteristics of Children Who Are Not Meeting the Standards

Motivational Strategies for Children Who Are Struggling with Reading
• The Role of Metacognition in Motivation
• Strategies to Increase Motivation

Instructional Strategies: Kindergarten

Essential Learnings: Grades 1-3

Instructional Strategies: Grades 1-3

Monitoring Progress from Phonetic Cue to Controlled Word Recognition

Assessments and Instructional Strategies for Children Progressing from Phase IV to Phases V-IV
• Comprehension/Strategic Reading:
    Essential Learnings for Grades 4-12
• Informal Assessments for Comprehension
• Comprehension Strategies

Monitoring Progress as Children Move from Controlled Word Recognition to Proficient Adult Reading

References

Appendix: Tips for Teachers