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Literacy Tip of the Week: October 14, 2019

posted Oct 13, 2019, 2:49 PM by Emily Richardson   [ updated Dec 8, 2019, 7:20 PM by Steven Richardson ]
I posted this literacy tip earlier this year. So many have found it useful that I've decided to post it again in case someone missed it.

ELL students often leave off the endings of words when they read. In Latin-based European languages, words tend to end with continuous or open sounds, so ending sounds blend right into the initial sounds of the next spoken word. The idea of “Romance” languages stems from this common trait among Latin-based languages. Words flow so melodically from one to the next that they’re pleasant to the ear. That is not the case with English. Many endings for English words are derived from German and Dutch, languages much more harsh sounding.

Students whose native language is Latin-based are not used to pronouncing and stopping sounds so abruptly. They have no concept of certain “stop” sounds. Non-native English-speaking students tend to read words as they would be pronounced phonetically in their native languages.

Just a few minutes of explicit instruction during a guided reading lesson can make such a profound difference in developing students’ reading skills. During a guided reading lesson, we can prompt students to read all the way through the words and teach them to consciously pronounce and enunciate ending sounds as they read. All it takes to establish those neural pathways for English sounds is a few minutes of laser-targeted instruction scaffolded within a few guided reading lessons.

by Julie Taylor, Next Step Guided Reading Consultant