EARLY READING PLAN 2

Early Reading Plan

Part 2
I would address Mark’s instructional goals in the order below:

1. Mark will say the corresponding sound when provided with a letter or letter combination.
2. When prompted with a word, Mark will be able to say a word slowly (sounding it out)
   and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant).
3. When shown sight words, Mark will automatically state the word.
4. Mark will be given a brief reading passage on his instructional level, be able to read it
   aloud and recall the main ideas.
5. After listening to a passage or story, Mark will be able to recall two or three of the
   sequenced events.
   Rationale
   I will address the goals in that order because phonics is the first step in teaching reading
   skills. A child will be in a position to read if he or she can recognize the relationship between
   letters and sounds within an alphabet. I will begin with short-sound vowels to enable Mark to
   progress slowly from letters to sounds to short words and eventually to be in a position to read a
   passage independently and understand the main points. Also, the order outlined above allows
   Mark to build on each phonic principle previously learned and will be able to build on acquired
   knowledge and move forward as his ability to decode grows. Also, sight words are common in
   passages, so it is important for Mark to learn such words as were, are and been so that he is able
   to recognize them anytime he sees them in a passage. Eventually, Mark will be in a position to
   read complete sentences on his own and comprehend passages.

EARLY READING PLAN 3
Part 3
Repetition is an appropriate strategy that will assist Mark to achieve the goal of stating
sight words automatically; they are shown to him. Recognition of a sight word requires the
repetitive practice of the word that is done consistently over and over again. McGrath et al.
(2012) assert the importance of sight word, especially in assisting learners who struggle to read
attain fluency in the skill. The authors state that struggling readers require explicit and systematic
instruction to enable them to read effortlessly (McGrath et al., 2012). Appropriate opportunities
for practice that is focused on fluency and is intense need to be included in the reading program
to allow Mark first to master the sight words. The strategy will be useful because before Mark
can become familiar with any word, he will require to practice the word multiple times in
isolation in for him to master the word and read it with much ease when he encounters it in a
passage. Sight words aid in achieving reading fluency. The incorporation of repetition, reading
racetrack, and flashcards will provide Mark with enough exposure, and this will help him retain
newly learned words. Repeating a word when learning reading skills potentially reminds the
learner of the word’s prior occurrence, and this prompts easy retrieval of the word, a process that
enhances a learner’s memory. According to the deficient processing theory, massed repetitions
are effective in promoting subsequent retrieval of words from the stored memory (Kang, 2016).
Thus, the strategy will be effective in ensuring that Mark achieves his goal and can read sight
words when they are presented to him. Further, the strategy will be applied effectively through
the use of different methods and resources. A computer program will also be used to help Mark
read words. A computer program will have a sight word appear on the screen accompanied by a
voice recording within which the word will read loudly as Mark listens. Mark will be provided
with two seconds within which he will be required to have read the word on the screen. The goal

EARLY READING PLAN 4
will be to have Mark read the word aloud before the voice recording plays and also repeat after
the voice recording. If unable to read the word, at first sight, the voice recording will play so that
Mark can ten read aloud as heard from the sound. Each session in the program will last for three
minutes and twenty seconds within which Mark will be expected to have read ten words
provided. The limited time will allow Mark to see the automaticity in reading words. I will
observe the sessions and repeat until Mark is able to read with the desired fluency. In the long
run, depending on Mark’s progress, resource teacher might be useful to help him acquire reading
skills and be able to read not just sight words but complete sentences and passages as well. A
resource teacher will be necessary to complement my instruction and assist Mark to give
remedial instruction and help him keep up with other learners in his class. The teacher will also
strengthen his development of reading skills and assist in a faster realization of the set goals. A
resource teacher will be a promising approach to help meet Mark’s needs and ensure that he
achieves the level of his peers in class work, particularly with his reading skills. It will be a long-
term plan that will see Mark receive the kind of personalized instruction that he requires to meet
his needs.
Part 4
The activity that can be used at home is reading passages together with the guardians or
parents. Reading the same passage at home may appear to be tedious, but it is through repeated
reading that Mark can acquire the relevant language skills. The parents can cooperate through
ensuring that they read passages and books together with Mark. Repetition unlocks infinite
possibilities when acquiring different language skills. As a result, reading the same book over
and over again at home will help ensure that Mark builds on language skills learned in class. It

EARLY READING PLAN 5
will also seek to ensure that Mark continued to employ the language skills employed as well as
continue reading on his own.
While reading passages at home, parents can focus on vocabulary. Mark will have
acquired different skills in class. However, developing vocabulary is the key that can ensure that
Mark reads on his own. Books that have rhyme and repetition are particularly useful since they
encourage the child to sight words. After repeated reading, Mark will be able to build on the skill
of sight words and will automatically state the word when he sees the word. The parents have to
ensure that they encourage Mark to talk about what he sees. In cases where Mark has various
difficulties, the parents should ensure that they use their fingers to guide Mark’s eyes. In reading
every passage, the parents should also ensure that they point out certain words and phrases. By
pointing out different words and phrases, Mark’s goal of automatically stating words when
shown sight words will be achieved.
When reading at home together with the parents, the parents should ensure that they point
out sight words (Ehri, 1991). Understanding sight words is important when reading different
texts. When reading the text, Mark should be encouraged to count the number of times a sight
word is in a passage or a page. After counting the number of times a sight word is repeated, the
parents should go back and read together with Mark every sentence that contains a sight word.
By going back and studying sight words ensures that the learner gains a deeper understanding of
the sight words and how they are used. The discussion of sight words will ensure that the child
feels encouraged, and this will also build on the class work. In addition, the activity will give
Mark a big head start.
It is important to encourage a child to enjoy reading as opposed to concentrating on skill
development. At a young age, a child should be handled in a delicate manner. The parents have

EARLY READING PLAN 6
to be encouraged to read together with the child as opposed to just focusing on building on sight
words. The parents must hence seek to ensure that the child loves books and enjoys the learning
process. Learning activities such as games that are played at home should also be integrated into
the strategy to eliminate the boredom that may result from repeated reading. Games and
activities such as the use of pictures can help ensure that the child maintains the necessary
concentration required for effective learning.

EARLY READING PLAN 7

EARLY READING PLAN 8

References

Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: policy
implications for instruction. Policy Insights from the Behavioral and Brain
Sciences, 3(1), 12-19.
McGrath, G. L., McLaughlin, T. F., Derby, K. M., & Bucknell, W. (2012). The effects of using
reading racetracks for the teaching of sight words to three third-grade students with
learning disorders. Educational Research Quarterly, 35(3), 50.
Ehri, L. C. (1991). Development of the ability to read words. Handbook of reading research, 2,
383-417.