This page contains:

List 1: Ideas About Information to Be Taught

  1. phonics (sounds of letters)
  2. phonemes (the approximately 40 sounds of the American English language)
  3. morphemes (smallest meaningful units of words as in foot or car, or the smallest meaningful part of a word, like un+, +ology, +able, medic+)
  4. articulation (exacting the sound of a word or blend)
  5. pronunciation (vocalizing a word or phrase)
  6. linguistics
  7. graphophonemic
  8. syllables (breakdown of words into sounds)
  9. rhyming (repetition of a final word sound by other words in a series)
  10. elimination of initial phonemes (first level)
  11. deletion of final phonemes (second level)
  12. substitution of a middle phoneme (advanced level)
  13. phonemes vs. phonics
  14. concepts of the structure of language
  15. alphabetical writing system's relationship to reading
  16. problems inherit due to locality
  17. learning disability vs. reading disability
  18. phonemes without written words
  19. phoneme sounds of letters or letter combinations (all 40)
  20. teachers training in using phonemes
  21. importance of catching reading problems and intervening in K-1
  22. amount of time child reads compared to number of words to which child is exposed
  23. amount of words to which child is exposed compared to income level
  24. formation of sounds by the mouth/body for voiced sounds
  25. formation of sounds by the mouth/body for voiceless sounds
  26. language recognition
  27. specific reading problems
  28. intervention strategies
  29. common errors teachers make in administering of TPRI
  30. proper administration of the TPRI
  31. description of TPRI
  32. how TPRI differs from other assessment inventories/tests
  33. examples of TPRI inventory
  34. examples of TPRI being given
  35. ideas of what non-tested students can do during testing

List 2: Ideas About Teaching Information Above

  1. set up a dictionary of important words with both definitions and explanations
  2. include description, in non technical language, an introduction defining what the TPRI is
  3. include description, in non technical language, what the TPRI hopes to accomplish
  4. include description of how TPRI is being used and by who
  5. include description of how TPRI is different from other reading assessment tests
  6. include description of how TPRI is like other reading assessment tests
  7. include notes from the front of the TPRI administration book
  8. place student record sheets online so teachers can review them without having to carry the entire TPRI packet. This will allow review of the record sheet from any site where they can access the TPRI web site.
  9. put audio segments of TPRI "sounded out" so teachers can listen to them properly spoken.
  10. include notes from the ESC staffed seminars
  11. make list of intervention strategies
  12. divide intervention strategies by types for easy reference and chunking
  13. teleconference with Dr. Louisa Moats
  14. telelecture with prominent speakers in reading development like Dr. Barbara Foorman, Dr. Jack Fletcher and others
  15. show video of teachers administering the TPRI correctly
  16. show video of teachers working with phonemes without words
  17. show video of teachers administering the TPRI incorrectly and let viewer find errors
  18. make sideshow of most common administration errors and how to resolve
  19. create some case studies of results and how they connect to intervention strategies
  20. connect list of intervention strategies to common reading development problems, so strategies can be used to help the child move from "still developing" to "developed" stages
  21. make lists for teachers to send home to parents on which intervention strategies (with explanations) are being focused on that week in classes
  22. create a common case study for child who needs no intervention strategies according to the results of the TPRI and the teacher's experience
  23. create a common case study for a child who is dyslexic
  24. create a case study for a child with low word count exposure
  25. include pictures of children of correct age group with case studies
  27. set up a conference for all teachers in Texas and Virginia (teachers participating in PALS) for shared ideas, shared resources
  28. make a website with PALS for more integration of ideas
  29. deliver information by CD for schools with slow Internet access
  30. deliver information on Web for schools or homes with fast Internet access for for review
  31. WWW site could be updated periodically to allow for new pages added, new examples
  32. include e-mail, phone, fax contact information for reaching "real humans" at CARS or TEA for teacher questions
  33. have a threaded chat room for teachers on WWW site for teachers' input on experience with intervention strategies
  34. have a threaded chat room for teachers on WWW site for teachers' input on experience with the TPRI
  35. have a threaded chat room for teachers on WWW site for teachers' input on experience with the CD
  36. have a threaded chat room for teachers on WWW site for teachers' input on experience with the Web site
  37. have a threaded chat room for teachers on WWW site for teachers' input on experience with phonemes and phoneme games for learning
  38. have a news group threaded chat room for questions
  39. create a link to PALS site and other sites as they come available
  40. keep WWW pages active, clean, correct, and updated
  41. make list of quiet reading activities for students who are not being tested at that time to do while TPRI is being administer.
  42. make layout attractive to K-2 teachers: bright colors, book icons, etc.
  43. statistics of reading practices in classrooms: which types of students are called on the most, ...the least