Title: PowerPoint to accompany Teaching Students with Reading Difficulties and Disabilities: A Guide for Ed
1 PowerPoint to accompany Teaching
Students with Reading Difficulties and
Disabilities A Guide for Educators(2004,
Ministry of Education)
2On-Line Document
- This document is on-line.
- It is located at the following website.
- http//www.learning.gov.sk.ca/
- Click Learning Publications.
- Click Special Education and Intensive Support.
3Purpose
- To assist educators in teaching students who are
experiencing significant reading difficulties. - To assist educators in teaching students who have
a disability in reading and writing expression. - To understand the framework for assessment and
program planning. - To gain a repertoire of strategies to help
students develop reading skills.
4Early Identification of Reading Ability is
Critical
- Focus on moving towards a PREVENTATIVE model of
intervention rather than a REMEDIAL model of
intervention. -
- The ultimate goal of reading instruction is to
help children acquire the knowledge and skills
necessary to comprehend printed material at a
level that is consistent with their general
language comprehension skills.
Torgesen (2000)
5- If students are not competent readers, they
are at risk for academic, behavioral, social, and
emotional difficulties. - Some of these students may be identified as
learning disabled.
6Official National Definitionof Learning
Disability
- At least average cognitive ability
- Impairments in
- Language processing
- Phonological processing
- Visual spatial processing
- Processing speed
- Memory and attention
- Executive function
- Range in severity
7Official National Definition of Learning
Disability
- Interferes with the acquisition of
- Oral language
- Reading
- Written language
- Mathematics
- Organization skills
- Social skills
- Lifelong
- Genetic/Neurobiological
8Official National Definition of Learning
DisabilityIMPACT ON STUDENT
- Unexpected academic underachievement or
achievement which is maintained only by unusually
high levels of effort and support. - Not due primarily to hearing and or vision
problems, socioeconomic factors, cultural or
linguistic differences, lack of motivation or
ineffective teaching.
9Learning Disabilities
Written Expression Disorder
Handwriting Disability
Math Disability
Nonverbal Learning Disability
Reading Disability
Reading Difficulties
Spelling Difficulties
Motor Difficulties
Math Difficulties
Visual-Spatial Social Difficulties
Writing Difficulties
10Difficulties Associated with a Learning Disability
ReceptiveandExpressiveLanguage
Social Skills
Auditory/PhonologicalProcessing
Visual Processing
Study andOrganizationalSkills
Learning Disability
Visual- Motor Processing
Metacognitive
Attention
Memory
11Characteristics of Struggling Readers
- Over reliance on guessing strategies
- May have low language skills
- Limited phonemic awareness
- Limited understanding of phonics
- Memory problems
- Read slowly and hesitantly, or not at all
- Limited understanding about the text they read
- Often become frustrated and avoid reading
- Moats (1998)
12What Makes a Reader Proficient?
- Development of phonemic awareness
- Understanding of letter-sound correspondence
- Fluency based on automatic recognition of
letter-sound relationships - Automatic recognition of sight words
- Rich vocabulary
- Because of a solid foundation in reading skills,
proficient readers have more cognitive resources
to focus on comprehension. - Moats (1998)
13- A FRAMEWORK FOR ASSESSMENT AND PROGRAM
PLANNING FOR STUDENTS WHO EXPERIENCE SIGNIFICANT
DIFFICULTIES IN READING
14Framework for Assessment and Program Planning
PURPOSE
- Classroom based assessment will help to determine
how teachers will teach students with reading
difficulties or learning disabilities. - Students with reading difficulties or learning
disabilities require explicit and intensive
instruction that is on-going, monitored, and
evaluated. -
15Framework for Assessment and Program Planning
- Step 1 Classroom Assessment and
Intervention - Step 2 Establishing the team and the
Referral Process - Step 3 Formal Assessment Program Planning
16Framework for Assessment and Program Planning
- Step 1. Classroom Assessment and Intervention
- The Classroom Teacher
- in collaboration with parents/caregivers,
resource teacher, administrator - Collect/Review Information.
- If insufficient information, move to Step 2.
- Develop Classroom Intervention Plan.
Student continues to experience difficulty.
- Student experiences success with Classroom
Intervention Plan. - Continue with interventions
- Monitor, Evaluate
See Step 2
17Framework for Assessment and Program Planning
- Step 2. Referral Process
- Establish a Team
- Review information.
- If sufficient information, develop an Expanded
Classroom Intervention Plan. - If insufficient information, arrange for formal
assessment.
- Student experiences success with
- Expanded Intervention Plan.
- Continue with interventions
- Monitor, Evaluate
Student continues to experience difficulty.
See Step 3
18Framework for Assessment and Program Planning
- Step 3. Formal Assessment/Program Planning
- The team
- Reviews assessment results and develops a
Personal Program Plan (PPP). - Implements, Evaluates, and Monitors.
- Student continues to experience
- difficulty.
- Team reviews and adjusts
- program.
- Student experiences success with PPP.
- Continue with interventions (PPP).
- Monitor, Evaluate.
19- Understanding
- Reading Instruction
- Strategies to Use in the Classroom
20What We Know About Reading Instruction
- Systematic and explicit approaches to instruction
are consistently more effective than approaches
that depend on student discovery and inference. - The need for explicit instruction extends beyond
phonics. We need to teach fluency, vocabulary,
and comprehension strategies this way, too. -
21Critical Elements in Reading Instruction
Phonological Awareness
Comprehension
Phonemic Awareness
Oral Language
Reading Fluency
Phonics
Vocabulary Development
These elements are taught through an integrated,
balanced approach, and not in isolation.
22Oral Language
- Oral language is the foundation for reading and
written language. - The sounds of oral language are mapped onto
letters, which are used to represent spoken
words. - Since the ultimate goal of reading is
comprehension, students must understand the
meaning of the words they are expected to read. - Receptive language refers to the oral language
that we hear and understand. - Expressive language refers to the language that
we use to express ourselves in words.
23Oral LanguageIntervention Strategies
- Listening to a Paragraph, Dramatizing
- Read a paragraph.
- Tell students to listen carefully.
- Have students act it out.
-
24Oral LanguageIntervention Strategies
- Teach new vocabulary using a multi-sensory
approach (graphic organizers, pictures, movies,
demonstrations, modeling). - Gradually increase multi-step directions.
- Involve students in simulations.
- Use role plays and drama.
25Receptive Language Strategies
- When providing information, use visuals such as
pictures, charts, time lines, graphic organizers,
webs, calendars, demonstrations, examples. - Keep instructions concise emphasize key
information. - Pre-teach new vocabulary.
- Link new content to prior knowledge.
26Expressive Language Strategies
- When child makes a grammatical error, restate
information using correct structures. - Use higher order thinking questions (explain,
describe, evaluate, compare). - Engage in story telling.
- Make scrapbooks of events, favorite things, or
collections (discuss with child).
27Phonological Awareness
- is a general understanding that spoken words are
made up of sounds. - is based on processing the sounds of spoken
language.
28How Phonological Awareness Relates to Reading
- Children become aware that sentences are made up
of words and words are made up of different
parts. - Many children develop phonological and phonemic
awareness through listening to stories, rhyming,
and other word games. - Children struggling to learn how to read need
direct, explicit instruction to develop
phonological and phonemic awareness. -
29Examples of Phonological Awareness
- This sentence has 5 words
- The cat ran after me.
- These words rhyme cat - bat.
- These words dont rhyme ran - bed.
- This word has 2 syllables af-ter.
- These words start with the same sound
- me - milk.
30Phonemic Awareness
- The specific understanding that spoken words are
made up of individual phonemes. - It is part of phonological awareness.
- Phonemes are the individual sounds in spoken
words. They are the smallest units of meaningful
speech. -
-
31Examples of how Phonemic Awareness Relates to
Reading
- Blending phonemes into words.
- Segmenting words into phonemes.
- Deleting a phoneme from a word.
- Say sat without the /s/.
- Adding a phoneme to a word.
- Add /m/ to the beginning of at.
- Manipulating phonemes in words.
- Say bat. Now change the /b/ to /k/.
32- Phonemic awareness abilities in kindergarten
(or in that age range) appear to be the best
single predictor of successful reading
acquisition. - (A Position Statement from the Board of
Directors of the International Reading
Association, 1998)
33Phonemic Awareness Skills Intervention
Strategies
- Make Riddles
- Ask students riddles that require them to
manipulate sounds in their heads - What rhymes with pig and starts with /d/? (dig)
- What rhymes with at and starts with /f/? (fat)
- What rhymes with dog and starts with /f/? (fog)
34Phonics
- Phonics is a way of teaching reading that
conveys an understanding that there are
correspondences between phonemes (the sounds of
spoken language) and graphemes (the letters and
spellings that represent those sounds in written
language). - Reithaug (2002)
- The 26 letters of the English alphabet represent
44 phonemes.
35How Phonics Relates to Reading
- Phonics is the means to accurate and automatic
decoding. - It is an essential feature of an effective
reading program. - Phonics instruction needs to be linked to
literature rather than as a stand-alone element
of a reading program. - Proficient readers read every word, see all of
the letters, and process this information very
quickly, based on their knowledge of phonics. - Reithaug, (2002)
36Phonics Instructional Strategies
- Teach high frequency words these are words that
are often confused. - e.g. were/where was/saw from/for.
- Teach patterns using onsets and rimes, also known
as word families. - e.g. -ack -ice -ock, etc.
- Teach chunking longer words into more manageable
chunks. - Teach prefixes, suffixes, and root words.
- Keep instruction in context.
- Beers (2003)
37Vocabulary Development
- Part of the semantic cueing system (word
meaning). - Cannot be taken for granted that students
understand all the words they read. - Oral vocabulary supports the understanding of
reading vocabulary. - Reading vocabulary involves more than
understanding individual words. It also depends
on the sentence a word is in (its spelling,
content, and pragmatics).
38How Vocabulary Development Relates to Reading
- Once a student has decoded a written word, it is
available to the student in speech form. If the
word is in the students vocabulary, it will be
understood. If not, the student will not
understand the word even though the student can
read (decode) it. - The aim of reading is comprehension. A person
must understand the vocabulary words he/she is
reading in order to understand the text.
39Vocabulary Development Instructional Strategies
- Read to students.
- Use material above students reading level.
- Elaborate on new vocabulary to create a deeper
understanding of words. - Create scenarios/simulations that allow students
to practice using new vocabulary.
40Comprehension
- The goal of reading is to comprehend.
- Proficient readers
- use a variety of strategies,
- use strategies before, during and after reading,
- use different strategies for different texts at
different places along the reading development
continuum, - interact with the text in order to construct
meaning.
41How Comprehension Relates to Reading
- Relate the content of the text to personal
experience and activate prior knowledge - predict,
- develop questions before during reading,
- clarify,
- summarize,
- visualize,
- monitor understanding,
- connect ideas to construct meaning,
- inference.
42An Example of a Reading Comprehension Strategy
THE PREP STRATEGY
- Preview the reading
- Read key paragraphs
- Express ideas in writing
- Prepare study cards
- Hock, Deshler, Schumaker (2000)
43Reading Fluency
- Reading fluency is the ability to read text
quickly and accurately with appropriate
expression. - Fluent readers do not have to sound out each
word. - Automaticity allows readers to focus on
comprehension. - Proficient readers are fluent readers. (But
fluent readers may not be proficient.)
44FluencyInstructional Strategies
- Review high frequency words.
- Repeated Readings
- - Have students reread passages that are at an
independent reading level. - - Reread passage until predetermined goal is
achieved. - - Record reading time and number of
correct words.
45References
- For a complete list of references related to
this presentation, please consult the following
document. - Saskatchewan Learning (2004).
- Teaching students with reading difficulties
and disabilities A guide for educators. -