Applying Principles To Reading

1
Applying Principles To Reading

• Presented By
• Anne Davidson
• Michelle Diamond

2
The Nature of Reading

• Perceptual processing
• Word recognition
• Syntactic processing
• Semantic processing
• Metalinguistic processing
• Comprehension

3
Perceptual Processes

• Transform light waves and sound waves into
  meaningful chunks of information
• Affected by the development of the visual and
  auditory systems
• Will drastically affect the development of
  reading skills

4
Word Recognition

• Recognized at two levels
• Letter level
• Identified and transformed into their
  sound
• Word level
• String the individual sounds into a meaningful
  word

5
Syntactic Processing

• Involves the ability to identify clauses, NP, VP,
  etc ( sentence structure)
• Measured by the mean length of utterance (MLU)
• MLU is closely related to both cognitive and
  social development

6
Semantic Processing

• Studying words (includes images, personal
  experience, and declarative knowledge)
• Forms relatively late compared to other aspects
  of language
• Meanings are activated by each other

7
Metalinguistic-processing

• Think about language, understand what words are
• Sound out, analyze, identify rules of language
• Usually unaware of what they know

8
Comprehension

• Using all processes
• Linking new knowledge to old
• Hampered by limited capacity of processing space,
  attention, prior knowledge, and procedures

9
Cognitive/Intellectual Requirements for Success
in Reading

• Comprehension skills successful readers use
  facilitative comprehension
• Integrative skills student uses graphic
  syntactic and semantic cues to improve and
  develop meaning
• Metacognitive skills student is aware of
  comprehension and makes adjustments in his/her
  reading accordingly

10
Cognitive/Intellectual Requirements for Success
in Reading

• Emergent literacy successful readers understand
  the purpose and use of reading
• Phonemic awareness student understands blending
  and segmentation
• Decoding skills takes notice of distinctive
  visual cues

11
Principals to Teaching in Reading

• Beginning readers should become fast, accurate,
  and attention-efficient decoders
• Activate appropriate background knowledge
  quickly and efficiently
• Teach basic comprehension strategies

12
Implications of Disabilities for
Teaching/Learning in Reading

• For students with Dyslexia
• Teach metacognitive strategies. Teach children
  similarities and differences between speech
  sounds and visual patterns across words.
• Use techniques that make phonemes more concrete.
• Review previous reading lessons and relate to
  current lessons.
• Discuss the specific purposes and goals of each
  reading lesson. Teach children how metacognitive
  skills should be applied.

13
Implications Continued

• (Dyslexia cont.)
• Provide regular practice with reading materials
  that are contextually meaningful.
• Teach for comprehension.
• Teach reading and spelling in conjunction. Teach
  children the relationship between spelling and
  reading and how to correctly spell the words they
  read.
• Provide positive, explicit, and corrective
  feedback.

14
Implications of Disabilities for
Teaching/Learning in Reading

• For students with Autism
• Provide equal instruction in words, letter-sound
  recognition, comprehension, writing, and
  self-direction (enjoyment of reading).
• Letter-sound recognition should be taught in the
  context of real words, not in isolation.
  Teachers should use whole words when teaching
  students with autism because it gives students
  more opportunities to practice real-world skills.
  

15
Implications Continued

• (Autism cont.)
• Teachers should have students manipulate letters
  in a word to compare differences in letter
  sounds. They can change one or two letters to
  make new words, all while learning the sounds
  different letters make.

16
Strategies for Teaching in Reading

• Phonological awareness
• Identify sounds within speech
• Match sounds to letters (phonics)
• Tips-model specific sounds and ask students to
  reproduce the sounds
• Begin with easy words, progress to more difficult
  ones
• Develop a sequence and schedule, tailored to each
  child's needs
• Make it top priority

17
Strategies Contd

• Word recognition
• Phonological decoding
• See the word, access its meaning from memory
• Tips - develop connections between sounds and
  letters and sounds and words
• Model the sounds of the word, then blend the
  sounds together and say the word
• Move from sounding out to blending words to
  reading connected text

18
Strategies for Accommodating Students with
Disabilities in Reading

• PHONOLOGICAL AWARENESS AND ALPHABETIC
  UNDERSTANDING
• Make phonological awareness instruction
  explicit modeling specific sounds and asking
  students to reproduce the sounds
• Ease into the complexities of phonological
  awareness begin with easy words and progress to
  more difficult ones

19
Strategies Continued

• Provide support and assistance model the sound
  or the strategy for making the sound have
  students use the strategy to produce the sound
  prompt students to use the strategy during guided
  practice
• Develop a sequence and schedule provide students
  with opportunities to apply and develop sounds

20
Strategies Continued

• READING WORDS
• Develop explicit awareness of the connection
  between sounds and letters and sounds and words
  teach letter-sound correspondence by presenting
  the letter and modeling the sound, model the
  sound of the word, then blend the sounds together
  and say the word.
• Attend to the sequence in which letter-sound
  correspondences are taught the speed with which
  the student moves from sounding out to blending
  words to reading connected text, and the size and
  familiarity of the words.

21
Strategies Continued

• Support learning by modeling new sounds and
  words correct errors promptly and sequence
  reading tasks from easy to more difficult
• Schedule opportunities to practice and review
  each task according to the child's needs

22
Resources

• http//www.as.wvu.edu/scidis/learning.html
• http//www.tampareads.com/
• http//www.toread.com/
• http//www.pbrookes.com/email/archive/november01/N
  ovember01ED3.htm