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Stages of Reading Development
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Early literacy or pre-reading
Early literacy learnings. Awareness of print.
Phonological awareness. Reads common signs and
labels. Can write ones name.
Below grade 1 reading level
Stage 1
3
Decoding
Letter-sound correspondences. Knowledge of the
alphabetic principle and skill in its use.
Identifies about 1,000 of the most common words
in the oral language. Can read very simple texts.
Stage 2
Reading grade levels 1 and beginning 2
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Fluency
Integrates knowledge and skills acquired in
Stages 1 and 2. Relies on context and meaning as
well as on decoding (phonics for identifying new
words). Reads with greater fluency. By the end of
Stage 2, can recognize about 3,000 familiar words
and derivatives.
Stage 3
Reading levels 2-3.
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Uses reading for learning
Can use reading as a tool for learning new
information, ideas, attitudes, and values. Growth
in background knowledge, meaning vocabulary, and
cognitive abilities.
Stage 4
Reading grade levels 4-8.
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Multiple viewpoints
Ability to read widely a broad range of complex
materials, expository and narrative, from a
variety of viewpoints and at a variety of levels
of comprehension inferential and critical as
well as literal.
Stage 5
Reading grade levels 9-12.
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Construction and reconstruction
Reading for ones own needs and purposes
(professional, personal, civic) to integrate
ones knowledge with that of others and to create
new knowledge.
Stage 6
College and beyond.
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The Reading Process

• Reading must be fluent.
• Reading is a constructive process.
• Reading is strategic.
• Reading requires motivation.
• Reading is a lifelong pursuit.

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Dyslexia

• People with this baffling disorder find it
  extremely difficult to recognize letters and
  words and to interpret information that is
  presented in print form

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General Agreement on 4 Points
Dyslexia

1. Dyslexia is probably due to a congenital
   neurological condition.
2. Dyslexic problems persist into adolescence and
   adulthood.
3. Dyslexia has perceptual, cognitive, and language
   dimensions.
4. Dyslexia leads to difficulty in many areas of
   life as the individual matures.

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The Language Experience Method

• This is a well-accepted method that builds on
• the students knowledge
• the students language base
• and links the different forms of language
  listening, speaking, reading writing

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The Language Experience Method

• The method uses the students own experiences
  and language as raw material. It is a very
  effective method of showing children that they
  CAN think, and read and learn.

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Word-Recognition Strategies

• Sight words
• Phonics
• Context clues
• Structural analysis
• Combining word-recognition strategies

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Concepts of Reading Comprehension

• Reading comprehension depends on what the reader
  brings to the written material.
• Reading comprehension is a language process
• Reading comprehension is a thinking process
• Reading comprehension requires active interaction
  with the text

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a fish ate a rock. the fish
said, I ate a rock.
a cow ate the fish. the cow
said, I ate a fish. And now I
feel sick.
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Emergent Literacy and Writing

• Encourages early writing
• Children use invented spelling
• Children explore the alphabetic properties of
  writing
• Children develop concepts about print

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Emergent Literacy

• Oral language proficiency
• Concepts about print
• Alphabet knowledge
• Phonological awareness
• Letter-sound correspondence
• Beginning reading vocabulary

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Cloze Passage

• This is a book ____learning disabilities, a
  problem _____impedes learning for _____,
  adolescents, and adults, affecting ____ schooling
  and adjustment to ____. There is growing concern
  ____ children and youth with ____ disabilities
  who have extreme ____ in learning academic and
  ____ skills, despite their mental ____ for doing
  so.

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Interactive Elements in Reading Comprehension

• The Reader. Each reader comes to a reading
  selection with some knowledge and interests that
  affect what this reader is willing and able to
  read.
• The Text. Text refers to the written language or
  the printed information. The clarity and
  organization of the text will affect the readers
  ability to make sense of it.

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Interactive Elements

• The Context. The reading situation or
  environment also affects the reading process. In
  a testing situation, for example, intense anxiety
  could prevent a reader from comprehending
  material that he or she could easily read in a
  less threatening setting.

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Theories of How Children Acquire Language

• Behavioral theories
• Innatist theories
• Cognitive theories
• Social theories

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Whole-Language Views

• Use integrated language system oral language,
  reading, writing
• Both oral and written languages are acquired
  through natural usage
• Use only authentic literature

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Whole-Language Views

• Teach writing early
• Provide abundant opportunities for writing
• Avoid instruction on separate nonmeaningful parts
  of language or use or exercises and drills

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Manuscript Writing

• Handwriting instruction usually begins with
  manuscript writing in kindergarten, where
  children begin to write letters of the alphabet.
  Manuscript writing usually continues in first,
  second, and third grade.

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Cursive Writing

• In cursive writing (sometimes called script) the
  letters are connected. The transfer to cursive
  writing is typically made somewhere in the third
  grade, although schools teach cursive writing as
  late as fifth grade.

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DNealian Writing System

• Another handwriting form is the DNealian writing
  system (Thurber Jordan, 1981). This system
  helps students make the transition to cursive
  writing more easily. The DNealian system is a
  simplified cursive writing style in which
  manuscript letters have the basic forms of the
  corresponding cursive letters.

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The Left-handed Student

• Left-handed people encounter a special
  handwriting problem because their natural
  tendency is to write from right to left on the
  page. In writing from left to right,
  left-handers have difficulty seeing what they
  have written.

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Linguistic Approach to Spelling
The linguistic approach to spelling is based on
the contention that the spelling of American
English is sufficiently rule covered to warrant
an instructional method that stresses
phonological, morphological, and syntactic rules
or word patterns. This might also be called a
phonics or word-family approach to spelling since
it selects words to teach phonics
generalizations, structural analysis, or
linguistic patterns.
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Word-Frequency Approach to Spelling
In the word-frequency approach to spelling
instruction, words for spelling instruction are
chosen on the basis of frequency of use rather
than phonological patterns. The criteria for word
selection are frequency of use, permanency, and
utility. A core of spelling words that are most
frequently used in writing was determined through
extensive investigations of the writing of
children and adults.
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10 commonly misspelled words

1. mayonnaise
2. moccasin
3. accommodate
4. impostor
5. inoculate
6. magnificence
7. privilege
8. liquefy
9. souvenir
10. calendar

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Math Instruction
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Time Passes
More Time Passes
Even More Time Passes
Is it coming yet Papa Smurf?
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Theories of Math Instruction

• Progression from concrete to abstract
• Constructive learning
• Direct instruction
• Learning strategies instruction
• Problem solving

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Precursors of Mathematics Disabilities
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Progressing from Concrete to Abstract
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1. Concrete level
Real objects
4 apples 3 apples 7 apples


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2. Representational level
Graphic symbols
0 0 0 0 0 0 0 0 0 0 0 0 0 0 (7)
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3. Abstract level
Numbers
3 4 7
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Math Vocabulary
Multiplier
Multiplicand
Sum
Dividend
Addend
Quotient
Minuend
Subtrahend
Difference
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Addition
Math Vocabulary
Addend
Addend
Sum
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Subtraction
Math Vocabulary
9
Minuend
3
Subtrahend
6
Difference
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Multiplication
Math Vocabulary
7
Multiplicand
5
Multiplier
X
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Product
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Division
Math Vocabulary
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Common Math Errors
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Common Math Errors
Place value
72

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91
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Common Math Errors
Computation Facts
5
9
X
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Common Math Errors
Wrong Process
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Common Math Errors
Working from left to right