SPED 562: C 6

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SPED 562 C 67Assessing Language and Reading

• Witzel

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Language-based Learning Disabilities

• The federal definition stated that learning
  disabilities is language-based and occurs in
  learning situations that involve oral language,
  listening comprehension, written composition,
  writing, spelling, reading, or arithmetic. Due to
  each students specific processing deficit,
  uneven abilities are manifested in these
  language-based areas highlighted in academic
  tasks (Henley, Ransey, Algozzine, 2009, p.
  168-9).
• Be careful about looking too closely at language
  alone. 1960s research by Englemann and by
  Bernstein found a link between low SES and poor
  language. Poor language and language deficient
  students need help but not from special education.

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Itinerary

• Components of language
• Reading Instruction
• Adams Model
• Phonological Awareness
• National Reading Panel (2000)

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Components of Language

• Differentiate
• Phonology
• Morphology
• Syntax
• Semantics
• Pragmatics
• Teach and increase language comprehension
• Explain sample imitation and modeling Strategies

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Framework for Reading Instruction (Miller, 2009)

• Alphabetics
• Fluency
• Comprehension
• Why these three categories?
• Why this order?

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Adams Model

• According to Adams The reading process is
  driven by the visual recognition of individual
  letters in familiar ordered sequence and is
  critically supported by the translation of those
  strings of letters into their phonological
  correspondence (p. 237).

• Phonological
• Orthographic
• Meaning
• Context
• How do these processors work together?
• Also look at the work of Ehri and Chall

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Phonological Awareness

• Phonemes are the smallest sound units used in
  spoken language.
• Tasks
• Preschool
• Word oddity
• Sentence segmentation
• Word segmentation
• Sound matching
• Elementary
• Blending
• Word manipulation
• Syllable splitting
• Phoneme segmentation
• Phoneme manipulation

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NRP (2000)

• National Reading Panel (NICHD, 2000) concluded
  that there are 5 components of effective reading
  instruction. Without these, it is difficult to
  conclude special education.
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Error Pattern AnalysisRunning Records

• How do you assess student reading?
• Bring in sample running records.
• What do you look for?
• How do you intervene?

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General Reading Expectations - react
Emergent Literacy (Prereading and picture symbols) Sight words Sound-symbol relationships Paragraph reading and short questions Fluency and comprehension
Mild Disabilities all all all all all all to some
Moderate Disabilities all some some to few seldom
Severe Disabilities few seldom
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Summation

• How are language and reading related?
• What is necessary to teach language?
• How would you define readiness to read?
• What do you use to assess student reading or
  preparations to read?