PowerPoint to accompany Teaching Students with Reading Difficulties and Disabilities: A Guide for Ed

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PowerPoint to accompany Teaching
Students with Reading Difficulties and
Disabilities A Guide for Educators(2004,
Ministry of Education)
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On-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.

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Purpose

• 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.

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Early 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)
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• 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.

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Official 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

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Official National Definition of Learning
Disability

• Interferes with the acquisition of
• Oral language
• Reading
• Written language
• Mathematics
• Organization skills
• Social skills
• Lifelong
• Genetic/Neurobiological

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Official 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.

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Learning 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
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Difficulties Associated with a Learning Disability
ReceptiveandExpressiveLanguage
Social Skills
Auditory/PhonologicalProcessing
Visual Processing
Study andOrganizationalSkills
Learning Disability
Visual- Motor Processing
Metacognitive
Attention
Memory
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Characteristics 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)

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What 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)

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• A FRAMEWORK FOR ASSESSMENT AND PROGRAM
  PLANNING FOR STUDENTS WHO EXPERIENCE SIGNIFICANT
  DIFFICULTIES IN READING

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Framework 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.

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Framework 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

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Framework 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
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Framework 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
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Framework 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.

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• Understanding
• Reading Instruction
• Strategies to Use in the Classroom

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What 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.

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Critical 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.
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Oral 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.

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Oral LanguageIntervention Strategies

• Listening to a Paragraph, Dramatizing
• Read a paragraph.
• Tell students to listen carefully.
• Have students act it out.

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Oral 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.

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Receptive 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.

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Expressive 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).

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Phonological Awareness

• is a general understanding that spoken words are
  made up of sounds.
• is based on processing the sounds of spoken
  language.

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How 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.

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Examples 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.

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Phonemic 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.

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Examples 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/.

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• 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)

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Phonemic 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)

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Phonics

• 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.

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How 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)

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Phonics 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)

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Vocabulary 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).

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How 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.

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Vocabulary 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.

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Comprehension

• 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.

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How 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.

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An 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)

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Reading 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.)

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FluencyInstructional 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.

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References

• 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.