comprehension and - alabamashaa.org 2018/handouts 2018... · secondary consequences may include...
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Multisensory Techniques for Reading, Writing, and Comprehension
SHAA Annual ConventionFebruary 22, 2018
Kristi Moncrief, M.Ed., CALT Special Education Teacher, Brookwood Forest Elementary School
Kim Polson, M.Ed.,CALT Special Education Teacher, Brookwood Forest Elementary School
Claire Tynes, M.S.,CCC-SLP, Academic Interventionist, Brookwood Forest Elementary School
Go to: kahoot.itSupporting Literacy
https://play.kahoot.it/#/?quizId=2c2fce1c-5457-4af6-94c4-cb0920a8a7f0
ObjectivesLearners will be able to:
● Define dyslexia● Demonstrate multisensory techniques to support decoding● Demonstrate multisensory techniques to support reading
comprehension● Demonstrate multisensory techniques to support spelling● Demonstrate multisensory techniques to support written language
What is Dyslexia?
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
- Adopted by the IDA Board of Directors, Nov 12, 2002
AAC codeThe Alabama Administrative Code defines dyslexia as a “challenge” rather than “disability.”
Dyslexia is a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
-Alabama Administrative Code, Oct. 8, 2015
Sally Shaywitz describes dyslexia as: “Developmental Dyslexia is described as an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading and who also have had reasonable reading instruction.”
- The ASHA Leader, September 2007, Vol. 12, 20-21.
Characteristics of dyslexia● Preschool children ● School age children● Use of non-specific language● Difficulty with right-left, up-down, front-back● Difficulty with clapping syllables
Secondary Consequences● Reading comprehension● Reading experience● vocabulary
Myths about Dyslexia● Letter or number reversals are the best indicator of
dyslexia- ● Eye exercises or colored lenses will cure it- ● Students with dyslexia will outgrow it-
- The Shelton Way. MSLE-SARA
FALSE!FALSE!
FALSE!
Kahoot.itDo you notice any of these characteristics with students you work with? If so, what characteristics do you see?
https://play.kahoot.it/#/?quizId=98bf18e7-3b9c-426d-adc2-e5f3a74109b9
ASHA: Roles and Responsibilities of SLPs with Respect to Reading and Writing in Children and Adolescents
As with difficulty in learning to listen and speak, difficulty in learning to read and write can involve any of the components of language- phonology, morphology, syntax, semantics, and pragmatics. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. These fundamental connections necessitate that intervention for language disorders target written as well as spoken language needs.
-ASHA Position Statement, 2001
The Many Strands That Are Woven Into Skilled Readers Turn and TalkHow do you support literacy with your students?
Why Multisensory?“Multisensory teaching links listening, speaking, reading, and writing. The simultaneous deployment of visual, auditory, kinesthetic, and tactile sensory modalities used in multisensory instruction has traditionally been a staple of remedial and preventive intervention for students with learning disabilities and/or dyslexia.”
Judith Birsh, Multisensory Teaching of Basic Language Skills
Multisensory Introduction of Letter or Concept
● Auditory discovery ● Visual discovery
latch pitch hutch
Sequence and StructureFor example:
Monday- alphabet, instant words (sight words), new learning
Tuesday- alphabet, handwriting, review/application of previous learning
Wednesday- alphabet, spelling practice, new learning
Thursday- alphabet, fluency practice, review/application of previous learning
AlphabetActivities:
3-D letters
Alphabetize Words on Cards
Alpha-tent
Missing Letter Deck (I, M, F)
Concept Cards
Alphabet Why is it important to incorporate alphabet skills into your instruction?
Students will learn…..
● Spatial orientation and sequence● Rapid naming of letters● Leads students to “instant, automatic, and reliable” use of the alphabet as a tool● Gives students access to dictionary
- The Shelton Way. MSLE-SARA
Alphabet Concepts: The initial letter of the alphabet is ... Initial means
The final letter of the alphabet is ... Final means
The medial letters are B-Y. These are letters between the Initial and Final. medial.
Middle letters of the alphabet are
How many letters in the alphabet?
Two types of letters:
M and N
26
V and C
first.
last.
Alphabet ArcMatching
Sequence
Before/After Games
Alphabet Strip
Touch and name
Missing Letter DeckAB___ FG___ KL___
BC___ GH___ LM___
CD___ HI___ MN___
DE___ IJ___ NO___
EF___ JK___ OP___
Turn and Talk and ShareCould you incorporate some of these activities in your therapy?
Phonemic Awareness Activities:
Nursery Rhymes
Elkonin Boxes
Auditory Activities
Colored Squares
Phonemic AwarenessPA is an important component in the early stages of learning to read.
PA skills include the following:
1. Rhyming2. Matching by rhyme and alliteration3. Syllable splitting4. Full Phoneme segmentation5. Manipulation of phonemes
PA Activities● Rhyming
○ Recognition of rhyme○ Generation of rhyme
● Matching with rhyme and alliteration○ Odd man out task
Example rhyming activityRhymingRhyme Away
Example matching with rhyme and alliteration
Matching with Rhyme and Alliteration
Alliteration
PA Activities● Syllable Blending and Splitting
○ Start with compound words○ Syllables○ Longer multisyllable words Example syllable blending
Syllable Blending Example syllable splitting
Syllable Splitting
PA Activities● Full Phoneme Segmentation
○ Begin with manipulatives (tiles, pennies, etc.)○ Simple to more complex words
PA ActivitiesElkonin Boxes
PA Activities● Manipulation of sounds in words.
○ Begin with the deletion of initial sounds○ Deletion of final sounds○ Exchanging sounds○ CVC words○ Individual sounds
Manipulation of Sounds in Words(all auditory)
Say “play’ Now say “play” again but don’t say /p/
Say “like” Now say “like” again but don’t say /k/
Say “cat” Now say “cat” again but instead of /k/ say /b/
Say “cat” Now say “cat” again but instead of /t/ say /p/
Manipulation with Colored Squares
Show me:
camp
cap
pack
sack
stack
Sounds Abound● Rhyming
○ identify rhymes○ supply rhyming words with and without
cues○ play games and sing songs to practice
saying words that rhyme● Beginning and Ending Sounds
○ identify sounds at the beginning and end of words
○ produce words that begin with the same sound as target words
○ play games and sing songs to practice saying words with the same sounds
● Segmenting and Blending○ segment the syllables in words○ blend syllables into words○ segment the phonemes in words○ blend phonemes into words
● Putting Sounds Together with Letters○ learn that letters represent phonemes○ use letters of the alphabet to make
words
Phonemic Awareness❏ Level 1
❏ Rhythm and Rhyme
❏ Level 2❏ Parts of a Word
❏ Level 3❏ Sequence of Sounds
❏ Level 4❏ Separation of Sounds
❏ Level 5❏ Manipulation of Sounds
Turn and Talk and Share
How can you write an IEP goal to target PA? How do these activities support PA goals?
Syllable Types
A syllable is a word or part of a word with one vowel sound.
1. Closed stop2. Open she3. Vowel Team sweep4. Vowel-e kite5. Final, Stable Syllable bumble, station6. R-controlled Syllable fern
Name the Syllable Types! Kahoot.ithttps://play.kahoot.it/#/?quizId=8290d339-9fd8-4d3b-9b2b-dc42679b343b
book fable thing he I make talk
her target tray saucer rope rumble
paper
Socratic Teaching MethodBased on the work of Socrates, this method employs the tactic of asking open ended questions and then leading the student to the answer from previously presented concepts.
”There are two types of letters, vowels and ________.”
● Builds confidence● Emphasizes accuracy● Strengthens weak areas ● Increases positive engagement
Vocabulary: Must be on-going, engaging, and relevant to the students’ need
Fiction: preselect the words
Word/What I think/What I Know
Predict and Find Out
Nonfiction: preselect the words
Word/ Student-Friendly Definition/Example
Discuss the word’s definition BEFORE you read
Concept Maps
Fiction: Word/What I think/What I Know chart
Word What I think it means
What I know
Hoist No clue
timid Something you clean with
bicuspid A cupcake
Nonfiction: look up and discuss words before reading selected text
WORD DEFINITION EXAMPLE
domesticated tame Cats were domesticated 10,00 years ago.
comfort
Concept Maps
Turn and talk and ShareHow do vocabulary activities support your language goals?
Morphology Base words
Affixes
Roots
Derivatives
Base WordA base word is the simplest form of an English word. For example, “cat” or “consonant.” In speaking and writing, we add affixes to base words. Studying morphology supports growth in vocabulary as well as spelling skills.
Why is this important? Take my student Sally…
Box bocks
New Derivative Discovery - Let’s try it! ● BW● An affix is …..● BW +
Repeat these words
What do you hear that is the same? Where do you hear it?
What do you see the same? Let’s check to see if it an affix.
Let’s determine the meaning.
Joyful painful mouthful
Affixes: prefixes and suffixesChanges a word’s meaning or the way it is used
Common prefixes: PREFIX MEANING EXAMPLE
un- not unfriendly
re- again return
im-, in-, il- not Injustice, impossible, illegal
dis- Not, opposite of disagree
Common SuffixesSUFFIX MEANING EXAMPLE
-s, -es plural Books, boxes
-ed Past tense Landed, jumped, sailed
-ing Present participle Landing, jumping
-ly Characteristic of quietly
-er, -or Agent, a person who Worker, actor
Latin Roots85% of multisyllabic words in English come from Latin. Latin roots rarely stand alone. Words of Latin origin become affixed by adding a prefix and/or suffix to the root. Common Latin roots:
ROOT MEANING EXAMPLE
port carry Portable, transportation
struct build Construction, instruct
dict Say, talk Dictate, dictionary
tract pull Tractor, attraction
Greek Roots (or combining forms)With words of Greek origin, the two (or more) roots are of equal stress and importance.
ROOT MEANING EXAMPLE
Phon sound Phonics, telephone, phonology
graph writing Autograph, photograph
photo light Photograph, telephoto
auto self Autobiography, automatic
Fun with MorphologyBuild as many whole words as you can!
Re geo auto tract bio port graph
tele ex phono able logy trans photo
DerivativesA derivative is a base word plus an affix. It can be as simple as suffix-s or prefix-un. Or as lengthy as “unreadable” that has both!
Turn and Talk:Thinking about morphology, in what way is instruction different for ELLs or students with language-based learning disabilities?
Comprehension Vocabulary knowledge is a strong predictor of reading comprehension!
Comprehension StrategiesActivate Prior Knowledge
● Preview● Title, Author, illustrations
Address Vocabulary
● Pull words that you anticipate will be problematic
● Discuss words● Make a chart (Word, What I
think, What I know)
Promote Self-monitoring
● Use a “W-Chart” or other questioning prompt
● Review Vocabulary chart● Code and Annotate (underline,
circle, star)
Summarize
● Review what was read● Write a summary
Activate Prior KnowledgePicture Walk
Make predictions about the characters, setting, theme based on the Title and Cover
What other stories have you read by this author?
Text Features and Text Structure Walk
K W L chart
Make predictions about the Author’s purpose based on the Text features
Vocabulary Organizers for Fiction and NonfictionFICTION VOCAB NONFICTION VOCAB
Word What I think What I know Word Definition Example
Comprehension Strategies with Colored TabsTitle: ___________________________________________ Genre: _____________________________
Author: __________________________________________
Who? What? Characters Problem:
Where? Why? Setting: Climax:
When? How? Solution:
Summary: Summary:
Interactive strategies for students for Monitoring
Character
Character description
Vocabulary
*important events
Setting- where, when
HIGHLIGHTING and ANNOTATING ONLINE
Use the toolbar on ReadWrite Use comments and highlighting on Google Doc Use features within your app (like Readworks) - older students can adapt and come up with a code to monitor comprehension
SummarizingFrom Jennifer Serravallo:
● Somebody wanted...but...so ● Ws Chart for summarizing● Sequence the main events● Main Ideas - Important Details - So What
Model Model Model and Practice Practice Practice!
On-line Comprehension Resources● Readworks
www.readworks.org
● Reading A to Z
www.readinga-z.com
Additional Comprehension Resource - Turn and Talk and ShareNo Glamour Language Cards
Spelling What is involved with spelling? Why is it so hard for some students? In order to spell a student must:
1. Discriminate the individual sounds or chunks
2. Attach meaning to the sound pattern
3. Translate the sound to a symbol4. Hold the sequence in memory5. Produce written symbols.
Strategies to Support Spelling1. Phoneme to Grapheme (written symbol of a phoneme) practice2. Explicit teaching in the rules and patterns for spelling (NOT MEMORIZING A
LIST) 3. Multisensory Strategies - Colored Squares and Dots
Dots for Spelling Dots for Spelling
Turn and TalkIn what ways do you support spelling with your students?
kahoot.ithttps://play.kahoot.it/#/?quizId=d43aa37f-69a3-49ce-91ae-f411e04fab60
Final Thoughts and Take-aways! Questions?
ReferencesThe ASHA Leader, September 2007, Vol. 12, 20-21. doi:10.1044/leader.FTR7.12122007.20
https://dyslexiaida.org/definition-of-dyslexia. November 12, 2002
American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents[Position Statement]. Available from www.asha.org/policy.
The Shelton Way. Shelton Academic Reading Approach (SARA). 2016 June Shelton School and Evaluation Center
Birsh, Judith. Multisensory Teaching of Basic Language Skills, 3rd Edition. Paul H. Brookes Publishing Co. 2011
Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Heinemann, 2015
Heather Koepke. No Glamour Reading: Basic Comprehension. LinguiSystems, Inc. 2002