Dr. Susan StanleyDr. Susan StanleyLT512LT512

The ability to understand and attach The ability to understand and attach meaning to what one sees; to meaning to what one sees; to

differentiate, interpret and remember differentiate, interpret and remember what is seenwhat is seen

DiscriminationDiscrimination Figure-groundFigure-ground MemoryMemory Visual-Motor IntegrationVisual-Motor Integration

The ability to distinguish likenesses The ability to distinguish likenesses and differences among forms and and differences among forms and

symbolssymbols

Frist fo all, eht nole qushes its Frist fo all, eht nole qushes its sharq mose imot eht siol ot test it. To sharq mose imot eht siol ot test it. To qass eht test, eht siol mnst de loose os qass eht test, eht siol mnst de loose os eht nole cam big mito it easliy. ehT eht nole cam big mito it easliy. ehT horb wroking nole them shoves eht brit horb wroking nole them shoves eht brit ot ome sibe with its dig forefeet. Them it ot ome sibe with its dig forefeet. Them it qushes its doby agaimst eht sibe amb qushes its doby agaimst eht sibe amb roof.roof.

Confuses numbers, letters or wordsConfuses numbers, letters or words

Discrimination of an object from Discrimination of an object from its backgroundits background

Ability to focus on one figure Ability to focus on one figure allowing all else to drop into the allowing all else to drop into the backgroundbackground

To screen out irrelevant stimuliTo screen out irrelevant stimuli

Disturbed by workbook format Disturbed by workbook format Attention may shift from one stimulusAttention may shift from one stimulus

to anotherto another Loses place when readingLoses place when reading Difficulty with maps, charts and graphsDifficulty with maps, charts and graphs

The ability to recall an The ability to recall an image or sequence of image or sequence of what has been seenwhat has been seen

Not able to learn sight wordsNot able to learn sight words Difficulty recalling letter Difficulty recalling letter

formation and symbolsformation and symbols SSpellingpelling

The ability to coordinate what is The ability to coordinate what is seen with a motor responseseen with a motor response

Difficulty copying or taking notesDifficulty copying or taking notes Difficulty using manipulativesDifficulty using manipulatives

The ability to attend to, understand The ability to attend to, understand and derive meaning from a soundand derive meaning from a sound

MemoryMemory Figure-groundFigure-ground DiscriminationDiscrimination

The ability to retain or recall The ability to retain or recall auditory experiences auditory experiences

Difficulty remembering sound/symbol relationshipsDifficulty remembering sound/symbol relationships Word retrieval problem (dysnomia)Word retrieval problem (dysnomia) Difficulty following oral directionsDifficulty following oral directions Difficulty taking notes from a lectureDifficulty taking notes from a lecture

The ability to select The ability to select relevant auditory relevant auditory stimuli – to tune-out stimuli – to tune-out irrelevant stimuli irrelevant stimuli

Disturbed by background noiseDisturbed by background noise Teacher’s voice doesn’t stand out from other Teacher’s voice doesn’t stand out from other

auditory stimuliauditory stimuli Distractibility – short attention spanDistractibility – short attention span

The ability to perceive the The ability to perceive the differences between sounds and differences between sounds and

the sequence of soundsthe sequence of sounds

grasp course fertile parasite porter ancestor pasture land intercession dome

Doesn’t hear differences – ten-tin; death-deaf; vow-Doesn’t hear differences – ten-tin; death-deaf; vow-foul-thoufoul-thou

Weak phonemic and phonological awarenessWeak phonemic and phonological awareness Difficulty rhymingDifficulty rhyming Difficulty hearing accented syllablesDifficulty hearing accented syllables

The ability to relate language and The ability to relate language and concepts to each other in a concepts to each other in a

meaningful way meaningful way

Law tent britches fall in town.Law tent britches fall in town.

My tea hoax from ladle Leghorns grow.My tea hoax from ladle Leghorns grow.

Up any shaved sup any urned.Up any shaved sup any urned.

A nap a lad day keys a dock tray weigh.A nap a lad day keys a dock tray weigh.

Has difficulty understanding written directionsHas difficulty understanding written directions Has difficulty with multiple word meanings – tends Has difficulty with multiple word meanings – tends

to hold on to literal interpretationto hold on to literal interpretation Has difficulty with voice inflectionHas difficulty with voice inflection Is unaware of social cues – nuanceIs unaware of social cues – nuance Has difficulty acquiring foreign languageHas difficulty acquiring foreign language

According to Reutzel (On Balanced Reading), historically, balanced reading has been a combination of what two things?

The New Zealand concept of balance is based on what blend of factors?

What ideas for implementing the New Zealand style do you have for your classroom?

From Constructivism and Understanding, “Students become engaged in topics or units because a central theme in such education is the making of connections with students’ own lives.”

“Teaching for Understanding” (TfU) asks students, “to make new connections within their various words, construct mental images that go beyond their current understandings, and imagine themselves and their circumstances differently” (Stone-Wiske in Graffam).

National Reading Panel, 2000. What four types of questioning were

mentioned on the Literacy Matters website? What do students need to know about

reading expository text? What is one things listed on LM that

teachers need to provide in vocabulary instruction?

Students need requisite skills for reading a variety of materials. What are the two most important?

According to Sousa in Putting…, “[L]ecture continues to be the most prevalent teaching mode in secondary and higher education, despite overwhelming evidence that it produces the lowest degree of retention for most learners” (p. 8).

“To process and learn new content knowledge, students must be able to connect the new learning with information already in their backgrounds, information stored in memory” (p. 8).

On p. 10, “Secondary students should read textbooks”, and “A multitext approach should be used in the content areas.”

Putting It All Together…Chapter 1

Read 3 Internet Articles

Explore www.literacymatters.org Website

Fieldwork: Teacher Interviews (Discussion Board)

Putting It All Together – Chapter 2 Read articles on three internet sites Fieldwork: Cloze Activity (Discussion

Board) One-Hour Seminar on Thursday, 12/17,

7:00-8:00pm Peer Feedback on your Directed Reading

Plan on DB