sped 780 class 5 reading disabilities judith mack, msed, msw adjunct lecturer department of special...
TRANSCRIPT
SPED 780
Class 5
Reading Disabilities
Judith Mack, MSEd, MSW
Adjunct Lecturer
Department of Special Education
Agenda• Schedule change for next week
• Independent/partner activity
• Strategies for teaching reading• Phonics• Fluency• Vocabulary• Comprehension
• Small group activity
• Debrief/Discuss
Next Week: Online Class Change
• CLASS WILL BE HELD ONLINE ON MONDAY, July 23
• We will have class at Hunter on Wednesday, July 25
• Those two days will be switched, therefore presentation dates will be switched as well
Reading Activity
Phonics
• Digraph
• Blend/cluster
• Open Syllable
• Closed syllable
• Dipthong
Decode the Following Words
• Cynocephalus
• Chrematistic
What do you look at?
What do you do?
What do you use?
Low Achieving Readers
• Slower process of learning phonics
• Rely on smaller units of sound to decode
• Have difficulty applying phonics
• Fail to integrate context clues
• Scan words less efficiently
• Make quick judgment based on single perception
General Guidelines of Teaching Phonics
• Most children do better in context
• Watch for overuse of context and picture clues; underuse of decoding strategies
• Be careful not to overemphasize phonics to the detriment of comprehension
• A little goes a long way
• Skills integrated into books to be read
• A systematic approach geared toward child’s level with• Reinforcement• Application to context• Extensive reading
Word Analysis Strategies
• Onset and rime/Word building
• Model or Key words
• Word Analysis strategies• Pronounceable word part strategy• Analogy strategy• Syllabification strategies
Syllabification
• What is a syllable?
• Why teach syllabification?
• A couple of ways to look at syllabification:• Prefix, root, suffix• Vowel and consonant behaviors on written
words• Compound words
Generalizations Relating to Syllabification
Word # of vowels seen
# of vowels heard
# of syllables
Measure
Phonics
Write
Release
Skill
Generalizations Relating to Syllabification
• VCCV: syllables divide between double consonants or between 2 consonants• Happen hap pen, cannon, can non, garden, gar den
• VCV:A single consonant between vowels usually goes with the second• Famous Fa mous, hotel, ho tel, tiger, ti ger
• Do not divide consonant digraphs or blends• Weather, secret, agree
• Usually, prefixes and suffixes form separate syllables• Reloading re load ing, preheated pre heated, hopeless hopeless
• The word endings –ble, -cle, -dle, -kle, -ple, gle, -tle, and -zle form the final syllable• Marble mar ble, purple, pur ple, gentle, gentle
Multisensory Reading Instruction
• VAKT
• Wilson
• PAF
Comprehension: Teach Expository Text Structure
• Explicit instruction in identification of various text structures
• Teaching clue words that signal a particular text structure
• Locate the main ideas in a passage and underline. Ask a question for each and try to find an answer for each question
• Graphic organizers used during reading ad constructed according to text structure
• Mapping: Encourage students to construct a diagram to show connections they make as they read a text
• To reinforce use of signal words: Cut up a passage that incorporates cue words and kids reassemble
Other Ideas for Teaching Text Structure
• Start with easiest patterns:• Young kids: time/sequence problem/solution• Older kids: comparison/contrast
• Use frames and gradually phase out
• Introduce one pattern at a time
• To reinforce use of signal words: Cut up a passage that incorporates cue words and reassemble
• Use a structural organizer “a study or reading guide in which organization of text is briefly explained and then partially completed outline is supplied” (Gunning, 2002)
Comprehension: Pre-Reading
• Choose a purpose for reading and a method for reading
• Review the text for pictures and text features
• Select a central concept to focus on in a text
• Choose an instructional strategy based on the student/text
• Develop and activate prior knowledge
• Preview vocabulary in context
Comprehension: During Reading
• Inferences
• Questioning and making predictions
• Visualizing
• Recognizing the author’s purpose
• SQ3R
Comprehension: After Reading
• Written responses-journals
• Text to self, text to world connections
• Character Maps, Story Maps, Graphic Organizers, Notes
• Literary Discussions
Fluency
• Timed reading
• Repeated reading
• Audio books
• Great Leaps
Motivation
• Graphic novels
• Realistic fiction/independent reading
• Non-fiction trade books
• Picture books for read aloud
• High-interest low level books• Orca Publishers• Bluford High
Small Group Activity
• Choose 1 packet: Comprehension and Vocabulary or Fluency and Word Identification
• Identify a group to work with (2-4 people per group)
• Choose 3 cases (one from A, B, and C) and strategies in your packet
• Choose one case to focus on—adapt for your age group as needed
• Create a small group or whole class lesson-plan based on that case using the strategies provided, anything we have covered in class readings or today’s lecture
• If there is time, groups will have an opportunity to share what they have come up with
Share/Discuss
Tomorrow-Online Class
• Check website for detailed instructions
• Readings:• Multiple Intelligences Article• For Wednesday:• Required: Hallahan, Chapter 13• Baker• Bender