using cem assessments to diagnose and remediate language and maths difficulties...
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Using CEM Assessments to Diagnose and Remediate Language and Maths Difficulties
www.cemcentre.org
Direct Phonics Instruction Holistic Approach:Whole Word Identification
Useful for building large sight-vocabulary
Recognition of 100 high-frequency wordsEnables reading of 50% of all text
Large demands on visual memory and no strategies for tackling unfamiliar words
Word recognition & decoding
Word recognition & decoding
Phonics programme with whole word element
E.g. Jolly Phonics
Letter sounds
Letter formation
Blending sounds
Identifying sounds in words
Tricky, irregular words
Word recognition & decoding
• Sound Linkage by Peter Hatcher– Young children with significant and persistent
problems
Dyslexia, Speech and Language:
A Practitioner’s Handbook,
Edited by Snowling and Stackhouse, 1996,
Whurr Publishers (www.whurr.co.uk)
Fluency and Readability
• Word length
• Sentence length
• Viewing regions
• Use of graphics to reduce cognitive load and maintain readers’ interest
You are reading a sentence and deciding
if you can skip a word
Viewing Regions
•Brain makes predictions•Strong understanding of context helps brain to fill in words not directly fixated on
There once lived, in a sequestered part of the county of Devonshire, one Mr Godfrey Nickleby: a worthy gentleman, who, taking it into his head rather late in life that he must get married, and not being young enough or rich enough to aspire to
Viewing Regions
the hand of a lady of fortune, had wedded an old flame out of mere attachment, who in her turn had taken him for the same reason. Thus two people who cannot affordto play cards for money, sometimes sit down to a quiet game for love.
Holsten, before he died, was destined to see atomic energy dominating every other source of power, but for some years yet a vast network of difficulties in detail and application kept the new discovery from any effective invasion of ordinary life.
The path from the laboratory to the workshop is sometimes a tortuous one; electro-magnetic radiations were known and demonstrated for twenty years before Marconi made them practically available, and in the same way it was twenty years before induced radio-activity could be brought to practical utilisation.
Viewing Regions
ComprehensionGood readers use:
Cognitive strategiesRe-reading difficult partsUtilising background knowledge, contextual clues and graphicsAdjusting reading speed
Some children use these spontaneously, others have to be taught
Use of graphics
Scan path for separated graphics
(Holsanova et al., 2008)
Use of graphics
Scan path for integrated graphics
Use of graphics
Scan path for radial graphics
Use of graphics
Scan path for serial graphics
Comprehension
Knowledge of text structures
Vocabulary
Background knowledge
Fluent word recognition and decoding
Task persistence
Ability to understand verbal communication
Task persistence
Encouragement, praise, rewards, especially
effective for children with ADHD
Cross-age peer tutoring
Peer Tutoring
• Cross-age is best
• Children aged 10 tutoring children two years younger
• How do you select the pairs?
• Trust between tutor and tutee
• Frequency of sessions
Peer Tutoring
• Tutees select book that interests them
• Readability– 5 finger test– 5 pages– Between 5 & 10 errors in all means suitable
readability
Peer Tutoring
• Pairs read together
• Tutee reads independently
• Error correction– Tutor waits 4 to 5 secs for tutee to self correct– Tutor corrects if necessary– Tutor praises– Pair read together until tutee signals otherwise
Peer Tutoring
• Correction rate for optimum reading gains– Approx. 1 error every two minutes.
Peer Tutoring
• Same-age tutoring didn’t work as well– Reading attainment didn’t improve
significantly– Tutors corrected more errors– Pairs spent more time talking about book
than reading it