Class 5 Reading Disabilities Judith Mack MSEd MSW Adjunct Lecturer Department of Special Education Agenda Schedule change for next week Independentpartner activity Strategies for teaching reading ID: 374513
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SPED 780Class 5Reading DisabilitiesJudith Mack, MSEd, MSWAdjunct LecturerDepartment of Special EducationSlide2
AgendaSchedule change for next weekIndependent/partner activityStrategies for teaching readingPhonicsFluencyVocabularyComprehensionSmall group activityDebrief/DiscussSlide3
Next Week: Online Class ChangeCLASS WILL BE HELD ONLINE ON MONDAY, July 23 We will have class at Hunter on Wednesday, July 25Those two days will be switched, therefore presentation dates will be switched as wellSlide4
Reading ActivitySlide5
PhonicsDigraphBlend/clusterOpen SyllableClosed syllableDipthongSlide6
Decode the Following WordsCynocephalusChrematisticWhat do you look at?What do you do?What do you use?Slide7
Low Achieving ReadersSlower process of learning phonicsRely on smaller units of sound to decodeHave difficulty applying phonicsFail to integrate context cluesScan words less efficientlyMake quick judgment based on single perceptionSlide8
General Guidelines of Teaching PhonicsMost children do better in contextWatch for overuse of context and picture clues; underuse of decoding strategiesBe careful not to overemphasize phonics to the detriment of comprehensionA little goes a long waySkills integrated into books to be readA systematic approach geared toward child’s level withReinforcementApplication to contextExtensive readingSlide9
Word Analysis StrategiesOnset and rime/Word buildingModel or Key wordsWord Analysis strategiesPronounceable word part strategyAnalogy strategySyllabification strategiesSlide10
SyllabificationWhat is a syllable?Why teach syllabification?A couple of ways to look at syllabification:Prefix, root, suffixVowel and consonant behaviors on written wordsCompound wordsSlide11
Generalizations Relating to SyllabificationWord# of vowels seen# of vowels heard# of syllablesMeasurePhonicsWriteReleaseSkillSlide12
Generalizations Relating to SyllabificationVCCV: syllables divide between double consonants or between 2 consonantsHappen hap pen, cannon, can non, garden, gar denVCV:A single consonant between vowels usually goes with the secondFamous Fa mous, hotel, ho tel, tiger, ti gerDo not divide consonant digraphs or blendsWeather, secret, agreeUsually, prefixes and suffixes form separate syllablesReloading re load ing, preheated pre heated, hopeless hopeless The word endings –ble, -cle, -dle, -kle, -ple, gle, -tle, and -zle form the final syllableMarble mar ble, purple, pur ple, gentle, gentle Slide13
Multisensory Reading InstructionVAKTWilsonPAFSlide14
Comprehension: Teach Expository Text StructureExplicit instruction in identification of various text structuresTeaching clue words that signal a particular text structureLocate the main ideas in a passage and underline. Ask a question for each and try to find an answer for each questionGraphic organizers used during reading ad constructed according to text structureMapping: Encourage students to construct a diagram to show connections they make as they read a textTo reinforce use of signal words: Cut up a passage that incorporates cue words and kids reassembleSlide15
Other Ideas for Teaching Text StructureStart with easiest patterns:Young kids: time/sequence problem/solutionOlder kids: comparison/contrastUse frames and gradually phase outIntroduce one pattern at a timeTo reinforce use of signal words: Cut up a passage that incorporates cue words and reassembleUse 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)Slide16
Comprehension: Pre-ReadingChoose a purpose for reading and a method for readingReview the text for pictures and text featuresSelect a central concept to focus on in a textChoose an instructional strategy based on the student/textDevelop and activate prior knowledgePreview vocabulary in contextSlide17
Comprehension: During ReadingInferencesQuestioning and making predictionsVisualizingRecognizing the author’s purposeSQ3RSlide18
Comprehension: After ReadingWritten responses-journalsText to self, text to world connectionsCharacter Maps, Story Maps, Graphic Organizers, NotesLiterary DiscussionsSlide19
FluencyTimed readingRepeated readingAudio booksGreat LeapsSlide20
MotivationGraphic novelsRealistic fiction/independent readingNon-fiction trade booksPicture books for read aloudHigh-interest low level booksOrca PublishersBluford HighSlide21
Small Group ActivityChoose 1 packet: Comprehension and Vocabulary or Fluency and Word IdentificationIdentify a group to work with (2-4 people per group)Choose 3 cases (one from A, B, and C) and strategies in your packetChoose one case to focus on—adapt for your age group as neededCreate 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 Slide22
Share/DiscussSlide23
Tomorrow-Online ClassCheck website for detailed instructionsReadings:Multiple Intelligences ArticleFor Wednesday:Required: Hallahan, Chapter 13BakerBender