Coordinator of ReadingLiteracy Specialist Virginia Department of Educations Training amp Technical Assistance Center TTAC Virginia Tech wphillipsvtedu Multisensory Literacy ID: 527095
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Wendy Phillips, M.S.
Coordinator of Reading/Literacy SpecialistVirginia Department of Education’s Training & Technical Assistance Center (T/TAC) @ Virginia Tech wphillips@vt.edu
Multisensory LiteracyApps & TechnologySlide2
https://www.ttac.vt.eduSlide3
What’s Available in the Lending Library?
print materialsvideoscomputer softwareassistive technology devicesaugmentative communication devicesiPads,
chromebooks, tabletsbooks for professional developmentreading, writing & math programsleveled booksassessment kits
assistive technology Kits
Featured Literacy Items Available for check-out @ T/TAC @ VTSlide4
Trace, Copy, Cover, Avert Procedure
Teacher models a rule while naming each letter outloud and student traces it 3 times, while naming itStudent copies it 3 times, while naming it Model is
covered, and student forms the letter from memory, while naming itStudent forms letters with eyes averted/closedSlide5
S.O.S
Simultaneous Oral SpellingTeacher says the wordStudent repeats the wordStudent segments the sounds and spells the word aloud
Student writes the letters while saying each letterStudent reads the wordSlide6
Multisensory AppsSlide7
Symbol to Sound (salmon/white cards)
The teacher will flip through cards as the student reads them one at a time. They will provide the sound or sounds that the letters make. If the student makes an error, the teacher will prompt and elicit the correct response and then put it to the side to practice again later at the end of the activity. The student will read the words not the blends in isolation. The student will produce the sound that c and g make only for hard and soft sounds depending on the letter combination. For review student says the letter, the key word, and the appropriate sound while forming the letter in cursive on a rough surface when appropriate.Slide8
Alphabet
The student will recite letter names while practicing the sequence of the alphabet in cursive and sitting in the listening learning position. They will have their feet flat on the floor and their backs against the chair. Their elbows are on the table. The paper is slanted 45 degrees right or left depending upon their dominant hand. They will write a-m on the first line and n-z on the second line. Student will use SOS simultaneous oral spelling procedure. Remind students they have 2 minutes. Slide9
Sound to Symbol (yellow cards)
The teacher will dictate previously taught sounds individually. The student will repeat the sound (or word) and orally stretches the sounds while they write the symbolic representation and read their attempt to check their work. Student echoes the word but writes the blend or digraph (don’t do all the blends and digraphs every time). If the student makes an error in spelling or order, the teacher will prompt corrections with catch phrases until the desired response is obtained. Student will use SOS and the listening learning position. Slide10
Review Words for Reading
The teacher will show the student words one by one. The student will read the word correctly and identify any rules by explaining the sound structure of the word. If a student makes an error, the teacher will ask the student to finger spell the word and perhaps provide a prompt to remember the rule and review again.Slide11
Review Words for Spelling
Teacher says the word, student ECHOES the word, student segments the sounds and spells the word as they say each letter aloud, and then student reads the word. The teacher will dictate words one at a time and for sentence dictation, the student will repeat entire sentence. If the student forgets the sentence, then the teacher will repeat entire sentence and student will echo before continuing. Using the listening learning position, student will use SOS simultaneous oral spelling procedure. Slide12
New Words for Reading
The teacher will
introduce the new rule using the sound card and then show the student examples. Add the rule to phonics notebook. The teacher will show the student words one by one. The student will read the word correctly and identify any rules by explaining the sound structure of the word. The students will repeat and write the words down using Trace, Copy, Cover, Avert 3 times and finger spell as needed! Teacher writes the word then student writes the letters, naming each letter as she forms it. Slide13
New Words for Spelling
Teacher says the word, student ECHOES the word, student segments the sounds and spells the word, student writes the letters while saying the letters aloud, and then student reads the word. The teacher will dictate words one at a time and entire sentence. Using the listening learning position, student will use SOS simultaneous oral spelling procedure (sound, word, sentence). Slide14
Handwriting (optional)
Wet Dry TryCursive PracticeZaner BloserLetterschoolSlide15
Oral Reading
Introduce the title of the book and do a story walk. The student will hold an index card above the line of text. The student will whisper read aloud while the teacher listens to individual students read. If they make an error, the teacher will redirect them by pointing to selected sections of the word. Ask comprehension questions, discuss vocabulary, and activate prior knowledge and do words hunt for phonetic skills. Slide16
ReadWorks
TweenTribuneNewselaAuthentic, Nonfiction Leveled PassagesSlide17
AIM-VA
Accessible Instructional MaterialsFree accessible textbooks & other reading materials for eligible K-12 students with IEP’s in VA
AIM-VA Superintendent’s Memo #174-13
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Bookshare is an online library that makes print material available for people with print disabilities.
Bookshare & AIM-VA have created a collaborative partnership to offer greater access to electronic instructional materials. internet archives with over 3 million DAISY filesdaily updates from newspapers and magazinesability to read on a portable device (third party app - Read2Go)unlimited book downloads
Bookshare Slide19
Read2Go App
An accessible e-book reader app for individuals with print disabilities and it works with Bookshare.$19.99
https://www.youtube.com/watch?v=kcQOmPDjw9gSlide20
Accessible reading materials for students with print disabilities because of a visual impairment, learning disability, or other physical impairment. Qualified students with IEP have state-funded access.
ability to use the free Learning Ally Audio App (iOS & Android)over 80,000 titles availableability to use access accounts at school, home and on-the-gounlimited downloadable booksaccess to free book playback software
access to growing list of VOICEtext books with visible, synced text highlighted at the sentence levelLearning AllySlide21
Google Chrome Extensions for Accessibility
Link to Read & Write Chrome extension
Demo VideoSlide22
Accessibility SoftwareSlide23
Google Accessibility Products & Features
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How to turn on accessibility features on chromebook
Chromebook Accessibility features Slide25
Apple’s iOS
Accessibility FeaturesAccessibility FeaturesSlide26
A Placemat of Core Apps Serving Learning for All
Universal Design for Learning (UDL)Slide27
Exit Ticket
Turn & Talk How can incorporating technology as a multisensory approach to language structure support students with a specific learning disability in reading?