Edward C Taylor PhD LAFSKRF22 Demonstrate understanding of spoken words syllables and sounds Recognize and produce rhyming words Count pronounce blend and segment syllables in spoken words ID: 615240
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Slide1
Meeting standards with non-standard readers
Edward C. Taylor PhDSlide2
LAFS.K.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds
Recognize and produce rhyming words
Count, pronounce, blend, and segment syllables in spoken words
Add or substitute phonemes in simple words to make new wordsSlide3
Lafs.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words
Know the spelling-sound correspondences for common consonant diagraphs
Decode regularly spelled one-syllable wordsSlide4
Lafs.4.rl.3.9
Compare and contrast the treatment of similar themes and topics ( e.g. opposition of good and evil ) and patterns of events, ( e.g. the quest ) in stories, myths, and traditional literature from different culturesSlide5
Lafs.910.ri.3.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and reasoning.Slide6
Reading Was Invented By The Grogs About 3000 BCSlide7
Invite To The Barbecue
BBQ FRIDAY !
I CAN’T HEAR YOU !!Slide8
Little Grog IS NO HELPSlide9
Mrs. Grog’s great observation
SPOKEN WORDS ARE MADE OF INDIVIDUAL SOUNDS !Slide10
Mrs. Grog Invents The codeSlide11
Then She Connects The Code To Speech SoundsSlide12
Wilma ! Barbecue at the Grogs Friday !Slide13
Stages of reading developmentSlide14
Phonemic awarenessSlide15
Letter knowledgeSlide16
phonicsSlide17
FluencySlide18
comprehending The MessageSlide19
Remembering The MessageSlide20
10 %
Decoding
Encoding ( Spelling )
Automatic reading at speed with expressionSlide21
How could this happen ?
The Nature of Reading
The Nature of Speech
The Nature of the 10 %Slide22
Reading Is not natural
Language is hardwired
We learn to speak by passively listening to others talk
Reading is not hard wired.
We must be actively taught to
read.
It is only 5000 years old. So, no-dedicated reading systems in brain.
Reading co-ops information processing systems designed to do other things. This is inefficient.Slide23
The Neurobiology of Reading, i.e. the co-opted systems
2)
Dorsal
parietotemporal
system
Auditory
P
rocessing and
Auditory-Visual Association
Anterior left
inferior
frontal
region
3)
Ventral
occipitotemporal
system
Visual Letter
and Word Form Constancy
Left Hemisphere
Shaywitz, 1998
Speech ProductionSlide24
The nature of speech
We Talk FunnySlide25
Co-articulationSlide26
English: Designed by congress
English: 43 sounds represented by1100 letter combinations
Italian: 23 sounds represented by 33 letter combinations
“
ou
” says ???Slide27
The nature of the 10 %
Not All Brains Play Well With SoundsSlide28
The Neurobiology of Reading, i.e. the co-opted systems
2)
Dorsal
parietotemporal
system
Auditory
P
rocessing and
Auditory-Visual Association
Anterior left
inferior frontal
region
3)
Ventral
occipitotemporal
system
Letter and Word Form Constancy
Left Hemisphere
Shaywitz, 1998
Speech ProductionSlide29
effective vs ineffective readers while DecodingSlide30
Auditory Processing DisorderSlide31
Auditory Visual Associative Memory Disorder and Weak Receptive LanguageSlide32
A failure of phonemic awareness and phonics
PrzyblizoneSlide33
fluency
Accurate reading
At speed
With expressionSlide34
Aaoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in what oredr the ltteers in a word are, the olny iprmoetnt tihng is that the frist and lsat ltteer be at the rghtit pclea. The rset can be a total mses and you can still raed it wouthit problem. This is bcuseae the huamn mnid deos not raed ervey lteter, but the wrod as a wlohe.Slide35
What Could Go Wrong With Fluency ?
Frustration with decoding leads to avoidance
Avoidance limits
practiceSlide36
Practice, practice, practiceSlide37
The nature of the 10 %
Not All Brains Play Well With Word FormsSlide38
The Neurobiology of Reading, i.e. the co-opted systems
2)
Dorsal
parietotemporal
system
P
honeme
P
rocessing and
L
etter-Sound Connections
Anterior left
inferior
frontal
region
3)
Ventral
occipitotemporal
system
Visual Letter
and Word Form Constancy
Left Hemisphere
Shaywitz, 1998
Speech ProductionSlide39
Brain performing discrete tasksSlide40Slide41Slide42
But a p is not a q
p vs qSlide43Slide44
donkeySlide45Slide46
How do you spell …..
Dawg
Daug
Doug
Dahg
DogSlide47
What Could Go Wrong With Fluency ?
Information Processing issues
Word Form Constancy
Magnocellular Visual Processing System Slide48
The nature of the 10 %
Not All
Brains
Retrieve Sounds/Words QuicklySlide49
What Could Go Wrong With Fluency ?
Information Processing issues
Rapid Automatic NamingSlide50
Rapid automatic Naming
Speed of retrieval of sounds or words stored in one’s
lexicon when confronted with a symbolic representation of itSlide51
a g r n o p d h t
h j r w q l b y s
j x u z m d r i kSlide52
Rapid automatic Naming problem Types
O
ral language(
word finding problems )
A
uditory-visual
association
L
etter form recognition
speed
Visual scanning efficiency
Slide53
LAFS.K.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds
Recognize and produce rhyming words
Count, pronounce, blend, and segment syllables in spoken words
Add or substitute phonemes in simple words to make new wordsSlide54
Lafs.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words
Know the spelling-sound correspondences for common consonant diagraphs
Decode regularly spelled one-syllable wordsSlide55
Primary reading problems create secondary learning problems
Processing what is said
Learning new words
Comprehending text
Developing background knowledge
Managing cognitive resourcesSlide56
Auditory Processing DisorderSlide57
Auditory Visual Associative Memory Disorder and Weak Receptive LanguageSlide58
limiting access to textSlide59
Angstrom
SemanticsSlide60
Words Mean Many ThingsSlide61
The girl went to the store with the dog
SyntaxSlide62
It was too hot to eat.
Text ContextSlide63
BACKGROUND KNOWLEDGESlide64
A Problem of Access and Stamina
Waiting on a slow train is exhaustingSlide65
Signs of a reading disorder in the older student
While
reading skills have developed over time, reading still requires great effort and is done at a slow pace
Rarely reads for pleasure
Slow reading of most materials—books, manuals, subtitles in films
Avoids reading aloudSlide66
Signs of a reading disorder in the older student
Not fluent, not glib, often anxious while
speaking, pausing
or hesitating often
Using
lots of “um’s” during
speaking, Rarely has a fast response in conversations and/or writing; struggles when put on the
spot
Using
imprecise language, for example, “stuff,” “things,” instead of the proper name of an object
Often pronounces the names of people and places incorrectly; trips over parts of words
Difficulty remembering names of people and places; confuses names that sound alike
Struggles to retrieve words; has the “it was on the tip of my tongue” moment frequently
Spoken
vocabulary is smaller than listening vocabulary
Avoids saying words that might be
mispronouncedSlide67
Lafs.4.rl.3.9
Compare and contrast the treatment of similar themes and topics ( e.g. opposition of good and evil ) and patterns of events, ( e.g. the quest ) in stories, myths, and traditional literature from different culturesSlide68
Lafs.910.ri.3.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and reasoning.Slide69
Intervention options
Accommodate
Remediate
Bypass
CompensateSlide70
Intervention options
Accommodate
Remediate
Bypass
CompensateSlide71
Remediation begins with early identification
The Preschool Years
Trouble learning common nursery rhymes, such as “Jack and Jill”
Difficulty learning (and remembering) the names of letters in the alphabet
Seems to be unable to recognize letters in his/her own name
Mispronounces familiar words; persistent “baby talk”
Doesn’t recognize rhyming patterns like
cat
,
bat
,
rat
A family history of reading and/or spelling difficultiesSlide72
Remediation begins with early identification
Kindergarten & First Grade
Reading
errors that show no connection to the sounds of the letters on the page–will say “puppy” instead of the written word “dog” on an illustrated page with a dog shown
Does not understand that words come apart
Complains about how hard reading is, or “disappearing” when it is time to read
A history of reading problems in parents or siblings
.
Cannot sound out even simple words like cat, map, nap
Does not associate letters with sounds, such as the letter b with the “b” soundSlide73
Remediation begins with early identification
Second Grade and Up
Very
slow in acquiring reading skills. Reading is slow and awkward
Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word
Doesn’t seem to have a strategy for reading new words
Avoids reading out loudSlide74
Remediation begins with early identification
Searches for a specific word and ends up using vague language, such as “stuff” or “thing” a lot, without
naming
the
object
Pauses, hesitates, and/or uses lots of “
umm’s
” when speaking
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Mispronunciation of long, unfamiliar, or complicated words
Seems to need extra time to respond to questions.Slide75
remediation
Optimum Window For Initiating Remediation: K -1
Phonics
: Multi-sensory, experiential, direct instruction in
phonics
Fluency: Repeated practice under timed conditions with immediate feedback about speed and accuracy
Time and labor intensive: 1-3 years, 2-3 times per week, year around
The processing problems don’t change so there
may
be an upper limit to
effectivenessSlide76
The long term objective
To Learn From Books By Hook Or By CrookSlide77
Intervention options
Accommodate
Remediate
Bypass
CompensateSlide78
Bypass itSlide79
bypasses
Audiobooks
Digitally accessible books
Reader
Talk to others about what they read or knowSlide80
Intervention options
Accommodate
Remediate
Bypass
CompensateSlide81
The long term objective
To Learn From Books By Hook Or By CrookSlide82
Learning
Learning = Understanding + RememberingSlide83
You Know You Have learned If and Only If
You Can Explain It To Someone Else,
and
You Can Demonstrate How It Works and How To Use It,
Without Looking Back At ItSlide84
compensate
Know the
student’s strengths
Invite the strengths to the Learning PartySlide85
Brain performing discrete tasksSlide86
The brain remembering and understandingSlide87
Learning pathways
The Big Picture Library System
Action
MultiModal
Representation
Networking
Retrieval PracticeSlide88
The Big PictureSlide89
The DetailsSlide90
Feed meSlide91
Learning pathways
The Big Picture Library System
Action
MultiModal
Representation
Networking
Retrieval PracticeSlide92
The Med School Learning Model
See One
Do One
Teach OneSlide93
Learn Through Action
Action
brings information to life
If you have
done it
, you “
get it
“
better
If you have done it, you have an
event connected
with it which helps you rememberSlide94
Best Way To learn to Sing ?
Scales, pitch, phrasing, soprano
SINGINGSlide95
What Do We Know and Remember About Hammers ?Slide96
Memory Should be a Sticky Spider
W
ebSlide97
The More Connections The BetterSlide98
Learning “Abridge” Through Action, Multiformats, and NetworksSlide99
putridSlide100
putridSlide101
Remembering Is HardSlide102
Reduce
Forgetting By
practicing retrieval
DailySlide103
Looking Over It Again Is Not Retrieval Practice !
Looking Over It Again Activates Recognition Memory Which Produces Fast Learning And Fast Forgetting
Retrieval Practice Activates Free Recall Memory Which Produces Slow Learning and Slow ForgettingSlide104
Tests are
Retrieval Activities,
not
Storage
Activities
Self-Testing Strengthens the Neural Networks and Rehearses the Retrieval Strategies
Make Retrieval Practice
a
Core Part
of
Learning Activities Slide105
The Med School Learning Model
See One
Do One
Teach OneSlide106
What Do We
Do
to Create Memory and Understanding ?
The Big Picture
creates a library system for the Details
Action creates understanding
I
nformation is stored in memory in
Many Forms
Through A Spider Web of Connections
Regular Re-visiting
of
the information
Expands and strengthens the spider web of connections
Strengthens and refreshes the memory of the strategies
used for retrieval
Thereby reducing memory decaySlide107
Resources on reading disorders
http://dyslexia.yale.edu/
https://www.learningally.org
https://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/disorders.aspx
https://dyslexiaida.org/
https://www.nichd.nih.gov/health/topics/reading/conditioninfo/pages/faqs.aspxSlide108
Resources on learning
Make It Stick.
Brown,
Roediger
, and McDaniel
How We Learn
.
Benedict Carey
Thinking, Fast and Slow
.
Daniel
Kahneman
thelearningspecialists.com