Transcript Slide 1
Every Child Achieving: The ABCs of Addressing the Educational Needs of Children with Learning Disabilities
Nancy Hennessy M.Ed.
ORBIDA Feb. 24, 2007
Knowledge rich vs. knowledge poor instructional environments in which informed vs. uninformed professional judgments guide teaching learning process in reading instruction.
How do we get there?
By understanding ……………
Dyslexia
Science of Reading Connection between the Structure of Language and the Science of Reading Need for Continuum of Learning Opportunities Remediation to accommodation……….
Learning disabilities can affect a person's ability in the areas of: Listening Speaking Reading Writing Mathematics
Masks of Learning Disabilities
Super competence Contempt Victim Perfection Helplessness Outrageousness Good Samaritan Clown Bad behavior Invisibility Not caring The Masks Students Wear, Sally Smith
Statistics
60-80% of students with an identified specific learning disability have that disability in the area of reading and language 1 out of every 5-10 students has some degree of dyslexia National Institute of Health:Child Health and Human Development
Dyslexia is…..
a specific learning _________ that is comprehension phonological disability encoding unexpected neurologically ___________ based and manifested by difficulties with decoding and _______ that are the result of a deficit in the ________component of language and is often______ and secondary consequences may include problems in_________.
What it might look like….
Problems with: language development remembering oral language e.g. words and directions letter-sound recall segmenting, blending speech sounds to read words segmenting speech sounds and identifying letters to spell words reading words, phrases, and passages automatically comprehending words, phrases, sentences and passages
Though she seemed to have an above average vocabulary for her age, Sarah couldn’t seem to translate it to paper.
It was as if she couldn't learn to read or write.
Sarah’s Mother
What had been a shadowy suspicion that hovered on the edge of consciousness became a certain knowledge the year I was nine and entered fourth grade. I seemed to be like other children, but I was not like them: I could not learn to read or spell.
Eileen (In the Mind’s Eye)
I am a dyslexic and I feel that this learning disability is like a thief in the night. It (dyslexia) never will rob you completely, but rob you just enough to make you work twice as hard to become productive in comparison to other people without this disability.
Adult Dyslexic
Closing the gap…
“If a child is dyslexic early on in school, that child will continue to experience reading problems unless he is provided with scientifically based proven intervention.” Shaywitz, 2003
By understanding ……………
Dyslexia
Science of Reading
Connection between Structure of Language and the Science of Reading Continuum of instructional options Remediation to accommodation……….
“Research is the only defensible foundation for educational practice.”
If not scientific evidence, then what:
tradition philosophy superstition anecdote intuition The Voice of Evidence, 2004
Research
“Whether we enter the best of times is dependent on whether or not we use the gifts research has provided wisely or foolishly.” Marzano, 2003
Three Decades of Research…..
National Institute of Child and Health Development www.nichd.org
National Right to Read Foundation www.nrrf.org
Preventing Reading Difficulties in Young Children National Research Council www.nationacademies.org/nrc NATIONAL READING PANEL www.nationalreadingpanel.org
Reading for Understanding: Toward a R&D Program in Reading Comprehension www.rand.org
Institute of Educational Sciences-What Works Clearinghouse www.ed.gov
Catalyst for Change
based on reliable, valid and converging evidence
Policy Reading Excellence Act NCLB Reading First Reauthorization of IDEA Practice Curriculum Assessment Professional Development
Age Old Questions?
Are our students learning?
If not, why not?
Which kids need a nudge?
How do we know?
How can we intervene?
Is it working or not?
How do we know?
Are there some kids that need a bigger nudge?
How can we further intervene?
Emma Avi Joseph Sally So, who needs the nudge?
25-30% at risk (percentage is higher for poor, minority students) Jamal
What does the “nudger” do…..
Screens K-2 + to identify “at risk” readers Systematically delivers research based instruction initially in general education. Uses a tiered approach to instruction: Core reading program Small group intervention, then for some…… Intensive strategic intervention/remediation 1:1 or small group (potentially special education) Measures student response to intervention (progress monitoring) Uses student data to inform instruction
Catch them before they fail….
“It takes 4 times as long to intervene in fourth grade as it does in late kindergarten.” NICHD “One of the most compelling findings from reading research is that children who get off to a poor start in reading rarely catch up.” Torgeson, 1998
Screening, progress monitoring….
DIBELS Dynamic Indicators of Basic Essential Literacy Skills Initial sound fluency Letter naming fluency Phoneme segmentation fluency Nonsense word fluency Oral reading fluency Oral retelling fluency Word use fluency www.uoregon.edu PAR Predictive Assessment of Reading Alphabet Letter Word Calling Picture Naming Phonemic Awareness Rapid Naming www.childsmind.org
TPRI…… Texas Primary Reading Inventory Grapho-phonemic awareness Phonological Awareness Book/print awareness Listening comprehension Word reading Fluency Comprehension www.tpri.org
OTHER…..
CBM CBA Classroom tests Self-reports/interviews Observations Permanent products Portfolios Rating scales Rubrics
A tiered approach to instruction?
TIER I TIER II TIER III 10-30% 5-10% 70-80% Layers of intervention responding to student needs Each tier provides more intensive and supportive intervention Aimed at preventing reading disabilities Dr. Joseph Torgeson, 2004
Research Based Instruction
phonemic awareness phonics fluency vocabulary text comprehension writing assessment
Put Reading First, The Research Building Blocks for Teaching Children to Read, 2001
www.nifl.gov
Most powerful instruction…..
Torgeson, 2005 More time Smaller group Targeted at right level Provide systematic and explicit instruction in deficient component skills-phonemic awareness, phonics, fluency, vocabulary and reading comprehension Clearer, more detailed explanations, more systematic instructional sequence More extensive opportunity for guided practice More opportunity for error corrections and feedback
Logograhic
incidental visual cues
Early Alphabetic
letter knowledge partial phoneme awareness
Mature Alphabetic Orthographic
early sight word learning phoneme grapheme correspondence complete phoneme awareness reading fluently by sound, syllable, morpheme, whole word, families and analogies
Linnae Ehri ’ s Phases of Word Reading LETRS
In what ways might this information inform my practice??
By understanding ……………
Dyslexia Science of Reading
Connection between Structure of Language and the Science of Reading
Continuum of Learning Opportunities Remediation to accommodation……….
The structure of language….
Phonology Morphology Orthography Semantics Syntax Discourse and pragmatics Etymology
The Sound Factory
Phonology Phonological awareness
Phonological Processing Verbal short term memory Rapid serial naming Phonological awareness Articulation speed
Word awareness Syllable awareness Uhry, 2005
Phonemic awareness
Phonological awareness
“attending to, thinking about and manipulating the individual phonemes within spoken words and syllables.” (Brady & Scarborough, 2003) “ability to manipulate and play with sounds”
Five levels of difficulty, an instructional sequence… Adams, 1990 Sensitivity to rhyme Recognition of patterns of rhyme and alliteration in words Partial phoneme segmentation-syllable splitting and onset-rime Full Phoneme segmentation Phoneme manipulation
Instruction
Morning news Poetry, songs, jingles Language themes/embed teach explicitly use a sequence teach as an oral activity working toward using letters to represent sounds as segmentation is mastered 15 minutes……..
Sound + Letter Factory
Phonology Orthography Morphology Phonics Advanced Phonics
Orthography
How do we represent these sounds??
Consonant sounds Vowel sounds
Phonics
“learning of letter-sound associations used for reading and spelling.” (Gillon, 2004)
Decoding-Spelling Continuum PA Compounds ABC Consonants Vowels Prefixes/ Suffixes Latin Greek Sounds Syllables Patterns Fluency Marcia Henry, 2003
Vowels
Vacation came on a rainy day/ so eight reindeer would not obey.
He needs meat and candy./ These I believe he will receive for his money.
I like to be under the night sky/ to eat my pie in style.
Go home on a boat/ and show a shoulder and toe.
Soon the new ruby in June/ will fit you. The blue suit is neutral.
Effective instruction…….
Systematic Explicit Provides opportunity to practice and apply learning (letters and sounds to reading of words) PFR www.nifl.org
The Meaning Factory
Semantics Vocabulary Comprehension
synonyms Other categories connotation Personal experiences Idioms Specific texts Semantic Map (Moats, 2003) target word definition multiple meanings antonyms More examples Linguistic structure phonemes syllables morphemes spelling patterns sometimes confused with
What is vocabulary?
Receptive listening reading Expressive speaking writing No clue Heard it but don’t know it means Recognize it, know it t has something to do with____ Own it
Beck’s Tiers of Words
Tier 3 3: Used Infrequently
Limited to Specific Domains
Tier 2 [7,000 Word Families] Tier 1: Most Familiar Words Need No Instruction Tier 1 [ 8,000 Word Families ]
Words have different utilities. Suggested goal of 400 Tier 2 words per year.
Characteristics of Tier 2 Words
sophisticated ordinary words for mature language users generous vs. nice high utility useful across many contexts devour vs. ingest conceptually appropriate students understand general concepts but lack precision and specificity anxious vs. sultry
Instructional Guidelines Provide a context Build a student friendly definition Provide examples beyond context of the story Interact with words Reinforce use beyond class (adapted from Beck, 2002)
“To have an impact on comprehension, vocabulary instruction must be rich-simply defining words is not enough.”
Beck, 2002
The Meaning Factory
Syntax Discourse Comprehension
Sentence Comprehension-some observations
Essential to forming accurate concepts (understanding of whole) Two critical areas are sentence structure (simple, compound, complex) and cohesive ties Normally achieving readers gain ability to understand and use increasingly complex syntactical patterns while poor readers lag behind
“Children who perform well on grammatical awareness tasks tend to be better able to monitor accuracy of reading.”
Carlisle, 2001
Discourse and text structures…
Expository Narrative
Narrative Expository
Purpose is to entertain Consistent text structure Focus on character’s/goals Requires multiple perspectives Connective words not as critical-and, then, so Text can stand alone Purpose is to inform Variable text structure Focus on facts, ideas Perspective of author Connective words critical-because, if then, before Integration of information across texts
“ Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.” recognizing story structure using graphic and semantic organizers summarizing answering questions generating questions monitoring comprehension
“
Effective comprehension strategy instruction is explicit or direct.” direct explanation modeling guided practice application
www.nifl.org
Fluency
Ability to read quickly, effortlessly and with expression “The ability to read connected text rapidly, smoothly and effortlessly with little attention to mechanics of reading such as decoding.” (Meyers & Felton, 1999)
Instruction
Modeling Repeated reading with guidance Monitoring progress
By understanding ……………
Dyslexia Science of Reading Connection between Structure of Language and the Science of Reading
Continuum of Learning Opportunities
Remediation to accommodation……….
Remediation
“multisensory structured language programs” Phonology and Phonological Awareness Sound-Symbol Association Syllable Instruction Morphology Syntax Semantics Simultaneous, Multisensory Systematic and Cumulative Direct Instruction Diagnostic Teaching Synthetic and Analytic Instruction
Effective teachers
… “Research has shown that teachers who are most effective at including students with disabilities and other diverse learning needs are also generally effective classroom teachers.” (Mastropieri et al, 1998)
Classroom Instruction That Works Marzano et al, 2001 ASCD
Reinforcing effort and providing recognition Strategic instruction Nonlinguistic representation Questions, cues and advance organizers Summarizing and note-taking Cooperative learning
Homework and practice Getting objectives and providing feedback Generating and testing hypotheses Identifying similarities and difference
Study Skills and Learning Strategies Defined
A systematic plan for: acquiring obtaining inputting storing organizing processing expressing outputting applying
They are…… reflective practitioners flexible understand individualization caring open to natural supports fairness Adapted Bauer & Kroeger,2004
Think about accommodations..
Instructional environment Selection of instructional content Structure/ presentation of content Instructional strategies/ activities Student assessment
Compensatory tools Assistive technology
Word processing software Voice recognition software Text to speech software Presentation software Organizing ideas software Electronic organizers
Knowledge rich vs. knowledge poor instructional environments in which informed vs. uninformed professional judgments guide teaching learning process in reading instruction.
How do we get there?
Then she went into the living room and found the book on the shelf, the very book, that her grandpa had shown her so many years ago. She spooned honey on the cover and tasted the sweetness, and said to herself, “The honey is sweet, and so is knowledge, but the knowledge is like the bee who made the honey, it has to be chased through the pages of the book!”
Thank You, Mr. Falker
P. Polacco
By understanding ……………
Dyslexia
Science of Reading Connection between the Structure of Language and the Science of Reading Need for Continuum of Learning Opportunities Remediation to accommodation……….
Thank you!!!!
Personal Picks
General Moats, L.(2005). Language Essentials for Teachers of Reading and Spelling. Longmont, CO: Sopris West.
Research McCardle, P. & Chhabra, V. The Voice of Evidence in Reading Research (2004). Baltimore: Paul Brookes.
Learning Disabilities Roundtable. (2005, February). Comments and recommendations on regulatory issues under the Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446 .
Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F., et al. (200l). Foundation. l Rethinking learning disabilities . In C. E. Finn Jr., A. J. Rotherham, & C. R. Hokanson Jr. (Eds.), Rethinking Special Education for a New Century (pp. 259–287). Washington, DC: Thomas B. Fordham National Joint Committee on Learning Disabilities. (2005). Responsiveness to Intervention and Learning Disabilities. www.interdys.org
Phonological Awareness Gillon, G. Phonological Awareness: From Research to Practice (2004). New York: The Guilford Press Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.
Dyslexia and MSL Instruction Birsh, J. (2005). Multisensory Teaching of Basic Language Skills (2 nd Baltimore: Brookes Publishing.
Cunningham, A.E. & Stanovich, K.E. (1998). mind.
Gough, P. B. (1996). Dyslexia, 46, 3-20.
What reading does for the American Educator, 22(Spring/Summer), 8-15.
How children learn to read and why they fail Ed). . Annals of Joshi, M. (2004) Dyslexia: Myths, Misconceptions and Some Practical Applications. Baltimore, MD: International Dyslexia Association.
Shaywitz, S. (2003). Overcoming Dyslexia. New York: Alfred A. Knopf
Decoding and Spelling Moats, L ., Speech to Print. (2000), Baltimore. MD: Paul Brookes Publishing.
Henry, M., Unlocking Literacy (2003). Baltimore, MD: Paul Brookes Publishing.
Juel, C., & Minden-Cupp, C. (2000). and instructional strategies.
Learning to read words: Linguistic units Reading Research Quarterly, 35, 458-492 .
Fluency Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.
Vocabulary Baumann, J. & Ed Kameenui, E. (2002). Vocabulary Instruction: Research to Practice. New York: Guilford Press.
Beck, I. & McKeown, M. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press. Graves, M.F. Vocabulary Book (2006).New York: Teachers College Press.
Hart, B. & Risley, T.R. (1995) Meaningful Differences. Baltimore, MD: Brookes Publishing.
Comprehension Beck, I. Et al. (1998). Getting at the meaning. American Educator, Summer, 66-71 Carlisle, J. & ice, M. (2002) Improving Reading Comprehension: Research Based Principles and Practices. Baltimore: York Press.
Reading for Understanding: Toward An R&D program in Reading Comprehension. Rand Reading Study Group: Rand Education, 2000.
Resources
www.ldonline.org
www.schwablearning.org
www.interdys.org
www.ncld.org
www.rfbd.org
www.sparktop.org
Curriculum, programs…………………
IDA Matrix-www.interdys.org
Alliance-www.the alliance.org
AOGPE-www.ortonacademy.org
www.fcrr
www.uoregon.edu