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Presented by JoAnn Lense Literacy Intervention Specialist The results of well designed and carefully controlled school-based studies suggest that at least 95% of the total student population can attain average words reading abilities with the implementation of intensive and systematic intervention. Joe Torgeson, 2004 www.fcrr.org More than eight million students in grades four through twelve are struggling readers. Only 33 % of eighth graders perform at or above the reading level. American youth need strong literacy skills to succeed in school and in life including social settings, as civil participants, and in the working world. “We were never born to read. Human beings invented reading only a few thousand years ago. And with this invention we rearranged the very organization of our brain…” Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf 80 hrs (1-2 hrs/day 1:1 instruction Phonological Processing & Decoding / MSLE & Visual Imaggery Instruction. 1. 2. 3. 4. 5. 6. 7. Review of sound symbol associations Practice in phoneme analysis and blending Timed reading of previously learned words Oral reading of stories Dictation of words with phonetically regular spelling-sound patterns Students learned 6 basic syllable types Practice reading decodable and trade books Marshall, A. (2003) Brain Scans Show Dyslexics Read Better with Alternative Strategies Activate prior knowledge Use graphic organizers Teach comprehension monitoring strategies Teach summarization skills Teach students to ask and answer questions Boardman, A.G., Roberts,G., Vaughn, S., Wexier, J., Murray, C.S., & Kosanovich, M. (2008). Effective Instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center for Instruction Provide rich, varied language experiences Teach individual words Teach word-learning strategies Foster word consciousness Sweeny, S.M., Mason, P. A., (2011) Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12, Massachusetts Reading Association. What teaching methodology works for the students who are not sensitive nor adequately wired to have phonological awareness …. Direct, Systematic Instruction Comprehension Vocabulary Fluency Phonics Phonemic Awareness The Orton-Gillingham Approach has been rightfully described as language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. “Teaching is Rocket Science” by Louisa Moats http://www.ortonacademy.org/approach.php Explicit, Systematic Phonological Awareness and Phonics Instruction Explicit Instruction of Comprehension Skills and Strategies Explicit Instruction of Targeted Vocabulary Words Multisensory Instruction Scaffolded instruction, leading to independence Auditory Visual Phonological Awareness Sound Symbol Relationships Encoding Decoding Spelling Reading Oral Language Reading Comprehension Visualization Visualization Auditory Memory Kinesthetic • Speech Sounds Articulation/Speaking Handwriting • Visual Memory Written Language • Visualization Kinesthetic Memory 44 Phonemes 26 Letters 250 Graphemes with which to spell the 44 phonemes Marzano, Pickering & Pollock (2001): describe visual displays (“nonlinguistic representations”) as the most underused instructional strategy of all instructional techniques. Examples: •Key Concept Cards •Graphic Organizers Classroom Instruction that Works, Marzano, Pickering & Pollock, 2001 Teaching the concept of a digraph: 2 adjacent letters that produces ‘1’ sound sh Phonogram Card Key Word Concept Sheet Keyword Demonstration C a t C a tch Underline vowels and vowel teams Mark vowel consonant e patterns with arrow going through silent e Link together consonant digraphs Box suffixes and prefixes Divide words into syllables fast treat bike chest sifted around reptile muf fin tri pod sub ject con crete Estimated cumulative words addressed to child Meaningful Differences in the Everyday Experience of Young American Children, Hart & Risley, 1995 50 million 40 million 30 million 20 million 10 million 0 0 12 24 Age of child in months 36 48 Rephrasing • Multiple meanings Multiple exposures • Visualizing Use of words in context • Modeling Word analysis • Prior knowledge Synonyms • Classifying words Homonyms • Compare/contrast • Multisyllabic words • Greek & Latin Roots Use vocabulary in writing table Piece of Furniture Water Table Periodic Table Table Multiplication Tables Graph for Showing Data “Table this idea” Characteristics Definition (in your own words) a plane figure with at least 3 straight sides Frayer Model and 3 angles Closed Plane figure More than 2 straight sides 2-dimensional Made of line segments polygon Examples pentagon hexagon square trapezoid rhombus poly = manygon = side Non-Examples circle cone cylinder retell redo reconstruct rewrite reestablish rePrefix : re- Origin: Latin Meaning of re-: again, once more ◦ A skill is something you can do ◦ A strategy is something that helps you do that skill ◦ Strategies help students develop comprehension skills Teach students how to apply strategies to master a comprehension skill The boy ran up the hill. Elaborate with words, expand to sentences, and then paragraphs. What is it? Any movement? What is happening? Any sound? Where? When? What else is around? Do you see colors? Who do you see? Are there any smells? Feelings? What shapes? Number? First Reading ◦ Set Purpose For Reading ◦ Circle Unknown Vocabulary and Phrases • Second Reading ◦ Text Marking –Skill Focus • Third Reading ◦ Integration of Knowledge and Ideas Before Reading During Reading After Reading • Skill Focus • Read and Mark for Meaning • Practice the Skill • Background Knowledge • Genre and Structure • Preview Text Features • Vocabulary • Focus Skill • Graphic Organizers • Writing & summarizing • Text Connection • Assessment Before 1st Read During 2nd Read After 3rd Read Use multiple colors to show different marking themes Underline examples of targeted comprehension skills Circle unknown words or phrases Write questions and thoughts in margins or on Post It notes Use graphic organizers to organize and summarize information Main Idea Detail Detail Detail Cause Effect Information Conclusion Influenza Pandemic Feverishly Catastrophe Epidemiologist Vaccinated Plague If you have any questions, e-mail me at: [email protected]