Transcript Document

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]