Transcript Chapter 8: Teaching Reading

Chapter 8: Teaching Reading
SPED 562: LD Methods
Component of Language
(National Research Council, 1998)
Why talk about language?
Because word comprehension precedes production
• Phonology – the way sounds of the language operate
• Morphology – the way words are formed and are
related to each other
• Semantics – how language conveys meaning
• Pragmatics – using speech to achieve goals
• Lexicon – stored information about the meanings
and pronunciation of words
Evidence-based reading
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Phonological awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness
• Knowing that every spoken word can be
conceived as a sequence of phonemes. This
awareness is key to understanding the logic of
the alphabetic principle and thus to future
learning of phonics and spelling.
Phonological Awareness
• The “general ability to attend to the sounds of
language as distinct from its meaning (NRC, 1998, p.52).
• Performance on phonological awareness tasks is
correlated with language proficiency (Chaney, 1992).
Phonics
• Teach letters and letter sounds
• Let students make words using such items as
refrigerator magnet letters and letter cards
• Teach sound principles based on the letter
connections
Fluency
• Developing rapid and even automatic word
identification
• Requires practice at word identification
including deriving meaning from print
Vocabulary
• A correlate of comprehension (NRC, 1998)
• Word identification begins with visual recognition
of the series of letters in a specific order (see
phonological awareness for creation)
• “Skilled readers develop both a knowledge of
how spelling patterns correspond to possible
word pronunciations and a sensitivity, based on
experience, to the relative frequency of printed
word and subword forms (NRC, p.66)
• Practice and experience is necessary
Comprehension
• Skilled comprehenders
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Detect inconsistencies in texts
Apply background knowledge
Draw global inferences
Monitor their own comprehension (Yuill and Oakhill,
1991)
• Skilled comprehenders form more ideas from the
title and expectations than unskilled
• Comprehension monitoring can improve with
training, most up to and including 3rd grade (ElliottFaust & Pressley, 1986).
Program Specifics
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PALS
High interest books
Explicit instruction
Reciprocal teaching
PALS
• Peer Assisted Learning Strategies
• A SUPPLEMENT to regular instruction
• Children working together in pairs to complete
several types of activities
• A series of lessons lasting 35 min a session x 2 or
3 sessions a week x 16 weeks
• Features
– High & low skilled students paired together as
partners
– High skilled student reads 1st to provide more fluent
reading model
– Students switch roles during each activity
• Teacher Direction is included
Reading Choices
• Look for high-interest books that match the
reading level of the student.
• Allow for rereadings of books to improve
intonation and word pattern recognition of
written words.
• Preteach vocabulary and teach context clues
• Teach print awareness with multiple genres of
print
Explicit and Direct Instruction
• Teach letters in isolation with corresponding
sounds
• Have students repeat teacher’s model of letter
name and sound
• I do it
• We do it
• You do it
• Frequent interactions and feedback
Reciprocal Teaching (Block, 2003)
1. Teacher initiates discussion about a section of
text to be read
2. Group discusses the questions and resolves
disagreements and misunderstandings
3. Teacher summarizes the gist of what was read,
clarifies words and predicts upcoming content
4. After others share and make predictions, the
teacher asks for a new leader.
5. The new leader starts the same process for a
new section to be read
Early Intervention
Start smart
Poor instruction in first grade may have longterm effects on the student and the school
– Lower student expectations
– Slower and undemanding curricula
– Class make-up (National Research Council, 1998)
Provide high quality interventions as early as
possible.
Whole Language: Easing the
controversy
• Priority during reading and writing activities is
given to the construction of meaning
(Foorman et al, 1998).
• Phonics lessons are conducted
opportunistically in the context of meaningful
reading and writing.
• Teacher is conceived as the facilitator rather
than the director
• Portfolio assessment is a preferred measure.
Questions
• Name and explain some evidence-based
components of reading instruction.
• Name some programs ideas that help students
who struggle.
• What should be the focus of early
intervention?
• Why is whole language typically not as
effective for students who struggle reading?