Transcript Learning to Read - Literacy for Diverse Populations

Learning to Read
Sight words: Learning to read
Student behavior: Manage student’s behavior an Important
part to student learning
Use sight words for efficient learning
http://www.education.com/games/sight-words-drummer/
Right click above to “Open Hyperlink”
www.education.com
Right click above to “Open Hyperlink”
Kids can get in the groove and play sight word
beats in the correct order
Sight Words
Drummer
Student Learning Behavior
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Student should not be discouraged when struggling.
Teach students to read from text and not from memory.
The students need to read by given direction and use of examples.
Use a finger to follow along when reading.
Some students may struggle when they read with eyes only.
Struggling students can read words without having to be prompted.
Struggling students may not understand the use of punctuation and context
in sentence.
· Students gain confidence with reading.
Student Progress
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In order to objectively determine if student is progressing on a particular
objective, we must first know what the student’s skills were prior to our
intervention.
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This is done by conducting a baseline measure.
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Baseline is the period when no intervention or teaching is occurring.
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Baseline data measure the behavior (the dependent variable) before
intervention (the independent variable) is initiated. In other words, the
baseline phase of measurement describes a student’s performance under the
naturally occurring conditions in his or her environment without instructional
manipulations.
Testing data
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Testing or probing means that a person’s performance is
checked under criterion conditions (i.e., conditions that as
closely as possible use natural contexts, cues, and
consequences); that is, those conditions under which we
ultimately want the behavior to be performed.
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The teacher typically provides no prompting or teaching
assistance, reinforcement for task success or improvement, or
any corrections.
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The goal of testing is to learn about a student’s current
performance under criterion conditions (specified in the
objective), not to teach the student.
Teaching data
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Teaching data can be recorded whenever the student is taught.
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During teaching, conditions, data is recorded while a student is
assisted as needed to “get responding going;” the student is in
the instructional context (e.g., provided instructional feedback,
given corrections for errors, provided with appropriate
reinforcement).
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Learning is the goal of teaching, so conditions are planned to
promote improvement in performance and to advance the
learner through the various stages of learning.
Measure Student Behavior
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To document what has occurred
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To identify the variables responsible for the occurrence
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To understand when and why learning is occurring or not occurring
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To be accountable
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To measure teacher effectiveness
Look for the
alphabet,
everywhere
Fun learning activity for English
Language learners
Meaningful
Relation between
teacher and
student
Control behavior to enable
learning.
Make power cards, pin them on
the wall. Replace them as the
students learn the skill.
Conclusion
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Evaluate student’s progress in his or her school program.
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Data collection that is individualized allows teachers to effectively design, evaluate,
and modify their instructional strategies.
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Outcome measures that focus on an individual’s quality of life are both critical for
representing student progress.
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For measurement to be useful and meaningful, it must be reliable (accurate), and it
must measure behaviors and skills considered as socially valid; that is, the behaviors
and skills measured must have a positive impact on the quality of the student’s life.
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Measurement and evaluation strategies must be designed and implemented in ways
that respect each student’s privacy and participation in integrated and communitybased environments.