Transcript Word Fluency Chapter 5

CHAPTER 5:
Reading: Word Recognition
Strategies for Teaching Learners with Special Needs
Tenth Edition
Edward A. Polloway
James R. Patton
Loretta Serna
Jenevie W. Bailey
Developed by:
Jenevie W. Bailey
Literacy Development
Stages
Emergent
•
•
•
Pretends to read
Identify some letters
5-20 high frequency words
Beginning
•
•
•
Match spoken words to written text
Uses beginning, middle, and end sound to decode
word
Reads orally
Fluent
•
•
•
100 words per minute
100-300 high frequency words
Reads with expression
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Key Components of Reading
•
Vocabulary development
•
Structural analysis
•
Contextual analysis
•
Fluency
•
Comprehension
•
Comprehension
•
Phonemic awareness
•
Comprehension
Some students may present with problems in one or
more of these areas.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Reading in the Curriculum
Decoding-Based
Holistic Approach
Programs
Whole Language
emphasis
Skills-based
“bottom-up,” part to
whole
Teach sound-symbol
correspondence
Whole to part
Read “real” books and
stories they write
Print rich environment
Focus on sequence of
skills
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Approaches to Reading
Instruction
Students with disabilities often require intensive,
direct instruction to learn to read. This intensive
level of instruction is not provided in a classroom
from a PURE whole language philosophy.
Polloway, Patton, & Serna recommend using a
balanced approach incorporating both decodingbased program and the holistic approach for
students with disabilities.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-5
Balanced Literacy
Phonemic Awareness
•
Understanding the relationship between sounds and symbols
•
Discriminate between words and sounds
•
Identify sounds within words
•
Manipulate the sounds in words
•
Identify phonemes
•
Isolate sounds
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Balanced Literacy
Word Recognition
•
Whole word recognition
•
Think ‘sight words’
Vocabulary Teaching
•
Word meanings are taught directly
Comprehension Strategies
•
Modeling
•
Predicting, questioning, clarifying
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Balanced Literacy
Self Monitoring
•
Teaching students to read and reread as necessary
Extensive Reading
•
Exposure, Exposure Exposure!
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-8
Reading Assessment
Primary purpose: Instructional Planning
Classroom-Based Assessment
• Informal
Reading Inventories
• Curriculum-Based
Measurement
Formal Instruments
• Achievement
• Reading
tests
tests
• Phonological
awareness
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Use of Assessment Data
Inform instruction
Screening, eligibility, and diagnostics
Monitoring of progress
Analyzing student’s strengths and weaknesses
Whole class profile
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Formative Assessments
Informal Reading Inventories
•
Independent Reading Level
•
Instructional Level
•
Frustration Level
Curriculum-based Measurement
•
Oral Reading Scoring System
•
Checklist of Comprehension Skills
•
Reading Assessment Summary
•
Class Profile of Word Analysis Skills
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Phonological Awareness
Definition: awareness of the phonological structure
of words.
Working toward automaticity
Children with learning disabilities: must be taught
explicitly, often an issue.
• Auditory
segmenting (breaking words into
component parts)
• Auditory
parts)
blending (recombining words from smaller
• Letter-sound
correspondence
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Phonetic Analysis
Definition: a strategy for attacking unknown words
by focusing on the letter-sound relationships and
how to blend sounds into words, and to break
words into sounds.
Builds on phonological awareness
Understanding of the alphabetic code
Should be one part of a reading instruction
program, not all of it.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Sight-Word Vocabulary
• Sight-words: important, high-frequency
words, some are phonetically irregular
• Working toward automaticity
• Children with learning disabilities: must be
taught explicitly, often an issue.
Fernald Method
Repeated Readings
Teaching Phonetic Analysis
Skills
Unison Readings
Vocabulary Instruction
Edmark Reading Program
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Functional Reading
A level of literacy necessary for information
and protection
Protection Level
•
Teach as sight words
•
Examples
– Danger
– Flammable
– Doctor
– No Trespassing
Advanced Level: To fill out applications, pass a driver’s
test, follow simple directions at work
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Structural Analysis
This group of skills enable students to use larger
segments of words for decoding cues.
Directly influences fluency
Examples
• Syllabication
• Root
words
• Compound
words
• Prefixes/suffixes
• Contractions/
plurals
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Contextual Analysis
–
The identification of an unknown word based on its
use in a sentence or passage.
–
Uses contextual cues to guess or anticipate words as
a strategy to support reading and comprehension
○ Syntactic cues (structures)
○ Semantic cues (meaning)
–
May be problematic for older students
–
Examples
○ John had a little red
younger students
○ CRUSCH: for older students
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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(wagon): for
Phonemic Awareness and
Word-Recognition Curricular
programs
Lindamood Program for Reading, Spelling, and
Speech
– Phonological Awareness Training for Reading
– Reading Mastery Program
– Corrective Reading Program (CRP)
– Spalding Method
– Wilson Reading System
– Edmark Reading Program
–
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Peer-Mediated Strategies
Useful in meeting student’s individual reading needs
when students exhibit a variety of reading levels
Helpful for many children, but not all
To support comprehension
Example
• PALS
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Middle and Secondary Level
Problem areas
• Many
• Less
not reading at grade level
motivated
• Need
instruction in both decoding and
comprehension
Decoding Myths for Older students
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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Middle and Secondary Level
Word Identification
Identify/Decode unfamiliar words accurately,
effortlessly, and rapidly
Provide explicit, systematic instruction
Word Identification skills
• Work
identification strategy
• Overt
word parts strategy
• Making
long words
Corrective Reading Program (CRP)
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-21
Lesson Plans
Reading Standards: Foundational Skills (K–5)
Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary sound or many
of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings
(graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of,
to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e.
© 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
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