Transcript Chapter 14: Severe Problem Cases, Students

Chapter 14: Severe Problem Cases,
Students Acquiring English, and Older
Students
 VAKT:
Visual, Auditory,
Kinesthetic, Tactile.
 Orton-Gillingham.
 Both are type of word
learning techniques for very
low achieving students.
 Both are tedious for students
and teachers to use but can
be very successful when used
properly. Page 501
 VAKT: Uses a sense of
movement and tactile senses to
help the student concentrate on
the words. Tracing is used, it is a
language-experience approach:
learn the words by seeing, saying
hearing, tracing.
 VAKT is used when student is
failing to learn/remember
printed symbols despite
adequate ability and opportunity.
Page 502.
 VAKT is designed for the most
severe reading problems.
 How to use VAKT:
 Combine VAKT:
 Introductory Stage, Establishing
 VAKT should also be combined with
Rappport, Using the Dictionary,
Student Tracing, Writing from
Memory, Keeping Records. Pages
503-505.
 Because VAKT is based on student
dictated stories, VAKT can be used
with disabled readers of all ages,
including adults. See pages 506507.
a systematic word-analysis program
such as “Word Building” read a
variety of children’s books and
composed stories using invented
spelling.
 Classical VAKT emphasizes the
wholeness of words. When tracing
single-syllable words, the student
saya it as a whole and does not
break it into its constituent sounds.
Multi-syllabic workds, ae broken
down into separate syllables.
Research suggests that struggling
readers, especially in the beginning
stages, benefit by noting the
separate sounds in words and also
seeing the words as a whole.
Identify, Analyze
the word, Review the Word,
Say the word, Spell the word,
Use the word. See on page 508.
 Stage 2 of VAKT:
 Stage 3: the student uses the
dictionary rather than the teacherwritten copy as a model.
 VAKT Effective?

A multisensory method like the VAKT (VisualAuditory-Kinesthetic-Tactile) can be used to
help children remember words. Select words
needed to be learned (like the Dolch word
lists). Write these words on cards using a
crayon so that the letters or words have
texture.

Using VAKT, the teacher models and the student
repeats for each word:

(a) say the word, trace the word with two
fingers while saying each part of the word, say
the word again;

(b) write the word without looking at the word
card and then compare what was written to the
word card; and

(c) repeat the first step until the word is
written correctly three consecutive times
without looking at the prompt card.

Students may draw pictures to go along with
the words as visual reminders. Any teaching
method used must be meaningful and directed
toward purposeful learning.

The instruction provided must be conducive for
each student’s needs, ability levels, and
 Strengthens PHONEMIC AWARENESS!
 Multisensory processing results in
multiple memory traces, with the
kinesthetic and tactile modalities
reinforcing visual and auditory
pathways!
 Various sensory and motor
experiences promote attention and
recall.
 VAKT provides structure and
support, builds on what the
students knows, instills confidence
and has high expectations for the
student.
success of progress.

http://www.dyslexia-parent.com/VAKT.html
 Orton-Gillingham
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Specialized word-learning technique
that uses intensive synthetic phonics
reinforced by tracing.
This is a no-nonsence, highly structured
skill and drill synthetic phonics
technique. Page 510.
The Orton-Gillingham teacher
introduces the elements of the
language systematically. Students
begin by reading and writing sounds
in isolation. Then they blend the
sounds into syllables and words.
Students learn the elements of
language, e.g., consonants, vowels,
digraphs, blends, and diphthongs, in
an orderly fashion. They then proceed
to advanced structural elements such
as syllable types, roots, and affixes.
As students learn new material, they
continue to review old material to the
level of automaticity. The teacher
addresses vocabulary, sentence
structure, composition, and reading
comprehension in a similar
structured, sequential, and
cumulative manner.
www.ortonacademy.org/
 The Wilson Reading
System
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page 511
The Wilson Reading System is a highly
structured reading and writing
program that serves as an
intervention and helps 2nd – 12 th
grade struggling readers learn the
structure of words and language by
directly instructing students to
decode and encode (spell) fluently.
The program was originally developed
for students who have dyslexia, but
has been expanded to target the
needs of students who are below
grade level in reading. Level A uses
age appropriate reading material for
younger or ESL students, while Level
B uses age appropriate reading
material for older students.
 www.fcrr.org/
Working with Older Problem Readers:
Teens and Adults
 Girls and Boys Town
 Assessing Older
Learners
 Informal reading assessments can
be found through Silvaroli’s
Classroom Reading Inventory, Bader
Reading and Language Inventory
and Reading Evaluation Adult
Diagnosis by Colvin and Root.
 Principals and Procedures very
similar to teaching young problem
readers.
 Older students more sensitive to
their disability, sessions must be
nonthreatening and positive.
 Reading Is FAME is a four-course
reading intervention for regular
and special education 7th -12th
graders reading as low as the 2nd
grade level. FAME is an acronym for
the four courses contained within
the program: Foundations of
Reading; Adventures in Reading;
Mastery of Meaning; Explorations.
It was developed at the Home
Campus of Girls and Boys Town.
 Before a student can be placed into
Reading Is FAME, a comprehensive
reading inventory (Diagnostic
Assessment of Reading, e.g) must
be administered to identify the
cause of a student's reading deficit.
Literacy Programs for Adults
 Challenger
 Directions
 Laubach Way to
Reading
 Reading for Today
 Voyager
 See page 518
 http://www.literacydir
ectory.org/ Literacy
Directory
 http://www.nifl.gov/
National Institute for
Literacy
 www.dtae.org/adultlit.
html Office for Adult
Literacy
Bilingual Learners
 Bilingual Learners need to work on
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Academic Language page 518.
Major obstacle is vocabulary “seek
out cognates”
More metacognitively awre
Always searching for their prior
knowledge of words/phrases
Use books with illustrations that
support the text, page 520.
Use technology, garysoto.com has
many books with Spanish
expressions.
Read real-world material: signs,
menus, phone books, job
applications.
 Adapting Instruction page 521
 SYNTAX: Does the selection
contain sentence structures
such as passives or
contradictions with which the
student might have difficulty?
 SEMANTICS: Does the selections
use terms, figures of speech, or
idiomatic expressions that
might pose problems for the
ELL?
 CULTURE: Are there cultural
items, such as might appear in
a story about foods or sports,
that might be unfamiliar to the
ELL reader?
 PowerPoint By:
 Taylor Bova
 Dr. Keithcart
 Curr 136x
 03/18/2009