Transcript Apply Principles to Reading

Applying Principles
To Reading
Presented By
Anne Davidson
Michelle Diamond
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The Nature of Reading
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Perceptual processing
Word recognition
Syntactic processing
Semantic processing
Metalinguistic processing
Comprehension
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Perceptual Processes
– Transform light waves and sound
waves into meaningful chunks of
information
– Affected by the development of the
visual and auditory systems
– Will drastically affect the
development of reading skills
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Word Recognition
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Recognized at two levels
– Letter level
– Identified and transformed into their
sound
Word level
 String the individual sounds into a
meaningful word
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Syntactic Processing
Involves the ability to identify clauses, NP,
VP, etc ( sentence structure)
 Measured by the mean length of utterance
(MLU)
 MLU is closely related to both cognitive and
social development
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Semantic Processing
Studying words (includes images, personal
experience, and declarative knowledge)
 Forms relatively late compared to other
aspects of language
 Meanings are activated by each other
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Metalinguistic-processing
Think about language, understand what
words are
 Sound out, analyze, identify rules of language
 Usually unaware of what they know
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Comprehension
Using all processes
 Linking new knowledge to old
 Hampered by limited capacity of processing
space, attention, prior knowledge, and
procedures
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Cognitive/Intellectual Requirements for
Success in Reading
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Comprehension skills: successful readers use
facilitative comprehension
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Integrative skills: student uses graphic syntactic
and semantic cues to improve and develop
meaning
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Metacognitive skills: student is aware of
comprehension and makes adjustments in his/her
reading accordingly
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Cognitive/Intellectual Requirements for
Success in Reading
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Emergent literacy: successful readers understand
the purpose and use of reading
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Phonemic awareness: student understands
blending and segmentation
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Decoding skills: takes notice of distinctive visual
cues
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Principals to Teaching in Reading
Beginning readers should become fast,
accurate, and attention-efficient decoders
 Activate appropriate background knowledge
quickly and efficiently
 Teach basic comprehension strategies
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Implications of Disabilities for
Teaching/Learning in Reading
For students with Dyslexia:
Teach metacognitive strategies. Teach children similarities
and differences between speech sounds and visual patterns
across words.
 Use techniques that make phonemes more concrete.
 Review previous reading lessons and relate to current
lessons.
 Discuss the specific purposes and goals of each reading
lesson. Teach children how metacognitive skills should be
applied.
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Implications Continued
(Dyslexia cont.)
 Provide regular practice with reading materials that are
contextually meaningful.
 Teach for comprehension.
 Teach reading and spelling in conjunction. Teach children
the relationship between spelling and reading and how to
correctly spell the words they read.
 Provide positive, explicit, and corrective feedback.
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Implications of Disabilities for
Teaching/Learning in Reading
For students with Autism:
 Provide equal instruction in words, letter-sound
recognition, comprehension, writing, and selfdirection (enjoyment of reading).
 Letter-sound recognition should be taught in the
context of real words, not in isolation. Teachers
should use whole words when teaching students
with autism because it gives students more
opportunities to practice real-world skills.
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Implications Continued
(Autism cont.)
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Teachers should have students manipulate letters
in a word to compare differences in letter sounds.
They can change one or two letters to make new
words, all while learning the sounds different letters
make.
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Strategies for Teaching in Reading
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Phonological awareness
– Identify sounds within speech
– Match sounds to letters (phonics)
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Tips-model specific sounds and ask students to
reproduce the sounds
– Begin with easy words, progress to more difficult ones
– Develop a sequence and schedule, tailored to each
child's needs
– Make it top priority
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Strategies Cont’d
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Word recognition
– Phonological decoding
– See the word, access its meaning from memory
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Tips - develop connections between sounds
and letters and sounds and words
– Model the sounds of the word, then blend the
sounds together and say the word
– Move from sounding out to blending words to
reading connected text
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Strategies for Accommodating
Students with Disabilities in Reading
PHONOLOGICAL AWARENESS AND
ALPHABETIC UNDERSTANDING
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Make phonological awareness instruction
explicit: modeling specific sounds and asking students to
reproduce the sounds
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Ease into the complexities of phonological
awareness: begin with easy words and progress to more
difficult ones
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Strategies Continued
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Provide support and assistance: model the sound or
the strategy for making the sound; have students use the
strategy to produce the sound; prompt students to use the
strategy during guided practice
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Develop a sequence and schedule: provide students
with opportunities to apply and develop sounds
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Strategies Continued
READING WORDS
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Develop explicit awareness of the connection between
sounds and letters and sounds and words: teach letter-sound
correspondence by presenting the letter and modeling the
sound, model the sound of the word, then blend the sounds
together and say the word.
Attend to the sequence in which letter-sound
correspondences are taught: the speed with which the
student moves from sounding out to blending words to
reading connected text, and the size and familiarity of the
words.
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Strategies Continued
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Support learning by modeling new sounds and words:
correct errors promptly and sequence reading tasks from
easy to more difficult
Schedule opportunities to practice and review each task:
according to the child's needs
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Resources
http://www.as.wvu.edu/~scidis/learning.
html
 http://www.tampareads.com/
 http://www.toread.com/
 http://www.pbrookes.com/email/archive/
november01/November01ED3.htm
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