3. *
(Iesha)
• Critical to students who have reading difficulties
• not likely to outgrow difficulties
• Most common reading difficulties come from:
• reading fluency: speed and accuracy with which a student reads with
•
orally.
prosody: ability to read smoothly with proper levels of stress, volume,
pauses, and intonation (tone)
• Figure 10.1 pg 374
• principles for effective early reading interventions
•
•
•
ex. assess student progress on a regular basis
ex. use an instructional sequence that gradually moves from easy to more
difficult tasks
ex. activate students prior knowledge.
4. *
* Model-lead-test-modeling and orally presenting the
material to be learned, helping the student learn
and understand through prompts and practice as
well as testing the students mastery.
* Time Delay- designing learning by delivering
prompts that limit the likelihood that students will
make errors.
* System of least prompts- this involves presenting
students the opportunity to respond without
assistance, providing assistance by modeling the
correct response and having students imitate it and
physically guiding students in the making the
correct response.
Alexis
5. *
Phonemic Awareness- The processing and manipulation of the
different sounds that make up words and the understanding
that spoken and written language are linked.
(Burke et al., Lo et al., 2009)
Instruction Includes activities that:
• Develop students ability to hear rhymes
• Identify sounds
• Blend sounds into words
• Segment or break words into sounds
• Manipulate or delete sound
Noemi
6. *
* Choose books that interest
and relate to them
* Use games, technology, and
the internet
* Give reading choice
* Allow students to read
together
* Acknowledge students’
efforts and reading practice
* You model good oral reading
* Promote phonological
awareness
* Promote vocabulary
development and
comprehension
When Reading:
* Talk about front cover
author and illustrator
* Use animated expressions
and show illustrations
Noemi
7. * Picture Books – Short books
that use pictures and
illustrations to enhance the
reader’s understanding of
the meaning and content of
the story (Martinez, Roser, & Harmon, 2009;
* They serve as role models
* Share reading instructional
strategies with them
* They can update teacher on
progress
Zambo, 2007)
* Patterned Books – Use a
predictable and repeated
linguistic and/or story
pattern (Zapprich, Grace, & Grote-Garcia, 2009)
* These types of books are
most effective with
students who have reading
difficulties (ELL)
Noemi
8. *
(Iesha)
Repeated Reading:
• Students practice short, appropriate, and relevant
reading materials at their independent or instructional
level until they reach fluency of text.
Previewing:
• Listening preview: Allows student to listen to text being
read and follow along.
• Oral preview: student will read passage independently
aloud prior to reading same passage in an entire class
setting.
• Silent preview: students read silently before the reading
session
9. Fostering Word Identification:
(Iesha)
• Strategies for identifying unfamiliar words:
• Process of identifying words by finding familiar things in the unfamiliar word.
• Ex. Vowel alert (identify vowel sound after examining the letters before and
after vowel)
• Ex. Peeling off (focusing on the root word)
• Ex. Seek the part you know
• Ex. Rhyming keywords (able to read the word by comparing unfamiliar word
to the rhyme of a familiar word (time..Crime)
• strategies to help them learn to read unknown words:
• Teach students Onset-rime by using color coding
• F.I.S.H. (Find the rime, Identify the rime, Say the rime, Hook the new onset)
• Strategies for syllable based reading:
• break word into syllables or chunks
10. *
(Iesha)
• Use high interest books that are curriculum appropriate, multi
cultural, but easy to read.
• Give instructional feedback, error correction techniques, age
appropriate prompts
• Use videos to supplement print materials
• Provide time for independent reading, but also read aloud to
students.
• Develop reading games appropriate for there age.
• Provide tutoring to develop and support specific reading skills.
11. *
* Whole-word, language
* Teach letters and words
using combinations of
visual, auditory, kinesthetic,
and tactile modalities.
* E.g. Tracing 3D letters with
eyes shut, tracing letters on
students’ backs, spelling
word after saying it
experience strategy for
students with learning
problems
* Four Steps:
1. Tracing
2. Writing without tracing
3. Recognition in print
4. Word analysis
Noemi
12. Enhance Students’ Text
Comprehension
*An effective reading program also focuses
on developing students’ comprehension.
*Text comprehension can be supported by
helping them develop their vocabulary.
Hayley
13. Develop Students’ Vocabulary
Vocabulary instruction should be relevant to students’ learning and
experiences.
Students can identify and define important vocabulary words individually and in
groups to create the following:
• Vocabulary cards
•
•
•
•
•
picture/term on front; term’s relationship to important content/other
vocabulary on back (see example on page 385; Figure 10.2}
Vocabulary self-awareness
•
A listing of key vocabulary words, their definitions, and examples as well as
rating by students of how well they know the words.
Vocabulary picture dictionaries
•
This presents the vocabulary words, their definitions, and student drawings
exhibiting the major elements of the words
Word maps
•
Vocabulary word with its meaning, related key words, synonyms, antonyms,
drawing of the word, and sentence using the word presented
Personal vocabulary journals
•
Contains various entries related to vocabulary words they are learning and
hints for learning and remembering
Note that those products listed above can be digitalized so that all students
can access them when they need them
14. Suggested Uses of Instructional Sequence to
introduce vocabulary
* Visually display the word, pronounce it, and
ask the students to say it
* Give students multiple examples of the word’s
usage as well as discuss the meanings and
display picture illustrating the word
* Link the word and its meanings to students’
prior knowledge
* Provide students with multiple opportunities to
use the word offer specific feedback
* Promote generalization by teaching multiple
examples and uses of the word
15. Teachers should…
• Introduce and then review new and critical
vocabulary throughout lessons by using pictorials
and videos, linking words and their meanings to
kinesthetic and sensory experiences
• Help students foster their vocabulary by teaching
them how to use context clues, cognates, and
key morphemes, affixes, and root words to
determine meanings; discussing the origins of
words, explaining idiomatic expressions,
synonyms, and teaching students to use
mnemonic devices to foster their memory skills
• Visually present the critical features of new
vocabulary words via various organizational
strategies
Hayley
16. Key Words to Know…
Semantic feature analysis (SFA): a visual that guides
students in comparing vocabulary words to determine
the ways they are similar and different.
Story grammars: outlines of the ways stories are
organized
Literature circles: literature discussion groups
Shared book reading: a new or familiar story is read
together to discuss aspects of the story as it is being
read.
Sustained silent reading: members of the class read selfselected materials for an extended period of time.
Hayley
17. *
*
Whole-Word- this helps the student link between whole words and their
oral counterparts. Because new words are taught within sentences and
passages or in isolation students taught through this method tend to
attempt to read unfamiliar words, use context cues rather than graphic
cues, and substitute familiar words for new words. Modifications include:
decreasing the number of words to be learned, using flash cards that have
the word and a visual of the word, offering spaced practice sessions,
providing opportunities for overlapping and delivering more frequent
reinforcement.
*
Language Experience is highly individualized because of use of the students
interest, hobbies and experiences as the basis. It is based of the belief that
“What students think about, they can talk about; what students can say,
they can write or have someone write for them; and what students can
write, they can read.” so that the students are more motivated.
*
Whole Language This approach uses students’ natural language and
experiences in and out of school to immerse them in a supportive,
stimulating, natural learning environment that promotes literacy. The
students are motivated to read by reading authentic, relevant, functional
materials that make sense to them and relate to their experiences. While
the students are learning to read, they also learn to write because they are
encouraged to write about their experiences by writing letters, maintain
journals, making lists, labeling objects in the class room and keeping
records.
Alexis
18. *
*
Whole-Word- this helps the student link between whole words and their
oral counterparts. Because new words are taught within sentences and
passages or in isolation students taught through this method tend to
attempt to read unfamiliar words, use context cues rather than graphic
cues, and substitute familiar words for new words. Modifications include:
decreasing the number of words to be learned, using flash cards that have
the word and a visual of the word, offering spaced practice sessions,
providing opportunities for overlapping and delivering more frequent
reinforcement.
*
Language Experience is highly individualized because of use of the
students interest, hobbies and experiences as the basis. It is based of the
belief that “What students think about, they can talk about; what
students can say, they can write or have someone write for them; and
what students can write, they can read.” so that the students are more
motivated.
*
Whole Language This approach uses students’ natural language and
experiences in and out of school to immerse them in a supportive,
stimulating, natural learning environment that promotes literacy. The
students are motivated to read by reading authentic, relevant, functional
materials that make sense to them and relate to their experiences. While
the students are learning to read, they also learn to write because they
are encouraged to write about their experiences by writing letters,
maintain journals, making lists, labeling objects in the class room and
keeping records.
Alexis
19. *
* Students are taught letter-
sound symbol
correspondence:
Viewing letters, hearing the
sounds they make, linking
letters to sounds, and writing
letters.
* When 10 letters are
mastered, blending of sound
is taught, then story
writing, syllabification,
dictionary skills, and
instruction on spelling rules.
* Highly structured
* Use programs to teach
reading via fast paced,
scripted lessons that
present information in
small, focused and discreet
steps that follow a planned
sequence of skill.
Noemi
21. * Hayley-use however many slides you want for every
section just marking where slides go so we don’t get
confused
22. *
(Iesha)
*Great way to make writing
meaningful to students
*Can link content-area to their own
culture and experience.
*Fosters a good relationship between
students and teachers
*Lets student write more in depth.
23. * Hayley- use however many slides you want for every
section just marking where slides go so we don’t get
confused
24. * Alexis- use however many slides you want for every
section just marking where slides go so we don’t get
confused
25. *
(Iesha)
*Have one on one conference with students
*Help examine writing
*Praise accomplishments and effort
*Focus on no more then two writing problems at a time
*Do not use red
*Avoid frustration
*Focus on things that make students writing not
understandable.
26. *
* Hayley-use however many slides you want for every
section just marking where slides go so we don’t get
confused
27. *
* Eliminate worry of spelling,
neatness, and grammar
* Enlarged print and talking
word processors help those
who need it
* Hear phonetically correct
way to say words
* Can speak to it and text
shows up on screen
* Light & portable
* Check spelling
* Cannot identify words that
are badly misspelled
* Identifies uncommon words
as misspelled
Noemi
28. * Technologies that use visual and auditory
* Offer students words and
phrases
* Word Cueing – offer choices
based on the first letters
typed by students
* Word Prediction – offer
words or phrases based on
context, word frequency,
grammatical correctness,
and commonly associated
words or phrases
prompts, graphic organizers, semantic mapping,
and remind students of important information
and terminology that needs to be in the text.
* Offer prompts and writing ideas that can be
tailored by teacher
* Identify punctuation and grammar errors in text
and provide solutions
* Writing grading and feedback resources where
students can submit work and receive immediate
feedback and revise work based on feedback
* Have animations, 3-D visuals, colorful
graphics, audio pronunciation
Noemi
30. *
(Iesha)
* Rule governed approach: identify words by the rules and patterns for each
kind of word
* Linguistic spelling approach: focus on rule of spelling and patterns related to whole
world and then generalizing the rule.
* Phonetic spelling approach: teaching the sounds that go with each letter and
blending them together
* Whole word approach
* Test-study-test: students take a pre-test, study the words misspelled, then take a
post-test.
* Corrected-test: Helping students correct their spelling by modeling the word orally
or written.
* Word Study Techniques: Systematic studying technique that allows the student to
have maximum exposure to word
* Say the word, write the word, compare word to written model, trace the word, write word
from memory, check word, finger spell word.
31. *
* Hayley and alexis- part for spelling goes at the
end here or wherever after this.
33. D-O-G
*
* Help students with spelling by teaching them to use spell
checker
* Teach useful prefixes, suffixes and root words to help them
spell and define new multisyllabic words
* Use technology to help students practice their spelling
(instructional learning games)
* Use spelling games to help motivate students to practice
spelling in a non-threatening environment. (Scrabble)
* Foster spelling by providing many opportunities for students
to practice their spelling through memory enhancing
strategies
* Provide the students with feedback by correcting misspelled
words and modeling correct spelling
* Use a variety of strategies to asses the students’ spelling
progress. (E.g. Test students on words missed rather than a
new list of words.)
* Allow students to record their progress, so they can be
motivated to do better and set goals for themselves. Noemi
