Introduction to Literacy Difficulties Chapter 1

Chapter 1: Introduction to Literacy Difficulties Presentation by: Jenessa Lopez Luz Garcia Maggie Viera Yuleidys Sosa Zoe Leal

Think for a moment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Anticipation Guide ,[object Object],[object Object],AGREE DISAGREE A problem reader is one who is reading below his or her grade level. In most instances, reading problems can be prevented. Most cases of reading difficulty should be handled by the classroom teachers. Low-achieving readers need to have tasks broken down into their component parts. There is no one best approach for working with low achieving readers.

Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]

Use SQ3R Graphic Organizer ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reading Difficulty Defined ,[object Object],[object Object],[object Object],[object Object],[object Object]

Approach to Indentifying Reading Disability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Introduction to Response to Intervention (RTI) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

RTI 3-Tier Process Tier III – individual intensive intervention program Tier II – specialized small group Tier I – Student is provided with high quality instruction in the regular education program may be provided with additional help from teacher

Advantages of RTI ,[object Object],[object Object],[object Object],[object Object],[object Object]

Clarifying the Discrepancy Concept ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Clarifying the Discrepancy Concept (Con’t.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Clarifying the Discrepancy Concept (Con’t.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Clarifying the Discrepancy Concept (Con’t.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Functional Definition of Reading Disability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

NAEP Findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

“ Quiet Crisis” ,[object Object],[object Object],[object Object]

English Language Learners ,[object Object]

The Problem with Using Labels ,[object Object],[object Object]

Bottom-Up Approach ,[object Object]

Top-Down Approach ,[object Object]

An Interactive View ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Effective programs for struggling readers include: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Read the following sentence: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Thez wrds ar speld fenetikle.

Approaches to Intervention ,[object Object],[object Object],[object Object],[object Object]

Assessment ,[object Object],[object Object]

Stages of Reading Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Application of Stage Theory ,[object Object]

Reading and writing problems affect all aspects of a student’s life: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Remediation ,[object Object],[object Object]

A Program of Correction needs to take into account: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Principles of Intervention and Corrective Instruction ,[object Object]

Prevention versus Correction ,[object Object]

Importance of Success (Building on the known) ,[object Object]

Fostering Independence ,[object Object]

Active Involvement ,[object Object]

Personalized Instruction ,[object Object]

Continuous Assessment and Progress Monitoring ,[object Object]

A Full Range of Literacy Experiences ,[object Object]

Direct Systematic Instruction ,[object Object]

An Integrated Approach ,[object Object]

Providing Materials at the Appropriate Challenge Level ,[object Object]

Using an RTI Approach ,[object Object],[object Object]

Sources of Help for Low-Achieving Readers ,[object Object],[object Object],[object Object],[object Object],[object Object]

Title I Legislation ,[object Object],[object Object],[object Object],[object Object]

Schools are responding by: ,[object Object],[object Object],[object Object],[object Object]

Individuals with Disabilities Education Act ,[object Object],[object Object],[object Object],[object Object]

The Role Standards ,[object Object],[object Object]

Anticipation Guide -- Revisited AGREE DISAGREE A problem reader is one who is reading below his or her grade level. In most instances, reading problems can be prevented. Most cases of reading difficulty should be handled by the classroom teachers. Low-achieving readers need to have tasks broken down into their component parts. There is no one best approach for working with low achieving readers.

Introduction to Literacy Difficulties Chapter 1

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Introduction to Literacy Difficulties Chapter 1