SPED 780 Class 5 Reading Disabilities Judith Mack

SPED 780 Class 5 Reading Disabilities Judith Mack, MSEd, MSW Adjunct Lecturer Department of Special Education

Agenda • Schedule change for next week • Independent/partner activity • Strategies for teaching reading • • Phonics Fluency Vocabulary Comprehension • Small group activity • Debrief/Discuss

Next Week: Online Class Change • CLASS WILL BE HELD ONLINE ON MONDAY, July 23 • We will have class at Hunter on Wednesday, July 25 • Those two days will be switched, therefore presentation dates will be switched as well

Reading Activity

Phonics • Digraph • Blend/cluster • Open Syllable • Closed syllable • Dipthong

Decode the Following Words • Cynocephalus • Chrematistic What do you look at? What do you do? What do you use?

Low Achieving Readers • Slower process of learning phonics • Rely on smaller units of sound to decode • Have difficulty applying phonics • Fail to integrate context clues • Scan words less efficiently • Make quick judgment based on single perception

General Guidelines of Teaching Phonics • Most children do better in context • Watch for overuse of context and picture clues; underuse of decoding strategies • Be careful not to overemphasize phonics to the detriment of comprehension • A little goes a long way • Skills integrated into books to be read • A systematic approach geared toward child’s level with • Reinforcement • Application to context • Extensive reading

Word Analysis Strategies • Onset and rime/Word building • Model or Key words • Word Analysis strategies • Pronounceable word part strategy • Analogy strategy • Syllabification strategies

Syllabification • What is a syllable? • Why teach syllabification? • A couple of ways to look at syllabification: • Prefix, root, suffix • Vowel and consonant behaviors on written words • Compound words

Generalizations Relating to Syllabification Word Measure Phonics Write Release Skill # of vowels seen # of vowels heard # of syllables

Generalizations Relating to Syllabification • VCCV: syllables divide between double consonants or between 2 consonants • Happen hap pen, cannon, can non, garden, gar den • VCV: A single consonant between vowels usually goes with the second • Famous Fa mous, hotel, ho tel, tiger, ti ger • Do not divide consonant digraphs or blends • Weather, secret, agree • Usually, prefixes and suffixes form separate syllables • Reloading re load ing, preheated pre heated, hopeless • The word endings –ble, -cle, -dle, -kle, -ple, gle, -tle, and -zle form the final syllable • Marble mar ble, purple, pur ple, gentle

Multisensory Reading Instruction • VAKT • Wilson • PAF

Comprehension: Teach Expository Text Structure • Explicit instruction in identification of various text structures • Teaching clue words that signal a particular text structure • Locate the main ideas in a passage and underline. Ask a question for each and try to find an answer for each question • Graphic organizers used during reading ad constructed according to text structure • Mapping: Encourage students to construct a diagram to show connections they make as they read a text • To reinforce use of signal words: Cut up a passage that incorporates cue words and kids reassemble

Other Ideas for Teaching Text Structure • Start with easiest patterns: • Young kids: time/sequence problem/solution • Older kids: comparison/contrast • Use frames and gradually phase out • Introduce one pattern at a time • To reinforce use of signal words: Cut up a passage that incorporates cue words and reassemble • Use a structural organizer “a study or reading guide in which organization of text is briefly explained and then partially completed outline is supplied” (Gunning, 2002)

Comprehension: Pre. Reading • Choose a purpose for reading and a method for reading • Review the text for pictures and text features • Select a central concept to focus on in a text • Choose an instructional strategy based on the student/text • Develop and activate prior knowledge • Preview vocabulary in context

Comprehension: During Reading • Inferences • Questioning and making predictions • Visualizing • Recognizing the author’s purpose • SQ 3 R

Comprehension: After Reading • Written responses-journals • Text to self, text to world connections • Character Maps, Story Maps, Graphic Organizers, Notes • Literary Discussions

Fluency • Timed reading • Repeated reading • Audio books • Great Leaps

Motivation • Graphic novels • Realistic fiction/independent reading • Non-fiction trade books • Picture books for read aloud • High-interest low level books • Orca Publishers • Bluford High

Small Group Activity • Choose 1 packet: Comprehension and Vocabulary or Fluency and Word Identification • Identify a group to work with (2 -4 people per group) • Choose 3 cases (one from A, B, and C) and strategies in your packet • Choose one case to focus on—adapt for your age group as needed • Create a small group or whole class lesson-plan based on that case using the strategies provided, anything we have covered in class readings or today’s lecture • If there is time, groups will have an opportunity to share what they have come up with

Share/Discuss

Tomorrow-Online Class • Check website for detailed instructions • Readings: • Multiple Intelligences Article • For Wednesday: • Required: Hallahan, Chapter 13 • Baker • Bender