Stages of Reading Development Early literacy or prereading

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Stages of Reading Development

Stages of Reading Development

Early literacy or pre-reading Early literacy learnings. Awareness of print. Phonological awareness. Reads common

Early literacy or pre-reading Early literacy learnings. Awareness of print. Phonological awareness. Reads common signs and labels. Can write one’s name. Below grade 1 reading level Stage 1

Decoding Letter-sound correspondences. Knowledge of the alphabetic principle and skill in its use. Identifies

Decoding Letter-sound correspondences. Knowledge of the alphabetic principle and skill in its use. Identifies about 1, 000 of the most common words in the oral language. Can read very simple texts. Stage 2 Reading grade levels 1 and beginning 2

Fluency Integrates knowledge and skills acquired in Stages 1 and 2. Relies on context

Fluency Integrates knowledge and skills acquired in Stages 1 and 2. Relies on context and meaning as well as on decoding (phonics for identifying new words). Reads with greater fluency. By the end of Stage 2, can recognize about 3, 000 familiar words and derivatives. Stage 3 Reading levels 2 -3.

Uses reading for learning Can use reading as a tool for learning new information,

Uses reading for learning Can use reading as a tool for learning new information, ideas, attitudes, and values. Growth in background knowledge, meaning vocabulary, and cognitive abilities. Stage 4 Reading grade levels 4 -8.

Multiple viewpoints Ability to read widely a broad range of complex materials, expository and

Multiple viewpoints Ability to read widely a broad range of complex materials, expository and narrative, from a variety of viewpoints and at a variety of levels of comprehension: inferential and critical as well as literal. Stage 5 Reading grade levels 9 -12.

Construction and reconstruction Reading for one’s own needs and purposes (professional, personal, civic) to

Construction and reconstruction Reading for one’s own needs and purposes (professional, personal, civic) to integrate one’s knowledge with that of others and to create new knowledge. Stage 6 College and beyond.

The Reading Process & Reading must be fluent. & Reading is a constructive process.

The Reading Process & Reading must be fluent. & Reading is a constructive process. & Reading is strategic. & Reading requires motivation. & Reading is a lifelong pursuit.

Dyslexia • People with this baffling disorder find it extremely difficult to recognize letters

Dyslexia • People with this baffling disorder find it extremely difficult to recognize letters and words and to interpret information that is presented in print form

Dyslexia General Agreement on 4 Points 1. Dyslexia is probably due to a congenital

Dyslexia General Agreement on 4 Points 1. Dyslexia is probably due to a congenital neurological condition. 2. Dyslexic problems persist into adolescence and adulthood. 3. Dyslexia has perceptual, cognitive, and language dimensions. 4. Dyslexia leads to difficulty in many areas of life as the individual matures.

The Language Experience Method This is a well-accepted method that builds on a. the

The Language Experience Method This is a well-accepted method that builds on a. the student’s knowledge b. the student’s language base c. and links the different forms of language: listening, speaking, reading & writing

The Language Experience Method The method uses the students’ own experiences and language as

The Language Experience Method The method uses the students’ own experiences and language as raw material. It is a very effective method of showing children that they CAN think, and read and learn.

Word-Recognition Strategies • Sight words • Phonics • Context clues • Structural analysis •

Word-Recognition Strategies • Sight words • Phonics • Context clues • Structural analysis • Combining word-recognition strategies

Concepts of Reading Comprehension • Reading comprehension depends on what the reader brings to

Concepts of Reading Comprehension • Reading comprehension depends on what the reader brings to the written material. • Reading comprehension is a language process • Reading comprehension is a thinking process • Reading comprehension requires active interaction with the text

a fish ate a rock. the fish said, “I ate a rock. ” a

a fish ate a rock. the fish said, “I ate a rock. ” a cow ate the fish. the cow said, “I ate a fish. And now I feel sick. ”

Emergent Literacy and Writing • Encourages early writing • Children use invented spelling •

Emergent Literacy and Writing • Encourages early writing • Children use invented spelling • Children explore the alphabetic properties of writing • Children develop concepts about print

Emergent Literacy • • • Oral language proficiency Concepts about print Alphabet knowledge Phonological

Emergent Literacy • • • Oral language proficiency Concepts about print Alphabet knowledge Phonological awareness Letter-sound correspondence Beginning reading vocabulary

Cloze Passage This is a book ____learning disabilities, a problem _____impedes learning for _____,

Cloze Passage This is a book ____learning disabilities, a problem _____impedes learning for _____, adolescents, and adults, affecting ____ schooling and adjustment to ____. There is growing concern ____ children and youth with ____ disabilities who have extreme ____ in learning academic and ____ skills, despite their mental ____ for doing so.

Interactive Elements in Reading Comprehension • The Reader. Each reader comes to a reading

Interactive Elements in Reading Comprehension • The Reader. Each reader comes to a reading selection with some knowledge and interests that affect what this reader is willing and able to read. • The Text refers to the written language or the printed information. The clarity and organization of the text will affect the reader’s ability to make sense of it.

Interactive Elements • The Context. The reading situation or environment also affects the reading

Interactive Elements • The Context. The reading situation or environment also affects the reading process. In a testing situation, for example, intense anxiety could prevent a reader from comprehending material that he or she could easily read in a less threatening setting.

Theories of How Children Acquire Language • Behavioral theories • Innatist theories • Cognitive

Theories of How Children Acquire Language • Behavioral theories • Innatist theories • Cognitive theories • Social theories

Whole-Language Views • Use integrated language system: oral language, reading, writing • Both oral

Whole-Language Views • Use integrated language system: oral language, reading, writing • Both oral and written languages are acquired through natural usage • Use only authentic literature

Whole-Language Views • Teach writing early • Provide abundant opportunities for writing • Avoid

Whole-Language Views • Teach writing early • Provide abundant opportunities for writing • Avoid instruction on separate nonmeaningful parts of language or use or exercises and drills

Manuscript Writing Handwriting instruction usually begins with manuscript writing in kindergarten, where children begin

Manuscript Writing Handwriting instruction usually begins with manuscript writing in kindergarten, where children begin to write letters of the alphabet. Manuscript writing usually continues in first, second, and third grade.

Cursive Writing In cursive writing (sometimes called script) the letters are connected. The transfer

Cursive Writing In cursive writing (sometimes called script) the letters are connected. The transfer to cursive writing is typically made somewhere in the third grade, although schools teach cursive writing as late as fifth grade.

D’Nealian Writing System Another handwriting form is the D’Nealian writing system (Thurber & Jordan,

D’Nealian Writing System Another handwriting form is the D’Nealian writing system (Thurber & Jordan, 1981). This system helps students make the transition to cursive writing more easily. The D’Nealian system is a simplified cursive writing style in which manuscript letters have the basic forms of the corresponding cursive letters.

The Left-handed Student Left-handed people encounter a special handwriting problem because their natural tendency

The Left-handed Student Left-handed people encounter a special handwriting problem because their natural tendency is to write from right to left on the page. In writing from left to right, lefthanders have difficulty seeing what they have written.

Linguistic Approach to Spelling The linguistic approach to spelling is based on the contention

Linguistic Approach to Spelling The linguistic approach to spelling is based on the contention that the spelling of American English is sufficiently rule covered to warrant an instructional method that stresses phonological, morphological, and syntactic rules or word patterns. This might also be called a phonics or word-family approach to spelling since it selects words to teach phonics generalizations, structural analysis, or linguistic patterns.

Word-Frequency Approach to Spelling In the word-frequency approach to spelling instruction, words for spelling

Word-Frequency Approach to Spelling In the word-frequency approach to spelling instruction, words for spelling instruction are chosen on the basis of frequency of use rather than phonological patterns. The criteria for word selection are frequency of use, permanency, and utility. A core of spelling words that are most frequently used in writing was determined through extensive investigations of the writing of children and adults.

10 commonly misspelled words 1. mayonnaise 2. moccasin 3. accommodate 4. impostor 5. inoculate

10 commonly misspelled words 1. mayonnaise 2. moccasin 3. accommodate 4. impostor 5. inoculate 6. magnificence 7. privilege 8. liquefy 9. souvenir 10. calendar

Math Instruction

Math Instruction

Time Even. Passes More Time Passes Is it coming yet Papa Smurf?

Time Even. Passes More Time Passes Is it coming yet Papa Smurf?

Theories of Math Instruction • Progression from concrete to abstract • Constructive learning •

Theories of Math Instruction • Progression from concrete to abstract • Constructive learning • Direct instruction • Learning strategies instruction • Problem solving

Learning strategies Spatial relations Body Image Visual-motor Precursors of Mathematics Disabilities Language Math anxiety

Learning strategies Spatial relations Body Image Visual-motor Precursors of Mathematics Disabilities Language Math anxiety Direction Memory Time Visual perception

Does this chair exist? Progressing from Concrete to Abstract What Chair?

Does this chair exist? Progressing from Concrete to Abstract What Chair?

1. Concrete level: Real objects 4 apples + 3 apples = 7 apples +

1. Concrete level: Real objects 4 apples + 3 apples = 7 apples + =

2. Representational level: Graphic symbols 0 0 + 0 0 0 = 0 0

2. Representational level: Graphic symbols 0 0 + 0 0 0 = 0 0 0 0 (7)

3. Abstract level: Numbers 3+4=7

3. Abstract level: Numbers 3+4=7

Multiplier Multiplicand Sum Dividend Math Vocabulary Addend Quotient Subtrahend Minuend Difference

Multiplier Multiplicand Sum Dividend Math Vocabulary Addend Quotient Subtrahend Minuend Difference

Math Vocabulary Addition + 3 Addend 5 Addend 8 Sum

Math Vocabulary Addition + 3 Addend 5 Addend 8 Sum

Math Vocabulary Subtraction 9 Minuend 3 Subtrahend 6 Difference

Math Vocabulary Subtraction 9 Minuend 3 Subtrahend 6 Difference

Math Vocabulary Multiplication X 7 Multiplicand 5 Multiplier 35 Product

Math Vocabulary Multiplication X 7 Multiplicand 5 Multiplier 35 Product

Math Vocabulary Division Divisor 6 7 Quotient 42 Dividend

Math Vocabulary Division Divisor 6 7 Quotient 42 Dividend

I can’t subtract! I can’t divide! I can’t add! Common Math Errors I can’t

I can’t subtract! I can’t divide! I can’t add! Common Math Errors I can’t multiply!

Common Math Errors Place value 72 + 29 91

Common Math Errors Place value 72 + 29 91

Common Math Errors Computation Facts 5 X 9 47

Common Math Errors Computation Facts 5 X 9 47

Common Math Errors Wrong Process 16 2 18

Common Math Errors Wrong Process 16 2 18

Common Math Errors Working from left to right 42 + 85 28

Common Math Errors Working from left to right 42 + 85 28