Multisensory Structured Language Instruction for Struggling Readers Jan MacLean B.Sc. M.Sc. C/AOGPE Certified Orton-Gillingham Practitioner The Reading Clinic Kingston Chair of Training Committee Ontario Branch of the International Dyslexia Association (ONBIDA) Jan MacLean B.Sc. M.Sc. C/AOGPE Certified Orton-Gillingham Practitioner The Reading Clinic Kingston Chair of Training Committee Ontario Branch of the International Dyslexia Association (ONBIDA)

ONBIDA A Charity Raise public awareness about dyslexia Education about dyslexia for parents, adults with dyslexia and professionals – Annual conference with parent, adult and professional programs – Teacher training in multisensory structured language – Speaker series – “Right to Read” parent education and support groups – Newsletter “Right to Read” – Information and referral service A Charity Raise public awareness about dyslexia Education about dyslexia for parents, adults with dyslexia and professionals – Annual conference with parent, adult and professional programs – Teacher training in multisensory structured language – Speaker series – “Right to Read” parent education and support groups – Newsletter “Right to Read” – Information and referral service

Participants will: Have all of their questions addressed Learn why present methods of teaching decoding does not work well for many students. Learn the components of a MSSL lesson plan Learn how sounds are properly made and how to correct student errors. Expand their knowledge of phonics (basic code, complex code, secondary code, irregular words) so that they can teach the phonics “strand” of decoding in a clearly organised and sequential fashion Learn how to teach reading using sequential blending and spelling using sequential segmenting. Learn how to analyse text and materials to determine if it is phonetically “easy” enough or “hard” enough for a student. Learn how to create phonetically controlled text to maximise student learning. Learn creative fun ways and find resources to teach the phonics strand of MSSL. Participants will: Have all of their questions addressed Learn why present methods of teaching decoding does not work well for many students. Learn the components of a MSSL lesson plan Learn how sounds are properly made and how to correct student errors. Expand their knowledge of phonics (basic code, complex code, secondary code, irregular words) so that they can teach the phonics “strand” of decoding in a clearly organised and sequential fashion Learn how to teach reading using sequential blending and spelling using sequential segmenting. Learn how to analyse text and materials to determine if it is phonetically “easy” enough or “hard” enough for a student. Learn how to create phonetically controlled text to maximise student learning. Learn creative fun ways and find resources to teach the phonics strand of MSSL. MSSL for Struggling Readers Course Objectives

Simple View of Reading Process Decoding + Comprehension = Reading

Successful Reading Decoding Skills (Mechanics) Comprehension Skills

Reading Disabilities Low Dec. + Av. Comp. = R.D (dyslexia) Most Common 80% of RD Av. Dec. + Low Comp. Skills = R.D. Language Impairment – not dyslexia Low Dec. Skills + Low Comp. Skills = R.D. “garden variety” poor readers. Low Dec. + Av. Comp. = R.D (dyslexia) Most Common 80% of RD Av. Dec. + Low Comp. Skills = R.D. Language Impairment – not dyslexia Low Dec. Skills + Low Comp. Skills = R.D. “garden variety” poor readers.

What Skill/Knowledge are You Using to Decode These Words? Ploaf pleef Phonics Pemble, chizzle Syllable “types” Conruptly, prerupted prestructed Morphology Ploaf pleef Phonics Pemble, chizzle Syllable “types” Conruptly, prerupted prestructed Morphology

...and to decode this simple sentence? She jumped on the little toy in the shed. Phonicssh, th, oy Syllableslit tle (c-le), shed/she (closed/open) Morphology jump ed (t,d,id) Irregular Words the querpostoneous She jumped on the little toy in the shed. Phonicssh, th, oy Syllableslit tle (c-le), shed/she (closed/open) Morphology jump ed (t,d,id) Irregular Words the querpostoneous

For some, learning to decode is so simple, for others it is so hard. How was it for you? For some, learning to decode is so simple, for others it is so hard. How was it for you?

What is MSSL for Reading? Direct, systematic, scaffolded instruction in phonological awareness, phonics, syllabification, morphology and spelling, using multisensory teaching strategies and extended practice to ensure learning to automaticity. Direct, systematic, scaffolded instruction in phonological awareness, phonics, syllabification, morphology and spelling, using multisensory teaching strategies and extended practice to ensure learning to automaticity.

Complex not Crazy

Thecatandrabbitrun

cat and rabbit run

c-a-t a-n-d r-a-bb-i-t r-u-n

/b/ /g/ /s/ /m/ /c/ /v/ /j/ /p/ /y/ /d/ /f/ /h/

b,g,s. m,p,z,l y,r,t,h. f.e.o.j

/b/ /g/ /s/ /m/ /c/ /v/ /j/ /p/ /y/ /d/ /f/ /h/ b,g,s. m,p,z,l y,r,t,h. f.e.o.j

Inclusive Instruction/Universal Design So, if some students are going to have trouble learning what sound(s) go with which letter(s), (rote learning) how might we best go about teaching it so that our instruction is inclusive (i.e.sure to reach all of our students)?

40 PrePrimer Dolch Words a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you

40 PrePrimer Dolch words a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you 13 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 14 requiring advanced patterns (12 different ones and 4 multisyllable words) 7 irregular words a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you 13 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 14 requiring advanced patterns (12 different ones and 4 multisyllable words) 7 irregular words

Levelled Reader This is my face. This is my eyebrow. This is my eye. This is my nose. This is my mouth. This is my chin. This is my face. This is my eyebrow. This is my eye. This is my nose. This is my mouth. This is my chin.

Levelled Reader This is my face. This is my eyebrow. This is my eye. This is my nose. This is my mouth. This is my chin. 1 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 7 requiring advanced patterns (7 different ones) 1 irregular word This is my face. This is my eyebrow. This is my eye. This is my nose. This is my mouth. This is my chin. 1 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 7 requiring advanced patterns (7 different ones) 1 irregular word

Decodable Reader Tab is a cat. Mac is a rat. Mac has a cap. Tab has a ham. Mac and Tab are pals. Tab has a ham Tab is a cat. Mac is a rat. Mac has a cap. Tab has a ham. Mac and Tab are pals. Tab has a ham

Decodable Reader Tab is a cat. Mac is a rat. Mac has a cap. Tab has a ham. Mac and Tab are pals. Tab has a ham. 24 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 0 requiring advanced patterns 1 irregular word Tab is a cat. Mac is a rat. Mac has a cap. Tab has a ham. Mac and Tab are pals. Tab has a ham. 24 phonetically regular using single letters and short vowel sounds. (1:1 correspondence;) 0 requiring advanced patterns 1 irregular word

PrePrimer Dolch Words     

A Simple Sentence?   

Everyone has the right to learn to read

Teaching That Works for Students Who Struggle to Learn to Decode  Must teach one piece of code after the other in a planned sequence of instruction  Must teach more than just the sounds for the single alphabet letters –English phonics is complex, but 80% regular ay, oo, th etc. (“code”)  Must give practice reading and spelling “the code”  Must teach “sounding out” as the primary decoding strategy  Must provide “decodable” books that let children practice reading with the code they have learned up to that point.  Must provide ample ongoing review that spirals back.  Must use multisensory, contextual teaching with extended practice to help them remember it  Must teach one piece of code after the other in a planned sequence of instruction  Must teach more than just the sounds for the single alphabet letters –English phonics is complex, but 80% regular ay, oo, th etc. (“code”)  Must give practice reading and spelling “the code”  Must teach “sounding out” as the primary decoding strategy  Must provide “decodable” books that let children practice reading with the code they have learned up to that point.  Must provide ample ongoing review that spirals back.  Must use multisensory, contextual teaching with extended practice to help them remember it