Stages of Reading Development

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

Stage 2 Decoding Reading grade levels 1 and beginning 2 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 3 Fluency Reading levels 2-3. 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 4 Uses reading for learning Reading grade levels 4-8. Can use reading as a tool for learning new information, ideas, attitudes, and values. Growth in background knowledge, meaning vocabulary, and cognitive abilities.

Stage 5 Multiple viewpoints Reading grade levels 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 6 Construction and reconstruction College and beyond. 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.

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 and words and to interpret information that is presented in print form

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. Dyslexia

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 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. The Language Experience Method

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 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 at e a roc k. the fish said, “I at e a roc k.” a cow at e the fish. the cow said, “I at e a fish. And now I feel sic k.”

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 awareness Letter-sound correspondence Beginning reading vocabulary

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 selection with some knowledge and interests that affect what this reader is willing and able to read. The Text. 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.

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. Interactive Elements

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 and written languages are acquired through natural usage Use only authentic literature

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

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 to cursive writing is typically made somewhere in the third grade, although schools teach cursive writing as late as fifth grade.

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. D’Nealian Writing System

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, left- handers have difficulty seeing what they have written. The Left-handed Student

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 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 6.magnificence 7.privilege 8.liquefy 9.souvenir 10.calendar

Math Instruction

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

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

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

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

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

2. Representational level: Graphic symbols = (7)

3. Abstract level: Numbers = 7

Math Vocabulary Multiplicand Sum Addend Quotient Multiplier Subtrahend Dividend Minuend Difference

Addition Math Vocabulary Addend Sum

Subtraction Math Vocabulary Minuend Subtrahend Difference

Multiplication Math Vocabulary Multiplicand Multiplier Product X

Division Math Vocabulary 7 42 Quotient Dividend 6 Divisor

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

Place value

Common Math Errors X Computation Facts

Common Math Errors Wrong Process

Common Math Errors Working from left to right