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Diagnosis and Remediation of Reading Difficulties
Facilitator Name & Credentials Reading 415
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Week 4 Strategies for Instructional Intervention
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Week 4 Objectives Identify strategies for intervention in the following areas of reading: phonemic awareness, phonics, vocabulary, fluency, comprehension, and study skills. Select appropriate reading texts to meet the instructional needs of a practicum student
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STRATEGIES FOR INSTRUCTIONAL INTERVENTION
PHONICS PHONEMIC AWARENESS Elkonin boxes Auditory onsets and rimes Clapping syllables Auditory cloze Sound addition and deletion Blending Singing songs that substitutes the vowel sounds Invented or temporary spelling Listening for and repeating rhyming patterns Shared reading Predictable text Environmental print Language experience approach Phonogram and word sorts Word walls of word families Modified cloze Onsets and rimes Making and breaking words Matching pictures and words Games, such as bingo and lotto Invented or temporary spelling Dictations Predictable text Environmental print Language experience approach Sight words Magnetic letters Source: Gillet, et. al. (2012)
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STRATEGIES FOR INSTRUCTIONAL INTERVENTION (cont.)
VOCABULARY FLUENCY Word walls and word banks related to content Synonyms and antonyms Affixes and roots Matching tests Writing Literal and figurative language activities Word classification Pictorial representations Graphic organizers, such as semantic maps, semantic feature analysis, and definition word maps Using vocabulary orally such as debates and presentations Dictations Word riddles Cloze Taped readings Choral reading Reader’s theater Paired reading Echo reading Radio reading Puppet shows Independent reading of easy text Rereading of text Songs Poetry Source: Gillet, et. al. (2012)
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STRATEGIES FOR INSTRUCTIONAL INTERVENTION (cont.)
Comprehension Story boards Writing in response to text Prereading, during reading, post reading Three-level comprehension guide, such as literal, inferential, and applied Question answer response Direct listening thinking activities Direct reading thinking activities Reciprocal reading ReQuest Activities to activate prior knowledge KWL charts Semantic maps Anticipation guide Oral and written retellings Summarization Sketch to stretch – nonlinguistic representation Narrative and expository text structures Graphic organizers Source: Gillet, et. al. (2012)
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STRATEGIES FOR INSTRUCTIONAL INTERVENTION (cont.)
STUDY SKILLS Organizational structures Details and listing Sequencing and following directions Deriving main ideas Compare and contrast Cause and effect Problem and solution Graphic organizers Selected underlining Outlining Summarization Frequent review SQ3R Test-taking skills Mnemonic devices Lecture note taking Skimming and scanning Time management planning Source: Gillet, et. al. (2012)
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Conclusion Answer any questions students have about Week 4.
Add any final notes or announcements for the next class meeting. Post the presentation AFTER class takes place.
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References Gillet, J. W., Temple, C., Temple, C. , & Crawford, A. N. (2012). Understanding reading problems: Assessment and instruction (8th ed.). Boston, MA: Pearson Education.
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