1. What’s a busy teacher to do?

2. Reading Instruction Since reading is the basic tool for all academic subjects, failure in school can often be attributed to inadequate reading skills.

3. Dyslexia Dyslexia is probably due to a congenital neurological condition. Dyslexic problems persist into adolescence and adulthood. Dyslexia has perceptual, cognitive, and language dimensions. Dyslexia leads to difficulties in many areas of life as the individual matures.

4. Definition of Dyslexia Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulty in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disabilities or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems in reading, a conspicuous problem with acquiring proficiency in writing and spelling.

5. The Reading Process 1. Reading must be fluent. 2. Reading is a constructive process. 3. Reading must be strategic. 4. Reading requires motivation. 5. Reading is a lifelong pursuit.

6. Good Reading = +Metacognitive knowledge +Knowledge of strategies for completing tasks +Knowledge of information structures +Knowledge of the world +Motivation

7. Metacognitive Knowledge Knowledge of one’s own characteristics –Knowing how your current attitude affects your performance –Knowing what you can and cannot do well while reading Knowledge of task demands –Knowing that you need to find the main ideas of each heading in a chapter –Knowing that you need to understand a character’s intent in a story

8. Knowledge of Strategies for Completing Tasks Cognitive strategies –Relating new information to background knowledge –Summarizing Self-regulation strategies –Thinking ahead, thinking during, thinking back Task-attack strategies –How to read for specific information Problem-solving strategies –Decoding strategies –Monitoring comprehension

9. Knowledge of Information Structures Knowledge of word structures –Knowing morphological components of words (prefixes, suffixes, etc.) Knowledge of information organizational structures –General-to-specific –Compare/contrast –Cause/effect –Problem/solution

10. Knowledge of the World Knowledge of concepts and facts –Knowing the characteristics of things –Knowing the relationships between things –Knowing the meanings of words Knowledge of processes –Knowing why events happen –Knowing how things work

11. Motivation Motivation source –Intrinsic motivation to read because the information is interesting –Extrinsic motivation to rad to get some payoff from others Beliefs –Beliefs about your ability to perform tasks successfully –Attributions for success and failure –Commitments to less effective strategies

12. Selecting a Reading Program Interest level Age-appropriateness Breadth of reading activities Compatibility with the district’s scope and sequence Sufficient opportunity for practice Comprehension instruction Validation data Instructional component Evaluation component Diversity

13. Teaching Phonics Letter-sound correspondence Sound blending Learning of irregular sight words

14. Reading Comprehension A dynamic interaction among: The reader The text The context

15. Concepts in Reading Comprehension Reading comprehension depends on what the reader brings to the written material.

16. “A newspaper is better than a magazine, and on a seashore is a better place than a street. At first it is better to run than to walk. Also you may have to try several times. It takes some skill, but it is easy to learn.Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks in very fast. Too many people doing the same thing can also cause problems. If there are no complications, it can be very peaceful. A rock can serve as an anchor. If things break loose from it, however, you will not get a second chance.

17. Reading comprehension is a language process. “the little white pebble” “the little understood theory” “When Lee looked at the note again, she realized that she should have played A-sharp.” “John had tears in his shirt.”

18. Reading comprehension is a thinking process. As in problem-solving, the reader must employ concepts, develop and test hypotheses, and modify those concepts. Guide students to set up their questions and purposes of reading. Ask “What do you think? Why do you think so? Can you prove it?”

19. Word Web ICE CREAM Food chocolatevanilla What are some examples? What’s it like? What is it?

20. Venn Diagram Different Same Different