1. Reading, Tutoring and the Developmental Level Student ATP Winter On-line Workshop Jim Valkenburg Delta College

2. Agenda Who is the Developmental Reader Assessment/Placement Theories of Reading Development Finding the right context Learning Communities Tutoring/Reading Strategies Recreational v. Academic Reading Reading Aloud Vocabulary The SQ3R Model Adult Education

3. Who is the Developmental Reader? Someone who is not prepared to read at the college level. Someone who lacks a variety of abilities that are needed to gain the deeper inferential and critical thinking skills required for college level success. Someone who, with appropriate academic programs and support, will be able to achieve college level success.

4. Who is the Developmental Reader? Reading and Math Some of the difficulty in learning reading can be seen by comparing developmental reading with developmental math.

5. Assessment/Placement ASSET/COMPASS Other placement instruments

6. Models of Developmental Readers (1) The Deficit Model Diagnosis (Placement Testing) Remediation (Developmental Education) The Contextual Model Learning styles Home or Social affects Stages of Reading Chall Growth of Word Recognition Spear-Swerling and Sternberg Phonics Sight recognition Development of Spelling Assessment for Reading Instruction, Michael C. McKenna and Steven A. Stahl The Guilford Press, New York. 2003

7. Models of Developmental Readers (2) Cognitive Model Automatic Word Recognition Context Fluency Sight Words Decoding Phonological Awareness Language Comprehension Vocabulary Background Knowledge Text Structure Strategic Knowledge Assessment for Reading Instruction, Michael C. McKenna and Steven A. Stahl The Guilford Press, New York. 2003

8. Developing Referents Developing referents is a task accomplished by connecting new or difficult material with something one already knows. It entails spending time learning a variety of information—both general and specific. It takes time and effort.

9. Finding the Right Context Relevance Connecting skills with content

10. Learning Communities Two or three courses that interlock and share assignments Offers a complete package that brings relevance to the student

11. Tutoring Reading Strategies (1) Recreational v. Academic Reading How much do they see? Range of vision Increasing speed The speed reading concept Spelling/ phonics/vocabulary

12. Tutoring Reading Strategies (2) Reading a textbook Reading aloud Eleven “Fix Up” Strategies A tutoring session

13. Recreational v. Academic Reading A tremendous difference in: Focus Distractions Time Active Engagement

14. How much do they see? Range of Vision Word by word Phrase by phrase Line by line Speed reading

15. Phonics/Spelling/Vocabulary Phonics, as we saw earlier, is a key to good reading. Spelling is also an essential key to good reading. Vocabulary has to be strengthened and expanded.

16. Reading a Textbook Please refer to the PowerPoint presentation entitled “Using Textbooks and Taking Notes.” This presentation was developed by the T/LC of Delta College as a workshop for students and classes.

17. Reading Aloud Get a picture of how well a student comprehends what s/he reads Take the time to correct pronunciation and teach reading strategies

18. Eleven “Fix Up” Reading Strategies (1) Make a Connection Make a prediction Stop and think Ask questions Reflect in writing I Read It, But I Don’t Get It. Cris Tovani. Stenhouse Publishers, 2000.

19. Eleven “Fix Up” Reading Strategies (2) Visualize Use Print Conventions Retell/Paraphrase Reread Notice Patterns Adjust reading rate I Read It, But I Don’t Get It. Cris Tovani. Stenhouse Publishers, 2000.

20. A Tutoring Session (1) Greet the student as usual Discuss student expectations Discuss your expectations Establish a goal for the session

21. A Tutoring Session (2) Begin reading Stop to discuss major themes and vocabulary Ask questions that will elicit response and begin the process of inferential thinking Make connections-- think

22. A Tutoring Session (3) Focus on key words and graphics Paraphrase Respond to the text Confirm the student’s response Establish a goal for the next session

23. A Tutoring Session (Basics) Listen Discuss Encourage Ask Correct Enhance Validate

24. Thank you Please go to the discussion board and respond to the prompt for this module. Thank you for your active participation.