READING

Prepared by:Ms. Jemaima H. Hangalay

DIFFICULTIES

READING FACTS•Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and

related language skills.

•Reading difficulties are neurodevelopmental in nature.

•Most children with reading difficulties can be taught reading and strategies for success in school.

•When children's reading problems are identified early, they are more likely to learn strategies that will raise their reading to grade level.

READING DIFFICULTIES

DECODING DIFFICULTY

COMPREHENSION DIFFICULTY

RETENTION DIFFICULTY

DECODING is the process by which a word is broken into individual phonemes and recognized based on those phonemes.

For instance, proficient decoders separate the sounds "buh," "aah," and "guh" in the word "bag."

SIGNS OF DECODING DIFFICULTYtrouble sounding out words and

recognizing words out of contextconfusion between letters and the

sounds they representslow oral reading rate (reading

word-by-word)reading without expression ignoring punctuation while reading

Try it yourself. Familiarize yourself with this phoneme translation key. Then use it to read the passage on the next page.

When you see

Pronounce as

qzpbys

d or tmbper

a, as in bate, as in pet

e, as in peta, as in bat

PASSAGE:We pegin our qrib eq a faziliar blace, a poqy like yours enq zine. Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign. Enq wiqhin each one of qhese zany calls, each one qheq hes QNA, Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze. So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz. Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze. Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain. Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.

 TRANSLATION:

We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain.

(Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.) 

topic

COMPREHENSION relies on the

mastery of decoding; children

who struggle to decode find it

difficult to understand and remember what has been read.

-the ability of the readers to construct meaning effectively in their minds.

LEVELS of COMPREHENSION

SCHEMA or drawing on background

experiences LITERAL COMPREHENSION or

understanding information stated directly on the text INFERENCE or implied information

drawn from the textCRITICAL or EVALUATIVE THINKING

SIGNS OF COMPREHENSION DIFFICULTYconfusion about the meaning of

words and sentencesinability to connect ideas in a

passageomission of, or glossing over detail

difficulty distinguishing significant

information from minor detailslack of concentration during reading

topic

RETENTION requires both decoding and comprehending what is written. This task relies on high level cognitive skills, including memory and the ability to group and retrieve related ideas. As students progress through grade levels, they are expected to retain more and more of what they read.

SIGNS OF RETENTION DIFFICULTYtrouble remembering or summarizing what is readdifficulty connecting what is read

to prior knowledgedifficulty applying content of a

text to personal experiences

READING

disabilities

• Involve significant

impairment of reading

accuracy, speed, or comprehension

to the extent that the impairment interferes with

academic achievement or

activities of daily life.

COMMON PROBLEMS IN PEOPLE WITH

READING DISABILITIES slow reading speedpoor comprehension when reading

material either aloud or silentlyomission of words while readingreversal of words or letters while reading

difficulty decoding syllables or single

words and associating them with specific sounds (phonics)limited sight word vocabulary

FACTORS RELATED TO READING DISABILITIES

•Environmental Factors~Home Environment~School Environment

•Social Environment•Emotional Factors

~Learning Block~Hostile and Aggressive

Behavior~Learned Helplessness~Low Self-esteem and

Depression

•Intelligence: The Potential for Learning

•Speech Problems & Language Disorders

•Physical Factors~Hearing Impairment~Visual Impairment~Neurological Dysfunction

•Gender Differences

HISTORY~was first recognized in the late 19th century, when it was called pure word blindness, then developmental alexia.

DYSLEXIA~difficulty recognizing letters and words and interpreting the printed language. ~recent studies show that dyslexic individuals have differences in brain structure and brain functioning.

~In the 1960s, educators commonly referred to reading disorder as DYSLEXIA, from the Gk. word dys, meaning poor or inadequate, and the word lexis meaning words or language. ~Despite the long history of reading disorder, its cause is not known.

SUCCESSFUL PROGRAMS TO ADDRESS INDIVIDUAL

READING NEEDSSight Word Method~ involves teaching students to recognize the visual form of words instantly, without further analysis

~Remember: Concrete words are easier to learn than abstract ones.

Phonics Methods 1. Synthetic Phonics Approach 2. Analytic or Linguistic Approach

Synthetic method, the student first learns individual letter sounds and then how to blend letters sounds or groups of letter sounds into a whole word. Example: r-a-t = rat

Analytic or Linguistic Approach,

students learn whole words that contain regular phonics patterns. ~Words are not broken apart, but by representing the words over and over again in a pattern such as at, bat, cat or run, sun, fun, the students begins to form generalizations about sound regularities.

MULTISENSORY METHODS~ are built upon the premise that stimulation of several sensory avenues reinforces learning.VAKT (Visual, auditory, kinesthetic, and tactile) Technique

Students learning a word see the word, hear the teacher say the word, say the word themselves,

hear themselves say the word, and feel the muscle movement as they

trace the word.

DIRECT INSTRUCTIONAL METHOD

~is academically focused and teacher controlled.~involves direct teaching of basic skills by using a structured sequence, clear goals, and continuous evaluation.~required very specific step-by-step procedure and emphasizing drill, and repetition.

THANK YOU!!!