SPED 780

Class 5

Reading Disabilities

Judith Mack, MSEd, MSW

Adjunct Lecturer

Department of Special Education

Agenda• Schedule change for next week

• Independent/partner activity

• Strategies for teaching reading• Phonics• Fluency• Vocabulary• Comprehension

• Small group activity

• Debrief/Discuss

Next Week: Online Class Change

• CLASS WILL BE HELD ONLINE ON MONDAY, July 23

• We will have class at Hunter on Wednesday, July 25

• Those two days will be switched, therefore presentation dates will be switched as well

Reading Activity

Phonics

• Digraph• Blend/cluster• Open Syllable• Closed syllable• Dipthong

Decode the Following Words

• Cynocephalus• Chrematistic

What do you look at?

What do you do?

What do you use?

Low Achieving Readers

• Slower process of learning phonics• Rely on smaller units of sound to decode• Have difficulty applying phonics• Fail to integrate context clues• Scan words less efficiently• Make quick judgment based on single

perception

General Guidelines of Teaching Phonics

• Most children do better in context• Watch for overuse of context and picture clues; underuse of

decoding strategies• Be careful not to overemphasize phonics to the detriment of

comprehension• A little goes a long way• Skills integrated into books to be read• A systematic approach geared toward child’s level with

• Reinforcement• Application to context• Extensive reading

Word Analysis Strategies

• Onset and rime/Word building• Model or Key words• Word Analysis strategies• Pronounceable word part strategy• Analogy strategy• Syllabification strategies

Syllabification

• What is a syllable?• Why teach syllabification?• A couple of ways to look at syllabification:• Prefix, root, suffix• Vowel and consonant behaviors on written

words• Compound words

Generalizations Relating to Syllabification

Word # of vowels seen

# of vowels heard

# of syllables

MeasurePhonicsWriteReleaseSkill

Generalizations Relating to Syllabification

• VCCV: syllables divide between double consonants or between 2 consonants• Happen hap pen, cannon, can non, garden, gar den

• VCV:A single consonant between vowels usually goes with the second• Famous Fa mous, hotel, ho tel, tiger, ti ger

• Do not divide consonant digraphs or blends• Weather, secret, agree

• Usually, prefixes and suffixes form separate syllables• Reloading re load ing, preheated pre heated, hopeless hopeless

• The word endings –ble, -cle, -dle, -kle, -ple, gle, -tle, and -zle form the final syllable• Marble mar ble, purple, pur ple, gentle, gentle

Multisensory Reading Instruction

• VAKT• Wilson• PAF

Comprehension: Teach Expository Text Structure

• Explicit instruction in identification of various text structures• Teaching clue words that signal a particular text structure• Locate the main ideas in a passage and underline. Ask a

question for each and try to find an answer for each question• Graphic organizers used during reading ad constructed

according to text structure• Mapping: Encourage students to construct a diagram to

show connections they make as they read a text• To reinforce use of signal words: Cut up a passage that

incorporates cue words and kids reassemble

Other Ideas for Teaching Text Structure

• Start with easiest patterns:• Young kids: time/sequence problem/solution• Older kids: comparison/contrast

• Use frames and gradually phase out• Introduce one pattern at a time• To reinforce use of signal words: Cut up a passage that

incorporates cue words and reassemble• Use a structural organizer “a study or reading guide in

which organization of text is briefly explained and then partially completed outline is supplied” (Gunning, 2002)

Comprehension: Pre-Reading

• Choose a purpose for reading and a method for reading

• Review the text for pictures and text features• Select a central concept to focus on in a text• Choose an instructional strategy based on the

student/text• Develop and activate prior knowledge• Preview vocabulary in context

Comprehension: During Reading

• Inferences• Questioning and making predictions• Visualizing• Recognizing the author’s purpose• SQ3R

Comprehension: After Reading

• Written responses-journals• Text to self, text to world connections• Character Maps, Story Maps, Graphic

Organizers, Notes• Literary Discussions

Fluency

• Timed reading• Repeated reading• Audio books• Great Leaps

Motivation

• Graphic novels• Realistic fiction/independent reading• Non-fiction trade books• Picture books for read aloud• High-interest low level books• Orca Publishers• Bluford High

Small Group Activity• Choose 1 packet: Comprehension and Vocabulary or Fluency and

Word Identification• Identify a group to work with (2-4 people per group)• Choose 3 cases (one from A, B, and C) and strategies in your

packet• Choose one case to focus on—adapt for your age group as needed• Create a small group or whole class lesson-plan based on that

case using the strategies provided, anything we have covered in class readings or today’s lecture

• If there is time, groups will have an opportunity to share what they have come up with

Share/Discuss

Tomorrow-Online Class

• Check website for detailed instructions

• Readings:• Multiple Intelligences Article• For Wednesday:• Required: Hallahan, Chapter 13• Baker• Bender