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

Measure

Phonics

Write

Release

Skill

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