Special Education Support Service
Session 2
Reading
Who are our students – what do they need?
What resources do we have?
What works well in our school?
What needs to be changed?
Is there something new for us to try?
What does this mean for me in my role?
Special Education Support Service
Role of the Literacy Link Teacher
Considerations
6
Handouts 1 & 2
Get to know your Pupils
The Cognitive Foundations of Learning to
Read: A Framework
1 • big picture understanding
2 • good assessment
3 • focused and purposeful interventions
• Bottom-up
• Top-down
• Interactive
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The Reading Process
Themes
Main Ideas
Ideas / Details
Phrases
Words
Bott
om
–up
Pro
cessin
g
Top-d
ow
n
Pro
ce
ssin
g
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http://www.sedl.org/reading/framework/framework.pdf
The Cognitive Foundations of Learning to Read: A Framework
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Decoding
Phoneme Awareness
Alphabetic Principle
Letter Knowledge
Cipher Knowledge
Lexical Knowledge
Concepts About Print
Reading Comprehension
The ability to read and understand a passage of
text depends upon two equally important skills:
• the ability to decode the words in the text
• the ability to understand the language the text is
written in
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Framework Summary
Integrated Reading & Writing
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Role Play
Experimental
Early
Transitional
Proficient
Accomplished
Stages
in
Reading
Development
Handout 3 Reading Stages
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Reading in the curriculum
Reading
NCCA Guidelines
L & N Strategy
Other sources
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Other Publications
What are the important elements /
components of reading?
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Reading in our Schools
Handout 4 – Workshop Template
Vocabulary
Phonological
Skills
Fluency
Motivation / Enjoyment
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Comprehension
Reading
Core Components
The Curriculum Access Tool –
General Learning Disability
CAT - GLD
A tool for accessing the curriculum
Curriculum Access Tool - General Learning Disability
Accessing the Curriculum
Handout 5: CAT-GLD Samples
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Visual Map
• How to use the CAT-GLD in the context of your
school
• Support the promotion and development of
reading skills
• Role as Literacy Link Teacher
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CAT - GLD
The Skills Checklists can be used by teachers in a variety of flexible ways as part of the normal assessing, recording, planning and teaching processes
It is recommended that the following limitations be applied to
the use of the Skills Checklists - they:
• should not be used exclusively as an assessment tool nor in
isolation from other assessment processes
• should not be used exclusively as a planning tool nor to set
learning targets
• should not be viewed as a set of skills to be taught in a
sequential, linear way and their layout is not designed for this
purpose
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About CAT-GLD and Guidelines for Use
The Cognitive Foundations of Learning to
Read: A Framework
1 • big picture understanding
2 • good assessment
3 • focused and purposeful interventions
Assessment
Reading
What assessment
procedures are used in your school?
What assessment tests have you found useful?
What other type of assessment information
do you gather?
Refer: Website Assessment Reflection
Assessment
Informal
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Running
Records
Checklists
(General)
Checklists
(Specific)
Assessing for gaps
www.frameworkforinclusion.org
Drumcondra Profiles
- Curriculum based
Downsed Publications
- Vocabulary, sentences,
grammar
Use of checklist information
to identify exact gap
Assessment
Reading
• Diagnostic Reading Analysis
• York Assessment of Reading for Comprehension
• Neale Analysis of Reading Ability
• Oral and Written Language Scales
• Young Cloze Reading Tests
Assessment Literacy Skills
Phonological Skills
- Sound Linkage
- Phonological Awareness Profile
- Phonological Abilities Test
- South Tyneside Assessment of Phonology
(STAP)
Spelling
- Diagnostic Spelling Tests 1–3
- Graded Word Spelling Test
Vocabulary
Phonological
Skills
Fluency
Motivation / Enjoyment
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Comprehension
Reading
Core Components
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What are the challenges for your students?
Refer Q2 Handout 4 Workshop
Motivation &
Enjoyment
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• Print-rich Environment
- Choice / Variety
- Interest
- Using Fads
- Films and TV
• Reading to Students
• Reading Time
• Class created Books
• Parents
Vocabulary
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• Explicit Instruction
- High frequency
- Content specific
- Social Sight Words
- Question words
• Multi-sensory Approach
Phonological Awareness /
Phonics
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Systematic Approach
• Word Awareness
• Syllable Awareness
• Onset and Rime Awareness
• Phonemic Awareness
• Phonics
Fluency
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• Repetitive texts
• Paired / shared reading
• Talking books
• Focus on favourite book
• Record student reading familiar text
• Rehearsed Reading
• Word cards real and nonsense - rapid reading
• Echo Reading Refer Repetitive Books Handout - website
Comprehension
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• Coat-hook
• Outline / story map
• Pre-teach new vocabulary
• Graphic / picture cues to support comprehension
• Repeat reading
• Retell
• Specific teaching of ‘Wh’ question words
• Handout 6: Challenges / Strategies per each group
Working Memory
Generalise
Sensory Behaviour
Cognitive
Ability
Sequencing Attention/
Concentration
Organisation
Processing Speed
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General Challenges for the Student
Refer Website Handout
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Resources
Refer Resources Handout SESS website
Who are our students – what do they need?
What resources do we have?
What works well in our school?
What needs to be changed?
Is there something new for us to try?
What does this mean for me in my role?
Special Education Support Service
Role of the Literacy Link Teacher
Considerations
6
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