Reading Horizons

Learner’s Brain-Mind

7 out of 10 students

will learn to read regardless

of the teaching method employed.

3 will NOT!3 will NOT!

Learner’s Brain/Mind

0

1

2

3

4

5

Consistent Pattern

Dr. Jeanne Chall, Harvard University

Grade Level

What About the 30%?

We teach to the 30%, but reach

100%

What We Do

•Students can struggle with reading due to gaps in education.•ELL students with little understanding of the structure of the English language.•Up to 80% of those with learning disabilities have a processing disorder that will affect their reading and language processing abilities (Hoover, 2002).•Most lack a solid foundation in phonemic awareness and explicit, phonics instruction.

Reasons for Reading Issues:

The dag writox is smowk and spi. Runchet is shonsig, but Thift and Fenel are woagly skeag. Phin can wrozz and Bappet can vox, but Phin can’t shass. Bappet will densing and runchet in the mirrunsic blage.

The Difficulty for ESL Readers

Yale Studywith

Magnetic Resonance Magnetic Resonance Imaging (MRI)Imaging (MRI)

61 Students: 29 Dyslexic

Language Processing Disorders

Primary visualcortex

Superiortemporal

gyrusUnimpaired Student

Inferior frontal gyrus

Anguralgyrus

Visual Visual perceptioperceptio

nn

Inferior frontal gyrus

(Attempts to convert visual information

into sounds)

Dyslexic Student

Visual Visual perceptioperceptio

nn

Dyslexic students “can learn these relationships with intensive phonics training. . . After more than a century of frustration, it has now been shown that the brain can be rewired.”

Dr. Sally Shaywitz

Research Shows:

What Does This Mean?

So What Do We Do?

• We teach the way the research has shown to be the most effective type of instruction.

• We teach to the way our students’ brains learn.

• We empower teachers with skills and strategies so that they can empower our students!

1. Explicit and sequential2. Constant reinforcement3. Use a program that moves quickly!4. Multi-sensory

Phonics should be taught:

5. Employs a marking system

Dr. Leon Whitsell, International Dyslexia Association.

Framework

42 Sounds

5 Phonetic Skills

2 Decoding Skills

Bb Ff Dd Gg Aa

Hh Jj Ll Mm Ee

Nn Pp Rr Ss Oo

Tt Vv Ww Xx Yy Uu

Zz Qq Cc Kk Ii

Consonants & Vowels

bag dad

gab fad

Beginning Words

X X

X X

Most Common Words

Sentence Structure

the, a, an, I, it, is, this, through, etc.

Most Common Words

How do you know when to spell with a C and when to spell

with a K?

C / K Rule

can kit

cot kid

cop keg

cup Ken

C / K Rule

X

X

X

X

X

X

X

X

met

jump

me

smile

boat

Five Phonetic Skills

X

X

*

**

XX

XX

X

motel

Decoding Skill #1

1. mo X

2. mot X

*

3. mote X X

4. motelX X

Decoding Skill #1

motel

Decoding Skill #1

One consonant (guardian) goes on

X X

campus

Decoding Skill #2

X X

Two consonants (guardians) split

Complete the 42 Sounds

Murmur Diphthongs Digraphs

Special Vowel Sounds

Final Sounds of the 42 Sounds

chapter athlete August

author powder import

X X

X X

X X X X X

X X X X

Framework Applied

• If students are taught phonics explicitly, sequentially, and systematically they can become automatic readers. Once we point out the systematic framework of our language, they can’t help but see it!

• If we teach to the way our students learn, they can be successful.

• We can empower our teachers with evidence-based and time-tested strategies that can change our students’ lives forever.

Every Student Can Read!

Can You See the Arrow?

Can You See the Arrow?

Teacher’s Instruction

• Train teachers in explicit phonics instruction, vocabulary instruction and how to address ELL’s and struggling reader’s specific needs.

• Continue to support and increase teacher knowledge and skill set for fidelity of implementation and program success.

• Provide training that will make all of your teachers reading specialists and dramatically change your school’s/district’s reading culture.

Teacher’s Instruction

Professional Development

Instructional Materials: Tools & Curriculum

Instructional Materials, Tools & Curriculum

English as a Second Language Instruction Aids

Computer Component

English as a Second Language Instructional Aids

Vocabulary

Library

Ensured Success