JoAnn Lense Presented by JoAnn Lense Literacy Intervention Specialist.
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Foundational Reading Skills & The Struggling Reader Presented by JoAnn Lense Literacy Intervention Specialist
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Transcript of JoAnn Lense Presented by JoAnn Lense Literacy Intervention Specialist.
Foundational Reading Skills
& The Struggling Reader
Presented by JoAnn LenseLiteracy Intervention Specialist
The results of well designed and carefully controlled school-based
studies suggest that at least 95% of the total student
population can attain average words reading abilities with the implementation of intensive and
systematic intervention.
Joe Torgeson, 2004www.fcrr.org
Reading Instruction
More than eight million students in grades four through twelve are struggling readers.
Only 33 % of eighth graders perform at or above the reading level.
American youth need strong literacy skills to succeed in school and in life including social settings, as civil participants, and in the working world.
Reading Next and NAEP
“We were never born to read. Human beings invented reading only a few thousand years ago. And with this invention we rearranged
the very organization of our brain…”
Proust and the Squid:The Story and Science
of the Reading Brainby Maryanne Wolf
The Science of Reading
80 hrs (1-2 hrs/day 1:1 instruction Phonological Processing & Decoding / MSLE & Visual Imaggery Instruction.
1. Review of sound symbol associations 2. Practice in phoneme analysis and blending3. Timed reading of previously learned words4. Oral reading of stories5. Dictation of words with phonetically regular
spelling-sound patterns6. Students learned 6 basic syllable types7. Practice reading decodable and trade books
“Rewiring” the Brain for Decoding
Marshall, A. (2003) Brain Scans Show Dyslexics Read Better with Alternative Strategies
Activate prior knowledge Use graphic organizers Teach comprehension monitoring strategies Teach summarization skills Teach students to ask and answer questions
Building Comprehension Skills
Boardman, A.G., Roberts,G., Vaughn, S., Wexier, J., Murray, C.S., & Kosanovich, M. (2008). Effective Instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center for Instruction
Provide rich, varied language experiences Teach individual words Teach word-learning strategies Foster word consciousness
Vocabulary Instruction for Struggling Readers
Sweeny, S.M., Mason, P. A., (2011) Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12, Massachusetts Reading Association.
Students in Tiers 2 & 3
Response to Intervention
What teaching methodology works for the students who
are not sensitive nor adequately wired to have
phonological awareness ….
Direct, Systematic Instruction
Phonemic Awarenes
s
Phonics
Fluency
Vocabulary
Comprehension
National Reading Panel
Where Does Instruction Begin?
http://www.ortonacademy.org/approach.php
“Teaching is Rocket
Science” by Louisa
Moats
The Orton-Gillingham Approach has been rightfully described as
language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible.
Explicit, Systematic Phonological Awareness and Phonics Instruction
Explicit Instruction of Comprehension Skills and Strategies
Explicit Instruction of Targeted Vocabulary Words
Multisensory Instruction Scaffolded instruction, leading to independence
What these Struggling Readers Need:
Sound Symbol Relationships
Decoding
Reading
Reading Comprehension
Visualization
Visual Memory
Visual
Phonological Awareness
Encoding
Spelling
Oral Language
Visualization
Auditory Memory
Auditory
Speech Sounds • Written Language
Articulation/Speaking • Visualization
Handwriting • Kinesthetic Memory
Kinesthetic
Strategies for Decoding
44 Phonemes
26 Letters
250 Graphemeswith which to spell the 44 phonemes
English Language
Decoding Activity
Marzano, Pickering & Pollock (2001): describe visual displays (“nonlinguistic
representations”) as the most underused instructional strategy of all instructional
techniques.
Examples:
• Key Concept Cards• Graphic Organizers
Classroom Instruction that Works, Marzano, Pickering & Pollock, 2001
Visual Displays of Information
Key Word Concept Sheet
shPhonogram Card
Teaching the concept of a
digraph: 2 adjacent letters that produces
‘1’ sound
Keyword Demonstration
C ta
C a tch
Decoding & Spelling Activity
Word Markups Underline vowels and vowel teams
Mark vowel consonant e patterns with arrow going through silent e
Link together consonant digraphs
Box suffixes and prefixes
Divide words into syllables
fast treat bike chest sifted around reptile
Decoding & Spelling Activity
Decoding & Spelling Activity
muf fin
tri pod
sub ject
con crete
Instructional Strategies for Vocabulary
The achievement gap begins early
50 million
40 million
30 million
20 million
10 million
482412 36
Age of child in months
0
Est
imate
d c
um
ula
tive w
ord
s ad
dre
ssed
to
child
0
Children in welfare families – 12
million words
Children in working-class families – 3
0
million words
Childre
n in pro
fess
ional familie
s – 48
million w
ords
Meaningful Differences in the Everyday Experience of Young American Children,
Hart & Risley, 1995
Skills and Strategies to Develop Word Consciousness
Rephrasing
Multiple exposures
Use of words in context
Word analysis
Synonyms
Homonyms
Use vocabulary in writing
• Multiple meanings
• Visualizing
• Modeling
• Prior knowledge
• Classifying words
• Compare/contrast
• Multisyllabic words
• Greek & Latin Roots
Vocabulary Activity
table
Multiple Meanings
Water TablePiece of Furniture
Periodic Table
Multiplication Tables
Graph for Showing Data
“Table this idea”
Table
Frayer Model
Definition (in your own words)
Characteristics
Examples Non-Examples
a plane figure with at least 3 straight sides and 3 angles
Closed Plane figure More than 2
straight sides 2-dimensional Made of line
segmentspolygon
poly = many-gon
= sidepentagonhexagonsquare
trapezoidrhombus
circlecone
cylinder
Prefix : re- Origin: Latin
Meaning of re-: again, once more
re-
retell
redo
rewrite
reconstruct
reestablish
Instructional Strategies for Comprehension
◦ A skill is something you can do
◦ A strategy is something that helps youdo that skill
◦ Strategies help students develop comprehension skills
Teach students how to apply strategies
to master a comprehension skill
Skills and Strategies Instruction
The boy ran up the hill.
Teaching the student to form mental images will assist in reading comprehension.
Elaborate with words, expand to sentences, and then paragraphs.
What is it?What is happening?Where?When?Who do you see?Feelings?Number?
Any movement?Any sound?What else is around?Do you see colors?Are there any smells?What shapes?
Visualizing
First Reading◦ Set Purpose For Reading◦ Circle Unknown Vocabulary and Phrases
• Second Reading◦ Text Marking –Skill Focus
• Third Reading◦ Integration of Knowledge and Ideas
Multiple Readings of One Text
Before Reading
• Skill Focus
• Background Knowledge
• Genre and Structure
• Preview Text Features
During Reading
•Read and Mark for Meaning
• Vocabulary
• Focus Skill
After Reading
• Practice the Skill
• Graphic Organizers
• Writing & summarizing • Text Connection
• Assessment
Breaking It Down: Strategies for Comprehension
Before 1st Read
During 2nd
ReadAfter 3rd
Read
Teach Students to Interact with Texts
Use multiple colors to show different marking themes
Underline examples of targeted comprehension skills
Circle unknown words or phrases
Write questions and thoughts in margins or on Post It notes
Use graphic organizers to organize and summarize information
Text Marking for Close Reading
Graphic Organizers
Main Idea
Detail Detail Detail
Comprehension Activity
Cause Effect
Comprehension Activity
Conclusion
Information
Early Reader High Level Reader
InfluenzaPandemicFeverishlyCatastropheEpidemiologistVaccinatedPlague
Struggling Readers Can Bridge the Gap!
