2. Claudia Reinfelds, Olathe, KS
3. AT-RISK
FAILURE OUTCOME
4. MORE THAN ONE IN EVERY THIRD CHILD EXPERIENCES SIGNIFICANT
DIFFICULTIES LEARNING TO READ (JOHNSTON, MCDONNELL, & HAWKEN,
2008)
Reading problems elevate a childs odds of engaging in problem
behaviors (Morgan, Farkas, Tufis, & sperling, 2008).
Early reading problems strongly predicted later reading
problems.
Early behavior problems predicted later behavior problems.
Early reading problems predicted a general set of behavior
problems.
One type of early behavior problem (poor self-regulation of
learning) strongly predicted later behavior problems (Morgan,
Farkas, Tufis, & Sperling, 2008)
Claudia Reinfelds, Olathe, KS
5. Prediction of
Childrens experiences prior to kindergarten correlated with their
success later in school.Ramey and Ramey (2004) found that a
high-quality preschool program not only reduced special education
placement and grade retention numbers, but also improved students
performance in reading and math in elementary and secondary
school.
Claudia Reinfelds, Olathe, KS
6. Limitation Factors
Claudia Reinfelds, Olathe, KS
7. Social-Economical Predictor
Duncan and Seymour (2000) showed that low socio-economic status
(SES) was associated with impairments in letter knowledge, as well
as poor foundations in sight vocabulary and decoding strategies in
young children (ages 4 to 8).
Slavin, Chamberlain, and Daniels (2007) indicated that 43% of
disadvantaged students read below the basic level in middle
school.
Claudia Reinfelds, Olathe, KS
8. Anti-social Predictor
Antisocial behavior in schools can be influenced by:
9. Nature versus nurture, and 10. Family, community, and
societal conditions (Walker, Ramsey, & Gresham, 2004).Claudia
Reinfelds, Olathe, KS
11. Disabilities as a Predictor
Early language development:
12. Hearing impairment, or 13. Neurological condition
(Strickland, Ganske, & Monroe, 2002).Claudia Reinfelds, Olathe,
KS
14. Limited Proficiency in English Predictor
It has been reported that 83% of teachers believed parents are
failing to provide adequate and necessary support for their
childrens academic success (Pearator, 2002).
Schools that rationalize their failure by blaming parents have
failed to evaluate the effective classroom practices that can
counter affect these predictors.
Claudia Reinfelds, Olathe, KS
15. Research Based Early Reading Intervention
None of the previously mentioned factors (social-economic,
anti-social behavior, disability, and/or English proficiency) are
automatic barriers to literacy development (Strickland, 2002)
Claudia Reinfelds, Olathe, KS
16. Using Emerging Literacy Skills to Identify Students
Claudia Reinfelds, Olathe, KS
17. Early Identification Predictors (Lyytinen, Erskine, Tolvanen,
Torppa, Poikkeus, Lyyinnen, 2006)
Common characteristic for students experiencing reading
difficulties (Kamp, Abbott, Greenwood, Wills, Veerkamp, &
kaufman, 2008
Double-Deficit Hypolthesis of Dyslexia
(Katzir, Kim, Wolf, Morris, & Lovett, 2008)
To manipulate the sounds the language is made of (Griffith &
Olson, 1992)
fan
pan
18. Knowledge of names and sounds of visual graphicsClaudia
Reinfelds, Olathe, KS
19. Early Reading Intervention
Claudia Reinfelds, Olathe, KS
20. Explicit
The progress of the students, through an ordered acquisition of
skills, needs to be clear and definite.
Menzies, Mahdavie, and Lewis (2008) recommended 3 types of
instructional groups:phonemic awareness, decoding and fluency, and
guided reading techniques.
Claudia Reinfelds, Olathe, KS
21. Phonemic Awareness
22. Comparing sounds 23. Rhyming exercisesClaudia Reinfelds,
Olathe, KS
24. Decoding and Fluency
25. Review of previously learned words.Claudia Reinfelds,
Olathe, KS
26. Guided Reading
27. Independent readings 28. Dictation of words from the
textClaudia Reinfelds, Olathe, KS
29. Intensive
How much and the concentration of the instruction
Claudia Reinfelds, Olathe, KS
30. Clear message to pupils as to the importance of becoming readers. 31. 30 minutes, 3-4 days weekly (Kamps et al, 2008). 32. 60 minutes (Harn, Linan-Thampson, & Robers, 2008). 33. First graders with small group instruction combined with one to one tutorial (Vadasy, Sanders, Peyton, & Jenkins, 2002).
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