Helping Poor Readers Helping Poor Readers Access Course ContentAccess Course Content

Christine K. Ormsbee, Ph.D.Oklahoma State Universityormsbee@okstate.edu

Determining Goodness of Fit of Determining Goodness of Fit of Instructional MaterialsInstructional Materials

Determine the readability level of the textbook

Determine the degree of considerateness of the textbook

Find out if the students can read the materials

Provide a reading guide to help students effectively use the textbook to learn.

Determining ReadabilityDetermining Readability

The formula is typically based on the average length of sentences and the use of polysyllabic words and unique vocabulary.

Should evaluate text sample at the beginning, middle, and end of text.

http://www.readabilityformulas.com/free-readability-formula-tests.php

Readability Report

Flesch Reading Ease score: 20.7 (text scale)Flesch Reading Ease scored your text: very difficult to read.

Gunning Fog: 15.7 (text scale)Gunning Fog scored your text: difficult to read.

Flesch-Kincaid Grade Level: 13.6Grade level: College.

Readability ConsensusBased on 8 readability formulas, we have scored your text:Grade Level: 12Reading Level: very difficult to read.Reader's Age: 17-18 yrs. old (Twelth graders)

Determine the Degree of Determine the Degree of ConsideratenessConsiderateness

Visuals should be informative and support content acquisition.

Graphic organizers (charts, pictures, flowcharts, diagrams) help students understand content.

Embedded examples help connect abstract concepts to practical understandings.

Pre-reading activities help students link prior knowledge with topics to be studied.

Can They Read and Can They Read and Learn from This Material?Learn from This Material?

CLOZE test◦ Select a passage of 100 – 200 words from the

middle of the text◦ Leave the first and last sentence intact.◦ Remove every fifth word, leaving a space.◦ Have students read and fill in the missing

words.

60% or higher of synonyms or exact matches indicates student can effectively read and learn from text

Reading Guides Reading Guides

Provide structure that links the course and textbook.

Help students identify salient information in text.

Can be used as a study guide.Are organized sequentially.Can be used as an assessment

tool.

SPED 3202 Reading Guide SPED 3202 Reading Guide samplesample

Chapter 1: The Foundation for Education Students with Special Needs 1. Define the following terms:special education related services least restrictive environmentmainstreaming inclusive practices integration 2. Identify the three dimensions of Inclusive Practice. (p. 10) 3. Describe the impact of the Civil Rights movement on Special Education. 4. Delineate the key provisions of the Americans with Disabilities Act and describe the application of the 504 Plan for educational institutions. 5. Describe the key principles and provisions of the Individuals with Disabilities Education Act. 6. Describe the requirements of No Child Left Behind. What must P-12 schools do to demonstrate their efficacy? 7. Describe the example in the text of how an elementary school in California ensures that students with ELL are successful in acquiring early reading skills. 8. Define the concept of assistive technology and provide 5 examples of AT representing the continuum of supports.

Mark It UpMark It UpAllow them to highlight key

words, phrases, or lists of information.

Use Post-it® Flags & TabsRedact the text to focus on the important information

Simplify ItSimplify ItOverview/summarize the reading

assignmentsIntroduce key vocabulary in

readingsConstruct abridged versions of

reading materialsDistribute the reading over time

Get the InformationGet the Information Another Way Another Way

Provide reading material ahead of time

Provide audiotapes of the material

Show videos or other demonstrations of content