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Literacy is for
ALL!
Presented by:
Exceptional Children’s Assistance Center
NC’s Parent Training & Information Center
2013
ECAC is home to North Carolina’s Parent Training & Information Center - PTI
Our services include…
PURPOSE: The purpose of the North Carolina State
Improvement Project (NC SIP) is to improve the quality of Instruction for students with disabilities.
GOALS:• Improve basic skills performance of students
with disabilities.• Increase the percentage of qualified teachers of
students with disabilities.• Increase graduation rates and decrease
dropout rates of students with disabilities.• Improve parent satisfaction and Involvement
with, and support of, school services for students with disabilities.
• Improve the quality of teachers instructional competencies
www.ncsip.org
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?What is
Literacy?
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Literacy is ...
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Traditional Model of Literacy Learning
Erickson, 1999
Listening
Speaking
Reading WritingReadiness
Skills
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“Literacy” for some Students with
Disabilities can mean…
• Recognizing pictures or common words
• Choosing books to be read
• Showing awareness of being read to
• Paying attention to the reader
• Tracking print
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Literacy is
Reading
But for most students,
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Reading is a Complex Process
Not ALL students with disabilities will master ALL components of reading
• A student with Central Auditory Processing Disorder or other communication disorder may have difficulty with phonics.
• Students with a reading disability, such as dyslexia, will need “unique” instruction based on the effects of the disability.
• A student with significant Cerebral Palsy might not be a fluent oral reader.
What helps struggling readers?
• Current research shows that the majority of children who struggle in reading can learn to read IF:– We identify that the student
has difficulty– The specific reading problem
is correctly identified and– Effective reading methods are
used over a long period of time.
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practice.. practice… practice!
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(that) ALL students...
• Have access to the general curriculum– based on State Standards
• Be educated using peer-reviewed research based practices “to the extent practicable”
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If needed by the student, literacy
instruction MUST be a part of the
IEP!
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And YOU are YOUR
Child’s Best
Advocate!
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3 things you need to know?
Know the Language
Know the Questions
Know Where to Find the Answers
1. 2.
3.
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Know the
Language of
Reading!
1.
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Components of Reading
• Phonemic Awareness• Phonics• Fluency• Vocabulary Development• Text Comprehension
What do these terms mean and
what do these skills have to do with a child becoming a
good reader?
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..is knowing the sounds of language.
– Understand that words are made up of speech sounds, or phonemes.
– Before children learn to read print, they need to become aware of how the sounds in words work.
Individual sounds are called phonemes
Phonemic Awareness
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Phonemes are the smallest parts of sound in a spoken word that make a difference in the word’s meaning.
“Hat” has three sounds or phonemes “h”, “a” and “t”.
For example, changing the first phoneme in the word hat from /h/ to /b/ changes the word from hat to bat, and so changes the meaning of the word.
Phonemes
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Students need to learn:• The spoken word consists of sounds:
phonemes
• How words can be: 1. segmented (pulled apart) into sounds 2. blended (put back together) 3. manipulated (added, deleted &
substituted)
• How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them.
Phonemic Awareness
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What Parents Can do…
• Play clapping, rhyming and “what do you hear?” games with your child.
• Ask your child to say words that start with a specific sound, such as the “sss..” sound.
• Play with sounds in all parts of words (beginning, middle, and end): like "job," "joy," and "jog," where the difference is at the end of the words.
• Listen for rhyming words in songs, rap, and poems. Play a game: who can come up with three words that rhyme with "cool" the fastest?
• Reading and saying nursery rhymes together
Phonemic Awareness…
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Phonics
Phonics is the knowledge of how letters represent sounds.
• phonemes – the sounds of spoken language
and
• graphemes – the letters and spellings that represent
those sounds in written language.
Understanding these relationships gives children the ability to recognize familiar
words quickly and to figure out words they haven’t seen before.
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Phonics
Students need to learn:• Accurate and rapid identification of
the letters of the alphabet
• The alphabetic principle • an understanding that the sequence of
sounds (phonemes) in a spoken word are represented by letters in a written word
• Phonics elements and how to apply them as they read and write
• Letter-sound correspondences• Spelling patterns• Syllables • Meaningful word parts
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What parents can do…• Point to letters and letter combinations and ask your child to name
them.
• Say a sound and ask your child to tell you the letter the sound represents.
• Look for words on signs, maps, billboards, cereal boxes, money, and birthday cards. Point out words to your child wherever you see them. Say them out loud.
• Encourage your child to write notes, e-mails, and letters.
• Talk with your child about the “irregular” words; such as, said, are, and was, that he needs to recognize “by sight.”
P
h
o
n
i c
s
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Fluency
Fluency is the ability to read a text accurately and quickly.
Fluency provides a bridge between word recognition and comprehension.
– They can focus on the meaning of what they are reading, rather than trying to decode word by word. Fluent readers recognize words and comprehend at the same time.
– Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text.
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Fluency
Students need to learn:• How to decode isolated words
accurately
• How to read connected text automatically with appropriate:– Speed– Accuracy and– Expression!
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Fluency
• Help your child sound out words they don’t know.
• You read the page first and have your child follow along.
• Listen to your child read the same pages repeatedly until your child smoothes out all the "bumps in the road." Reading those favorite books over and over again
What Parents can do…
• Have your child read into a tape recorders a number of times.
• Practice, Practice, Practice!
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Vocabulary Development
Vocabulary refers to the words we must know to communicate effectively, and can be described as oral vocabulary or reading vocabulary.
– Oral vocabulary refers to words that we use in speaking or recognize in listening.
– Reading vocabulary refers to words we recognize or use in print.
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Vocabulary Development
Students need to learn:• The meanings for most of the
words in a text
• How to apply a variety of strategies to learn word meanings
• How to make connections between words and concepts
• How to accurately use words in oral and written language
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Vocabulary Development
Students need to learn:• The meanings for most of the
words in a text
• How to apply a variety of strategies to learn word meanings
• How to make connections between words and concepts
• How to accurately use words in oral and written language
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• Lots of conversation.
• Lots of shared reading and conversation about specific words.
• Refrigerator words to focus on.
• Study word parts. If your child knows the meaning of a root word (“kind”), then he’ll know what the new word means when the prefix (“un”/not) or suffix (“ness”/state of being) is added. (unkind, kindness).
• Talk about the relationships between words. Words with the same or similar meanings (“bucket/pail”), and opposites (“good/bad”).
Voca
bula
ry
Develo
pm
ent…
What Parents can do…
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Text Comprehension
Comprehension is the understanding of what is read
Comprehension is the reason for reading.
If readers can read the words, but do not understand what they are reading, they are not really reading.
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Text Comprehension
Students need to learn how to:• Read both narrative (stories) and
expository (factual) texts
• Understand and remember what they read
• Relate their own knowledge or experiences to text
• Use comprehension strategies
• Communicate with others about what they read
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Text Comprehension
• Have your child use words in sentences to tell you something or to describe an object.
• Use “retelling”: Have your child read a page or story to you and retell everything they can remember.
• Discuss what your child has read. Ask your child probing questions about the book and connect the events to his or her own life.
• Give your child many background experiences. The more experiences a child has had, the more he can connect what he is reading to what he knows.
What Parents can do…
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Know the Questions!
2.
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All Reading and Literacy instruction should be
connected to Common Core
Standards
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Know where to find the Answers!
• Your child’s Regular and Special Education Teachers
• School Reading Specialist
• Child’s evaluation
• Child’s Evaluator
• Books, Library, Internet
• ECAC
3.
Working With Your Child’s Teacher
• It is important to have a positive relationship with your child’s teacher.
• Effective and positive communication is key to student success!
Let’s review the Checklist !
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Literacy really IS for ALL!
Know and Use Your Resources!
• Use “trusted” websites – NC DPI, ECAC, LD Online, etc.
• Identify your local resources.
• And…….
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ECAC Parent Educators
2013
CONTACT US …
ecac Main Office:907 Barra Row, Suites102/103Davidson, NC 28036
Parent Info Line1-800-962-6817
704-892-1321
www.ecac-parentcenter.org
2013
CHECK US OUT…WE HERE FOR YOU!
2012
41
ECACorg
ECAC – North
Carolina’s Parent Center
AskECAC.org
Our blog
www.ecac-parentcenter.org
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Sources
• Exceptional Children’s Assistance Center (ECAC) Davidson, NC
• Karen Erickson, Ph.D. Center for Literacy and Disability Studies University of NC at Chapel Hill
• Public Schools of North Carolina
• Put Reading First
A publication developed by the Center for Improvement of Early Reading Achievement
• Federation for Children with Special Needs, Boston, MA
