Ms Polly Bayrd

8/12/2019 Ms Polly Bayrd

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Polly Bayrd, MA, LP

Best Practices for Mainstream

Modifications for the LD Population

Research BasedInstruction in Reading

v


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Reading is the key

To all school based learning

To general knowledge, spelling, writing abilities

and vocabulary

To love of learning To success in most academic and occupational

fields

To a healthy self-concept


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Reading Success is key

Poor readers by end of first grade have lowered

self-esteem and self-concept and motivation

Embarrassing even devastating to demonstrate

this weakness in the classroom I would rather have a root canal than read


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It is Imperative

Prevent reading failure

Prevent frustration

Allow flexibility of pacing

Avoid stigmatizing and comparing

Nurture a culture of acceptance


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Five Pillars of Reading Instruction

Phonemic Awareness

Phonics

Fluency

Vocabulary Text Comprehension


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Strategies for Teaching LD Students

Specific, directed, individualized, intensive

Direct instruction

Strategy instruction Accurate assessment to monitor progress

Scaffolding


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Successful Teachers of LD Students

Break learning into small steps

Administer probes

Supply regular quality feedback

Use diagrams, graphics, and pictures


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Successful Teachers of LD Students

Provide ample independent, intensive practice

Model instructional practices

Provide prompts of strategies to use

Engage students in process type questions: Howis that strategy working for you?


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Scaffolding

Process in which students are given support

Strategies that allow the teacher to break down a

task

Technique that is flexible and temporary


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Eight Essential Elements of Scaffolding

Pre-engagement with the student and the

curriculum

Establish a shared goal

Actively diagnose student needs andunderstandings

Provide tailored assistance


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Elements of Scaffolding

Maintain pursuit of the goal

Give feedback

Control for frustration and risk

Assist internalization, independence, andgeneralization to other contexts


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Scaffolding Tips

Begin with what the student can do

Help students achieve success quicklyavoid

frustration and cycle of failure

Help students to be like everyone else Know when it is time to stop Less is more once

mastery is demonstrated

Help students be independent when they

demonstrate mastery


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Accommodations Involving Materials

Use a tape recorder

Clarify or simplify written directions

Present a small amount of work

Block out extraneous stimuli Highlight essential information


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Accommodations Involving Materials

Locate place in consumable material

(Diagonal cut on corner of last page used)

Provide additional practice activities

Provide a glossary in content areas Develop reading guides


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Accommodations Involving

Interactive Instruction

Use explicit teaching procedures

Repeat directions

Maintain daily routines

Provide a copy of lecture notes Provide students with a graphic organizer

Use step by step instruction


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Accommodations Involving

Interactive Instruction

Simultaneously combine verbal and visual

information

Write key points or words on the chalkboard

Use balanced presentations and activities Use mnemonic instruction

Emphasize daily review


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Accommodations Involving Student

Performance

Change response mode

Provide an outline of the lecture

Encourage use of graphic organizers

Place students close to the teacher Encourage use of assignment books or calendars

Reduce copying by including information or

activities on handouts or worksheets

Use cues to denote important items


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Accommodations Involving Student

Performance

Design hierarchical worksheets (easy-hard)

Allow use of instructional aids

Display work samples

Use peer mediated learning Encourage note sharing

Use flexible work times

Provide additional practice

Use assignment substitutions or adjustments


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Five Pillars of Reading Instruction

Phonemic Awareness

Phonics

Fluency

Vocabulary

Text Comprehension


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Phonemic Awareness

Ability to hear, identify and manipulate theindividual sounds (phonemes) in spoken words

Primary grade activity using rhymes and games

Auditory skill, not visual skill

A part of phonological awareness


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Two Important Phonemic

Awareness Activities

Phoneme Blending.

/d/ /o/ /g/ (used in decoding words)

Phoneme Segmentation Break spoken word into separate phonemes

4 sounds in truck /t/ /r/ /u/ /k/

Used in spelling word phonetically-

Invented spelling is OK


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Phonics Instruction

The Sound (phoneme) - symbol (Grapheme)

relationship

Phonics vs. Whole Word debate


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More on Phonics Instruction

Phonics is a means to an end not an end of itself

Should bePartof a comprehensive reading

program,

Most effective when early (K or first grade)


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Systematic and Explicit

Phonics Instruction

Effective for children from various social and

economic levels

Particularly beneficial for children who are having

difficulty learning to read and are at risk fordeveloping future reading problems

Must include ample opportunities to practice and

review the relationships they are learning


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Reading Fluency

The ability to read withaccuracy, and with an

appropriate rate, expression, and phrasing.

Important because it provides a bridge between

word recognition and comprehension. Attention to fluency is often neglected in reading

instruction.


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Why Fluency is Important

More fluentreadersfocus

their attention on making

connections among the

ideas in a text and

between these ideas andtheir background

knowledge. Therefore,

they are able to focus on

comprehension.

Less fluentreadersmust

focus their attention

primarily on decoding and

accessing the meaning of

individual words.Therefore, they have little

attention left for

comprehending the text.


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Reading Fluency

If you dont ride your bike

fast enough , you fal l of f .


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Automaticity = Fluency

Automaticity refers only to accurate, speedy wordrecognition, not to reading with expression.

Necessary prerequisite for fluency in passagereading

LD students need work on this intermediate step


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Building Automaticity in

Word Reading

Prerequisite skill is word accuracy

Word sorts/games

Reading word lists

Timings on word lists Start with words of one pattern

Move to word lists with multiple patterns

Goal 45-50 wpm with 2 or fewer errors


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Megawords List 22 /shun/


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Megawords Lists 20-25


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Proficiency Graph


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Strategies for Developing Fluency

Model fluent reading, then have students rereadthe text on own.

Have students repeatedly read passages aloudwith guidance

Have students reread text that is reasonablyeasy (independent reading level)

Student-adult reading, choral reading, partnerreading, tape-assisted reading and Readers

Theater


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Select Reading Levels

1. Independent Reading Level. Easy reading. (95% word

accuracy)

2. Instructional Reading Level. Challenging but manageable

for the reader. (90% word accuracy).

3. Frustration Reading Level. This is too hard for the reader.

(less than 90% word accuracy)


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Select Reading Topic

High interest

Fun

Nurture affinities


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Lexile Level 1030


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Readers Theater

Fun, motivating, meaningful, enjoyable

Easily adapted to whole class or small groups

without costumes or props

Practice ahead of time silently and aloud Students do not memorize lines

Students perform


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Prosody

Prosody is reading with expression, with

appropriate phrasing, with pitch, stress and

emphasis.

Automatic word recognition may lead to accurateand effortless decoding but it stops short of the

final goal including prosody.


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Prosody

Disfluent readers tend to read in a

monotonous and choppy fashion with

little or no expression and their

phrasing is either word by word or

involves awkward groupingofwords.


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Prosody cont.

Fluent readers, on the other hand, integrate pitch,

emphasis, and the appropriate use of phrasing in

their reading. This occurs only as readers become

aware of the connection between written and oral

language. This indicates their understanding of

what they have read.


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Dysfluency: Kids View

I hate reading!

This is stupid!

I just seem to get stuck when I try to read a lot of

the words in this chapter. It takes me so long to read something.

Reading through this book takes so much of my

energy, I cant even think about what it means.


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Vocabulary

Pre-teaching of specific words improvesvocabulary learning and reading comprehension

Use of reference aids

Use of context cues

Use of word partsprefix, root word, suffix


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Text Comprehension

Comprehension is the reason for reading

Systematic instruction in comprehension can help

students understand what they read, remember

what they read and communicate with othersabout what they read

Comprehension skills should be taught during

primary grades and as long as students need it

Wh t h ld b T ht


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What should be Taught:

Key Comprehension Strategies

Monitoring comprehension

Using graphic and semantic organizers

Answering questions

Generating questions Recognizing story structure (and other text

structures)

Summarizing


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Monitoring

CLICKS This makes sense.CLUNKS OOOPS! HUNNH?Am I remembering what I am reading?


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Graphic Organizer

Visual representation of the elements of the

thinking process

Way to strengthen memory

Common frame of reference for the student andteacher


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What is the main idea?


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Follow the Clues


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Story Map


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Strategies Before Reading

Brainstorm, cluster, web, fast-write, list

Predict

Skim

Question Predict meaning of new vocabulary

Visualize

Set purpose


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Strategies During Reading

Adjust reading rate

Predict/support/confirm/adjust

Question

Self-correct Monitor understanding

Reread

Read/pause/summarize


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Strategies After Reading

Confirm/adjust predictions

Retell

Skim and reread

Take notes Make inferences

Reflect on reading


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KWL

What do I KNOW?

What do I WANTto find out?

What did I LEARN?

CSI: Comprehension


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CSI: Comprehension

Strategy Instruction

CSI: Comprehension


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CSI: Comprehension

Strategy Instruction

Comprehension Monitoring

Graphic organizers

Listening actively

Mental imagery

Mnemonic instruction

Prior knowledge activation

Question answering

Question generating

Text structure

Summarization

Multiple strategy

instruction with and without

reciprocal teaching


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Excellent Reading Teachers

1. Understand reading and writing development,

and believe that all children can learn to read

and write

2. Continually assess childrens individual progress

and relate reading instruction to childrens

previous experience

3. Offer a variety of materials and texts for children

to read.


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4. Know a variety of ways to teach reading, when

to use each method, and how to combine the

methods into an effective instructional program

5. Use flexible grouping strategies to tailor

instruction to individual students

6. Are good reading coaches (provide help

strategically)


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Have strong content and pedagogical knowledge

Manage classrooms so there is a high rate of engagement

Use strong motivational strategies that encourage

independent learning

Have high expectations for childrens learning

Help children who are having difficulty

Recommendations for Developing


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Recommendations for Developing

Excellence in Reading Instruction

Teachers must view themselves as lifetime

learners and continually strive to improve their

practice.

Administrators must be instructional leaders whosupport teachers efforts to improve reading

instruction.


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Recommendations excellence

Legislators and policy makers should not impose

one-size-fits all mandates.

Parents, community members, and teachers must

work in partnership to assure that children value

reading and have many opportunities to read

outside of school.


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Thank You!

Documents

Ms Polly Bayrd