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Reading Difficulties: Remediation Reading Difficulties: Remediation Reading Difficulties: Remediation Reading Difficulties: Remediation Strategies and Techniques Strategies and Techniques Strategies and Techniques Strategies and Techniques

Presented by: Faith Berens, M.Ed., Reading Specialist

HSLDA Special Needs Consultant

What research says about reading instruction:

Phonemic awareness skills and letter naming are the two most important predictors of reading success

• About 75% of all people will learn to read no matter the type of instruction/methodology

• Systematic, explicit, direct instruction in phonics is the best approach to teaching reading

• Students need sight word instruction, as well as phonics instruction

• Repeated readings and increased reading experiences help students improve in decoding and fluency

• Students positively benefit from being taught morphology (roots of words)

(Fletcher and Lyon, 1998)

• The National Institute of Child Health and Human Development (NICHD) reported on studies conducted at 36 different sites

• Studies included 34,501 students with normal reading development and those with impaired reading development

• Interventions/practices that produced successful readers went beyond phonics. Success came when students were encouraged to read for enjoyment, were stimulated to do so with practices such as repeated readings, role play, narrations/retellings, discussing stories, talking about vocabulary, and participating in phonemic awareness development activities; activities moved from sounds to letters, and there was a logical sequence of instruction

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5 Pillars of Reading Instruction

• Phonemic Awareness

• Decoding/Word Recognition

• Fluency

• Vocabulary

• Comprehension

• *Spelling/Writing

Some Generalizations and Recommended Reading

Curriculum/Programs:

•Children with Down Syndrome typically do very well

with a whole word/sight word approach to reading

rather than phonics-based.

Sight Word/Whole Word Programs Include:

•Reading Milestones and Teaching Reading to Children

with Down Syndrome; Edmark, Love And Learning, At

Last A Reading Program…(Pecci)

Reading

Reading Curricula—Kiddos with Autism:

• Sight Word Based Programs tend to be best

• Reading Milestones

• Edmark Reading Program

• ELSB, www.attainmentcompany.com

• MeVille to WeVille

• Literacy Skill Development by Leslie Broun and

Patricia Oelwein

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Dyslexia Reading Interventions:

• Susan Barton Method for Reading and Spelling

• All About Reading and All About Spelling

• The Logic of English

• Verticy Learning, through Calvert School on-line

• Lexercise, www.lexercise.com

• Scottish Rites Dyslexia Intervention program

• NILD therapy

• Wilson Language Program

• Dianne Craft, Right Brain Phonics and Reading and Brain

Integration Therapy

Roadblocks to Successful Reading:

• Insufficient or Poor Phonics/Decoding Skills

• Poor Fluency

• Visual Processing Difficulties

• Lack of background knowledge and weak vocabulary

• Comprehension problems

• Inappropriate difficulty level of text/reading material

• Insufficient instruction or wrong type of reading program/methodology

• Lack of motivation/engagement (passive learners)

Assessing Reading to Determine Difficulty Areas:

• San Diego Quick Word Test

• Eckenwiler website, www.TheStrugglingReader.com

• Rent Brigance Comprehensive Inventory of Basic Development

• DORA test on-line

• Curriculum-based reading placement tests

• Book, 3-Minute Reading Assessments

• Reading specialist of private practitioner to do formal and informal reading assessments

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Phonemic Awareness—Maybe the Missing Ingredient!

• According to Gillon (2004), “Phoneme awareness performance is a strong predictor of long-term reading and spelling success and can predict literacy

performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status.”

• Phonemic awareness is the ability to hear and manipulate the sounds within words

Phonemic Awareness skills include:

• Rhyming (recognizing and generating)

• Segmenting sounds, Phoneme isolation, blending and manipulation

• Syllable awareness and counting

Weak Cognitive Functioning:

Cognitive Skills include:

• Memory (short term, working, and long term)

• Attention (sustained, visual and auditory selected, divided, and flexible)

• Processing (General, visual, and auditory)

• Logic and Reasoning (make a plan, prioritize, analyze and solve)

• Comprehension (understanding and remembering language, “seeing” details—imagery, or “the movie in your mind”)

Strengthen the Foundation/Underlying Skills

• Neuro-development

• Sensory-Motor Development

• Attention/Focus (Executive Functioning)

• Cognitive Development

• Logic and Reasoning Skills

• Comprehension (Visual Imagery)

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Resources:

• Games like Set, Blink, Qwitch, Simon, Spot It! Tangrams, puzzles, mazes

• Equipping Minds workbook activities, www.equippingminds.com

• Brain Training Software, such as BrainWareSafari

• Phonics phone/tube-a-loo, Listening Program, Sound Therapy

• Earobics and FastForWord computer programs

• Critical Thinking Activities and Visual Thinking Cards, Dale Seymour

• Yo, Millard Fillmore! (Presidents) and Draw It Bible

• Stare Jr. Game and Picture study; Visualizing & Verbalizing

Make Reading Enjoyable and Easy

• Audio-assisted reading

• Read aloud

• READ, READ, READ (by, with, and to)

• Read and Write for real and meaningful purposes

• Poetry and Singing

Levels of Text Difficulty:

• Easy (SO EASY! “Beach Read”)—95-100% accuracy

• Instructional (JUST RIGHT)—94-90% accuracy

• Frustration (TOO HARD)—89% or lower accuracy

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Many ways to read….

Read aloud

• Audio text

• E-books

• Shared Reading

• Guided Reading

• Echo reading

• Choral reading and Reader’s Theater

• Silent reading

Motivation and Interest Difficulties:

The power of non-fiction

• Books as jumping off points

• Text Sets and Author Studies

• Areas of interest and unit studies

• Choice

• Hi/Low Readers

• Pairing/Spreading Activation

DECODING DIFFICULTIES—Teaching Techniques

• Right Brain Sight Word Method –to learn high frequency words

• Go from known to new (analogy)—Brain is pattern detector

• Teach most common word families and color code

• Teach 7 Syllable Types and use visual hooks

• Teach Roots of words (morphology)

• Making Words

• Word Ladders

• Kitchen Pantry Phonics

• Phonics readers and decodable texts for practice

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Words, Words, Wonderful Words

• Sight Words/High Frequency Words

• Core of known words

• Word Families

• 32 most common rimes (ip, ap, op, etc.)

• Open syllable words (no, go, hi)

• Closed syllable words (mom, dad, sit, hat)

• Vowel, consonant silent e words (like, bite, make)

• Words with blends and vowel teams moving to compound words and multisyllabic words

Instructional Models for Successful Remediation

• Model strategies or skills so students can observe

• Have students, when they are ready, partially

participate

• Provide adequate time for the rehearsal of the

strategy/skill or role play

• Make sure your home learning environment

encourages performance

• Provide intervention that is short, quick, and to the

point

M-I-R-R-O-R-S:

M - Model and explain how to carry it out

I - Inform children about when and how to use the

strategy

R - Remind children to use the strategy

R - Repeat the strategy through practice

O - Outline the strategy’s usefulness through

constant feedback

R - Reassess the student’s performance as a result

of the strategy

S - Stress the strategy generalization

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FLUENCY TECHNIQUES:

• Poetry and Singing

• Echo Reading

• Choral Reading & Reader’s Theater

• Paired Reading

• Repeated Readings and Timed Repeated Reading

• Phrasing and Prosody Training

• Sight Word Phrases

• Audio Assisted Reading

• International Reading Association, www.ira.org

• International Dyslexia Association, www.interdys.org

• www.TheStrugglingReader.com

• Timothy Rasinski, www.timrasinski.com

• Reading Rockets, www.readingrockets.org

• Reading Lady, www.readinglady.com

• www.literacyconnections.com

• All About Reading

• Horizons Reading

• The Logic of English, Denise Eide

Key Websites & Resources for Reading

What is comprehension?

• Understanding

• Making meaning

• Making imagery

• Translating language (oral or written) into a mental gestalt/picture

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Reading Comprehension: Reading Comprehension: Reading Comprehension: Reading Comprehension:

Ultimate goal of reading instruction is reading comprehension—making meaning

• The roots of reading comprehension develop from birth

• Oral language comprehension is not enough

• Reading comprehension is not automatic given good word recognition and fluency

• We cannot neglect reading comprehension “instruction” from ages birth to five

Learning to Read Through Creative Play:

• Experiences—Build Background Knowledge and Comprehension

• Sensory Exploration and Concept Building (sand, water, paint, etc.)

• Developing Critical Thinking Skills (classifying, sequencing, predicting)

• Visual Awareness (differences, similarities, visual discrimination)

• Auditory Awareness and Auditory Skills

Easy & Fun Ways to Develop Comprehension:

• Bedtime stories

• Family read aloud

• Visit the library for story time and book check-out

• Books on audio

• Some type of book “response” or activity

• Dramatic/Creative play

• Making Lapbooks

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Other Ideas:

• Acting out

• Puppet shows

• Character masks and puppets

• Chart paper summaries

• Flow charts and other graphic organizers

• Dioramas, trioramas

• Story wheels

• Oral retelling

• Beach Ball toss game or comprehension cube

Motivating Methods:Motivating Methods:Motivating Methods:Motivating Methods:

• Popcorn, picnics, and tea time with picture books (spreading activation)

• Picture Walks and Talks—teach kids to “mine the graphics” (Come Look with Me/picture study)

• Text Talk and Think Alouds • Link movement with books

• Make Mind Pictures or the “movie in your mind”

• Painting and Drawing—Activate background knowledge and make connections

• Anchor charts and Sticky Notes

Developing Reading Comprehension in the Early Developing Reading Comprehension in the Early Developing Reading Comprehension in the Early Developing Reading Comprehension in the Early Years:Years:Years:Years:

• Parent-teachers can provide compelling reasons/motivation and books/texts to comprehend

• In the home education setting, rich conversation and reading aloud can develop word knowledge

• Develop vocabulary

• Model and cultivate habits of mind of a good thinker and reader

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Provide Compelling Reasons/Motivation and Provide Compelling Reasons/Motivation and Provide Compelling Reasons/Motivation and Provide Compelling Reasons/Motivation and Variety of Texts to Comprehend:Variety of Texts to Comprehend:Variety of Texts to Comprehend:Variety of Texts to Comprehend:

• Different children are compelled/motivated by different reasons and texts

• Some situations make books/texts more worth comprehending

• There are some books/texts that require little comprehension (text matters)

• There are some books/texts that are more worthy of comprehending than others (“twaddle” vs. “living books”)

COMPREHENSION TEACHING STRATEGIES

• Activate Background Knowledge

• Use Graphic Organizers and Visuals

• Text Talk (Before, During, and After Reading)

• Model aloud your thinking

• Question-Answer-Relationships

• Explicit Comprehension Instruction

• Reciprocal Teaching

• DRTA, Directed Reading Thinking Activity

Did you know….???

• Research has shown that comprehension can be enhanced before

the first word is ever read or heard read!

• Activating and stirring up background knowledge regarding a topic

before reading or listening to a story can enhance comprehension!

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K-W-L

Know Want to Know Learned

Some Ways to Develop World/Background Some Ways to Develop World/Background Some Ways to Develop World/Background Some Ways to Develop World/Background Knowledge:Knowledge:Knowledge:Knowledge:

• Use “realia”/real objects and experiences.

• Connect books/text to field trips and outings.

• Bridge or branch out from known topics or experiences to new.

• Use carefully selected videos/DVD’s and other media.

• Pictures, picture study, labeling and describing, etc.

• Oral traditions, family stories, scrapbooks and photo albums.

Mind Maps:

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Visuals/Graphics

“A picture is worth a thousand words.”

• The brain has an amazing ability to construct and retain

images.

• Brain research has demonstrated that we have to be exposed

to something and then use it many times before it moves

from short term to long term memory (automatic)

• When we combine a word, letter, or a concept with a

mnemonic device and picture, actually incorporated into the

word (not just beside it) it helps in retention and moving from

short term to long term memory

Visuals & Graphic Organizers

• Mind Mapping

• Graphic Organizers

• Right Brain Strategies, such as Right Brain

spelling and Vocabulary Cartoons

• Software Tools (Inspiration, Kidspiration, Prezi.com)

Visuals & Graphic Organizers

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Ways to Use Visuals with Students:

• Provide advanced organizer to complete while reading.

• Increase understanding and retention of poetry by using

illustrations.

• Use Split Page Note taking.

• Have children generate and illustrate math problems.

• Illustrate grammatical concepts.

• Use visuals for math, such as posters, hands-on

demonstrations, manipulative, etc.

TEXT TALK—Developing Vocabulary

Before Read Aloud:• Preview the book• Identify vocabulary that may be unfamiliar to the child

During Read Aloud:• Provide brief explanations of the vocabulary (Example: “When someone is annoying means

they are bothering you.”

After Read Aloud:• Revisit place where the unfamiliar word was used

Have child repeat the word

Provide or repeat the explanation

Ask the child for his further thoughts or ideas about the word

Use the word in some examples and sentences and have child do the same (orally)

Use visual props and pictures

Have child use the word again (possibly you write it in a sentence that he dictates)

Developing Vocabulary: Developing Vocabulary: Developing Vocabulary: Developing Vocabulary:

• There is a strong relationship between vocabulary and reading comprehension. (According to a study done in 2006 by researchers Senechal, Quellete, and Rodney, kindergarten vocabulary helps to predict grade 4 reading comprehension even when controlling for many other factors.)

• In oral language, how we use new words affects whether and how well children learn them (Tabors, Beals, and Weizman 2001)

• Books and many other texts are wonderful tools for building vocabulary (Beck and McKeown, 2001; Whitehurst and Lonigan, 2001)

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Ways to Develop Vocabulary: Ways to Develop Vocabulary: Ways to Develop Vocabulary: Ways to Develop Vocabulary:

• Use rich vocabulary (rich, but not too rich—“just right”)

• Use vocabulary in supportive contexts

• Use fitting words

• Provide language based clues and visual clues for teaching new words

• Help promote curiosity about words

Develop Habits of the Mind of A Good Comprehender

• Good/efficient readers do certain things as they read

• We want to develop these kinds of thinking strategies in young children

• As they listen to text

• As they look at text

• Modeling our own thinking aloud is powerful. (ex. I wonder, I think/guess, I predict….)

• Asking certain kinds of questions and making certain comments

Develop Habits of the Mind

Aiming/Setting a Purpose:• Why do you think we are reading this? • What do you think makes this a good book for us to read?• How did you choose this book?

Previewing:• Let’s look through this first.• What do you notice about..?

Predicting:• What do you think will happen next?• I wonder or I bet the author will write…..

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Comprehension Strategies to Teach and Model:

• Making Connections

• Predicting

• Questioning/Wondering

• Summarizing

• Drawing Conclusions

• Inferring

• Monitoring, Clarifying, Revising, and Evaluation

Developing Habits of the Mind:

• Tailor:• What should we take a look at here?

• What part should I read?

• Connecting:• Did something like this ever happen to you?

• Does this remind you of another book, movie, experience….?

• Constructing: • What has happened so far?

• What have we discovered/learned so far?

Develop Habits of the Mind

• Inferring:• Why did…?

• How come?

• Questioning:• Do you have any questions?

• What do you want to know about now?

• Monitoring:• Does this make sense to you?

• Is there something confusing to you here?

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Developing Habits of the Mind:

• Clarifying:• Do you want/need me to explain anything?

• Are there any parts you would like me to read again?

• Revising:• Let’s think about this again.

• What is different here?

• Evaluating:• Did you like this book/story/text?

• What are some good words to describe this book?

Resources:

• Honey for the Child’s Heart by Gladys Hunt

• Read for the Heart (Apologia)

• Read Aloud Handbook by Jim Trelease

• The Three R’s by Ruth Beechick

• Mommy Teach Me to Read by Barbara Curtis

• Building the Reading Brain, Pre-K-3 by Patricia Wolfe and Pamela Nevills

• 7 Keys to Comprehension by Susan Zimmerman & Chryse Hutchins

• Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills from Birth to 5 by V. Susan Bennett-Armistead, Nell Duke, and Annie Moses

• Growing Up Reading: Learning to Read Through Creative Play by Jill Frankel Hauser

• Starting with Comprehension: Reading Strategies for the Youngest Readers by Andie Cunningham and Ruth Shagoury

• Slow and Steady, Get Me Ready by June Oberlander

• Reading Comprehension Instructional Activities by Kristen and William Eckenwiler

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Questions?