Stages of Reading Development

Stage 1

Early literacy or pre-reading

Below grade 1reading level

Early literacy learnings. Awareness of print. Phonological awareness. Reads common signs and labels. Can write one’s name.

Stage 2

Decoding

Reading grade levels 1 and beginning 2

Letter-sound correspondences. Knowledge of the alphabetic principle and skill in its use. Identifies about 1,000 of the most common words in the oral language. Can read very simple texts.

Stage 3

Fluency

Reading levels 2-3.

Integrates knowledge and skills acquired in Stages 1 and 2. Relies on context and meaning as well as on decoding (phonics for identifying new words). Reads with greater fluency. By the end of Stage 2, can recognize about 3,000 familiar words and derivatives.

Stage 4

Uses reading for learning

Reading grade levels 4-8.

Can use reading as a tool for learning new information, ideas, attitudes, and values. Growth in background knowledge, meaning vocabulary, and cognitive abilities.

Stage 5

Multiple viewpoints

Reading grade levels 9-12.

Ability to read widely a broad range of complex materials, expository and narrative, from a variety of viewpoints and at a variety of levels of comprehension: inferential and critical as well as literal.

Stage 6

Construction and reconstruction

College and beyond.

Reading for one’s own needs and purposes (professional, personal, civic) to integrate one’s knowledge with that of others and to create new knowledge.

The Reading Process

Reading must be fluent.

Reading is a constructive process.

Reading is strategic.

Reading requires motivation.

Reading is a lifelong pursuit.

Dyslexia

• People with this baffling disorder find it extremely difficult to recognize letters and words and to interpret information that is presented in print form

General Agreement on 4 Points

1. Dyslexia is probably due to a congenital neurological condition.

2. Dyslexic problems persist into adolescence and adulthood.

3. Dyslexia has perceptual, cognitive, and language dimensions.

4. Dyslexia leads to difficulty in many areas of life as the individual matures.

Dyslexia

The Language Experience Method

This is a well-accepted method that builds on

a. the student’s knowledge

b. the student’s language base

c. and links the different forms of language: listening, speaking, reading & writing

The method uses the students’ own experiences and language as raw material. It is a very effective method of showing children that they CAN think, and read and learn.

The Language Experience Method

Word-Recognition Strategies

• Sight words

• Phonics

• Context clues

• Structural analysis

• Combining word-recognition strategies

Concepts of Reading Comprehension

• Reading comprehension depends on what the reader brings to the written material.

• Reading comprehension is a language process

• Reading comprehension is a thinking process

• Reading comprehension requires active interaction with the text

a fish ate a rock. the fish

said, “I ate a rock.”

a cow ate the fish. the cow

said, “I ate a fish. And now I

feel sick.”

Emergent Literacy and Writing

• Encourages early writing

• Children use invented spelling

• Children explore the alphabetic properties

of writing

• Children develop concepts about print

Emergent Literacy

• Oral language proficiency

• Concepts about print

• Alphabet knowledge

• Phonological awareness

• Letter-sound correspondence

• Beginning reading vocabulary

Cloze Passage

This is a book ____learning disabilities, a problem _____impedes learning for _____, adolescents, and adults, affecting ____ schooling and adjustment to ____. There is growing concern ____ children and youth with ____ disabilities who have extreme ____ in learning academic and ____ skills, despite their mental ____ for doing so.

Interactive Elements in Reading Comprehension

• The Reader. Each reader comes to a reading selection with some knowledge and interests that affect what this reader is willing and able to read.

• The Text. Text refers to the written language or the printed information. The clarity and organization of the text will affect the reader’s ability to make sense of it.

• The Context. The reading situation or environment also affects the reading process. In a testing situation, for example, intense anxiety could prevent a reader from comprehending material that he or she could easily read in a less threatening setting.

Interactive Elements

Theories of How Children Acquire Language

• Behavioral theories

• Innatist theories

• Cognitive theories

• Social theories

Whole-Language Views

• Use integrated language system: oral language, reading, writing

• Both oral and written languages are acquired through natural usage

• Use only authentic literature

• Teach writing early

• Provide abundant opportunities for writing

• Avoid instruction on separate nonmeaningful parts of language or use or exercises and drills

Whole-Language Views

Manuscript Writing

Handwriting instruction usually begins with manuscript writing in kindergarten, where children begin to write letters of the alphabet. Manuscript writing usually continues in first, second, and third grade.

Cursive Writing

In cursive writing (sometimes called script) the letters are connected. The transfer to cursive writing is typically made somewhere in the third grade, although schools teach cursive writing as late as fifth grade.

Another handwriting form is the D’Nealian writing system (Thurber & Jordan, 1981). This system helps students make the transition to cursive writing more easily. The D’Nealian system is a simplified cursive writing style in which manuscript letters have the basic forms of the corresponding cursive letters.

D’Nealian Writing System

Left-handed people encounter a special handwriting problem because their natural tendency is to write from right to left on the page. In writing from left to right, left-handers have difficulty seeing what they have written.

The Left-handed Student

Linguistic Approach to Spelling

The linguistic approach to spelling is based on the contention that the spelling of American English is sufficiently rule covered to warrant an instructional method that stresses phonological, morphological, and syntactic rules or word patterns. This might also be called a phonics or word-family approach to spelling since it selects words to teach phonics generalizations, structural analysis, or linguistic patterns.

Word-Frequency Approach to Spelling

In the word-frequency approach to spelling instruction, words for spelling instruction are chosen on the basis of frequency of use rather than phonological patterns. The criteria for word selection are frequency of use, permanency, and utility. A core of spelling words that are most frequently used in writing was determined through extensive investigations of the writing of children and adults.

10 commonly misspelled words

1. mayonnaise

2. moccasin

3. accommodat

e

4. impostor

5. inoculate

6. magnificence

7. privilege

8. liquefy

9. souvenir

10. calendar

Math Instruction

Is it coming yetPapa Smurf?

Time Passes More Time PassesEven More Time Passes

Theories of Math Instruction

• Progression from concrete to abstract

• Constructive learning

• Direct instruction

• Learning strategies instruction

• Problem solving

Precursors of Mathematics Disabilities

Spatial relations Body Image Visual-motor

Visual perceptionDirection

TimeMemory

Learning strategies

Math anxiety

Language

Does this chair exist?

Progressing from Concrete to Abstract

What Chair?

1. Concrete level:

Real objects

4 apples + 3 apples = 7 apples

+ =

2. Representational level:

Graphic symbols

0 0 0 0 + 0 0 0 = 0 0 0 0 0 0 0 (7)

3. Abstract level:

Numbers

3 + 4 = 7

Math Vocabulary

Multiplicand

Sum

Addend

Quotient

Multiplier

Subtrahend

Dividend

MinuendDifference

Addition

Math Vocabulary

3

5

8

+

Addend

Addend

Sum

Subtraction

Math Vocabulary

9

3

6

Minuend

Subtrahend

Difference

Multiplication

Math Vocabulary

7

5

35

Multiplicand

Multiplier

Product

X

Division

Math Vocabulary

7

42

Quotient

Dividend6Divisor

I can’t add!I can’t divide!I can’t subtract!

I can’t multiply!

Common Math Errors

Common Math Errors

72

29

91

+

Place value

Common Math Errors

5

9

47

X

Computation Facts

Common Math Errors

Wrong Process

16

2

18

Common Math Errors

42

85

28

+

Working from left to right