© Fairview Learning, 2002
© Fairview Learning, 2002
Fairview Learning
• improves the reading skills of students
• supported by valid research
• provides adapted materials
• relies on team approach
• maximizes the Visual Linguistic System
• advocates fun in the classroom!
© Fairview Learning, 2002
FAIRVIEW LEARNING5 PROGRAM COMPONENTS
ASSESSMENT, ASSESSMENT, ASSESSMENT
The Adapted Dolch Word Lists
The Bridge Lists & Reading Comprehension
Phonemic Awareness
Literature-Based Instruction
ASL Development/Written English
© Fairview Learning, 2002
The method constantly checks for student learning.
© Fairview Learning, 2002
© Fairview Learning, 2002
The Adapted Dolch Word Lists
• Deaf children and hearing children do not learn the Dolch words the same way.
•To truly comprehend print, the student must sign the Dolch words using ASL concepts.
© Fairview Learning, 2002
“I made a present for you.”
“I made my bed.”
“I made money.”
“I made her happy.”
“My brother made me do that.”
© Fairview Learning, 2002
^ OUT 3refers to place
refers to amountemphatic out
The ^ (rooftop) alerts the learner that the word has multiple meanings. The 3 (number) tells the learner how many meanings are present.
© Fairview Learning, 2002
* go 5Index fingers move out & down5 to 0Hand sweeps awayIndex fingers roll away from bodyfs
The * alerts the learner that the word can be signed multiple ways, but all signs mean the same. The number indicates the number of signs presented.
© Fairview Learning, 2002
! PutThe ! alerts the learner that the handshape usuallly stays the same, but the motion, direction, and/or expression changes depending on context.
© Fairview Learning, 2002
Adapted Dolch Words
Total Signs = 510
Preprimer Primer1st
Grade2nd
Grade3rd
GradeWords
40 49 40 45 39
Meanings
71 74 66 73 66
Signs 95 113 110 112 80
A hearing student will learn 40 Dolch words, but a Deaf student will learn 71 meanings along
with 95 signs for those 40 words.
© Fairview Learning, 2002
Online Progress Reports
Teachers and students can graph their progress for classroom displays, IEPs, and other reports. These graphs make progress VISUAL and MOTIVATING.
© Fairview Learning, 2002
Student Progress Checks
Easy to use progress forms are available in Student
Progress Folders for record keeping.
© Fairview Learning, 2002
Adapted Dolch Word DVD 1
Adapted Dolch Word DVD 2
Adapted Dolch Word Student Workbook
Adapted Dolch Word Teacher Workbook
Adapted Dolch Word Cards -- Student set
Adapted Dolch Word Cards -- Teacher set
Adapted Dolch Words -- Materials
© Fairview Learning, 2002
© Fairview Learning, 2002
The Bridge Lists• English phrases requiring American Sign Language (ASL) translation for understanding.
• Bridging - pointing out and emphasizing Bridge phrases to deaf students.
• Bridging when reading allows deaf students access to written English.
© Fairview Learning, 2002
[just about]almost
Just has 4 signs: recently, exactly, only, fair. About has 2 signs: about and approximate.
No combination of these signs makes sense to the visual linguistic system; therefore another sign, almost, is required and indicated by brackets [ ].
© Fairview Learning, 2002
[right over there]F off nose
Right has 3 signs: correct, right as in a trial, and right as in turn right. Over has 5: over, over the top, finish, again and again, and cross over the fence. There has 2 signs which mean the same.
No combination of these signs makes sense to the visual linguistic system; therefore another sign, F off the nose, is required and indicated by brackets [ ].
© Fairview Learning, 2002
How do I pretest?
Bridge Lists
• Pretest individually.
Select 10 cards from Preprimer deck. If correct, continue. After 5 incorrect responses, STOP. Graph, if appropriate. Group students according to list levels.
• Fun ways to teach include: Pictionary, Charades, Sentence Manipulation, Bridge Bowls Workbooks
© Fairview Learning, 2002
The Bridge Lists
Total Signs = 579
Preprimer Primer 1st Grade
2nd Grade
3rd Grade
Phrases
71 58 51 45 40
Meanings
117 94 124 66 54
Signs 153 123 158 70 75
© Fairview Learning, 2002
Bridge Lists DVD 1
Bridge Lists DVD 2
Bridge Lists Student Workbook
Bridge Lists Teacher Workbook
Bridge Lists Cards Student set
Bridge Lists Cards Teacher set
Bridge Lists -- Materials
© Fairview Learning, 2002
Phonemic Awareness
• Skilled deaf readers make use of phonological information.
• All of us have our own phonemic vocabularies, right or wrong.
• All readers possess a basic code to decode the printed word.
© Fairview Learning, 2002
Phonemic Awareness & Vowel Patterns
CONSONANTS VOWELS
b d f
g h j
k l m
n p r
s t v
w z th
wh ch sh
Short Long
_a_ a_e, ai, ay
_e_ ee, ea, ey, _e
_i_ i_e, igh, _y
_o_ o_e, oa, _o, ow
_u_ u_e, ew
© Fairview Learning, 2002
Why Phonemic Awareness and Patterns Work
Seeing patterns in words takes advantage of M space, especially in very young children.
• igh –1 space, not 3
• A 7-year-old child has 3 M spaces; therefore, only 1 space is occupied by igh and 2 are free for easier processing.
© Fairview Learning, 2002
Adapted Dolch Words, Bridge Lists, and Phonemic Awareness provide the FOUNDATION for reading print conceptually with comprehension.
Literature-Based Instruction
These tools make print materials accessible, relevant, and fun.
© Fairview Learning, 2002
Amelia Bedelia
Put the lights out when you finish in
the living room. (???)
Various texts are utilized in trainings to demonstrate the application of the Adapted Dolch words, Bridge Lists, and Phonemic Awareness.
© Fairview Learning, 2002
Amelia Bedelia
[Put the lights out] when you finish in the living room.
For example, “Put the lights out” must be bridged to check for text comprehension.
© Fairview Learning, 2002
ASL Development
• Students sign personal stories to the ASL instructor.
• The ASL instructor retells the stories modeling proper ASL.
• Students then sign their stories again, implementing proper ASL structures.
• Students record and illustrate their stories to demonstrate progress.
In trainings techniques are presented to develop student ASL skills with student signing samples.
© Fairview Learning, 2002
Spontaneous Written English
• During writing time, the student dictates and/or writes spontaneous and personal short stories with their teachers.
• These stories are translated into proper English.
• The student then copies and/or types the proper English version and illustrates the stories.
• Language Experience Folders are available for recording progress.
In trainings techniques are presented to develop student writing skills with student writing samples.
© Fairview Learning, 2002
Student SampleSaid open cabinet get food breakfast
Get ice mother stareSaid go put food later eat
Said stubborn and immatureMother insulted.
Spell m-u-l-e.Mother oh.I said sorry.
-------------------------------------------------------------------------------------
Teacher/Student RevisionI [opened the cabinet] [to get] breakfast food.
I got ice and mother [stared at] me.She said, “Go put the food back. Later you will eat.”
I said she was stubborn and immature.Mother was insulted.
I spelled m-u-l-e.Mother said, “Oh!”I said, “I am sorry.”
© Fairview Learning, 2002
Secondary School -- Bridge List Comparisons (1999-2000 School Year)
2
2 2
4
3
3
4
3
-1
0
1
2
3
4
7 8 9 11
Average Student Progress by Grade Level
Brid
ge L
ists L
evel
s
Progress in grade levels Beginning Grade Level Final Grade Level Expected Grade Level
N = 34
ASL Average Progress (on 8 Criteria) for all Grades (1999-2000 School Year)
0
1
2
3
4
5
Criteria
Pre Assessment Post Assessment
Proficient
Nearly Proficient
Uses More Often Than Not
Uses Frequently
Emerging
None
Secondary School Reading Comprehension Progress(1999-2000 School Year)
2
3
44
6
8 8 8 8
7
5
4
0
1
2
3
4
5
6
7
8
9
10
11
12
7 8 9 11Average Progress by Grade Level
Grad
e Le
vel
Beginning Grade Level Final Grade Level Expected FLE
N = 34
Elementary School - Adapted Dolch Word Lists Progress(1999-2000 School Year)
12
2
21
1
-1
0
1
2
2
3
1
2
443
3
-1
0
1
2
3
4
Grade level 1 2 3 4 5 6
Students by Grade Level
Grad
e Le
vel o
f Wor
d Li
sts
Ave.Progress Beginning Grade Level Final Grade Level Expected Grade level
N = 56
Reading Comprehension (MSS) Progress (1999-2000 School Year)
2 2
2
1
1 1
1
2
1
3
1 1 1 1 1 1 1 1 1 1
0.0
0.5
1.0
1.5
2.0
2.5
3.0
1 2 3 4 5 6 7 8 9 11
Student Grade Level
Progress Expected Progress
N = 86 Average Number of Grades Progressed was 1.6
Composite Scores (Average of 8 Criteria) for Spontaneous Written English (1999-2000 School Year)
0
1
2
3
4
5
Lower Elementary (1-3) Upper Elementary(4-6) Secondary
Pre Assessment Post Assessment
None
Emerging
Uses Frequently
Uses More Often Than Not
Nearly Proficient
Proficient
• Immediate Positive feedback is motivational.
• Makes it more FUN to learn.
• Increases enthusiasm.
• Encourages healthy competition.
• Provides accountability for all participants.
• Meets IEP Requirements – goal setting.
• Documents efforts of consistent linguistic input.
• Promotes parent involvement and satisfaction.
• Shows documentation of student progress.
ASSESSMENT, ASSESSMENT, ASSESSMENT
© Fairview Learning, 2002
For more information:www.fairviewlearning.com 601-366-4099