Teaching g Reading/Language Arts to All Students Tracie Lynn-Zakas tracie.zakas@cms.k12.nc.us Keri M. Stevenson ksteve40@uncc.edu 1
Acknowledgement & Permissions Acknowledgement & Permissions Acknowledgement & Permissions Acknowledgement & Permissions � Several of the slides used in this presentation p were originally created by one or more of the following individuals and are used here with their permission For permission to reuse any portion permission. For permission to reuse any portion of this presentation, please contact dbrowder@uncc.edu for additional information. � Diane Browder, Ginevra Courtade, Bree Jimenez Lynn Ahlgrim Delzell Katherine Jimenez, Lynn Ahlgrim-Delzell, Katherine Trela, Shawnee Wakeman, Tracie-Lynn Zakas.
G Goal of Literacy for All Children l f Lit r f r All Childr � National Reading Panel’s 5 components of � National Reading Panel s 5 components of reading: � Phonemic Awareness � Phonics � Vocabulary � Fluency � Comprehension � Debate: Phonics vs. Meaning-based Reading
Wh t i E What is Emergent Literacy? r t Lit r ? � Involves the reading an writing behaviors � Involves the reading an writing behaviors of children that precede then develop into conventional literacy � Success for development is influenced by the literacy events in children’s lives � Students with ID may have fewer opportunities to engage in literacy activities
Ch ll’ S Chall’s Stages of Reading Development f R di D l Pre-Reading (birth to 6yo)- Pretends to read, models � adult reading behaviors, uses pictures, can retell a story d l di b h i i ll Initial Reading (6-7yo)- Develops letter-sound 1. relationships Confirmation/ Fluency (7-8yo)- becomes a more fluid C fi ti / Fl (7 8 ) b fl id 2. reader Reading to Learn (8-14yo)- Uses reading to acquire new 3. knowledge knowledge Multiple Viewpoints (14-18yo)- Critically analyzes 4. readings Construction/Reconstruction (18yo +)- Makes judgments Construction/Reconstruction (18yo +) Makes judgments 5. 5. on readings based on high levels of abstractions
Emergent Literacy and Functional R Reading di Functional Reading: Functional Reading: � � Acquisition of specific sight words that have 1. immediate functional use Alternative way to learn reading skills Alternative way to learn reading skills 2. 2 Way to gain quick success in reading 3. Sight Word Approach- Limitations S g t o d pp oac tat o s � Students may not have functional comprehension 1. May not teach words in a larger language context 2.
F Functional Reading ti l R di Is it still appropriate? s t st app op ate � Provide two concurrent forms of reading 1. instruction One that promotes literacy One that promotes literacy – One that promotes sight word identification – Provide literacy instruction at the elementary 2. stage, and functional reading at secondary t d f ti l di t d stage Make sight word instruction a part of the 3. literacy program
S Suggestions for Solutions ti f r S l ti � Integrate sight word instruction into the � Integrate sight word instruction into the emergent literacy program � Adapt books to include picture/ picture dapt boo s to c ude p ctu e/ p ctu e symbols � Embed high frequency words and pictures g q y p into existing text
Li Literacy for Students without Disabilities f S d i h Di bili i � Experts recommend a balanced approach � Experts recommend a balanced approach � Elements include: � Guided reading � Guided reading � Specific word study � Sight words � Decoding/phonics � Writing � Self selected independent reading � Self-selected, independent reading
Literacy for Students with Significant Cognitive Disabilities C i i Di bili i � What may be difficult or � What can we do? deficit d fi i � Experiences that may lead � Expose students with SCD to literacy connections to as many life experiences as possible experiences as possible � Use approaches that allow � The sole use of a phonics for expression of literacy or a whole word approach skills using different modalities modalities � Provide highly qualified � A belief that literacy is the teachers who can deliver ability to read and literacy standards, and understand written words understand written words, make those standards k th t d d with no exceptions meaningful
Hi h E p High Expectations for Literacy t ti f r Lit r � Attitudes � Educators and families need to believe that exposure to literacy will benefit the child with SCD � Students will be affected by both high and low � Students will be affected by both high and low expectations � All students should be expected to engage in, and interact with literacy activities along side their peers interact with literacy activities along side their peers without disabilities � Students with SCD should have access to the same materials as their peers materials as their peers
Hi h E p High Expectations for Literacy t ti f r Lit r � State Standards for Literacy and Students � State Standards for Literacy and Students with ID � The expectation of learning and exposure to g literacy should be apparent, regardless of the level of disability � Teachers will be the interpreters of the content � Teachers will be the interpreters of the content standards for students with disabilities
General Guidelines for Literacy Instruction
Lif E Life Experiences as a Basis for Literacy i B i f Li For most children For most children � Literacy begins at home � Early preparation at home = literacy � Early preparation at home = literacy readiness skills � Children often enjoy reading and re- � Children often enjoy reading and re reading favorite stories � Language acquisition contributes to � Language acquisition contributes to reading readiness skills
Lif E Life Experiences as a Basis for Literacy i B i f Li Children with significant cognitive disabilities Children with significant cognitive disabilities may have less opportunities and exposure to the activities that contribute to early y literacy skills
Li ki Linking Communication and Literacy C i i d Li � There is a strong relationship between � There is a strong relationship between literacy skills and communication � Understanding that all people, places, U de sta d g t at a peop e, p aces, things and actions have names and can be described is one of the foundations of literacy
Reading Reading: Mostly sight words : Mostly sight words ( ith (without comprehension) (without comprehension) ( ith t t pr h pr h i i ) ) Literature Review Categories for Reading 128 experiments (119 articles) 128 experiments (119 articles) 140 117 120 100 Frequency 80 60 36 36 F 31 40 13 20 5 0 Fluency Fluency Vocab Vocab Phonics Phonics Phonemic Phonemic Comp Comp Awareness Components of Reading Browder, D. Wakeman, S., Spooner, F., Ahlgrim B Browder, D. Wakeman, S., Spooner, F., Ahlgrim- B d d D W k D W k S S S S F Ahl F Ahl i i -Delzell, L., & Algozzine, D l Delzell, L., & Algozzine, D l ll L & Al ll L & Al i i � R.F. (2006). A comprehensive review of reading for students with R.F. (2006). A comprehensive review of reading for students with significant cognitive disabilities. significant cognitive disabilities. Exceptional Children Exceptional Children , , 72 72 , 392 , 392- -408 408 .
What do we do when a child What do we do when a child has a serious communication deficit? How do we create the link b t between communication and i ti d literacy?
Alternative and Augmentative C Communication Systems i i S Two types of AAC Unaided AAC Unaided AAC 1 1. When nothing is added to the individual • • Facial expressions • Sign Language Aid d AAC Aided AAC 2. The use of a devise, program, system • • Voice Output Devices • • Picture Exchange Communication System Picture Exchange Communication System • Picture Symbol
Alternative and Augmentative C Communication Systems i i S � The AAC should be easy for the student to � The AAC should be easy for the student to access. � The AAC selected should be at that e C se ected s ou d be at t at students cognitive level � The introduction to AAC should include students preferences and understanding � Hanukkah verses Christmas
Assistive Technology: Examples* A i i T h l E l * Big Mac™ Voice g � output (Ex: Repeated Story Lines) Ch Cheap Talk-offers T lk ff � array of choices (Ex: Prediction Question; Comprehension) (Browder & Spooner, p. 80)
M ki Making Literacy Accessible Lit r A ibl � Adapting Materials p g � Materials may � Include object representations paired with words and symbols y � Rewritten with a simple level of vocabulary � Use AAC for the presentation of the material, and for student comprehension � May use other adaptations for students with sensory deficits � Materials should remain � Grade appropriate � Age appropriate
QUICK Review of Prompting
R p Response Prompting Pr pti Post response prompting: feedback only Post response prompting: feedback only � Reading format: can be expressive or receptive ecept e � Prompt: simple correction of any word missed � Ex: “The word is coffee.”
Recommend
More recommend
