chapter 5: reading: word recognition strategies for teaching learners with special needs tenth...
TRANSCRIPT
CHAPTER 5:Reading: Word Recognition
Strategies for Teaching Learners with Special NeedsTenth Edition
Edward A. PollowayJames R. Patton Loretta Serna
Jenevie W. Bailey
Developed by: Jenevie W. Bailey
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-2
Literacy Development Stages
Emergent• Pretends to read• Identify some letters• 5-20 high frequency words
Beginning• Match spoken words to written text• Uses beginning, middle, and end sound to decode
word• Reads orally
Fluent• 100 words per minute• 100-300 high frequency words• Reads with expression
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-3
Key Components of Reading• Vocabulary development
• Structural analysis
• Contextual analysis
• Fluency
• Comprehension
• Comprehension
• Phonemic awareness
• Comprehension
Some students may present with problems in one or more of these areas.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-4
Reading in the Curriculum
Decoding-Based
Programs
Skills-based
“bottom-up,” part to whole
Teach sound-symbol correspondence
Focus on sequence of skills
Holistic Approach
Whole Language emphasis
Whole to part
Read “real” books and stories they write
Print rich environment
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-5
Approaches to Reading Instruction
Students with disabilities often require intensive, direct instruction to learn to read. This intensive level of instruction is not provided in a classroom from a PURE whole language philosophy.
Polloway, Patton, & Serna recommend using a balanced approach incorporating both decoding-based program and the holistic approach for students with disabilities.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-6
Balanced Literacy
Phonemic Awareness• Understanding the relationship between sounds and symbols
• Discriminate between words and sounds
• Identify sounds within words
• Manipulate the sounds in words
• Identify phonemes
• Isolate sounds
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-7
Balanced Literacy
Word Recognition• Whole word recognition
• Think ‘sight words’
Vocabulary Teaching• Word meanings are taught directly
Comprehension Strategies• Modeling
• Predicting, questioning, clarifying
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-8
Balanced Literacy
Self Monitoring• Teaching students to read and reread as necessary
Extensive Reading• Exposure, Exposure Exposure!
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-9
Reading AssessmentPrimary purpose: Instructional Planning
Classroom-Based Assessment
• Informal Reading Inventories
•Curriculum-Based Measurement
Formal Instruments
•Achievement tests
•Reading tests
•Phonological awareness
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-10
Use of Assessment Data
Inform instruction
Screening, eligibility, and diagnostics
Monitoring of progress
Analyzing student’s strengths and weaknesses
Whole class profile
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-11
Formative Assessments
Informal Reading Inventories• Independent Reading Level
• Instructional Level
• Frustration Level
Curriculum-based Measurement• Oral Reading Scoring System
• Checklist of Comprehension Skills
• Reading Assessment Summary
• Class Profile of Word Analysis Skills
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-12
Phonological Awareness
Definition: awareness of the phonological structure of words.
Working toward automaticity
Children with learning disabilities: must be taught explicitly, often an issue.
•Auditory segmenting (breaking words into component parts)
•Auditory blending (recombining words from smaller parts)
•Letter-sound correspondence
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-13
Phonetic Analysis
Definition: a strategy for attacking unknown words by focusing on the letter-sound relationships and how to blend sounds into words, and to break words into sounds.
Builds on phonological awareness
Understanding of the alphabetic code
Should be one part of a reading instruction program, not all of it.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-14
Sight-Word Vocabulary
Fernald Method
Repeated Readings
Unison Readings
Edmark Reading Program
Teaching Phonetic Analysis Skills
Vocabulary Instruction
• Sight-words: important, high-frequency words, some are phonetically irregular
• Working toward automaticity
• Children with learning disabilities: must be taught explicitly, often an issue.
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-15
Functional ReadingA level of literacy necessary for information
and protection
Protection Level
• Teach as sight words
• Examples– Danger– Flammable– Doctor– No Trespassing
Advanced Level: To fill out applications, pass a driver’s test, follow simple directions at work
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-16
Structural AnalysisThis group of skills enable students to use larger
segments of words for decoding cues.
Directly influences fluency
Examples
•Syllabication
•Root words
•Compound words
•Prefixes/suffixes
•Contractions/ plurals
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-17
Contextual Analysis– The identification of an unknown word based on its
use in a sentence or passage.
– Uses contextual cues to guess or anticipate words as a strategy to support reading and comprehension
○ Syntactic cues (structures)○ Semantic cues (meaning)
– May be problematic for older students
– Examples○ John had a little red (wagon): for
younger students○ CRUSCH: for older students
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-18
Phonemic Awareness and Word-Recognition Curricular
programs– Lindamood Program for Reading, Spelling, and
Speech– Phonological Awareness Training for Reading– Reading Mastery Program– Corrective Reading Program (CRP)– Spalding Method– Wilson Reading System– Edmark Reading Program
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-19 19
Peer-Mediated Strategies
Useful in meeting student’s individual reading needs when students exhibit a variety of reading levels
Helpful for many children, but not all
To support comprehension
Example
•PALS
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-20
Middle and Secondary Level
Problem areas
•Many not reading at grade level
•Less motivated
•Need instruction in both decoding and comprehension
Decoding Myths for Older students
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-21
Middle and Secondary LevelWord Identification
Identify/Decode unfamiliar words accurately, effortlessly, and rapidly
Provide explicit, systematic instruction
Word Identification skills
•Work identification strategy
•Overt word parts strategy
•Making long words
Corrective Reading Program (CRP)
Polloway/Patton/Serna/Bailey. Strategies for Teaching Students with Special Needs, 10e. © 2013, 2008, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved
5-22
Lesson Plans
Reading Standards: Foundational Skills (K–5)
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.