reading acquisition: theory to practice sharon weiss-kapp ccc-slp clinical assistant professor mgh...
TRANSCRIPT
Reading Acquisition: Theory to Practice
Sharon Weiss-Kapp CCC-SLPClinical Assistant Professor
MGH Institute of Health ProfessionsSenior Clinical Associate- Communication Disorders
Department Children’s Hospital Boston
Theory Practice Product
Research on Intelligent Agents for Instructional Purposes
Electronic Screen Media Lexia Software-computer based technology/Lexie serves as an intelligent agent
Executive Functioning Theory attention to task
task analysisworking memoryplanningmonitoring of performance
Lexia is designed with a consistent scope and sequence/spiral back exercises/visual scaffolds/reinforcement schedules
Phonological awarenessrhymingfirst/last sound awarenesssegmentation/blending exercisesletter/sound recognition
Lexia Early Reading SoftwareLexia Primary Reading
Phonics instruction6 syllable typesRules for syllabicationIrregular sight wordsAnglo-Saxon/Latin/Greek affixes/roots and suffixes
Lexia Primary ReadingSOS
ComprehensionFluencySyntactic understandingSemantic understanding
SOS /Primary Reading-Cloze Activities
Executive Skill Support
• Attention
• Working memory
• Inhibition of competing stimuli
• Automaticity of skills
• Maintenance of task
• Monitoring performance
• Shifting of task
Intelligent Agents
Broadly defined, an intelligent tutoring system is educational software containingan artificial intelligence component.The software tracks students' work, tailoring feedback and hints along the way.By collecting information on a particular student's performance, the software can make inferences about strengths and weaknesses, and can suggest additional work.
Interferences to Reading Comprehension
MeaningReader’s schemata does not overlap sufficiently with
author’s
LanguageReader’s system
of language does not overlap sufficiently with
author’s.
PrintAccuracyAutomaticityFluency
Reader does not monitor construction of meaning
• From Call of the Wild by Jack London• He had never seen dogs fight as these w___ish c________
f_____, and his first ex________ t____t him an unf______able l____n. It is true, it was a vi_______ ex_______, else he would not have lived to pr___t by it. Curley was the v_____. They were camped near the log store, where she, in her friend__y way, made ad______ to a husky dog the size of a full-_____ wolf, th_____ not half so large as _he. __ere was no w___ing, only a leap in like a flash, a met_____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw.
• Taken from the NICHD Research Program: • What We now Know About How Children Learn to Read• Bonita Grossen 03-27-97• Full report at: www.cftl.org/30years/30years.html
Mapping Print to the Strands of Spoken Language
• Phonology
• Semantics
• Syntax
• Morphology
• Pragmatics
• Discourse
Phonological Awareness:Ability to reflect on and
manipulate the sound structure of one’s own Language
• Word Awareness-Segmenting sentences into words
• Syllable Awareness-Segmenting words into syllables
• Phonemic Awareness-Segmenting syllables into individual speech sounds
Phonological Memory
Codes used to store verbal material for memory span tasks requiring immediate, verbatim and ordered recall (digits, letters, pronounceable non-words)
Phonological Awareness Skills
• Rhyming
• First sound awareness
• Last sound awareness
• Segmentation
• Blending
Memorize these Numbers
1249162536496481
Orthographic Processing
Recognition and use of English spelling patterns
• bake
• lake
• cake
• have
• hav (?)
English Orthography
cups – cups
toys-toyz
Orthographic Processing Skills
• Knowledge of six syllable types
1. Open syllable - “pa”
2. Closed syllable- “pat”
3. Silent e syllable- “bake”
4. R-controlled syllable- “fur”
5. Vowel combination syllable- “bait”
6. Consonant-le – “maple”
Orthographic Processing Skills
• Spelling rules and generalizations e.g., “floss” rule: When a one syllable word containing a short vowel sound is followed by f, l, or s you double the f, l, or s.
• Examples: bull, cuff, floss
Orthographic Processing Skills
• Automaticity- Accuracy and speed in decoding orthographic patterns
• Fluency- Text level fluid reading with appropriate melody, rate, and intonation.
Semantics-Aspect of language that governs meaning of words and
word combinations
Schematic Understanding:
• Background knowledge
• World Knowledge
• Procedural knowledge
Vocabulary
• Lexical –specific dog
• Categorical- all dogs have critical features that group them into a category
• Lexical meaning for “hospital”
• Categorical meaning for “hospital”
• Schematic meaning for “hospital”
Syntax: How Words are Combined into Meaningful Units of Phrases,
Clauses and Sentences
• Word order
• Sentence organization
• Relationships between words, word classes, and sentence constituents such as noun phrases and verb phrases.
Syntax (cont’d)
Knowledge of syntax allows the individual to make judgments about meaning:
“Please sit in the chair”Versus“Chair the sit please in”
Knowledge of grammar assists in comprehension
Syntax Skills
• Explicit Instruction of rules of grammar in the spoken language system
• Explicit instruction in the rules of grammar in the written language system
Published Programs that Provide Explicit Instruction
• Project Read
• Story Grammar Marker
Morphology-Groups of words and inflections that convey subtle
meaning and serve grammatical and pragmatic functions
• Free morphemes-words that independently carry meaning
• Bound morphemes-inflectional endings that carry meaning, such as –ed,-s, ing
Morphology Skill Development
Explicit Instruction in Structural Analysis
• Anglo-Saxon roots and affixes
• Latin roots and affixes
• Greek roots and affixes
Pragmatics-Use of language in context, serving a variety of
communicative functions
• Declaring
• Greeting
• Requesting information
• Answering questions
Pragmatics (cont’d)
Pragmatics includes the rules that govern conversation:
• Initiating conversation
• Turn taking
• Maintaining topics
• Changing topics
• Conversational repairs
• Requesting clarification
Pragmatic Skill Development to Enhance Comprehension
Fluency Activities
• Scooping
• Intonation activities
• Multiple perspective discussions
Discourse-level Comprehension
World knowledge
1. Specific content domains, e.g., academic subjects
2. Procedural, e.g., how to bake bread
3. Interpersonal knowledge, e.g., human needs, motivation, attitudes, emotions, relationships
Discourse-level Comprehension
• Referential knowledge- Language cues that assist the reader in identifying the referent of the utterance, such as pronouns of gender and number, and synonyms
• Script knowledge- Knowledge of familiar events, such as a birthday party, or going to a restaurant
Discourse-level Comprehension
• Story-schema knowledge- Mental framework that contains slots for each story component, such as setting, goal, obstacle and resolution
• Making inferences- Inferences by taking information already processed, and combining it with world knowledge and script schema
Narrative Form
• Character• Setting• Initiating event• Internal response• Plan• Attempts• Resolution• Internal response
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Title________________________________________________________________
Theory Practice Product
Research on Intelligent Agents for Instructional Purposes
Electronic Screen Media Lexia Software-computer based technology/Lexie serves as an intelligent agent
Executive Functioning Theory attention to task
task analysisworking memoryplanningmonitoring of performance
Lexia is designed with a consistent scope and sequence/spiral back exercises/visual scaffolds/reinforcement schedules
Phonological awarenessrhymingfirst/last sound awarenesssegmentation/blending exercisesletter/sound recognition
Lexia Early Reading SoftwareLexia Primary Reading
Phonics instruction6 syllable typesRules for syllabicationIrregular sight wordsAnglo-Saxon/Latin/Greek affixes/roots and suffixes
Lexia Primary ReadingSOS
ComprehensionFluencySyntactic understandingSemantic understanding
SOS /Primary Reading-Cloze Activities
Early ReadingExecutive Function (Puzzle)
Early Reading – Rhyming
Early Reading – First Sound
Early Reading – Final Sound
Early Reading – Segmentation
Primary Reading – Sound/Symbol
Primary Reading – Silent e
Primary Reading – Sight Words (level 5)
SOS – Anglo-Saxon root/affix
Primary ReadingSemantic Categories
Primary ReadingSemantic Categories (2)
Primary Reading Cloze Paragraph
Intelligent Agent – Progress Report
Intelligent Agent – Branching