Unit 4Reading Difficulties

Prepared by: Cicilia Evi GradDiplSc., M. Psi

Definition

• There’s no clear agreement!• “Reading Wars”– Skills approach emphasizes the skills needed to

convert print into language– Meaning-emphasis approach emphasis on

getting meaning from print, using variety of clues: pictures, etc.

• Read p. 363-364

Reading Elements

• Decoding mechanical aspect of converting print to spoken language

• Comprehending ability to understand written or oral language

• Goal of reading for the reader to gain information, knowledge, pleasure, or other higher-order benefits from reading (Snow, et al., 1998)

Reading Elements (2)

• 1960 – 2000s whole-language approach– Stronger emphasis on the semantic and syntactic

aspect of reading– With print-rich environment

• Today primary component of reading is decoding and comprehending

• R = D x C

Reading Elements (3)

• Subelements needed– Decoding knowing letters, direction of reading,

and how to blend sounds together– Comprehending store the sentence long enough

that they can operate on it, attention skills and cognitive strategies

Problems

• Phonology• Decoding• Fluency• Comprehension

Problems with Phonology

• Unable to manipulate phonemes • Deficits in phonemic awareness ability to

segment words into sounds and blend sounds into words

• Sometimes, children use analogies to learn how to read needed phonemic awareness and basic decoding skills

Problem with Decoding

• Using common phrase• Using first letter as a cue• Sometimes, can read the whole phrase or

sentence correctly!• Systematic and intensive instruction needed in

the early grades to reduce occurrence of decoding problems

• Read p. 370

Problems with Fluency

• When student can’t read effortlessly and smoothly

• When a student is able to decode print effortlessly it is called automatic

• Fluency refers to smooth and effortless decoding, reading that sounds like talking

Problems with Comprehension

• As the result of problems with ether decoding, more general language abilities, or both

• Syntax grammatical structure of language might get the wrong ideas of the passage, even if he can read it smoothly

• Semantics meaning of language unable to understand the passage – Use inefficient strategies wrong answers– Make mistakes when naming pictures with long name

Problems with Comprehension (2)

• World knowledge affects reading comprehension

• Gist comprehension ability to understand the theme of narratives– May focus on irrelevant parts of the passage

Assessments

• Screening – Teachers are valuable!

• Diagnosing problems – Diagnostic testing finer info than screening– Informal Reading Inventories series of reading

passages or word lists graded in order of difficulties

– Clinical teaching informal, based on specific experiences with the individuals

Assessments (2)

• Monitoring Student Progress allow teachers to make changes if needed– Reading Program Assessments corrective

reading, p. 380– Curriculum-Based Measurement table 12.3, p.

381

Prevention

• Alphabet principle the idea that symbols represent sounds and that the order of sounds follows the sequence of letters in words

• Five generalized competencies:– Fluency– World knowledge– Flexible strategy use– Motivation– Continued reading

Prevention (2)

• Teaching Phonemic Awareness– To beginning readers– Segmenting, blending and similar skills

• Teaching Phonics• Teaching other aspects of early reading – Explicit and systematic– Feedback

Intervention

• Historical– Fernald– Hegge-Kirk-Kirk– Orton – Gillingham

• Contemporary – Reading Recovery– Corrective Reading Program– Computer – assisted Instruction

Intervention (2)

• Instructional Tactics– Fluency enhancement – Peer-mediated Instruction– Reciprocal Teaching– Comprehension Strategies