JoAnn Lense Presented by JoAnn Lense Literacy Intervention Specialist

Foundational Reading Skills

& The Struggling Reader

Presented by JoAnn LenseLiteracy Intervention Specialist

The results of well designed and carefully controlled school-based

studies suggest that at least 95% of the total student

population can attain average words reading abilities with the implementation of intensive and

systematic intervention.

Joe Torgeson, 2004www.fcrr.org

Reading Instruction

More than eight million students in grades four through twelve are struggling readers.

Only 33 % of eighth graders perform at or above the reading level.

American youth need strong literacy skills to succeed in school and in life including social settings, as civil participants, and in the working world.

Reading Next and NAEP

“We were never born to read. Human beings invented reading only a few thousand years ago. And with this invention we rearranged

the very organization of our brain…”

Proust and the Squid:The Story and Science

of the Reading Brainby Maryanne Wolf

The Science of Reading

80 hrs (1-2 hrs/day 1:1 instruction Phonological Processing & Decoding / MSLE & Visual Imaggery Instruction.

1. Review of sound symbol associations 2. Practice in phoneme analysis and blending3. Timed reading of previously learned words4. Oral reading of stories5. Dictation of words with phonetically regular

spelling-sound patterns6. Students learned 6 basic syllable types7. Practice reading decodable and trade books

“Rewiring” the Brain for Decoding

Marshall, A. (2003) Brain Scans Show Dyslexics Read Better with Alternative Strategies

Activate prior knowledge Use graphic organizers Teach comprehension monitoring strategies Teach summarization skills Teach students to ask and answer questions

Building Comprehension Skills

Boardman, A.G., Roberts,G., Vaughn, S., Wexier, J., Murray, C.S., & Kosanovich, M. (2008). Effective Instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center for Instruction

Provide rich, varied language experiences Teach individual words Teach word-learning strategies Foster word consciousness

Vocabulary Instruction for Struggling Readers

Sweeny, S.M., Mason, P. A., (2011) Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12, Massachusetts Reading Association.

Students in Tiers 2 & 3

Response to Intervention

What teaching methodology works for the students who

are not sensitive nor adequately wired to have

phonological awareness ….

Direct, Systematic Instruction

Phonemic Awarenes

s

Phonics

Fluency

Vocabulary

Comprehension

National Reading Panel

Where Does Instruction Begin?

http://www.ortonacademy.org/approach.php

“Teaching is Rocket

Science” by Louisa

Moats

The Orton-Gillingham Approach has been rightfully described as

language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible.

Explicit, Systematic Phonological Awareness and Phonics Instruction

Explicit Instruction of Comprehension Skills and Strategies

Explicit Instruction of Targeted Vocabulary Words

Multisensory Instruction Scaffolded instruction, leading to independence

What these Struggling Readers Need:

Sound Symbol Relationships

Decoding

Reading

Reading Comprehension

Visualization

Visual Memory

Visual

Phonological Awareness

Encoding

Spelling

Oral Language

Visualization

Auditory Memory

Auditory

Speech Sounds • Written Language

Articulation/Speaking • Visualization

Handwriting • Kinesthetic Memory

Kinesthetic

Practice Makes Perfect

Strategies for Decoding

44 Phonemes

26 Letters

250 Graphemeswith which to spell the 44 phonemes

English Language

Decoding Activity

Marzano, Pickering & Pollock (2001): describe visual displays (“nonlinguistic

representations”) as the most underused instructional strategy of all instructional

techniques.

Examples:

• Key Concept Cards• Graphic Organizers

Classroom Instruction that Works, Marzano, Pickering & Pollock, 2001

Visual Displays of Information

Key Word Concept Sheet

shPhonogram Card

Teaching the concept of a

digraph: 2 adjacent letters that produces

‘1’ sound

Keyword Demonstration

C ta

C a tch

Decoding & Spelling Activity

Word Markups Underline vowels and vowel teams

Mark vowel consonant e patterns with arrow going through silent e

Link together consonant digraphs

Box suffixes and prefixes

Divide words into syllables

fast treat bike chest sifted around reptile

Decoding & Spelling Activity

Decoding & Spelling Activity

muf fin

tri pod

sub ject

con crete

Instructional Strategies for Vocabulary

The achievement gap begins early

50 million

40 million

30 million

20 million

10 million

482412 36

Age of child in months

0

Est

imate

d c

um

ula

tive w

ord

s ad

dre

ssed

to

child

0

Children in welfare families – 12

million words

Children in working-class families – 3

0

million words

Childre

n in pro

fess

ional familie

s – 48

million w

ords

Meaningful Differences in the Everyday Experience of Young American Children,

Hart & Risley, 1995

Skills and Strategies to Develop Word Consciousness

Rephrasing

Multiple exposures

Use of words in context

Word analysis

Synonyms

Homonyms

Use vocabulary in writing

• Multiple meanings

• Visualizing

• Modeling

• Prior knowledge

• Classifying words

• Compare/contrast

• Multisyllabic words

• Greek & Latin Roots

Vocabulary Activity

table

Multiple Meanings

Water TablePiece of Furniture

Periodic Table

Multiplication Tables

Graph for Showing Data

“Table this idea”

Table

Frayer Model

Definition (in your own words)

Characteristics

Examples Non-Examples

a plane figure with at least 3 straight sides and 3 angles

Closed Plane figure More than 2

straight sides 2-dimensional Made of line

segmentspolygon

poly = many-gon

= sidepentagonhexagonsquare

trapezoidrhombus

circlecone

cylinder

Prefix : re- Origin: Latin

Meaning of re-: again, once more

re-

retell

redo

rewrite

reconstruct

reestablish

Instructional Strategies for Comprehension

◦ A skill is something you can do

◦ A strategy is something that helps youdo that skill

◦ Strategies help students develop comprehension skills

Teach students how to apply strategies

to master a comprehension skill

Skills and Strategies Instruction

The boy ran up the hill.

Teaching the student to form mental images will assist in reading comprehension.

Elaborate with words, expand to sentences, and then paragraphs.

What is it?What is happening?Where?When?Who do you see?Feelings?Number?

Any movement?Any sound?What else is around?Do you see colors?Are there any smells?What shapes?

Visualizing

First Reading◦ Set Purpose For Reading◦ Circle Unknown Vocabulary and Phrases

• Second Reading◦ Text Marking –Skill Focus

• Third Reading◦ Integration of Knowledge and Ideas

Multiple Readings of One Text

Before Reading

• Skill Focus

• Background Knowledge

• Genre and Structure

• Preview Text Features

During Reading

•Read and Mark for Meaning

• Vocabulary

• Focus Skill

After Reading

• Practice the Skill

• Graphic Organizers

• Writing & summarizing • Text Connection

• Assessment

Breaking It Down: Strategies for Comprehension

Before 1st Read

During 2nd

ReadAfter 3rd

Read

Teach Students to Interact with Texts

Use multiple colors to show different marking themes

Underline examples of targeted comprehension skills

Circle unknown words or phrases

Write questions and thoughts in margins or on Post It notes

Use graphic organizers to organize and summarize information

Text Marking for Close Reading

Graphic Organizers

Main Idea

Detail Detail Detail

Comprehension Activity

Cause Effect

Comprehension Activity

Conclusion

Information

Early Reader High Level Reader

InfluenzaPandemicFeverishlyCatastropheEpidemiologistVaccinatedPlague

Struggling Readers Can Bridge the Gap!

Thank You!

If you have any questions, e-mail me at:

joannliteracynow@aol.com