Our Mission is to - International Dyslexia Associationfl.dyslexiaida.org/wp-content/uploads/sites/33/2017/09/... · · 2017-09-30Wilson es • CTOPP •Nonsense Word • ORF •

TheScienceofReading September23,2017

LiteracyHow,Inc. 1

Margie Gillis, Ed.D.President, Literacy How, Inc.

Research Affiliate, Haskins Laboratories and Fairfield University

Reading is a Civil RightFLIDA ConferenceSeptember 23, 2017

The Science of Reading: Comprehensive Literacy for ALL Students

Our Mission is to EMPOWER TEACHERS

to ensure that every child learns to read by third grade.

Our model is research based. Our approach is values driven.

©LiteracyHow,2017

Our Core Values guide our intentions, actions, and character.

Passion Lifelong Learning Professionalism Collaboration EmpowermentAccountability

©LiteracyHow,2017


LiteracyHow,Inc. 2

Literacy is the language of opportunity.

Children are at the heart of all we do.We believe that every child has the right to read.

We know that 95% can be taught to read.

We believe that teachers—not programs or products—teach students to read, write and spell.

So we empower teachers with the best ways to teach.©LiteracyHow,2017

Reading Instruction

Theresultsofwelldesignedandcarefullycontrolledschool-basedstudiessuggestthatatleast95%ofthetotalstudentpopulationcanattainaveragewordreadingabilitieswiththeimplementationofintensiveandsystematicintervention.

Torgesen,2004


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Workshop Objectives• ExplaintheSimpleViewofReadingasthecontextforhow/whattoteachstudentswhostrugglewithreading.

• Definethecorecomponentsofcomprehensiveliteracyinstructionandprovidesomekeyresearchfindings.

• Describeessentialcomponentsofeffectiveinstructionandthedifferencebetweenanapproachandaprogram.

• Providepractitionerswithspecificsuggestionsandstrategiesforunderstandingandteachingthecorecomponentsofcomprehensiveliteracy.

The Simple View of ReadingGough&Tunmer,1986

Birth - K 1 2 3 4 5 6 7 8

Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research” Adapted from the work of Hollis Scarborough, 2001

LC

D RC


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The First Literacy How Reading WheelNational Reading Panel Report (2000)

5BigIdeas:• PhonemicAwareness

• Phonics• Fluency• Vocabulary• Comprehension

Establish a Menu of Interventions for each of the 5 Components (an EXAMPLE)

PhonemicAwareness/AlphabeticPrinciple

Phonics Fluency Vocabulary TextComprehension

RoadtotheCode

CodeEmphasisLessonPlan(MSL)

RepeatedReadingQuickReads

TextTalkVocabulary

TextStructureStoryGrammarMacro.,Micro.

SayItMoveIt Lexia WordsandPhrases

RAVE-O QuestioningtheAuthor

PhonemeGraphemeMapping

PhonemeGraphemeMapping

RAVE-O Lexia ReciprocalTeaching(Strategies)

WordSorts

Wilson

Measures

• CTOPP• NonsenseWord

• ORF• COREVocab.

• QRI

Compo

nent • Phonemic

Awareness• Phonics• Fluency• Vocabulary• Comprehension

Interventio

n

• SayitandMoveIt

• Wilson• ReadNaturally

• TextTalk• QuestioningtheAuthor

Linking Assessment Data to Reading Interventions


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The Literacy How Reading WheelThe Core Components of Comprehensive Literacy Instruction

www.literacyhow.com

Mild Moderate Severe

Students with Reading Difficulties: A Continuum of Severity ….

Tier1 Tier2 Tier3

…thatrequiresacontinuum ofinstruction

…andincreasingamountsofteacherknowledgeandexpertiseHigh Higher Highest

Expert Teaching is the Treatment“One of the most important conclusions from research is that for children with learning problems, learning is hard work. A corollary to this finding is that for their teachers, instruction is very hard work and requires an enormous amount of training and support. Children who have difficulty learning to read or completing mathematics problems will likely not benefit from ‘more of the same’ but require an alternative method of teaching to assist their learning.”

Semrud-Clikeman, 2005


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Common Elements of Successful Interventions

1. Theyincludemultipleinstructionalcomponents,butalwaysfocusonexplicitandsystematic instructioninphonology andthealphabeticcode.

2. Theyareengaging andinteractive,oftenincorporatingmanipulatives.

3. Theyallowstudentsmanyopportunitiestorespond.4. Studentsareprovidedmanyopportunitiesto

practice throughcumulativereviews tosupportmasterylearning.

5. Dataareusedtomonitorprogress andensureinterventionfidelity.

AlOtaiba,Connor,etal.,2009

Principles of Structured Literacy Instruction

• Explicit:Deliberateteachingofallconceptswithcontinuousstudent-teacherinteraction

• Systematic:Materialfollowsthelogicalorderofthelanguagefromeasiertomoredifficultandeachskill/steprequiresmasterybeforemovingon

• Cumulative:Eachstepisbasedonpreviouslylearnedconcepts• Diagnostic: Instructionisindividualizedbasedonformaland

informaldataincludingobservationofreadingbehaviors• Prescriptive:Scaffoldsusedtomanagethelevelofdifficultyand

correctivefeedbackisgivensostudentsknowhowmonitortheirreadingerrors

One Size Doesn’t Fit All

Student’sprofilesanddifficultiesmustbeidentifiedandinterventionsadjustedto

meeteachone’sindividualneeds.


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Knowledge and Practice Standards for Teachers of Reading

Thedocumentservesasaguideinreviewingandaccreditingprogramsthatprepareteachersofreadingand/orprogramsthatspecializeinpreparingteacherstoworkwithstudentswhohavereadingdifficultiesanddisabilities.

https://eida.org/knowledge-and-practices/

TheInternationalDyslexiaAssociation

Comprehensive Literacy InstructionNRP(2000) LiteracyHow

ReadingWheel(2009)

CCSS(2010)

Structured Literacy(IDA)(2015)

PhonemicAwareness

PhonemicAwareness

FoundationalSkills(PA) Phonology

Phonics Phonics/Spelling

FoundationalSkills(Phonics)

Sound-SymbolsSyllable Instruction

Fluency Syntax(in lieuofFluency)

FoundationalSkills/Language Syntax

Vocabulary VocabularyandMorphology

Language/Foundational Skills

MorphologySemantics

ComprehensionComprehension

WrittenExpression

ReadingLiteratureandInformational

TextWriting

Semantics

OralLanguage SpeakingandListening

AllinstructionisbasedonrichOL

Two Types of Intervention• StandardTreatmentProtocol• Problem-SolvingApproach


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Standard Treatment Protocol• Asingle,consistentinterventionisused• Thisensuresaccurateimplementation– thatis,treatmentfidelity.

• Theinterventionistsmustreceivecomprehensivetraining.

• ‘Theyalsoneedtoreceiveongoingsupportandprofessionaldevelopmentwhiledeliveringthestandardtreatmentprotocolprocedurestoensurethattheinterventionisdeliveredcorrectly.’

Problem-Solving ApproachThestudentinterventionteamsmeettodiscusswhatwillworkbestfortheindividualstudent.Thisteamwilluseamenuofinterventionoptionsthatbeginswithassessmentdatathatisdiagnosticinnaturesothatthestudentwillreceiveaninterventionthatismatchedtohis/herprofileandacademicneeds.‘Ontheotherhand,thequalityoftheinstructiondependsontheskills,knowledge,andtrainingoftheteampersonnelwhoplaneachindividualizedprogram.’http://iris.peabody.vanderbilt.edu/module/rti01-overview/cresource/q2/p05/

The Literacy How Reading Wheel

www.literacyhow.com


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Continuum of Foundational Skills

BlendingAutomaticity

DecodingBeyondCVC

FluencyAccuracy

Vocabulary/ComprehensionInstructionalFocusAreas

LetterID

FluencyAutomaticity

Fluency/ProsodyComprehension

LetterSound

PhonemicAwareness

Comp/WrittenResponse

HillforLiteracyHillforliteracy.org

Phonemic Awareness

Phonemeawarenessisanawarenessofandtheabilitytomanipulatetheindividualsounds(phonemes)inspokenwords.

Allstudentsbenefitfromexplicitinstructioninphonemeawareness,segmentingandblendingthesoundsinwords.

PhonologicalAwarenessdevelopssequentially,sowebeginwherethestudentisinthatprogression.


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DecodingBeyondCVC

FluencyAccuracy

Vocabulary/Comprehension

InstructionalFocusAreas

LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy


Focus on Phonemic Awareness When…

• Youngerstudentshavedifficultysegmentingandblendingsoundsinwords(DIBELSPhonemicSegmentationFluency)

• Olderstudentsreadwordsinaccurately,leaveoutand/ormisrepresentsoundsintheirspelling(Wordinventories,dictation,writtenresponse).

KindergartenStudent


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FirstGradeStudent

What to Do• Picturesorts• SayItandMoveIt(Blachman,RoadtotheCode)(segmenting)

• Elkonin Boxes• AliensfromOuterSpace(blending)

• Teacharticulatorygestures(i.e.,feelwhatyourmouthisdoing)

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Effective Literacy Interventions

PhonemicAwareness:StandardProtocol(examples)

• RoadtotheCode*• Fundations *• PreventingAcademicFailure(PAF)*• Lindamood PhonemicSegmentation(LiPS)• Lexia*• **Language!

*IncorporatesPhonics

**Comprehensive


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PhonemicAwarenessProblem-SolvingApproach:

KeyActivities• Multisensoryarticulation

• Mirrors-visual• Kinesthetic-feelingthroat

• SayItandMoveIt• Elkonin boxes• SoundsortsTeachersmustknowarticulatorygestures(i.e.,consonantandvowelcharts),progressionofPA(rocketship),segmenting/blendingtechniques,howtoassesslevelofPA


Resources to Teach Phonological Awareness

PhonicsfromAtoZ:Apracticalguide, Blevins.

PhonemicAwarenessinYoungChildren:Aclassroomcurriculum,Adams,etal.

RoadtotheCode:APhonologicalAwarenessProgramforYoungChildren,Blachman,etal.

.


www.literacyhow.com


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Phonics

Phonicsisthestudyanduseofsound/spellingcorrespondencesandsyllablepatternstohelpstudentsreadwrittenwords.

Sound-Symbol Association

• Associationsmustbeknownin2directions:• Soundtosymbol(e.g.,/k/=k,c,andck)• Symboltosound(e.g.,c =/k/and/s/)

• Phonics• Decoding• Encoding

• Shouldbeembeddedinarichanddeeplanguagecontext.

• Mustbetaughtexplicitly!!

A Look at Two Systems

ThreeCueingSystems:MSV FourProcessingSystemsVisual

StructureMeaning

ContextProcessor

MeaningProcessor

OrthographicProcessor

PhonologicalProcessor

phonics


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FourProcessingSystemsSeidenberg&McClelland,1989

backgroundinformationsentencecontext

vocabulary

ContextProcessor



MeaningProcessor

writingoutputspeechoutput(production)

readinginput

speechsoundsystem lettermemoryphonics

languageinputandoutput

ThreeCueingSystems

Structure(Syntactic)

Thethreesystemsarenotequallyimportant.

Contextshouldbecomeachild’slastresort– notthefirst!

Visual(Grapho-phonic)

Meaning(SemanticContextual)

How do we use the Four Processing Systems to inform instruction?

• Welooktoseewherethestudentbreaksdowninthereadingprocess.

• We‘digdeeper’tolearnmoreaboutourstudents’needs.

FourProcessingSystems

MeaningProcessor

ContextProcessor




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Teaching Phonics or “The Code”

• Readingor“Decoding”isapplyingsound-symbolassociationsandblendingsoundstogether.• BeginwithVCwords(mosttransparentpattern)

• Spellingor“Encoding”issegmentingwordsbysoundsandapplyingsound-symbolcorrespondences(upperlevelsapplyspellingpatternsandrules).

• Readingandspellingarereciprocalskills.

What is a Sight Word

• Awordthatisrecognizedinstantlyregardlessofwhetherornotitisphoneticallyregularorirregular.Itisknownasafamiliarwordratherthananunfamiliarword.

• Anunfamiliar’sightword’isonethatchildreneithertrytosoundoutorguess.

• Asightvocabularyisapoolofwordsthatanindividualcaninstantlyandeffortlesslyrecognize.

DavidA.Kilpatrick,2015

Orthographic Mapping

Theprocessreadersusetostorewrittenwordsforimmediate,effortlessretrieval.Itisthemeansbywhichreadersturnunfamiliarwrittenwordsintofamiliar,instantaneouslyaccessiblesightwords.

Thisexplainshowreadersbuildasightvocabulary.

DavidA.Kilpatrick,2015


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DecodingBeyondCVC

FluencyAccuracy



LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy

Focus on Letter Sound and Blending Automaticity When…

• Studentsreadwordssoundbysound.• Studentshavenotmasteredsound-symbolassociations(DIBELSNWF-CLS,CorePhonicsSurvey)

• Studentsarenotautomaticwhenblendingsounds(NWF-WWR,CorePhonicsSurvey,ScholasticNonsenseWordAssessment)

Integrated Decoding and Encoding Instruction

“Findingsfromthisresearchsuggesttheneedtoencourageteacherstoimplementdirect,explicitencodinginstructionandguidedencodingpractice.Allowingmultipleopportunitiestopracticemanipulatingpreviouslytaughtphoneme–graphemecombinationsisalsolikelytogivestudentstoolsforacquiringthealphabeticprincipleanddevelopingfullyspecifiedorthographicrepresentationsofwords,bothofwhicharenecessarytolearntoread,spell,andwriteforallstudentsofvaryingabilities.”

Weiser,2012


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Word Consciousness

Studentswhounderstandthatorthographycanbemappedinsystematicwaystospeech,andthateveryword’sspellinghasanexplanation,aremorelikelytoattendtothedetailsinprintandformlastingmemoriesforthelettersinwords.Aword’sspellingisonecriticalfeatureofourknowledgeofthatword.

Moats,2007

Research confirms…1. Learningtospellismorecomplexthanjust

memorizingwords.2. Spellingisadevelopmentalandconceptual

process.3. Spellingimpactsreadingspeed and

accuracy,writingfluency,pronunciationandvocabulary.


Phonics:StandardProtocol(examples)• RoadtotheCode• Fundations• WilsonReadingSystem• PreventingAcademicFailure(PAF)• RoadtoReading• Language!• OrtonGillingham Approach


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Phonics:ProblemSolvingApproachKeyActivities• Explicitinstructioninlettersoundcorrespondences• Sound-LetterMapping/WordChains• WordSorts• HighFrequencyWordCharts• Syllabletypesandblendingmultisyllabicwords• Explicitinstructioninthemeaningsofrootsandaffixesto

analyzetherelationshipofspellingtomeaningofcomplexwords(advancedphonics)

Teachersmustknowhowtomapphonemestographemes,thephasesofreadingandspellingdevelopment,howtosortsyllablesanddividemultisyllabicwords,useassessmentstodeterminepointofbreakdown,thescopeandsequenceofskills.


Syllable Instruction

• Conceptofasyllable– onevowelsound• Sixbasicsyllabletypes• Keytodeterminingthesoundofthevowelineachsyllable

• Syllabledivisionrulessupportmultisyllabicreadingaccuracyandautomaticity.

The Six Syllable Patterns

C closed vc atO open v heV vowelteams vv rain,cow

E silente v-e ateR rcontrolled vr forS finalstablesyllables -cle

-ioncrumbleaction


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DecodingBeyondCVC

FluencyAccuracy



LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy

Focus on Decoding AccuracyWhen…

• Studentshavedifficultyreadingnonsensewordswithvariousvowelpatterns(ScholasticNonsenseWordAssessment,COREPhonicsSurvey)

• Studentsmakefrequentdecodingerrorswhilereadingwordsinandoutoftext(OralReadingFluencytests,wordrecognitiontasks,runningrecords)

Syllable InspectorsClosed: VC CCVC CVCC CVC CCVCC

• One (1) vowel, followed by

• One (1) or more consonants

• The short sound of the vowel

!TeachingthevowelsyllablepatternsofEnglishsostudentswillknowhowtoreadsinglesyllableandmultisyllablic words.


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Elements of Effective Code Instruction

• Direct,explicit,systematic• Buildsonafoundationofphonemeawareness• Skillsprogressfromeasiertomoredifficult• Focusesonreadingwordsinconnectedtext• Providescumulativereview• Teachingisdiagnosticallydrivenbyevaluation/assessment



DecodingBeyondCVC

FluencyAccuracy



LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy

Focus on Decoding Automaticity When…

• Studentshaveaccuratewordrecognitionskills,includingwordswithvariousvowelpatterns,buttheyareslowreaders(OralReadingFluencytests,wordrecognitiontasks,runningrecords)

• Studentsover-relyoncontexttohelpthemrecognizewords.

• Studentsareusingtheircognitiveenergyto‘liftthewordsoffthepage’ratherthancomprehendthetext.


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• Practicethespeechtoprintmatch(mappingsoundstoletters).

• Beginwithclosedsyllablesbecausetheyarethemosttransparentandregular.

• Sequentiallyteachthesyllable/vowelpatternstomastery.

s a d

th i ck

f l u ff

s t r ea m

t oa s t

Decodable Text for Code-Emphasis Instruction

• Reviewthephonicsskill/phoneticelement(s)beforereading.

• Createwordlistsandphrasesforstudentstoreadbeforetheyreadthetext.

• Choosetextswithamplerepresentationsofthephoneticelement(s).

• Planadictationofwordsandsentencescontainingthephoneticelementtopracticespellingwordsinandoutoftext.

Resources to Teach Phonics

WordsTheirWay:WordStudyforPhonics,Vocabulary,andSpelling,Bear,Invernizzi,et.al.

WordJourneys, Ganske

MindfulofWords,Ganske

UnlockingLiteracy:EffectiveDecodingandSpellingInstruction,Henry

.


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The First Literacy How Reading Wheel

Fluency

Readingfluencyreferstoreadingtextwithsufficientspeed,accuracyandexpressiontosupportcomprehension.

What It Takes to Be a Fluent Reader• Accuracy(knowthespellingpatterns)• Automaticity(recognizeandapplythepatternsinwordsinstantly– i.e.,lessthanonesecond)

• Phrasing(groupthewordsingrammaticalentities– i.e.,elaboratednounphrases,prepositionalphrases,verb+adverbphrases)

• Intonation(readitasthoughyou’retellingsomeoneastoryorconveyinginformation)

Agiganticoaktreeinmybackyardwascoveredwithacornsthroughoutthefall.


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Problems that Impact Fluency (a broader definition)

• Attentionandconcentration• Slowprocessingspeed• Automaticityoflower-levelskills

• Automaticproductionofalphabetletters• Knowingspellingpatterns• Wordretrievalfromlexicon



DecodingBeyondCVC

FluencyAccuracy



LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy

Focus on Fluency, Phrasing, and Comprehension When…

• Studentshaveaccurateandautomaticwordrecognitionskills,includingwordswithvariousvowelpatterns,buttheylackprosody(phrasingandintonation)(OralReadingFluencytests,wordrecognitiontasks,runningrecords).

• Studentsarenot’phrasing’thetext– thatis,theydonotreadingrammaticalphrasesandmayomitimportantpunctuationtoguideprosodyandfacilitatecomprehension.


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Fluency:StandardProtocolExamples• RAVE-O• ReadNaturally• QuickReads• Rewards• Lexia• WilsonReadingSystem


FluencyProblemSolvingApproach:KeyActivities

• Rapidwordrecognitioncharts• Phrase-cuedreading• Repeatedreadings,peerreading,student-adultreading• Timedreadingofwordlists,sentences,passages• Widereading

Teachersmustunderstandhowwordrecognition,readingfluency,andcomprehensionarerelatedtooneanother.Theymustknoworhaveaccesstoresearch-basedfluencystandardsbygradelevel.Theyshouldunderstandwhichstudentsshouldreceiveextrapracticewithfluencydevelopmentandwhy.



www.literacyhow.com


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Vocabulary

Vocabularyreferstothebodyofwordsandtheirmeaningsthatstudentsmustunderstandtocomprehendtext.

Comprehension Depends on Knowing Word Meanings

• Vocabularyknowledgeisstronglyrelatedtooverallreadingcomprehension.

• Ifawordisdecodedandpronouncedbutthemeaningisnotrecognized,comprehensionwillbeimpaired.

• Knowledgeofaword’smeaningalsofacilitatesaccuratewordrecognition.

Principles of Effective Vocabulary Instruction

• Presentword(s)usingchild-friendlydefinitions.• Drawattentiontoorthographic(spelling)andphonological(sound)representation.

• Engagestudentsinrepeateduseofword(s)indifferentcontexts.

• Teachwordsincategories.• Makethewordmeaningvisual.


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During and After Read-Alouds….

• Focusonwordsthatarecontextualizedinliterature.

• Choosewordsthatareusefulinmanysituations.

• Provideclear,accessibleexplanationsandexamplesofwordmeaningsinvariouscontexts.

• Provideopportunitiesforstudentstoactivelyengageinactivities.

• Providemultipleexposuresovertime.

Morphology

• Morpheme– studyofmeaningfulunits(morphemes)

• Studyofbase/rootwords,prefixes,andsuffixes

Inflectional Suffixes

Inflectional suffixesdonotchangethepartofspeech.Theymakedifferentgrammaticalformsofthesameword.-ed,-s,-ing và v walked,walks,walking

-s,-’s,-s’ nà n girls,girl’s,girls’

-er,-est adjà adj great,greater,greatest


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Derivational SuffixesDerivationalsuffixeschangethegrammaticalroleofawordorroot.Spellingsareoftenconsistenteventhoughpronunciationchanges.-er verb tonoun walk(v)à walker(n)

drive (v)à driver(n)

Latin:birth,born

nat

ure al(adj) ize (v)pre ive ism(n)

ion(n) ist (n) ic (adj)hood(n)

prenatal nationnational nationalism

nationhoodnationalize nationalistic

nature natural naturalizenative

…pythonshavebeenmakingtheirhomesintheEvergladesattheexpenseofthenative(naturaltothearea)species.

GREEK

ROMANCE

ANGLO-SAXON

Specialized words, used mostly in science,though some, likephotograph, are common

Technical, sophisticated words usedprimarily in more formal settings suchas literature and textbooks

Common, short, everyday, down-to-earth words used frequently in ordinary situations and found in school primers

UnlockingLiteracy,MarciaHenry

Structural Clues: Layers of Language

www.wordworkskingston.com!Courtesy!Pete!Bowers!

13!


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Courtesy!Pete!Bowers:!Wordworkskingston.com! 12!

Vocabulary• TextTalk• BuildingVocabularySkills

• LanguageforThinking• KeystoLiteracy,VocabularyRoutines

• Lexia

Morphology• MindfulofWords• PS:Prefixes,Suffixes,andRoots

• Megawords• Spellography• WordWorks

Effective Literacy InterventionsStandard Protocol Examples

Morphology:ProblemSolvingApproachKeyActivities• Explicitlessonstointroducewordparts(i.e.,morphological

elements)• Morphemecategorization(i.e.,prefixes,suffixes,roots)• Wordnetworks

Teachersmustunderstandhowtoselecthigh-utilityvocabularywordsfromtextandprovideexplicitinstructionandrepeatedexposuretothewordsinmanycontexts.Theyalsomustknowhowtoprovidesystematicandexplicitinstructioninmorphemicanalysis.Finally,theyshouldunderstandwhichstudentsneedtoreceiveextrapracticewithvocabularydevelopmentandwhy.



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www.literacyhow.com

Syntax• Sentencestructure:words,phrasesandclauses(independentanddependent)

• Thesetofprinciplesthatdictatethesequenceandfunctionofwordsinasentenceinordertoconveymeaning

• Includesgrammar,sentencevariation,andmechanicsoflanguage

“Ifareadercannotderivemeaningfromindividualsentencesthatmakeupatext,thatisgoingtobeamajorobstacleintext-levelcomprehension.”

Scott,2009

Nouns Adjectives

PronounsVerbs

AdverbsPrepositions

Conjunctions Interjections

©Gillis&Eberhardt2016

• Each“block”servesaspecific,meaning-basedfunction.

• Together,theyprovidethebasisforallofthesyntacticstructuresinEnglish.

8 Grammatical Building Blocks


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Syntax and Comprehension• Syntacticawarenesscontributestotextcomprehension.

• Syntaxplaysanimportantroleintheabilitytoreadfluently.

• Teachthefunctionofwordsinsentencesratherthanrotememorizationandidentificationof‘partsofspeech.’

• Analyzetextforpossiblesentenceleveldifficulties.Theexplicitteachingofsyntaxensuresadequatesyntacticknowledgeandsupportsstudents’textcomprehension.

How do we solve sentence comprehension problems?

• Identifythepointsofconfusion.• Teachthroughorallanguage activitiesfirst,usingstudents’everydayexperiences.

• Usestudent-friendlylanguagetodefinegrammaticalterms.

• Gofromsimpletomorecomplextasks.

Semantics• Theaspectoflanguageconcernedwithmeaning

• Semanticsisalsothestudyoftheprocessbywhichmeaningisderivedfromsymbols,signs,text,andothermeaning-bearingforms.

• Understandandidentifyexamplesofmeaningfulwordrelationshipsorsemanticorganization.


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Special Considerations for ELLsIdioms,metaphors,andcolloquialusesoflanguagewillbe

difficult!Teachdirectly.

p. 59


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Syntax&Semantics:ProblemSolvingApproachKeyActivities

• Explicitlessonstoteachhowwords,phrases,andclausesfunctioninthesentence.

• Explicitlessonstoshowstudentshowtocombineclauseswithconjunctionstocreatecompoundandcomplexsentences.

• Useofgraphicandsemanticorganizerstoshowwordfunctions,therelationshipbetweenwords,phrases,andclauses,andhowwordsarerelatedthroughwordnetworks

Syntax:Teachersmustconstructanddeconstructsimple,complex,andcompoundsentences.Theymustalsoidentifyandclassifywordsandtheirfunctionbytheirgrammaticalroleinasentence.

Semantics:Teachersmustmatchoridentifyexamplesofwordassociations,antonyms,synonyms,multiplemeaningsanduses,semanticoverlap,andsemanticfeaturesanalysis.



www.literacyhow.com

Text Comprehension

Textcomprehension,theabilitytomakemeaning,istheultimategoalofreading.Itrequiresspecificskillsandstrategies,vocabulary,backgroundknowledgeandverbalreasoningskills(HollisScarborough’sBraid).


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DecodingBeyondCVC

FluencyAccuracy



LetterID

FluencyAutomaticity


LetterSound

PhonemicAwareness


HillforLiteracy

Focus on Vocabulary and Comprehension When…

Studentscanreadtextaccurately,automaticallyandwithprosodybuttheyhavedifficultycomprehendingwhatthey’rereading(QRI-6,runningrecords,storyrecall/retell).

Comprehension:StandardProtocolExamples

• QuestioningtheAuthor• CollaborativeStrategicReading/NowIGetIt!

• Language!• REWARDS• ReciprocalTeaching



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Comprehension:ProblemSolvingApproachKeyActivities

• Explicitlyteachtextstructure.• Teachinferencing.• Teachstudentstoanswerandgeneratequestions,givingampleopportunitiestoengageindiscussionsrelatingtothemeaningsoftext.

• Teachstrategiesincludingcomprehensionmonitoring,summarizing.Teachersmustunderstandfactorsthatcontributetosuccessfulcomprehension(i.e.,mentalmodel).Theymustknowvarioustextstructuresandgenres,understandwhyandhowcomprehensionhasbrokendown,andwhattodotoassiststudentstorepair.


Provide frequent opportunities for student practice with feedback

• Frequentstudentresponsecanassisttheteacherinmonitoringstudentunderstanding.

• Teacherfeedbackduringstudentpracticecanbeapowerfultoolforrefiningandmasteringnewskills.

• Feedbackpromptsstudentstocontinuesuccessfulpractice.

• Quickcorrectionspreventstudentsfrompracticingerrors.NationalCenteronIntensiveIntervention

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Our Mission is to - International Dyslexia Associationfl.dyslexiaida.org/wp-content/uploads/sites/33/2017/09/... · · 2017-09-30Wilson es • CTOPP •Nonsense Word • ORF •