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Title Hanson Initiative for Language & Literacy (HILL) Hanson Initiative for Language & Literacy Linking Theory to Best Practices in Reading Sharon Weiss-Kapp.

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Presentation on theme: "Title Hanson Initiative for Language & Literacy (HILL) Hanson Initiative for Language & Literacy Linking Theory to Best Practices in Reading Sharon Weiss-Kapp."— Presentation transcript:

1 Title Hanson Initiative for Language & Literacy (HILL) Hanson Initiative for Language & Literacy Linking Theory to Best Practices in Reading Sharon Weiss-Kapp M.Ed. CCC SLP Adjunct Clinical Assistant Professor MGH Institute of Health Professions Senior Clinical Associate Childrens Hospital Boston

2 Outline for Discussion Points for Theory to Practice Presentation Interferences to learning related to executive skill support Interferences to reading related to strands of spoken language Interferences to reading related to meaning Interferences to reading related to orthographic Skills Lexia and the Response to Intervention Model

3 Interference to Learning: Executive Skill Difficulties Attention Working memory Inhibition of competing stimuli Automaticity of skills Maintenance of task Monitoring performance Shifting of task

4 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 Curlys 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

5 Interferences to Reading Related to the Strands of Spoken Language Phonology Semantics Syntax Morphology Pragmatics Discourse

6 Phonological Awareness: Ability to reflect on and manipulate the sound structure of ones own language Complexity of sound structure of language may affect acquisition of phonological awareness skills Word Awareness-Segmenting sentences into words Syllable Awareness-Segmenting words into syllables Phonemic Awareness-Segmenting syllables into individual speech sounds

7 Syntax: word order 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

8 Morphology Skill Development Explicit Instruction in Structural Analysis Anglo-Saxon roots and affixes Latin roots and affixes Greek roots and affixes

9 Pragmatics-Use of language in context, serving a variety of communicative functions Taking multiple perspectives Interpreting intent Recognizing subtext

10 Semantics-Aspect of language that governs meaning of words and word combinations Vocabulary Knowledge of word meaning Schematic understanding: Background knowledge World knowledge Procedural knowledge

11 Interferences to Reading Based on Meaning Use of previously stored knowledge about language and the world activated by longer discourse units: sentences conversations paragraphs texts (Kamhi and Catts)

12 What is the Response to Intervention Model? Universal Screening Generally Effective Core Instruction Progress Monitoring Increasingly Intense Instruction Based on Student Need Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

13 Lexia and the RTI Model Lexia Software is seamlessly integrated into the RTI Model Teachers are able to successfully implement Lexia into their classroom after one training session Immediately helps teachers create differentiated instructional groupings

14 Evaluating Instruction in the RTI Model Immediate corrective feedback More time on activities that were especially difficult/mastery of content before moving to the next lesson More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

15 Evaluating Instruction in the RTI Model Immediate corrective feedback Mastery of content before moving to the next lesson/more time on activities that were especially difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007

16 Immediate corrective feedback Verbal prompts: Correct responses: Good job, Cool Feedback to incorrect responses is designed to scaffold and support learning skills: Thats not quite right …. Let me help you think about that… Visual prompts: Correct responses: Student receives a reinforcement Incorrect responses: Student sees color coding of correct responses after errors. Evaluating Instruction in the RTI Model

17 Use of color-coding to assist in correction

18 Immediate corrective feedback More time on activities that were especially difficult/mastery of content before moving to the next lesson More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007 Evaluating Instruction in the RTI Model

19 More time on activities that were especially difficult/mastery of content before moving to the next lesson Lexia software provides careful monitoring of performance with predetermined criteria built in to ensure mastery of content before moving forward through automatic branching. Evaluating Instruction in the RTI Model

20 More time on activities that were especially difficult/mastery of content before moving to the next lesson Teacher can turn off automatic branching and select an activity for more intensive practice. Evaluating Instruction in the RTI Model

21 Speed of presentation regulated based on student performance

22 Additional visual prompt to model correct response

23 Student bar graphs indicating mastery of content

24 Immediate corrective feedback Mastery of content before moving to the next lesson/more time on activities that were especially difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007 Evaluating Instruction in the RTI Model

25 More opportunities to respond Students quickly learn the structure of the task Reinforcements are very quick allows more time on task Screens are cleanly and clearly organized without distracting elements Evaluating Instruction in the RTI Model

26 Example of immediate reinforcement for correct response

27 Example of reinforcement at the end of an activity

28 Immediate corrective feedback Mastery of content before moving to the next lesson/more time on activities that were especially difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007 Evaluating Instruction in the RTI Model

29 Fewer transitions Structured and systematic presentationseamless transitions between units activities and levels and programsnot bouncing aroundopportunity for teachers to specify units. Irregular wordse.g., Sight Word Search (PR) across the levels. Consistency in activities across levelse.g., Sounds to Letters (PR) Levels 1 and 2 Evaluating Instruction in the RTI Model

30 K12345+ I On Level or Above II At Risk III SPED Tier 2 times Per Week 3-4 times Per Week 5 times Per Week G R A D E ER Primary Reading Strategies for Older Students * Early Reading Primary Reading Strategies … Early Reading Primary Reading Strategies … Use 20-30 Minutes * Levels 4 & 5 Core Supplemental Intensive

31 Seamless Transition between Activities across Levels Sight Words Level 1

32 Seamless Transition between Activities across Levels Sight Words Level 2

33 Seamless Transitions between Activities across Levels Sight Words Level 3

34 Immediate corrective feedback Mastery of content before moving to the next lesson More time on activities that were especially difficult More opportunities to respond Fewer transitions Setting goals and self-monitoring Greg Roberts, Northeast Regional Technical Center Webinar, May, 2007 Evaluating Instruction in the RTI Model

35 Setting goals and self-monitoring Activity Selection bar graphs inform students of their progress and help them to think of themselves as learners who are continuously acquiring skills. Student and Class Reports assist teachers in monitoring student performance and in setting appropriate goals. Evaluating Instruction in the RTI Model

36 Student self-monitoring

37 Student sees himself as a learner acquiring skills

38 Evaluating Instruction in the RTI Model Setting goals and self-monitoring Intelligent agent behind the software helps to create detailed reports that can guide instruction

39 Questions and Discussion


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