Presentation on theme: "Dr. Susan Stanley LT512. The ability to understand and attach meaning to what one sees; to differentiate, interpret and remember what is seen Discrimination."— Presentation transcript:
Dr. Susan Stanley LT512
The ability to understand and attach meaning to what one sees; to differentiate, interpret and remember what is seen Discrimination Figure-ground Memory Visual-Motor Integration
The ability to distinguish likenesses and differences among forms and symbols
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Confuses numbers, letters or words
Discrimination of an object from its background Ability to focus on one figure allowing all else to drop into the background To screen out irrelevant stimuli
Disturbed by workbook format Attention may shift from one stimulus to another to another Loses place when reading Difficulty with maps, charts and graphs
The ability to recall an image or sequence of what has been seen
Not able to learn sight words Difficulty recalling letter formation and symbols S pelling
The ability to coordinate what is seen with a motor response
Difficulty copying or taking notes Difficulty using manipulatives
The ability to attend to, understand and derive meaning from a sound Memory Figure-ground Discrimination
The ability to retain or recall auditory experiences
Difficulty remembering sound/symbol relationships Word retrieval problem (dysnomia) Difficulty following oral directions Difficulty taking notes from a lecture
The ability to select relevant auditory stimuli – to tune-out irrelevant stimuli
Disturbed by background noise Teacher’s voice doesn’t stand out from other auditory stimuli Distractibility – short attention span
The ability to perceive the differences between sounds and the sequence of sounds
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The ability to relate language and concepts to each other in a meaningful way
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Has difficulty understanding written directions Has difficulty with multiple word meanings – tends to hold on to literal interpretation Has difficulty with voice inflection Is unaware of social cues – nuance Has difficulty acquiring foreign language
According to Reutzel ( On Balanced Reading), historically, balanced reading has been a combination of what two things? The New Zealand concept of balance is based on what blend of factors? What ideas for implementing the New Zealand style do you have for your classroom?
From Constructivism and Understanding, “Students become engaged in topics or units because a central theme in such education is the making of connections with students’ own lives.” “Teaching for Understanding” (TfU) asks students, “to make new connections within their various words, construct mental images that go beyond their current understandings, and imagine themselves and their circumstances differently” (Stone-Wiske in Graffam).
National Reading Panel, 2000. What four types of questioning were mentioned on the Literacy Matters website? What do students need to know about reading expository text? What is one things listed on LM that teachers need to provide in vocabulary instruction? Students need requisite skills for reading a variety of materials. What are the two most important?
According to Sousa in Putting…, “[L]ecture continues to be the most prevalent teaching mode in secondary and higher education, despite overwhelming evidence that it produces the lowest degree of retention for most learners” (p. 8). “To process and learn new content knowledge, students must be able to connect the new learning with information already in their backgrounds, information stored in memory” (p. 8). On p. 10, “Secondary students should read textbooks”, and “A multitext approach should be used in the content areas.”
Putting It All Together… Chapter 1 Read 3 Internet Articles Explore www.literacymatters.org Website www.literacymatters.org Fieldwork: Teacher Interviews (Discussion Board)
Putting It All Together – Chapter 2 Read articles on three internet sites Fieldwork: Cloze Activity (Discussion Board) One-Hour Seminar on Thursday, 12/17, 7:00- 8:00pm Peer Feedback on your Directed Reading Plan on DB