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Dr. Susan Stanley LT512. The ability to understand and attach meaning to what one sees; to differentiate, interpret and remember what is seen  Discrimination.

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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:

1 Dr. Susan Stanley LT512

2 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

3 The ability to distinguish likenesses and differences among forms and symbols

4 Frist fo all, eht nole qushes its sharq mose imot eht siol ot test it. To qass eht test, eht siol mnst de loose os eht nole cam big mito it easliy. ehT horb wroking nole them shoves eht brit ot ome sibe with its dig forefeet. Them it qushes its doby agaimst eht sibe amb roof.

5  Confuses numbers, letters or words

6  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

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8  Disturbed by workbook format  Attention may shift from one stimulus to another to another  Loses place when reading  Difficulty with maps, charts and graphs

9 The ability to recall an image or sequence of what has been seen

10  Not able to learn sight words  Difficulty recalling letter formation and symbols  S pelling

11 The ability to coordinate what is seen with a motor response

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13  Difficulty copying or taking notes  Difficulty using manipulatives

14 The ability to attend to, understand and derive meaning from a sound  Memory  Figure-ground  Discrimination

15 The ability to retain or recall auditory experiences

16  Difficulty remembering sound/symbol relationships  Word retrieval problem (dysnomia)  Difficulty following oral directions  Difficulty taking notes from a lecture

17 The ability to select relevant auditory stimuli – to tune-out irrelevant stimuli

18  Disturbed by background noise  Teacher’s voice doesn’t stand out from other auditory stimuli  Distractibility – short attention span

19 The ability to perceive the differences between sounds and the sequence of sounds

20  grasp  course  fertile  parasite  porter  ancestor  pasture land  intercession  dome

21  Doesn’t hear differences – ten-tin; death-deaf; vow- foul-thou  Weak phonemic and phonological awareness  Difficulty rhyming  Difficulty hearing accented syllables

22 The ability to relate language and concepts to each other in a meaningful way

23  Law tent britches fall in town.  My tea hoax from ladle Leghorns grow.  Up any shaved sup any urned.  A nap a lad day keys a dock tray weigh.

24  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

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27  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?

28  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).

29  National Reading Panel,  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?

30  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.”

31  Putting It All Together… Chapter 1  Read 3 Internet Articles  Explore Website  Fieldwork: Teacher Interviews (Discussion Board)

32  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


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