1. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Physical, Psychological, and Environmental Factors Affecting Literacy Development Chapter 4 Copyright © 2010 Pearson Education, Inc.

2. When is a student at risk? A student has two or more physical, psychological, or environmental symptoms present. Copyright © 2010 Pearson Education, Inc.

3. Physical factors General health Persistent illnesses Chronic infections Glandular problems Allergies Copyright © 2010 Pearson Education, Inc.

4. Physical factors Keenness of vision Prescription glasses Visual Acuity Skills of discrimination of form, visual closure, constancy, and visual memory Practice activities help develop these skills Visual Perception Copyright © 2010 Pearson Education, Inc.

5. Physical factors Keenness of hearing Assistive devices Auditory Acuity Ability to discriminate, remember, and blend sounds Practice activities help to develop these skills Auditory Perception Copyright © 2010 Pearson Education, Inc.

6. Physical factors These learning problems affect learning for very different reasons. There are distinct descriptive criteria for a host of terms used when children have learning problems. Refer to conditions that result in learning problems due to brain dysfunction or structural differences Neurological factors Learning Disability Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) DyslexiaStuttering Copyright © 2010 Pearson Education, Inc.

7. Brain-based learning Translates the findings from brain research into designing instructional environments Intended to make the brain more receptive to learning Cooperative learning strategies are brain- compatible learning because the research findings indicate interpersonal intelligence is important to brain development Copyright © 2010 Pearson Education, Inc.

8. Psychological factors Thinking Conceptual development Cognitive Feelings and attitudes Emotions are strongly linked to learning Affective Copyright © 2010 Pearson Education, Inc.

9. Teachers assist the psychological environment when they: Are concerned with the social and emotional well-being of their students Watch for possible signs of maladjustment (see Appendix F) Use anecdotal records to document behaviors of students with possible symptoms Engage students in bibliotherapy Copyright © 2010 Pearson Education, Inc.

10. Anecdotal records Carefully prepared, brief, highly objective written notes can be seen in the following figure as examples of anecdotal records. (Gipe, 2010, p. 81) Copyright © 2010 Pearson Education, Inc.

11. Helping students with low self-esteem Create a facilitative learning environment Create opportunities for success Develop authentic literacy tasks that reflect the popular culture Provide ample reward and reinforcement Encourage student participation Copyright © 2010 Pearson Education, Inc.

12. Environmental factors Poverty Negative home environment Negative school environment Societal ills Negative influences on literacy progress Copyright © 2010 Pearson Education, Inc.

13. Areas of child abuse and neglect Sexual abuse Physical abuse Emotional maltreatment Physical neglect Copyright © 2010 Pearson Education, Inc.

14. Resiliency In spite of all the negative environmental factors that might be present, the resilient child manages to do well. Resiliency is a learned capacity. The more protective factors present, the greater the chance of developing resiliency. Protective factors stem from family, peers, school, and community. Copyright © 2010 Pearson Education, Inc.

15. Communicating with parents Progress reports (see Appendix H) Home response journals Personal letters and positive notes Classroom newspapers or newsletters Invitations to visit the classroom Preparation for parent-teacher meetings Copyright © 2010 Pearson Education, Inc.

16. Parent-Teacher Meetings Talk specifically about the child’s strengths and use specific examples Mention things the child is enthusiastic about Ask for information about child’s at-home interests and achievements Offer possible solutions to problems Discuss criteria for grades Copyright © 2010 Pearson Education, Inc.

17. Potential parent questions to be prepared to answer (Figure 4.3) Parent QuestionsTeacher Questions Is my child doing as well as he should in school? Have I looked at this student’s cumulative records? What are the grade-appropriate standards? Are there anecdotal records of this student’s progress? What group(s) is my child in and why? Can I clearly explain the grouping system I use? How can I help this parent understand that all students are expected to meet the same content standards? Is this student working at a developmentally appropriate level? Does this student have special needs? Copyright © 2010 Pearson Education, Inc.

18. Potential parent questions to be prepared to answer (cont.) (Figure 4.3) Parent QuestionsTeacher Questions What kind of books is my child using? Do I readily know the textbook names and reading levels of this student? Does this student use supplemental books? Why? Do I have my students keep a record of books read? May I see some of my child’s work? Have I asked students to update their portfolios regularly, and have I looked at them recently? How am I going to respond to the student’s work that is less than satisfactory? Do I have a system in place for periodically sending home student’s work and monitoring whether a parent actually sees it? Copyright © 2010 Pearson Education, Inc.

19. Potential parent questions to be prepared to answer (cont.) (Figure 4.3) Parent QuestionsTeacher Questions Does my child get along well with the other children? Do I keep anecdotal records on problems that arise between students? Do I give suggestions to students and parents about how behavior can be improved? Have you noticed any special interests, aptitudes, or abilities? Do I encourage my students to do extra projects and explorations in their areas of expertise, and do I maintain records of what their interests are? Do I provide opportunities for the students that will further develop their talents, and have I determined their multiple intelligences profiles? Copyright © 2010 Pearson Education, Inc.

20. Potential parent questions to be prepared to answer (cont.) (Figure 4.3) Parent QuestionsTeacher Questions Does my child obey you? Do I have an effective classroom management system in place that provides periodic feedback to parents? Do I keep anecdotal records of specific incidents as documentation? How can I help at home? Have I provided specific examples to parents on how to assist their child? Have I provided materials to parents to assist them in helping their child? Copyright © 2010 Pearson Education, Inc.

21. Potential parent questions to be prepared to answer (cont.) (Figure 4.3) Parent QuestionsTeacher Questions What is my child’s national standing? Do I provide parents with a complete copy of their child’s standardized test scores? Can I clearly explain test results to parents? Does my child get to class and school on time? Are my attendance records up-to-date? Copyright © 2010 Pearson Education, Inc.

22. Potential parent questions to be prepared to answer (cont.) (Figure 4.3) Parent QuestionsTeacher Questions Is it all right to call you at home? Do I have a procedure informing parents of how and when to contact me? Is it OK if I drop in anytime to see about my child? Do I have guidelines established concerning parental visits? Have I provided parents with this information? Are guidelines established for the way parents should conduct themselves during a classroom visit? Copyright © 2010 Pearson Education, Inc.