1. 1 Applying Principles To Reading Presented By Anne Davidson Michelle Diamond

2. 2 The Nature of Reading Perceptual processing Word recognition Syntactic processing Semantic processing Metalinguistic processing Comprehension

3. 3 Perceptual Processes –Transform light waves and sound waves into meaningful chunks of information –Affected by the development of the visual and auditory systems –Will drastically affect the development of reading skills

4. 4 Word Recognition Recognized at two levels –Letter level –Identified and transformed into their sound Word level String the individual sounds into a meaningful word

5. 5 Syntactic Processing Involves the ability to identify clauses, NP, VP, etc ( sentence structure) Measured by the mean length of utterance (MLU) MLU is closely related to both cognitive and social development

6. 6 Semantic Processing Studying words (includes images, personal experience, and declarative knowledge) Forms relatively late compared to other aspects of language Meanings are activated by each other

7. 7 Metalinguistic-processing Think about language, understand what words are Sound out, analyze, identify rules of language Usually unaware of what they know

8. 8 Comprehension Using all processes Linking new knowledge to old Hampered by limited capacity of processing space, attention, prior knowledge, and procedures

9. 9 Cognitive/Intellectual Requirements for Success in Reading Comprehension skills: successful readers use facilitative comprehension Integrative skills: student uses graphic syntactic and semantic cues to improve and develop meaning Metacognitive skills: student is aware of comprehension and makes adjustments in his/her reading accordingly

10. 10 Cognitive/Intellectual Requirements for Success in Reading Emergent literacy: successful readers understand the purpose and use of reading Phonemic awareness: student understands blending and segmentation Decoding skills: takes notice of distinctive visual cues

11. 11 Principals to Teaching in Reading Beginning readers should become fast, accurate, and attention-efficient decoders Activate appropriate background knowledge quickly and efficiently Teach basic comprehension strategies

12. 12 Implications of Disabilities for Teaching/Learning in Reading For students with Dyslexia: Teach metacognitive strategies. Teach children similarities and differences between speech sounds and visual patterns across words. Use techniques that make phonemes more concrete. Review previous reading lessons and relate to current lessons. Discuss the specific purposes and goals of each reading lesson. Teach children how metacognitive skills should be applied.

13. 13 Implications Continued ( Dyslexia cont.) Provide regular practice with reading materials that are contextually meaningful. Teach for comprehension. Teach reading and spelling in conjunction. Teach children the relationship between spelling and reading and how to correctly spell the words they read. Provide positive, explicit, and corrective feedback.

14. 14 Implications of Disabilities for Teaching/Learning in Reading For students with Autism: Provide equal instruction in words, letter-sound recognition, comprehension, writing, and self- direction (enjoyment of reading). Letter-sound recognition should be taught in the context of real words, not in isolation. Teachers should use whole words when teaching students with autism because it gives students more opportunities to practice real-world skills.

15. 15 Implications Continued (Autism cont.) Teachers should have students manipulate letters in a word to compare differences in letter sounds. They can change one or two letters to make new words, all while learning the sounds different letters make.

16. 16 Strategies for Teaching in Reading Phonological awareness –Identify sounds within speech –Match sounds to letters (phonics) Tips-model specific sounds and ask students to reproduce the sounds –Begin with easy words, progress to more difficult ones –Develop a sequence and schedule, tailored to each child's needs –Make it top priority

17. 17 Strategies Cont’d Word recognition –Phonological decoding –See the word, access its meaning from memory Tips - develop connections between sounds and letters and sounds and words –Model the sounds of the word, then blend the sounds together and say the word –Move from sounding out to blending words to reading connected text

18. 18 Strategies for Accommodating Students with Disabilities in Reading PHONOLOGICAL AWARENESS AND ALPHABETIC UNDERSTANDING Make phonological awareness instruction explicit : modeling specific sounds and asking students to reproduce the sounds Ease into the complexities of phonological awareness : begin with easy words and progress to more difficult ones

19. 19 Strategies Continued Provide support and assistance : model the sound or the strategy for making the sound; have students use the strategy to produce the sound; prompt students to use the strategy during guided practice Develop a sequence and schedule : provide students with opportunities to apply and develop sounds

20. 20 Strategies Continued READING WORDS Develop explicit awareness of the connection between sounds and letters and sounds and words: teach letter-sound correspondence by presenting the letter and modeling the sound, model the sound of the word, then blend the sounds together and say the word. Attend to the sequence in which letter-sound correspondences are taught: the speed with which the student moves from sounding out to blending words to reading connected text, and the size and familiarity of the words.

21. 21 Strategies Continued Support learning by modeling new sounds and words: correct errors promptly and sequence reading tasks from easy to more difficult Schedule opportunities to practice and review each task: according to the child's needs

22. 22 Resources http://www.as.wvu.edu/~scidis/learning. html http://www.as.wvu.edu/~scidis/learning. html http://www.tampareads.com/ http://www.toread.com/ http://www.pbrookes.com/email/archive/ november01/November01ED3.htm http://www.pbrookes.com/email/archive/ november01/November01ED3.htm