1. Special Education 671: Advanced Study of Literacy Problems Spring 2016 Professor Sue Sears

2. Welcome and Introductions Name Contact Information (email/phone) Program (Clear/ MA) Currently teaching and where Age preference for tutoring

3. Syllabus

4. Textbooks and Readings

9. Literacy is an Acquired Taste- It Must Be Taught

10. Educators must have knowledge of the reading process Reading Models are a visual representation of word perception, sentence processing and text comprehension.

11. The Simple View of Reading A formula introduced by Gough and Tunmer in 1986 Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC) The formula was demonstrated to work by Hoover and Gough’s study, published in 1990 The essence has been replicated many times since.

12. Simple View of Reading Decoding (D) – Efficient word recognition skills – Rapid recognition of all words including nonsense words – Sight word reading – Phonics Language Comprehension (LC) – Ability to understand language (to derive meaning from individual and related multiple spoken/signed sentences) Vocabulary Background knowledge Language structures Verbal reasoning Reading Comprehension (RC) – Ability to understand written language (to derive meaning from individual and related multiple written sentences)

13. Three Categories of Reading Difficulties Students with Decoding (D)difficulties – Efficient word recognition skills – Rapid recognition of all words including nonsense words – Sight word reading – Phonics Students with Language Comprehension (LC) difficulties – Ability to understand language (to derive meaning from individual and related multiple spoken/signed sentences) Vocabulary Background knowledge Language structures Verbal reasoning Students with Decoding and Language Comprehension difficulties

15. Educators must have knowledge of English orthography English spellings represent both sound (phonemes) and meaning (morphemes)—a morpho-phonemic system

16. English is an alphabetic writing system 1000 BC Phoenicians developed a system of 22 consonant based symbols 800 and 750 BC Greeks created symbols for vowels and designed their alphabet Greeks analyzed each of the phonemes of the Phoenician and Greek languages

17. “In a sense it is as if the child has recapitulated history—from the early fumblings with the discovery of alphabetic writing to the equal if not greater, intellectual feat of discovering that the spoken word is made up of a finite number of sounds.” Jeanne Chall, 1983

18. Letters represent sounds (phonemes)

19. Sounds (phonemes) are represented by multiple letters and letter combinations Letters and letter combinations represent multiple sounds

20. “English orthography... represents phoneme- grapheme correspondences and meaningful word parts. Thus, it is said to be a deep orthography and it is more difficult to read and spell than other languages whose orthographies directly represent correspondences between sound and print.” Louisa Cook Moats, 2010

21. Layers of English Orthography Alphabet Layer – Old English / Anglo Saxon words – Most common 100 words have origin in Old English Pattern Layer – Middle English / combination of Old English and Norman French – Legal concepts, ideals, and values – Not always spelled the way they “sound”(silent e, silent i in vowel combinations Meaning Layer – Capture the Renaissance – Morphemes (Latin and Greek roots and affixes)

22. Developmental Word Study http://pdtoolkit.pearsoncmg.com/wordstheir way6e/video/11665/1_wil4bbjn http://pdtoolkit.pearsoncmg.com/wordstheir way6e/video/11665/1_wil4bbjn

23. “Organizing the phonics, spelling, and vocabulary curriculum according to historical layers of alphabet, pattern, and meaning provides a systematic guide for instruction... As students learn to read and write, they appear to reinvent the system as it was itself invented.” Bear, Invernizzi, Templeton, & Johnston, 2016

24. The English Alphabetic Writing System Layers of EnglishFeatures of Words Examples Anglo-Saxon (Old English) Alphabet 1 syllable, function, common sky, earth, dog, were, want, do Norman (Norman French) Pattern soft c and g, long vowel combinations coupon, royal, guard, goal, beat, boot Latin Meaning Multi-syllable words, affixes Latin roots stellar, solar, delectable Greek Meaning Multi-syllable words, affixes Greek forms chlorophyll, neuropsychology

25. Developmental Word Study Layer of EnglishFeatures of WordsStage Anglo-Saxon (Old English) Alphabet 1 syllable, function, common Letter-Name Alphabetic Chapter 5 Norman (Norman French) Pattern soft c and g, long vowel combinations Within Word Pattern Chapter 6 Latin Meaning Multi-syllable words, affixes Syllables and Affixes Chapter 7 Greek Meaning Greek combining forms Derivational Relations Chapter 8

26. Educators must have knowledge of reading development We must instruct within the learner’s zone of proximal development

27. Spelling/Reading Stages AlphabetPatternMeaning Emergent Letter-Name Alphabetic Beginning Reading Letter-Name Alphabetic Beginning Reading Within Word Pattern Transitional Reading Syllables and Affixes Intermediate Reading Derivational Relations Advanced Reading

28. Reading/Spelling Stages StageCharacteristicsInstructional Focus Emergent Letter-Name Alphabetic Within Word Pattern Syllables and Affixes Derivational Relations

29. Homework Prepare and be prepared to share an Activity from Chapters 4, 5, or 6