2. SPED 562: C 6&7 Assessing Language and Reading Witzel

3. Language-based Learning Disabilities The federal definition stated that learning disabilities “is language-based and occurs in learning situations that involve oral language, listening comprehension, written composition, writing, spelling, reading, or arithmetic. Due to each student’s specific processing deficit, uneven abilities are manifested in these language-based areas highlighted in academic tasks (Henley, Ransey, Algozzine, 2009, p. 168-9). Be careful about looking too closely at language alone. 1960s research by Englemann and by Bernstein found a link between low SES and poor language. Poor language and language deficient students need help but not from special education.

4. Itinerary Components of language Reading Instruction Adam’s Model Phonological Awareness National Reading Panel (2000)

5. Components of Language Differentiate – Phonology – Morphology – Syntax – Semantics – Pragmatics Teach and increase language comprehension Explain sample imitation and modeling Strategies

6. Framework for Reading Instruction (Miller, 2009) 1)Alphabetics 2)Fluency 3)Comprehension Why these three categories? Why this order?

7. Adam’s Model According to Adams “ The reading process is driven by the visual recognition of individual letters in familiar ordered sequence and is critically supported by the translation of those strings of letters into their phonological correspondence” (p. 237). Phonological Orthographic Meaning Context How do these processors work together? Also look at the work of Ehri and Chall

8. Phonological Awareness Phonemes are the smallest sound units used in spoken language. Tasks: 1.Preschool a.Word oddity b.Sentence segmentation c.Word segmentation d.Sound matching 2.Elementary a.Blending b.Word manipulation c.Syllable splitting d.Phoneme segmentation e.Phoneme manipulation

9. NRP (2000) National Reading Panel (NICHD], 2000) concluded that there are 5 components of effective reading instruction. Without these, it is difficult to conclude special education. 1.Phonemic awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Comprehension

10. Error Pattern Analysis: Running Records How do you assess student reading? Bring in sample running records. What do you look for? How do you intervene?

11. General Reading Expectations - react Emergent Literacy (Prereadin g and picture symbols) Sight words Sound- symbol relationshi ps Paragrap h reading and short questions Fluency and comprehe nsion Mild Disabilities all all to some Moderate Disabilities allsomesome to few seldom Severe Disabilities fewseldom

12. Summation How are language and reading related? What is necessary to teach language? How would you define “readiness to read”? What do you use to assess student reading or preparations to read?