Model of Silent Reading Comprehension (K. Erickson, based on Cunningham, 1993) Language Comprehension. Word Identification.

Transcription

1 Literature Review Assignment: Due Oct. 28 Select at least 2 research articles from peer reviewed scholarly or practice journals that examine the efficacy of the instructional approach they have chosen to use with the student participating in their Literacy Project and synthesize findings across these articles. Every effort must be made to find research articles that examine the use of the selected instructional approach with individuals with intellectual or severe disabilities. If you are not certain about the appropriateness of an article, check with the professor at least one week prior to completing the paper to determine if it meets the assignment requirements. Articles from required or recommended readings can not be used for this assignment. Should be 7 12 pages in length and follow the guidelines provided by the professor. To receive full points, students must attach copies of each article included in the review when the paper is submitted. Also attach a copy of the Grading Checklist as the first page. Model of Silent Reading Comprehension (K. Erickson, based on Cunningham, 1993) Word Identification Language Comprehension Automatic Mediated Knowledge of Text Structures Knowledge of the World Print Processing Eye movement Inner Speech Print-to-Meaning Links Integration 1

2 Small Group Work (15min.) (based on pp in your text (assigned reading for tonight s class) Using the materials provided in class, have one person test the other group member s phonemic awareness. (Take no more than 3-5 min to do this) Discuss what was easy/difficult about this assessment from the point of view of the person being assessed. Torgeson has said that phonological awareness is necessary but not sufficient for learning to read. Given what you ve read about phonemic awareness, discuss what he meant by this. Discuss and clarify with one another any questions about this reading. Phonological Awareness Recognizing that speech is made up of words; words are made up of syllables, syllables are made up on individual sounds (phonemes) Phonological Awareness Is influenced both by heredity and by experience and instruction Is an oral and aural skill Helps students understand the alphabetic principle Has a reciprocal relationship with development of reading skills Children develop PA in the language they first acquire. 2

3 Research says... Recent Recent research studies suggests that that children with children Research cognitive with does cognitive disabilities support disabilities explicit DO develop instruction phonological awareness and that it IS may in application not develop of phonological phonological awareness awareness associated with later reading development in skills same to (Connors sequence literacy tasks. (Snowling et al., 2002) et al., 2001; Kay-Raining as typically Bird et al., 2000) developing children; may develop in a qualitatively different manner. (Cardoso-Martins et al.,2002; Snowling et al., 2002) Phonemic Awareness: understanding that spoken words are made up of individual sounds (p. 101, Ruetzel & Cooter, 2003) Phonemes smallest unit of SOUND in a language PA is an oral language activity (doesn t require knowledge of letter names) PA is not phonics 3

4 Assessing Phonological Awareness Formal assessments (e.g., Comprehensive Test of Phonological Processing, Phonological Awareness Literacy Screening (see pp in the text for a list of formal tests), Informal assessments Typical assessment tasks for rhyme or alliteration recognition. Rhymes and Alliteration luck stuck y n bald belled y n wish fish y n This format is difficult for many children with intellectual or severe disabilities b/c yes/no questions are a cognitively difficult task. lump bump y n street straight y n make bake y n (Why? Or Why not) Modified assessment for assessing rhyme recognition Provide pictures of familiar objects (or the objects themselves.) Hat. Show me the picture that rhymes with hat. (or that sounds like) 4

5 Modified Phoneme Identity Tasks Show me the picture that starts with the same sound as cow. Blend & Split (segment) Syllables & Sounds Easier How Many? Ba-by 2 Car-pet 2 Harder /b/ /a/ /b/ /y/ 4 /c/ /ar/ /p/ /e/ /t/ 5 Modified assessment for syllable segmentation Provide a picture of a familiar twosyllable word. Teacher says /ba/,? Student adds last syllable /by/. 5

6 Phonemic Segmentation (typical) You say (How many) Child Says dog (/d/ /o/ /g/) chair (/ch/ /air/) lunch (/l/ /u/ /n/ /ch/) stool (/s/ /t/ /oo/ /l/) truck (/t/ /r/ /u/ /k/) star (/s/ /t/ /ar/) Modified assessment of phoneme segmentation Say the sounds in the name of this picture very slowly OR Tap the sounds you hear in the name of this picture. Teacher says /d/ /o/ /g/. Show me which picture is /d/ /o/ /g/. Modified assessment of blending 6

7 p i g n t n b Substitute/Manipulate Sounds p a t i e o n d Substitute/Manipulate Sounds p o t i e a n d Substitute/Manipulate Sounds 7

8 p o d t i e a n Substitute/Manipulate Sounds Instruction for Phonological and Phonemic Awareness Begin with easier tasks and move to more difficult ones. Make PA instruction a part of the regular school day no more than min a day, even for more intensive instruction. Practice both analytic and synthesis activities Keep it active and fun! (Embed within the day s activities.) Be sure YOU know and articulate sounds correctly and carefully When you re old and think you re sweet, Just pull off your shoes and smell your feet! Learning to rhyme can be fun and age-appropriate! 8

9 Picture Sort (by ending sounds) Word Box Elkonin Word Box (sounds) 9

10 Elkonin Boxes: Letters & Sounds C a t Elkonin Boxes: Onset & Rime c at Word by Word Bingo (Initial Sounds) /m/ /s/ /t/ 10

11 Modified Blending onset and rimes /b/ /us/. Show me the picture of the /b/ /us/. Instructional Activities for Phonemic Awareness for Instruction (N. Clark) Word Wall Activities Blending: What word am I trying to say? Mmmmm/oooooo/p. Segmentation (first sound isolation): What is the first sound in mop? Segmentation (last sound isolation): What is the last sound in mop? Segmentation (complete): What are all the sounds you hear in mop? 11

12 Phoneme Matching: Rhyming word Snap and Clap Rhymes Begin with a simple clap and snap rhythm. Get more complex as children move along in rhyming. ClapSnap fall ClapSnap ball ClapSnap hall ClapSnap small "I say, You say" game: I say fat. You say. I say red. You say. Rhyming word Sit Down Children walk around in a big circle taking one step each time a rhyming word is said by the teacher. When the teacher says a word that doesn't rhyme, the children sit down: i.e. She tree flea spree key bee sea went Rhyming word Songs, poems, and books As you do shared reading with the students, pause at the end of phrases and let the students supply the rhyming words. After you have read the poem together ask students to find the rhyming words. Generate other words that rhyme with these rhyming words. 12

13 Rhyming words "Put your thumbs up if these two words rhyme--pail-tail or cow-pig?" "Finish this rhyme, red, bed, blue,." Rhyming words Silly Rhymes Big Book Use rimes (roots of word families) and rhyme charts around the classroom to create silly poems with the class. Write the one line rhyme with the whole class in big letters on large chart paper (Shared Writing). Read aloud several times. Use different voices. Have children sound and clap words. Have a child illustrate the rhyme. Repeat each week for another set of rimes. Rhyming Syllable Clap (tap, bang, finger count) Talk with children about why knowing about syllables can help them when they read and write. Ask them to clap with you as you say words from a word list (making words, spelling words, word families): Vary 1, 2, 3, 4 + syllable words 13

14 Rhyming Rhyming Riddles Ask children riddles that require them to manipulate sounds in their heads. (The easiest are the ones that ask for endings. The next easiest are the ones that ask for a single consonant substitution at the beginning. The most difficult are the ones that ask for a consonant blend or digraph at the beginning. ) For example What rhymes with pig and starts with /d/?dig What rhymes with book and starts with /c/?cook What rhymes with sing and starts with /r/?dig What rhymes with dog and starts with /fr/?frog Phoneme Blending It starts with /m/ and ends with /ight/, put them together and you ve got (might). What word am I saying /d/ /i//sh/? (dish) Teaching Phonemic Blending "I Say It Slowly, You Say It Fast" Game Teacher explains that she will say the sounds in a word slowly. Children take turns saying it fast. Example: Teacher says, "/k/-/a/-/t/ child says, "cat. Example: Teacher says, "cow - boy child says, "cowboy." 14

15 Next Week: Read Morgan et al. article Chapter 5 in your text (fluency) Discuss phonics and practice a Making Words lesson Discuss fluency and discuss instructional activities to develop fluency 15