Session 2 Reading. Special Education Support Service
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- Cora McCormick
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1 Session 2 Reading
2 Role of the Literacy Link Teacher Considerations Who are our students what do they need? What resources do we have? What works well in our school? 6 What needs to be changed? Is there something new for us to try? What does this mean for me in my role?
3 Labels. Students with physical and attending difficulties. - Broad range constituting degrees of physical disability). In addition: Learning disabilities. Specific co-morbidities (ADD, ADHD, Dyslexia, Dyspraxia, Autistic presentations.) Speech and language Difficulties. Communication difficulties (including nonverbal) Processing, short and long term memory difficulties. Visual and hearing impairments. Behavioural difficulties. Social and emotional difficulties.
4 Get to know your Pupils
5 The Cognitive Foundations of Learning to Read: A Framework 1 big picture understanding 2 good assessment 3 focused and purposeful interventions
6 Profiles / Grouped characteristics of Reading competencies across School Are our school populations similar in profile? Is the diversity of reading abilities similar? Are the competencies within the class levels recognisable? Ref: Handout 1
7 Literacy Approaches Which approach to Literacy does your school focus on or emphasise, ensuring access to literacy? Literacy as a social practice - to shape lives, to develop shared cognitions, to communicate values and beliefs. Literacy as a vehicle for maintaining or challenging structures, how ideas are presented in texts and developing critical literacy. Literacy as a technical approach investigating literacy as reading, writing and spelling skills.
8 Bottom up Processing The Reading Process Bottom-up Top-down Interactive Themes Main Ideas Ideas / Details Phrases Words Top-down Processing Which of or both reading processes? When and for whom?
9 The Cognitive Foundations of Learning to Read: A Framework
10 Reading Comprehension Decoding Cipher Knowledge Lexical Knowledge Phoneme Awareness Alphabetic Principle Concepts About Print Letter Knowledge
11 Framework Summary The ability to read and understand a passage of text depends upon two equally important skills: the ability to decode the words in the text the ability to understand the language the text is written in
12 Integrated Reading & Writing
13 Role Play Accomplished Stages in Reading Development Experimental Proficient Early Transitional Website Handout Reading Stages
14 Reading in the curriculum
15 Other Publications NCCA Guidelines Reading Other sources L & N Strategy
16 Reading in our Schools What are the important elements / components of reading?
17 How do we get to good reader behaviours. Good readers. Use letter and sound patterns to pronounce unfamiliar words. Pronounce words accurately Pronounce words automatically Read fluently with accuracy, speed and expression Attach meaning to words Learn new words and refine the meanings of known ones Construct visual images Ask questions of themselves and the author and read to find answers Form and support opinions on ideas in the text Monitor comprehension and repair comprehension breakdown Connect what they know with the information in the text Determine what is important in the text Recognise text structure Summarise and reorganise ideas in the text Make inferences and predictions (adapted Martin Gleeson)
18 Reading Core Components Motivation / Enjoyment Vocabulary Comprehension Phonological Skills Fluency
19 Accessing the Curriculum The Curriculum Access Tool General Learning Disability CAT - GLD A tool for accessing the curriculum Curriculum Access Tool - General Learning Disability
20
21 Visual Map
22 The Cognitive Foundations of Learning to Read: A Framework 1 big picture understanding 2 good assessment 3 focused and purposeful interventions
23 What assessment procedures are used in your school? Assessment Reading What assessment tests have you found useful? What other type of assessment information do you gather? Refer: Website Assessment Reflection
24 Assessment Informal Drumcondra Profiles - Curriculum based Running Records Checklists (General) Use of checklist information to identify exact gap Assessing for gaps Checklists (Specific) Downsed Publications - Vocabulary, sentences, grammar
25 Assessment Reading Diagnostic Reading Analysis York Assessment of Reading for Comprehension Neale Analysis of Reading Ability Oral and Written Language Scales Young Cloze Reading Tests
26 Assessment Literacy Skills Phonological Skills - Sound Linkage - Phonological Awareness Profile - Phonological Abilities Test - South Tyneside Assessment of Phonology (STAP) Spelling - Diagnostic Spelling Tests Graded Word Spelling Test
27 Reading Core Components Motivation / Enjoyment Vocabulary Comprehension Phonological Skills Fluency
28 What are the challenges for your students? Refer Q2 Workshop Handout
29 WS Approach to Reading Read Alouds Guided Reading Independent Reading Guest Readers / Storytellers Mobile Libraries Readathons Write / Read for others School Newspaper Inter schools reviews and book clubs Handout: Whole School Approaches
30 Motivation & Enjoyment Print-rich Environment - Choice / Variety - Interest - Using Fads - Films and TV Reading to Students Reading Time Class created Books Parents
31 Vocabulary Explicit Instruction - High frequency - Content specific - Social Sight Words - Question words Multi-sensory Approach
32 Phonological Awareness / Phonics Systematic Approach Word Awareness Syllable Awareness Onset and Rime Awareness Phonemic Awareness Phonics
33 Fluency Repetitive texts Paired / shared reading Talking books Focus on favourite book Record student reading familiar text Rehearsed Reading Word cards real and nonsense - rapid reading Echo Reading Refer Repetitive Books Handout - website
34 Comprehension Coat-hook Outline / story map Pre-teach new vocabulary Graphic / picture cues to support comprehension Repeat reading Retell Specific teaching of Wh question words
35 Comprehension Meaning Reader Text Context Background knowledge Basic language ability Decoding skills Higher level thinking skills Motivation Appropriateness of content Type font and size Vocabulary Genre Individual, group, whole class Answer questions / generate questions Discussion in pairs / small groups Co-operative V competitive
36 General Challenges for the Student Working Memory Sequencing Attention/ Concentration Generalise Cognitive Ability Organisation Sensory Behaviour Processing Speed
37 Resources
38 Role of the Literacy Link Teacher Considerations Who are our students what do they need? What resources do we have? What works well in our school? 6 What needs to be changed? Is there something new for us to try? What does this mean for me in my role?
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