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How to teach children reading and spelling

How to teach children reading and spelling. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl www.annabosman.eu. The problem. Reading delays 10-15% in regular education 73% in special education Spelling delays No data Main cause

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How to teach children reading and spelling

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  1. How to teach children reading and spelling Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl www.annabosman.eu

  2. The problem • Reading delays • 10-15% in regular education • 73% in special education • Spelling delays • No data • Main cause • Neither intelligence nor background, but Quality of instruction

  3. My goal Prevention of reading and spelling problems in special (and regular) education through Effective Instruction

  4. With what? The method “How to teach children reading and spelling” (HTCRS; Schraven, 1994/2004) developed by José Schraven M.Ed.

  5. Research questions • What is the effect of HTCRS? • What level can be reached with HTCRS? pertaining to students in special education

  6. Participating schools

  7. Mean age & scores on cognitive tasks SPM = Nonverbal intelligence; Raven VOC = Vocabulary; ≈ Peabody LTM = Long-term memory; 12-words test STM = Short-term memory; digit recall and backward digit recall

  8. Test calender

  9. Differences between schools

  10. Phoneme blending (max. = 40)

  11. Reading letters(max. = 34)

  12. Reading CVC words (n/min.)

  13. Reading CCVC words (n/min.)

  14. Reading multi-syllable words (n/min.)

  15. Phoneme segmentation(max. = 40)

  16. Writing letters(max. = 34)

  17. 8-words dictation(max. = 8)

  18. Spelling tests March (% correct)

  19. Spelling tests June (% correct)

  20. School levels

  21. Dutch national norms (Cito)

  22. Reading CVC-words in June

  23. Reading CCVCCC-words in June

  24. Reading multi-syllable words in June

  25. Text-level 1 in June

  26. Text-level 2 in June

  27. Text-level 3 in June

  28. Spelling level in March

  29. Spelling level in June

  30. Conclusions • Reading and spelling is substantially and signficantly better in School X than Y and Z. • Reading performance of School X is at the level of regular education. • Spelling performance of School X is above the level of regular education.

  31. Consistency levels of English and Dutch Letters English 69% Dutch 86% [di:r] deer/dear [par] pair/pear Tear Wind English 28% Dutch 37% Sounds

  32. What makes HTCRS effective? What S p e l l R e a d i n g n g How

  33. The ‘What’ • Structure • of the orthography using a well-defined framework (meta-cognition) • rules • ways of thinking • of exercises based on task analysis • Reading exercises prior to reading (phoneme blending) • Spelling exercises prior to spelling (phoneme segmentation)

  34. The ‘How’ • Direct instruction • Teacher is model • Rows facing the teacher • Differentiation during group lesson • Orientation basis (Russian psychology) • Concrete goal • Practice each of the components • Integration in existing knowledge • Multi-sensory basis • Visual, auditory, and motor • Daily repetition & assessment • Each day same order of exercises • Each day a spelling test

  35. Guaranteed success Thank you for your attention www.zoleerjekinderenlezenenspellen.nl

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