Chapter 5: Reading Instruction Gina Westrich, Kelsey Shepard, and Jason Smoker

1. Chapter 5: Reading InstructionGina Westrich, Kelsey Shepard, and Jason Smoker “ Success in school ultimately depends on one’s ability to read. This is magnified at the secondary level because so much of what is learned is acquired through reading of text” (Sabornie & deBettencourt, 2009, p. 148).

2. Reading is a complex process Figure out meaning of unfamiliar words Integrate new information; sometimes conflicting Differentiate fact from opinion Recognize perspective of writer COMPREHEND!

3. First step in planning instruction • Assess • Why? • Most studied academic area in special education assessment • Usually a common issue • How? • Standardized norm-referenced tests • Woodcock reading Mastery • Test of Reading Comprehension (TORC) • Informal reading assessment • Informal reading inventories (reading & vocab from lower grades) • Cloze procedure (every 5th word eliminated) • Curriculum based assessment • Read aloud from content textbook for 1 min, 2x/wk • Plot # of correct words over 7-10 testings • Have a target of i.e. 90 wpm with less than 5 errors

4. READING INSTRUCTION VOCABULARY COMPREHENSION

5. Vocabulary Instructional Strategies Semantic mapping Emancipate synonyms antonyms free liberate tether enslave

6. Vocabulary Strategies (cont.) D-I-S-S-E-C-T D=discover the context I= isolate the prefix S= separate the suffix S= say the stem E= examine the stem C= check with someone T= try the dictionary

7. Comprehension Instructional Strategies • Explicit about why and how • Always model technique • Emphasize use in all classes • Strategies • Reciprocal teaching • RAP • Direct instruction • Semantic mapping

8. Reciprocal Teaching Summarize important information (main points) Students generate 4-5 questions teacher could ask i.e. text questions Train to point out what does not make sense- can it be clarified? Predict what the next topic might be

9. Comprehension strategies (cont.) RAP DIRECT Read Ask main points Paraphrase Questioning main points Paraphrasing Visual imagery

10. Semantic Mapping

11. Overlap between strategies Summarize Generate questions Clarify Predict Read Ask main points paraphrase • Questioning • Paraphrasing • Visual imagery • Semantic mapping

12. Techniques Distilled Main points Paraphrasing Visual Generate test questions (predict)

13. STRATEGY FOR LEANING CONTENT Main idea Visual Paraphrase –Test questions Predict next content

14. “READING INSTRUCTION AT THE SECONDARY LEVEL FOR MANY STUDENTS WITH MILD AND HIGH-INCIDENCE DISABILITIES IS THEIR LAST CHANCE TO BECOME INDEPENDENT- IT MUST BE INTERESTING, INTENSIVE, ENGAGING, AND EXPLICIT” (Sabornie & deBettencourt, 2009, p. 149).

15. Implications for Educators • Each student brings a particular set of needs and a unique perspective. • “the reader is characterized as an active participant who interacts with the text to construct meaning” (Sabornie & deBettencourt, 2004, p.137). • We bring culture, family and individualized abilities to every learning experience. • Quality literacy instruction should involve students in the planning stages. • “…reading is a complex process that involves students not only breaking the code, but also bringing to the situation a conceptual knowledge to gather meaning” (Sabornie & deBettencourt, 2004, p.127).

16. Further Implications • The best way to learn something is to teach it. • Informal Assessment procedures offer quick, relevant methods that are tailored to your student’s reading level. • Many popular, current strategies share the themes of dialogue and motivation • Reciprocal strategies create a dynamic learning environment for all. • “In this type of classroom, the individual needs are addressed, and teachers are willing to make modifications in their instruction or use of materials” (Sabornie & deBettencourt, 2004, p.143).

17. Relevance for SPED 510 High Incidence Disabilities • Issues with reading will probably be the most common disability we will encounter in each of our content areas • Thus, it is important we know ways to approach literacy problems Reading instruction should occur across content areas • Content area teachers “. . . should emphasize the reading and writing practices that are specific to their subjects, so that students are encouraged to read and write like historians, scientists, mathematicians . . .” (Biancarosa& Snow, 2006, p.15). Remember to collaborate- ask for help/ideas when you need to: • “. . . to make general education class successful for many students who have difficulty with reading, much collaborating and coordination is needed among special and general educators” (Sabornie & deBettencourt, 2009, p. 148).