Reading Acquisition: Theory to Practice

1. Reading Acquisition: Theory to Practice Sharon Weiss-Kapp CCC-SLP Clinical Assistant Professor MGH Institute of Health Professions Senior Clinical Associate- Communication Disorders Department Children’s Hospital Boston

3. Executive Skill Support • Attention • Working memory • Inhibition of competing stimuli • Automaticity of skills • Maintenance of task • Monitoring performance • Shifting of task

4. Intelligent Agents Broadly defined, an intelligent tutoring system is educational software containing an artificial intelligence component. The software tracks students' work, tailoring feedback and hints along the way. By collecting information on a particular student's performance, the software can make inferences about strengths and weaknesses, and can suggest additional work.

5. Interferences to Reading Comprehension Meaning Reader’s schemata does not overlap sufficiently with author’s Language Reader’s system of language does not overlap sufficiently with author’s. Print Accuracy Automaticity Fluency Reader does not monitor construction of meaning

6. From Call of the Wild by Jack London • He had never seen dogs fight as these w___ish c________ f_____, and his first ex________ t____t him an unf______able l____n. It is true, it was a vi_______ ex_______, else he would not have lived to pr___t by it. Curley was the v_____. They were camped near the log store, where she, in her friend__y way, made ad______ to a husky dog the size of a full-_____ wolf, th_____ not half so large as _he. __ere was no w___ing, only a leap in like a flash, a met_____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw. • Taken from the NICHD Research Program: • What We now Know About How Children Learn to Read • Bonita Grossen 03-27-97 • Full report at: www.cftl.org/30years/30years.html

7. Mapping Print to the Strands of Spoken Language • Phonology • Semantics • Syntax • Morphology • Pragmatics • Discourse

8. Phonological Awareness:Ability to reflect on and manipulate the sound structure of one’s own Language • Word Awareness-Segmenting sentences into words • Syllable Awareness-Segmenting words into syllables • Phonemic Awareness-Segmenting syllables into individual speech sounds

9. Phonological Memory Codes used to store verbal material for memory span tasks requiring immediate, verbatim and ordered recall (digits, letters, pronounceable non-words)

10. Phonological Awareness Skills • Rhyming • First sound awareness • Last sound awareness • Segmentation • Blending

11. Memorize these Numbers 1249162536496481

12. Orthographic Processing Recognition and use of English spelling patterns • bake • lake • cake • have • hav (?)

13. English Orthography cups – cups toys-toyz

14. Orthographic Processing Skills • Knowledge of six syllable types • Open syllable - “pa” • Closed syllable- “pat” • Silent e syllable- “bake” • R-controlled syllable- “fur” • Vowel combination syllable- “bait” • Consonant-le – “maple”

15. Orthographic Processing Skills • Spelling rules and generalizations e.g., “floss” rule: When a one syllable word containing a short vowel sound is followed by f,l, or s you double the f, l, or s. • Examples: bull, cuff, floss

16. Orthographic Processing Skills • Automaticity- Accuracy and speed in decoding orthographic patterns • Fluency- Text level fluid reading with appropriate melody, rate, and intonation.

17. Semantics-Aspect of language that governs meaning of words and word combinations Schematic Understanding: • Background knowledge • World Knowledge • Procedural knowledge Vocabulary • Lexical –specific dog • Categorical- all dogs have critical features that group them into a category

18. Lexical meaning for “hospital” • Categorical meaning for “hospital” • Schematic meaning for “hospital”

19. Syntax: How Words are Combined into Meaningful Units of Phrases, Clauses and Sentences • Word order • Sentence organization • Relationships between words, word classes, and sentence constituents such as noun phrases and verb phrases.

20. Syntax (cont’d) Knowledge of syntax allows the individual to make judgments about meaning: “Please sit in the chair” Versus “Chair the sit please in” Knowledge of grammar assists in comprehension

21. Syntax Skills • Explicit Instruction of rules of grammar in the spoken language system • Explicit instruction in the rules of grammar in the written language system Published Programs that Provide Explicit Instruction • Project Read • Story Grammar Marker

22. Morphology-Groups of words and inflections that convey subtle meaning and serve grammatical and pragmatic functions • Free morphemes-words that independently carry meaning • Bound morphemes-inflectional endings that carry meaning, such as –ed,-s, ing

23. Morphology Skill Development Explicit Instruction in Structural Analysis • Anglo-Saxon roots and affixes • Latin roots and affixes • Greek roots and affixes

24. Pragmatics-Use of language in context, serving a variety of communicative functions • Declaring • Greeting • Requesting information • Answering questions

25. Pragmatics (cont’d) Pragmatics includes the rules that govern conversation: • Initiating conversation • Turn taking • Maintaining topics • Changing topics • Conversational repairs • Requesting clarification

26. Pragmatic Skill Development to Enhance Comprehension Fluency Activities • Scooping • Intonation activities • Multiple perspective discussions

27. Discourse-level Comprehension World knowledge • Specific content domains, e.g., academic subjects • Procedural, e.g., how to bake bread • Interpersonal knowledge, e.g., human needs, motivation, attitudes, emotions, relationships

28. Discourse-level Comprehension • Referential knowledge- Language cues that assist the reader in identifying the referent of the utterance, such as pronouns of gender and number, and synonyms • Script knowledge- Knowledge of familiar events, such as a birthday party, or going to a restaurant

29. Discourse-level Comprehension • Story-schema knowledge- Mental framework that contains slots for each story component, such as setting, goal, obstacle and resolution • Making inferences- Inferences by taking information already processed, and combining it with world knowledge and script schema

30. Narrative Form • Character • Setting • Initiating event • Internal response • Plan • Attempts • Resolution • Internal response

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33. Early ReadingExecutive Function (Puzzle)

34. Early Reading – Rhyming

35. Early Reading – First Sound

36. Early Reading – Final Sound

37. Early Reading – Segmentation

38. Primary Reading – Sound/Symbol

39. Primary Reading – Silent e

40. Primary Reading – Sight Words (level 5)

41. SOS – Anglo-Saxon root/affix

42. Primary ReadingSemantic Categories

43. Primary ReadingSemantic Categories (2)

44. Primary Reading Cloze Paragraph

45. Intelligent Agent – Progress Report

46. Intelligent Agent – Branching