1 / 11

SPED 562: C 6&7 Assessing Language and Reading

SPED 562: C 6&7 Assessing Language and Reading. Witzel. Language-based Learning Disabilities.

fauve
Download Presentation

SPED 562: C 6&7 Assessing Language and Reading

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SPED 562: C 6&7Assessing Language and Reading Witzel

  2. Language-based Learning Disabilities • The federal definition stated that learning disabilities “is language-based and occurs in learning situations that involve oral language, listening comprehension, written composition, writing, spelling, reading, or arithmetic. Due to each student’s specific processing deficit, uneven abilities are manifested in these language-based areas highlighted in academic tasks (Henley, Ransey, Algozzine, 2009, p. 168-9). • Be careful about looking too closely at language alone. 1960s research by Englemann and by Bernstein found a link between low SES and poor language. Poor language and language deficient students need help but not from special education.

  3. Itinerary • Components of language • Reading Instruction • Adam’s Model • Phonological Awareness • National Reading Panel (2000)

  4. Components of Language • Differentiate • Phonology • Morphology • Syntax • Semantics • Pragmatics • Teach and increase language comprehension • Explain sample imitation and modeling Strategies

  5. Framework for Reading Instruction (Miller, 2009) • Alphabetics • Fluency • Comprehension Why these three categories? Why this order?

  6. Adam’s Model • According to Adams “ The reading process is driven by the visual recognition of individual letters in familiar ordered sequence and is critically supported by the translation of those strings of letters into their phonological correspondence” (p. 237). Phonological Orthographic Meaning Context How do these processors work together? Also look at the work of Ehri and Chall

  7. Phonological Awareness • Phonemes are the smallest sound units used in spoken language. • Tasks: • Preschool • Word oddity • Sentence segmentation • Word segmentation • Sound matching • Elementary • Blending • Word manipulation • Syllable splitting • Phoneme segmentation • Phoneme manipulation

  8. NRP (2000) • National Reading Panel (NICHD], 2000) concluded that there are 5 components of effective reading instruction. Without these, it is difficult to conclude special education. • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension

  9. Error Pattern Analysis:Running Records • How do you assess student reading? Bring in sample running records. What do you look for? How do you intervene?

  10. General Reading Expectations - react

  11. Summation • How are language and reading related? • What is necessary to teach language? • How would you define “readiness to read”? • What do you use to assess student reading or preparations to read?

More Related