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Multisensory Structured Language Education

Multisensory Structured Language Education. Helping my child learn to read. Why MSLE?. Written by staff at the Texas Scottish Rite Hospital for Children Builds on the success of the Dyslexia Training Program Supported by research

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Multisensory Structured Language Education

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  1. MultisensoryStructuredLanguageEducation Helping my child learn to read.

  2. Why MSLE? • Written by staff at the Texas Scottish Rite Hospital for Children • Builds on the success of the Dyslexia Training Program • Supported by research • Training provided by the Shelton School and Evaluation Center of Dallas, Texas • www.shelton.org

  3. What is MSLE? • Simultaneously use more than one sense in learning • Visual, auditory, kinesthetic and tactile • Systematic and Cumulative • Consistent daily materials and procedures that build on previously taught concepts. • Direct Instruction • Each concept is presented through discovery, practiced and reviewed periodically.

  4. Dyslexia Dyslexia is a specific learning disability that is neurological in origin.

  5. Dyslexia Characteristics • Misread common words • Reading is choppy • Issues with spelling • Has difficulty rhyming and mispronounces words • It is unexpected in relation to other cognitive abilities

  6. Dyslexic Brain • The parts that control word analysis and word forms are affected.

  7. Dyslexia is not… • Reversing of letters or numbers • Not cured with color over lays • Never out grow it

  8. MSLE Addresses the Five Essential Components of Reading Instruction • Phonemic Awareness • Integrated into daily lessons • Phonics • This is a phonics based program • Reading fluency • Students begin reading words for accuracy and automaticity within the first few days • Vocabulary development and the implementation of reading comprehension strategies are also integrated into the daily lesson

  9. The Schedule • Alphabet • Alphabet recognition, missing letter deck, before and after, ABC order • Review previous material • Introduction of new information • Instant words • Sight words • Reading practice • Words and sentences

  10. The Schedule • Spelling deck • I say a sound, you write the letter or letters • Phonemic awareness • mouth pictures, how we make the sounds, ability to blend and manipulate sounds in words • Spelling practice • Comprehension skills • Building word knowledge • Building comprehension strategies

  11. Why Cursive? • Only one method to learn • Only one place to start for lower case letters • Reinforces left to right • Reduces reversals • Flowing and rhythmic movements

  12. Home Practice is Important. • Typical learners need 5-15 accurate pairings of info. A student that has a learning difference needs 1500 accurate pairings of information to move the information to memory. • Practicing at home provides additional practice. • Children find important what their parents find important.

  13. Home Practice Routine • Shared between parent and child • Parent should monitor the accurate pairing of information • RAP pages • Rapid Accurate Practice • 5 minutes • Check for understanding of vocabulary • Handwriting • Practice with letter shapes covered in class

  14. Home Practice: Tips for Parents • Establish a routine • Create a work area • Choose an appropriate time • Be consistent

  15. References • Coffman, N. M. (2012) Shelton academic language approach (SALA). Unpublished manuscript, Shelton School and Evaluation Center, Dallas, Texas. • Birsh, J. R. (2011) Multisensory teaching of basic language skills. (2nd ed.) Baltimore, MD: Paul H. Brookes Publishing Co. • A reading checklist—helping your child become a reader. (n.d.) Retrieved August 29, 2013, from http://www2.ed.gov/print/parents/academic/help/reader/part8.html • Coffman, N. M. (2009) The shelton model for teaching organization and study skills. Unpublished manuscript, Shelton School and Evaluation Center, Dallas, Texas.

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