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Motivating Students with Special Needs to Read

Motivating Students with Special Needs to Read. Theresa M. Hoover, Ph.D. Why Read?. Education Information Enjoyment Become an independent adult. Types of Reading Weaknesses. Global Weaknesses Includes: oral reading, passage accuracy, phonemic decoding efficiency, and word attack skills

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Motivating Students with Special Needs to Read

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  1. Motivating Students with Special Needs to Read Theresa M. Hoover, Ph.D.

  2. Why Read? • Education • Information • Enjoyment • Become an independent adult

  3. Types of Reading Weaknesses • Global Weaknesses • Includes: oral reading, passage accuracy, phonemic decoding efficiency, and word attack skills • Sight Word Readers • Decoding, fluency, language comprehension difficulties • Dysfluent Readers • Low levels of fluency • Weak Language Comprehenders • Listening comprehension • Weak Reading Comprehenders • Limitation in specific text types or background knowledge (Hock & Hock, 2009)

  4. Components of Reading Skills • Word Level • Phonemic awareness, decoding, syllabication, structure analysis, word identification • Fluency • Word accuracy/rate • Vocabulary • Preview specific words • Comprehension • Understanding text/relating text to prior knowledge (Hock & Hock, 2009)

  5. How can I get my students to read? • Create a safe environment • Choice • Organization • Materials • A variety of genres/levels • Positive Peer Support • Student Goal Setting • Monitor progress • Contracts • Praise

  6. How do I pick a book? Typical Learners • Topic/subject matter • Author • Writing Style • Cover/Illustrations • Characters • Back of the Book Summary (Swartz & Hendricks, 2000) Students with Special Needs • Topic/Subject matter • Author • Characters • Cover/Illustration • Back of Book Summary • Title • Length • Recommendation • Movie/TV shows

  7. First Steps • Have a variety of books • Be aware of what your students are reading • Use “popular literature” in lesson plans (when appropriate) • Enlist in the help of parents (library cards)

  8. Strategies for Engaging Secondary Struggling Readers • Set Goals/Make Time to Read • Getting Parental Involvement • Find/Choose Right Young Adult Texts • Journal of Adolescent & Adult Literacy (JAAL) • Student interests • Book Pass • Students review book and pass it along • Book Talks (Kaywell, 2009)

  9. Motivating Reluctant Adolescents • Select Texts related to student interest/needs • Balance between what needs to be learned/desired learning • Build Relationships • Choices • Literature Circles • Sustained Silent Reading • Assessments • Make Text Relevant

  10. Motivation (con’t) • Inquiry projects • Allows students to research interests • Front-Loading • Model Reading Behaviors • Think-Alouds • Read-Alouds • Read Along (Taliaferro & Parris, 2009)

  11. Struggling Middle School Readers • Variety of genres/levels • Opportunities to share reading • Provide Real Purpose for reading • Desire to read well (Ivey, 1999).

  12. Strategy Instruction • Explain Strategy Explicitly • Teach students to attribute success to hard work/application of strategies. • Discuss Self-Regulation with students • Teach strategy transfer to content areas (Paris & Oka, 1989)

  13. Self-Regulated Strategy Development (SRSD) • Utilizes scaffolding instruction of a specific strategy • Gives ownership of the strategy to the student • Teaches goal setting • Can be used across settings

  14. TWA • Think before reading • Think While reading • Think After reading

  15. Peer-Assisted Learning Strategies (PALS) • Designed for students grades K-12 • Uses materials already in the classroom • K-PAL and First Grade PALS have pre-made material • Supplements existing reading program • 30-35 minutes per session 3-4 times a week (Fuchs & Fuchs, 2000)

  16. PALS – How it works • K-PALs uses pictures to help develop letter-sound correspondence; simple decoding • First Grade PALS – decoding, beginning reading • PALS grades 2-6 – partner reading targeted skills • High School PALS – partner reading targeted skills (Fuchs & Fuchs, 2000)

  17. PALS Activities • Partner Reading • Accuracy/fluency • Paragraph Shrinking • Comprehension • Reduce text • Elaboration • Prediction Relay (Fuchs & Fuchs, 2000)

  18. More Information http://kc.vanderbilt.edu/pals/default.html

  19. Reciprocal Teaching(Comprehension) • Summarizing (self-review) • Questioning • Clarifying • Predicting

  20. Book Builder Program

  21. Reference Information

  22. Page Set Up

  23. Actual Science Textbook Page

  24. Finished Book http://bookbuilder.cast.org/view.php?op=view&book=46942&page=1 This link will not work due to my account restriction.

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