Stages of Reading Development

1. Stages of Reading Development

2. Early literacy or pre-reading Early literacy learnings. Awareness of print. Phonological awareness. Reads common signs and labels. Can write one’s name. Below grade 1 reading level Stage 1

3. Decoding Letter-sound correspondences. Knowledge of the alphabetic principle and skill in its use. Identifies about 1,000 of the most common words in the oral language. Can read very simple texts. Stage 2 Reading grade levels 1 and beginning 2

4. Fluency Integrates knowledge and skills acquired in Stages 1 and 2. Relies on context and meaning as well as on decoding (phonics for identifying new words). Reads with greater fluency. By the end of Stage 2, can recognize about 3,000 familiar words and derivatives. Stage 3 Reading levels 2-3.

5. Uses reading for learning Can use reading as a tool for learning new information, ideas, attitudes, and values. Growth in background knowledge, meaning vocabulary, and cognitive abilities. Stage 4 Reading grade levels 4-8.

6. Multiple viewpoints Ability to read widely a broad range of complex materials, expository and narrative, from a variety of viewpoints and at a variety of levels of comprehension: inferential and critical as well as literal. Stage 5 Reading grade levels 9-12.

7. Construction and reconstruction Reading for one’s own needs and purposes (professional, personal, civic) to integrate one’s knowledge with that of others and to create new knowledge. Stage 6 College and beyond.

8. The Reading Process • Reading must be fluent. • Reading is a constructive process. • Reading is strategic. • Reading requires motivation. • Reading is a lifelong pursuit.

9. Dyslexia • People with this baffling disorder find it extremely difficult to recognize letters and words and to interpret information that is presented in print form

10. Dyslexia General Agreement on 4 Points • Dyslexia is probably due to a congenital neurological condition. • Dyslexic problems persist into adolescence and adulthood. • Dyslexia has perceptual, cognitive, and language dimensions. • Dyslexia leads to difficulty in many areas of life as the individual matures.

11. The Language Experience Method This is a well-accepted method that builds on • the student’s knowledge • the student’s language base • and links the different forms of language: listening, speaking, reading & writing

12. The Language Experience Method The method uses the students’ own experiences and language as raw material. It is a very effective method of showing children that they CAN think, and read and learn.

13. Word-Recognition Strategies • Sight words • Phonics • Context clues • Structural analysis • Combining word-recognition strategies

14. Concepts of Reading Comprehension • Reading comprehension depends on what the reader brings to the written material. • Reading comprehension is a language process • Reading comprehension is a thinking process • Reading comprehension requires active interaction with the text

15. a fish ate a rock. the fish said, “I ate a rock.” a cow ate the fish. the cow said, “I ate a fish. And now I feel sick.”

16. Emergent Literacy and Writing • Encourages early writing • Children use invented spelling • Children explore the alphabetic properties of writing • Children develop concepts about print

17. Emergent Literacy • Oral language proficiency • Concepts about print • Alphabet knowledge • Phonological awareness • Letter-sound correspondence • Beginning reading vocabulary

18. Cloze Passage This is a book ____learning disabilities, a problem _____impedes learning for _____, adolescents, and adults, affecting ____ schooling and adjustment to ____. There is growing concern ____ children and youth with ____ disabilities who have extreme ____ in learning academic and ____ skills, despite their mental ____ for doing so.

19. Interactive Elements in Reading Comprehension • The Reader. Each reader comes to a reading selection with some knowledge and interests that affect what this reader is willing and able to read. • The Text. Text refers to the written language or the printed information. The clarity and organization of the text will affect the reader’s ability to make sense of it.

20. Interactive Elements • The Context. The reading situation or environment also affects the reading process. In a testing situation, for example, intense anxiety could prevent a reader from comprehending material that he or she could easily read in a less threatening setting.

21. Theories of How Children Acquire Language • Behavioral theories • Innatist theories • Cognitive theories • Social theories

22. Whole-Language Views • Use integrated language system: oral language, reading, writing • Both oral and written languages are acquired through natural usage • Use only authentic literature

23. Whole-Language Views • Teach writing early • Provide abundant opportunities for writing • Avoid instruction on separate nonmeaningful parts of language or use or exercises and drills

24. Manuscript Writing Handwriting instruction usually begins with manuscript writing in kindergarten, where children begin to write letters of the alphabet. Manuscript writing usually continues in first, second, and third grade.

25. Cursive Writing In cursive writing (sometimes called script) the letters are connected. The transfer to cursive writing is typically made somewhere in the third grade, although schools teach cursive writing as late as fifth grade.

26. D’Nealian Writing System Another handwriting form is the D’Nealian writing system (Thurber & Jordan, 1981). This system helps students make the transition to cursive writing more easily. The D’Nealian system is a simplified cursive writing style in which manuscript letters have the basic forms of the corresponding cursive letters.

27. The Left-handed Student Left-handed people encounter a special handwriting problem because their natural tendency is to write from right to left on the page. In writing from left to right, left-handers have difficulty seeing what they have written.

28. Linguistic Approach to Spelling The linguistic approach to spelling is based on the contention that the spelling of American English is sufficiently rule covered to warrant an instructional method that stresses phonological, morphological, and syntactic rules or word patterns. This might also be called a phonics or word-family approach to spelling since it selects words to teach phonics generalizations, structural analysis, or linguistic patterns.

29. Word-Frequency Approach to Spelling In the word-frequency approach to spelling instruction, words for spelling instruction are chosen on the basis of frequency of use rather than phonological patterns. The criteria for word selection are frequency of use, permanency, and utility. A core of spelling words that are most frequently used in writing was determined through extensive investigations of the writing of children and adults.

30. 10 commonly misspelled words • mayonnaise • moccasin • accommodate • impostor • inoculate • magnificence • privilege • liquefy • souvenir • calendar

31. Math Instruction

32. Time Passes Even More Time Passes More Time Passes Is it coming yet Papa Smurf?

33. Theories of Math Instruction • Progression from concrete to abstract • Constructive learning • Direct instruction • Learning strategies instruction • Problem solving

34. Learning strategies Spatial relations Visual-motor Language Visual perception Math anxiety Body Image Direction Time Memory Precursors of Mathematics Disabilities

35. Does this chair exist? What Chair? Progressing from Concrete to Abstract

36. 1. Concrete level: Real objects 4 apples + 3 apples = 7 apples + =

37. 2. Representational level: Graphic symbols 0 0 0 0 + 0 0 0 = 0 0 0 0 0 0 0 (7)

38. 3. Abstract level: Numbers 3 + 4 = 7

39. Multiplier Multiplicand Math Vocabulary Sum Dividend Addend Quotient Minuend Subtrahend Difference

40. Math Vocabulary 3 + 5 8 Addition Addend Addend Sum

41. Math Vocabulary Subtraction 9 Minuend 3 Subtrahend 6 Difference

42. Math Vocabulary Multiplication 7 Multiplicand 5 Multiplier X 35 Product

43. Math Vocabulary 7 Quotient 6 42 Divisor Dividend Division

44. I can’t divide! I can’t add! I can’t subtract! I can’t multiply! Common Math Errors

45. Common Math Errors Place value 72 + 29 91

46. Common Math Errors Computation Facts 5 9 X 47

47. Common Math Errors 16 2 18 Wrong Process

48. Common Math Errors 42 + 85 28 Working from left to right