Giving Teachers More Than They Expect

1. Giving Teachers More Than They Expect

2. Today’s Objectives: • Explain the concept of “WOW” • Discuss one way of setting the foundation for that to happen in a training • Explain the first section of the “What to Expect From Reading Horizons’ Training” • Be prepared to answer the, “Have You Ever Wondered?” questions.

3. The Concept of “WOW”

4. Great Beginnings…Fantastic Finishes Three Needs: • More clear and valuable information from the beginning (New letters and introduction) • Continued training based on the needs of the site (New evaluation and trainings) • Guided implementation and accountability (New training format)

5. Great Beginnings…Clear and Valuable Information Today’s Focus: • More clear and valuable information from the beginning (What To Expect…)

6. Setting the Foundation Prior to a Training • Have You Ever Wondered? • What is The Problem? • The Solution • What is DIP? • What is RH? • What to Expect From… • What You Will Be Trained On:

7. Have You Ever Wondered? Have you ever wondered why students who struggle with reading are able to read a word one line, but when the same word appears a few lines later act like they have never seen that word before? • Inability to recognize the same pattern on their own without explicit lines drawn for them (NRP, 2000). • Working memory weaknesses (Goldber, 2009, pp. 92-98). • Possible situational (episodic) memory reliance due to weakness in semantic memory (Radvansky & Zwaan, 1998).

8. Have You Ever Wondered? Have you ever wondered why even though there may be phonics instruction in your basal reader, that some students still seem unable to grasp or apply the phonetic concepts? • Roughly 30% of students need to have a very specific type of phonics instruction for success (Chall, Jacobs, & Baldwin, 1990). • Explicit, sequential, systematic, multi-sensory phonics is what they need (Snow, Burns, & Griffin 1998). • They often lack ability to organize on their own so information should be presented in organized categories (Crouse, 2010).

9. Have You Ever Wondered? Have you ever wondered why some readers can get bigger, more phonetically complex words, but miss simple sight words like is or the? • Struggling readers tend to look at a word as an entire picture (Hope, 2009). • More likely to memorize a word that a visual can be attached to and/or has a more easy recognizable orthographic appearance (Richland, 2010). • Most sight words don’t match letters and sounds in regular ways (Shaywitz, 2003, p 109).

10. Have You Ever Wondered? Have you ever wondered what is going on with students who have the ‘deer in headlights’ look when you give them multi-step directions? • Those with language processing deficits have a hard time with multi-step directions because of the speed of processing language (Watson, 2011). • It is also difficult for them because of sequence memory issues to remember the order the instructions were given in (Jeffries & Everatt, 2003, p. 7). • Giving exclusively oral instruction can be difficult without a visual representation for some (Berninger & Wolf, 2009, p 7).

11. Have You Ever Wondered? Have you ever wondered what is going on when your student starts to sound out a word and takes their eyes off the page and just starts guessing? • Inability to recognize the word automatically (Berninger & Wolf, 2009). • Lacks phonetic skills to apply to the word (Shaywitz, 2003). • Shifts focus and moves to the possibility of finding the word based on similar sounds in their verbal vocabulary (Marshall, 2003).

12. Have You Ever Wondered? Have you ever wondered why some students can be good readers but poor spellers? • Still often a language learning weakness (Moats, 2000). • Benefit from instruction that helps them recognize patterns and rules within the language to decode and encode (Ehri, 1991). • Morphological weakness may be an issue and would be helped by instruction in root words and affixes (Berninger & Wolf, 2009).

13. Have You Ever Wondered? Have you ever wondered why your bright students seem to struggle so much with reading? • Research has proven that those who struggle with reading because of a processing disorder often have average or above average intelligence (Shaywitz, 2003). • Phonemic awareness is the greatest indicator of reading success, not intelligence (Stanovich, 1993-94).

14. A Hook to Help Clarify

15. Did We Meet Today’s Objectives? • Explain the concept of “WOW” • Discuss one way of setting the foundation for that to happen in a training • Explain the first section of the “What to Expect From Reading Horizons’ Training” • Be prepared to answer the, “Have You Ever Wondered?” questions • Bonus hook idea

16. Our Support This webinar and materials will be on PartnerNet by the end of the week. We are here to support you in this role. Please contact me with any questions or concerns: shantell@readinghorizons.com Thank you for all you do!