DIFFERENTIATIONPRESENTATION READING COMPREHENSION FOR STUDENT’S WITH THE LEARNING DIFFICULTY [LD] OF DYSLEXIA

Deborah Boylen

This session will look at specific reading levels in the IEPL range Years 7-9. It will then look at strategies to support students where reading is a challenge. Would be a great session for any learning area, where reading literacy is important.

DEBORAH BOYLENPrimary Teacher teach Secondary School. Masters in Education, in Learning Difficulties. Started at Holy Cross College [HCC] in 2012, Year 7, Year 8,Religious Education, English, Humanities and Big Ideas. 10 years teaching experience, primary and secondary Perth public and catholic sectors.

Every Student Can Learn and Progress.

Learning Objective: By the end of the presentation you will know more about Learning Difficulties [LD] such as Dyslexia. You will have a deeper understanding of how students learn to read and some teaching strategies for assisting student with their reading comprehension.

LEARNING DIFFICULTIES & LEARNING DISABILITIES

Student’s with Learning Difficulties have, an “unexpected and persistent learning problems…,” furthermore it refers to “students struggling to develop skills in literacy and/or numeracy.”

Learning Disabilities means students have, “difficulty in specific areas of academic achievement as a result of an underlying neurodevelopmental disorder.” These students have difficulties in processing information, they do not respond to intervention in expected ways, their disability is lifelong.

Reference: (WA, DSF Dyslexia-SPELD Foundation. 2014).

PERCENTAGE OF AUSTRALIAN STUDENTS WITH A LEARNING

DIFFICULTY OR DISABILITYApproximately 3-5 % of students have a learning difficulty which is unlikely to be diagnosed, “a factor that will potentially disadvantage them, both during their school years and beyond.”

Reference: (WA, DSF Dyslexia-SPELD Foundation. 2014).

LEARNING DIFFICULTIES Students with Learning Difficulties “have the potential to achieve at age-appropriate levels once provided with programs that incorporate appropriate support and evidence-based instruction.”

• Reference: (WA, DSF Dyslexia-SPELD Foundation. 2014).

FACT FILE: Many girls with LD may go under the radar or are unidentified.

FACT FILE: 1 in every 2 students with LD, receive a suspension or expulsion.

Reference: (“National center for learning disabilities,” 2016)

DATA ANALYSIS

• Learning Objective: Use the Data to group students according to their Reading Age.

• Choose a class in Year 7, 8 or 9.• Analyse the data into Reading Age groups.

6 - 7 Years

8 - 9Years

10 -11Years

12 -13 Years

14 -16 Years

WHY DO SOME CHILDREN NOT LEARN TO READ?

• Intellectual disability• Memory factors• Poor health, • Vision or hearing impairment,• Language difficulty -ESL,• Poor phonological skills• Poor teaching• Severe behavioural, • Psychological and emotional issues, • Absenteeism,

Reference: (Konza, 2006) & (WA, DSF Dyslexia-SPELD Foundation. 2014).

Inadequate development of

reading skills such as phonics,

phonological awareness.

Starts to struggles, loses interest in

reading.

Does not want to read, does not

develop fluency, vocabulary.

All subjects are affected by increased difficulty in reading.

Misbehavior occurs due to

feeling of failure.

Reading difficulties affect

school achievement,

engagement, selfesteem and life. The Matthew

Effect: Cycle of Failure

The rich get richer and the poor get

poorer.

DEBORAH BOYLENPrimary Teacher teach Secondary School. Masters in Education, in Learning Difficulties. Started at Holy Cross College [HCC] in 2012, Year 7, Year 8,Religious Education, English, Humanities and Big Ideas. 10 years teaching experience, primary and secondary Perth public and catholic sectors.

Every Student Can Learn and Progress.

Learning Objective: By the end of the presentation you will know more about Learning Difficulties [LD] such as Dyslexia. You will have a deeper understanding of how students learn to read and some teaching strategies for assisting student with their reading comprehension.

RECAP: PART A

• Looked at reading age data of students in your class.

• Life Support/Student Tracking/Middle School/Year 7,8,9 Data 2016 Term 3.

• Lively discussion on ratio of reading ranges within the class and the Matthew Effect.

• Listened to a dyslexic boy read and discussed Neale Analysis which in a Running Record of the student’s reading.

RECAP: PART B

• Success Criteria:• Participate in a Running Record Activity.• View and Share different teaching strategies for different levels of reading

intervention. • If time share a successful work sample.

NEALE ANALYSIS READING EXAMPLE

Neale Analysis FORMAL TESTING STARTSBird (Level 1)A bird hopped up to my window. I gave her some bread. She made a nest in my garden. Now I look after her little ones. [26 words.]

Road Safety (Level 2)Ken stopped on his way to school. In the middle of the traffic lay two children. Their bicycles had crashed into each other. Ken ran quickly to help. He saw that no-one was hurt. The children pointed to a television camera. “We are taking part in a road safety lesson,” they said. [52 words]

Ali (Level 3)As Ali sheltered in an old temple, his shoulder knocked a secret spring. [kept going.] Instantly, he was thrown into an underground room. In the darkness the walls seemed to be covered with jewels. Ali rested awhile. He knew that desert travellers often imagined strange things. Later, he explored the place for a way the escape. To his amazement, the jewels were still there. He had found a palace that ^ had been buried long ago. [73 words]

Kells (Level 4)Skipper Kells buckled on his diving belt of metal weights and dropped from the launch. Jan supervised his air hose to prevent tangling. Leo, following the bubbles, guided the dinghy above the diver as he searched the mysterious underwater world. Kells surfaced frequently clutching crayfish. The required number of specimens was almost obtained when the grey nurse shark advanced directly towards him. Kells retreated cautiously without signaling for assistance. The creature brushed by, ignoring him, as baby sharks emerged from some rocky groves. Their welfare was more important to the shark than the diver’s now motionless figure. [96 words]

ACCELERATED READER [AR] INSTRUCTIONAL LEVEL

• Students do a STAR Reading test • Provide Reading AGE.• Instructional Level Books [Zone of

Proximal Development, Vygotsky]• When reading students know between

94%-97% of the words. • Less than 94% Frustration level cannot

comprehend.• More than 97% too easy not

progressing.

Reference: (WA, DSF Dyslexia-SPELD Foundation, 2014).

JACK’S ISLAND PARAGRAPH BY NORMAN JORGENSEN.

Second Wave Intervention: Small Group level.

YEAR 7 NOVEL STUDY JACK’S ISLAND

Term 3 Week 1-5 [3 lessons a week]

ü Read to Year 7 students because the reading level is approximately 12 Years of age.

ü Explained difficult words.ü If absent SIRI read to them.ü Summarised chapters for homework.

WORKSHOPObjective: Set up SIRI on your iPad and or iPhone. Get SIRI type for you and get SIRI to read to you.

Speech to Text - A Speak button will appear when you select text. NOTE: You need the internet for this to work. Settings, General, Accessibility, Speech, Speak Selection, Voice [choose Language], Speaking Rate [Turtle or Hare], Highlight Content.

Text to Speech - Allows you to have SIRI read to you. Setting, General, Keyboards, Enable Dictation, or Setting, General, SIRI, SIRI.

Assistive Technology, “enhances differentiated instructional strategies and can provide the learner with the necessary learning support” (Gargiulo, 2009, p. 166).

“Teachers who do not take advantage of technology are limiting their teaching in terms of pedagogy.” (Boyle, 2010, p. 377).

• Students should plan for all six questions.• The questions are:• Explain one thing you have learnt about a character in the orientation of the extended

narrative you have read. • Explain how one aspect of characterisation has helped you understand the personality

of a character in an extended narrative you have read.• Explain how setting helps create a particular mood or atmosphere in the extended

narrative you have read.• Explain why you think a particular event is the climax of the extended narrative you have

read.• Explain how the extended narrative you have read would be classified as belonging to

the bildungsroman genre.• Explain the plot structure of the extended narrative you have read using vocabulary

from Freytag’s pyramid.

NORMAL QUESTIONS FOR ASSESSMENT

MODIFIED QUESTIONS FOR ASSESSMENT

• In the extended narrative Novel Jack’s Island explain who is your favourite character. Why?

• Explain how characterisation has helped you understand the personality of a character in the extended narrative Jack’s Island.

• Explain how setting [Rottnest Island/World War] helps make Jack’s Island an interesting novel.

YEAR 8 NOVEL STUDY: MIDDLE SCHOOL CONFIDENTIAL

Instead of

WHAT WOULD YOU DO?

•When faced with reading high level text [frustration level] which is also a large volumes of text in a whole class situation.

•Reading Age 13 Years or above.•How many students will be UNABLE to comprehend the text?

First Wave Intervention: Classroom level.

YEAR 7 RELIGIOUS EDUCATION

YEAR 7 RELIGIOUS EDUCATION • When faced with

reading high level text which is also a large volumes of text.

• Condense the information into a keynote.

• You can show a visual document, [If you cannot find one, make it].

• Disciplinary Literacy

First Wave Intervention: Classroom level.

DISCIPLINARY LITERACY

First Wave Intervention: Classroom level.To improve reading comprehension.

Reference: From Shanahan and Shanahan (2008) p 44, cited in (Gambrell, & Morrow, 2014) p 151.

1. CLOSE READING:READING

Prior to reading, establish the purpose of the reading, is it; • sheer pleasure, to find an idea, technical information, (reading strategy, skim and scan

techniques), • or to appreciate a worldview, or to learn a subject (reading strategy, close reading

techniques).CLOSE READING STRATEGY: Use short passage of text.• Prior to reading front load with semantic knowledge or background knowledge.• Allow students to read passage once through themselves,• Alternatively the teacher reads while students read along, • Alternatively listen to an audio recording.• Next annotate the text, define unknown words, reread [see next slide].(Gambrell, & Morrow, 2014).

First Wave Intervention: Classroom level.Disciplinary Literacy

1. CLOSE READING: ANNOTATIONS

Schoolwide annotation practices, derived from the work of Adler and Van Doren (1972) include:• Underline keywords or main ideas using a pen, pencil or highlighter

[or on the iPad try the Notability app]. • Circle keywords or phases that are perplexing.• Write and question with a question mark near sections you are

curious about.• Include an exclamation mark (!) next to sections that are unexpected

or interesting. • NOTE: through this process students are repeatedly reading and

gaining a deeper understanding of the text. (Gambrell, & Morrow, 2014).

First Wave Intervention: Classroom level.Disciplinary Literacy

Notability allows you to highlight in various pen thicknesses and colours, type text, create pdfs and replays notes. (Labs, 2016)

2. DISCUSSION –QUESTIONING

Students need to contribute their knowledge to the class. Class discussion needs to make students accountable. Teachers are facilitators that guide discussions.

Michaels and colleagues (2010) “recommend that teachers use the following conversational moves to promote accountable talk and avoid regressing to a, chalk and talk session,” p 27–32.

Marking “That’s an important point.”

Building on prior knowledge “How does this connect?”

Keeping the channels open “Did everyone hear that?”

Keeping everyone together “Who can repeat?”

Challenging students “What do you think?”

Verifying and clarifying “So, are you saying?”

Pressing for accuracy “Where can we find that?”

Linking contributions “Who wants to add on?”

Pressing for reasoning “Why do you think that?”

Expanding reasoning “Take your time; say more.”

Recapping “What have we discovered?”

(Gambrell, & Morrow, 2014).

First Wave Intervention: Classroom level Disciplinary Literacy

3. DISCUSSION: TEXT DEPENDENT QUESTIONS

Text-dependent questions cause students to engage in rereading, that will deepen comprehension.

Shanahan (2013)suggests questions can focus on, • What does the text say? General understandings and key

details.• How does the text work? Structure and vocabulary. • What does the text mean? Author’s purpose, inferencing

across the text: intertextual connections:(Gambrell, & Morrow, 2014).

First Wave Intervention: Classroom level.Disciplinary Literacy

4. WRITING WITH EVIDENCE

After note taking, summarizing and identifying the main idea through Close Reading and Questioning.Write to inform, explain or persuade. Transform the text onto a graphic organiser• Venn diagrams, • concept maps, • semantic webs, • compare-and-contrast charts, • cause-and-effect charts, etc

NOTE: This allows students to create visual representations of what they have read. (Gambrell, & Morrow, 2014).

iPad AppsTools 4 Students (Services, 2014)

iMindMap HD (Limited, 2015)

First Wave Intervention: Classroom level.Disciplinary Literacy

WORK SAMPLES

• Jaxon: Reading Age: 9:11 Years -10:11 Years

• Have you got a work sample you would like to share?

9:11 10:11

TEACHING STRATEGIES THAT IMPROVE OUTCOMES FOR ALL

• High expectations: goal theory, scaffolds, feedback [alternate modes –audio, videos]• Ensure access to curriculum: ebooks, Assistive Technology [AT], additional time,

glossaries, summaries, range of tasks to choose from.• Reduce task into small chucks: peer modelling, examples of finished work, chuck work.• Teach to Mastery: Direct and explicit instruction, whole class, small group• Support scaffolding: Teacher modelling, checklists, AT spell checker, feedback. • Two way feedback: marking rubrics, oral feedback, asks students lessons and feedback

effective.• Revisit, repeat, reinforce: vary teaching styles methods, rehearsal of tasks, practice, check

for understanding. • Differentiate assessments: extra modes and time. (WA, DSF Dyslexia-SPELD Foundation.

2014).

1.4. SUGGESTED READINGS & RESOURCES

Book: WA, DSF Dyslexia-SPELD Foundation. (2014). Understanding Learning Difficulties – A Practical Guide: DSF Literacy Services.

Book: Konza, D. (2006). Teaching children with reading difficulties. (2nd Ed.). South Melbourne: Thomson.

Book: Gambrell, L. & Morrow,L. (2014). Best practices in literacy instruction. (5th Ed.). New York: Guilford Press.

FUTURE FOCUSI have researched dyslexia and other learning difficulties, inclusive classrooms, student engagement in relation to boys in education, assistive technology especially with iPads, the learning management systems to assist students engagement and the teaching cycle: Google Classroom, SEQTA, iTune U.

I would like to look into Google Docs and Disciplinary Literacy.I

REFERENCESBoyle, J., & Scanlon, D. (2010). Methods and strategies for teaching students with mild disabilities: A case-based approach. Belmont, CA: Wadsworth Cengage Learning.

Clearinghouse, W. W. (2014). What works clearinghouse students with learning disabilities program description 1 improvement index (percentile points) outcome domain rating of effectiveness average range number of studies number of students extent of evidence writing potentially pos. Retrieved from https://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_spelling_mastery_012814.pdf

Gambrell, L. & Morrow,L. (2014). Best practices in literacy instruction. (5th Ed.). New York: Guilford Press.

Gargiulo, R. M., & Metcalf, D. J. (2009). Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning.

REFERENCESKen, R. (2008, July 3). Teaching reading. Retrieved March 11, 2016, from Teaching and Learning and Leadership, http://research.acer.edu.au/tll_misc/5/

Konza, D. (2006). Teaching children with reading difficulties. (2nd Ed.). South Melbourne: Thomson.

Labs, G. (2016, March 17). Notability on the App store. Retrieved March 19, 2016, from https://itunes.apple.com/au/app/notability/id360593530?mt=8

Limited, T. (2015, October 26). IMindMap HD on the App store. Retrieved March 12, 2016, from https://itunes.apple.com/au/app/imindmap-hd/id479181299?mt=8

Luke, A. (2003). Making literacy policy with a difference. Australian Journal of Language and Literacy, 26(3), 58-82.

REFERENCESMcDonald, T. (2010). Classroom Management: Engaging Students in Learning. South Melbourne, Vic: OUP Australia and New Zealand.

Member’s of the National Reading Panel. (1998). Eunice Kennedy Shiver National Institute of Child Health and Human Development. Health Research throughout the lifespan. Retrieved March 11, 2016, from https://www.nichd.nih.gov/publications/pubs/nrp/Pages/report.aspx

MultiLit. (2016). Retrieved March 12, 2016, from http://www.multilit.com/programs/reading-tutor-program/

National center for learning disabilities. (2016). Retrieved March 6, 2016, from http://www.ncld.org

Rose, J. (2006, March 01). Independent review of the teaching of early reading. Retrieved March 11, 2016, from http://dera.ioe.ac.uk/5551/2/report.pdf

REFERENCES

Services, M. L. (2014, June 23). Tools 4 students 2 on the App store. Retrieved March 12, 2016, from https://itunes.apple.com/au/app/tools-4-students-2/id645375072?mt=8

Tasha Cullingham (2013). Teaching the Dyslexic brain Retrieved from https://www.youtube.com/watch?v=ZwTUTCDVgSQ

WA, DSF Dyslexia-SPELD Foundation. (2014). Understanding Learning Difficulties – A Practical Guide: DSF Literacy Services.

Zolfagharifard, E. (2015, June 6). Take the reading test that shows you what it’s like to be dyslexic. Daily Mail. Retrieved from http://www.dailymail.co.uk/sciencetech/article-3112756/Take-reading-test-shows-s-like-dyslexic-Font-recreate-frustration-felt-condition.html