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![Page 1: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/1.jpg)
How to teach children reading and spelling
Dr. Anna M. T. BosmanSpecial Education, Radboud Universiteit Nijmegen
The Netherlands
![Page 2: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/2.jpg)
The problem
Reading delays– 10-15% in regular education – 73% in special education
Spelling delays– No data
Main cause– Neither intelligence nor background, but
Quality of instruction
![Page 3: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/3.jpg)
My goal
Prevention of reading and spelling problems in special (and regular) education
through
Effective Instruction
![Page 4: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/4.jpg)
With what?
The method
“How to teach children reading and spelling”(HTCRS; Schraven, 1994/2004)
developed by José Schraven M.Ed.
![Page 5: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/5.jpg)
Research questions
What is the effect of HTCRS?
What level can be reached with HTCRS?
pertaining to students in special education
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Participating schools
School Method G / B DSL medicin /diagnosis
X HTCRS 1/10 2 6/6
Y - 7/14 0 0/2
Z - 3/9 4 4/2School 1 year R&S Gr 1 KG reg KG SpEd
X 9% 1 3 7
Y 19% 4 11 6
Z 33% 2 3 7
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Mean age & scores on cognitive tasks
Age SPM VOC LTM STM
X 82 21 26 4 20/6
Y 83 20 25 4 19/6
Z 89 21 25 5 20/5
SPM = Nonverbal intelligence; Raven VOC = Vocabulary; ≈ Peabody LTM = Long-term memory; 12-words testSTM = Short-term memory; digit recall and backward digit recall
![Page 8: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/8.jpg)
Test calender
September November March June
Reading
Phoneme blending x x x xReading letters x x x xReading words x x x x
Reading text x x
Spelling
Phoneme segmentation x x x xWriting letters x x x x
8-words dictation x x x xSpelling tests x x
![Page 9: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/9.jpg)
Differences between schools
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Phoneme blending (max. = 40)
0
5
10
15
20
25
30
35
40
45
september november maart juni
XYZ
![Page 11: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/11.jpg)
Reading letters (max. = 34)
0
5
10
15
20
25
30
35
40
september november maart juni
XYZ
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Reading CVC words (n/min.)
0
5
10
15
20
25
30
35
40
45
september november maart juni
XYZ
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Reading CCVC words (n/min.)
0
5
10
15
20
25
30
september november maart juni
XYZ
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Reading multi-syllable words (n/min.)
0
2
4
6
8
10
12
14
16
september november maart juni
XYZ
![Page 15: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/15.jpg)
Phoneme segmentation (max. = 40)
0
5
10
15
20
25
30
35
40
september november maart juni
XYZ
![Page 16: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/16.jpg)
Writing letters (max. = 34)
0
5
10
15
20
25
30
35
september november maart juni
XYZ
![Page 17: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/17.jpg)
8-words dictation (max. = 8)
0
1
2
3
4
5
6
7
8
september november maart juni
XYZ
![Page 18: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/18.jpg)
Spelling tests March (% correct)
92
76
57
83
55
37
80
38
24
0
10
20
30
40
50
60
70
80
90
100
M1 M2 M3
XYZ
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Spelling tests June (% correct)
86
40
59
79
20
33
0
10
20
30
40
50
60
70
80
90
100
E4 E5
XYZ
![Page 20: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/20.jpg)
School levels
![Page 21: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/21.jpg)
Dutch national norms (Cito)
0
5
10
15
20
25
Level
ABCDE
75%-
100% 50%-
75% 25%-
50%10%
-25%
0%-
10%
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Reading CVC-words in June
45
9
18 18
9
0 0
14
29
57
8 8
0
17
67
0
10
20
30
40
50
60
70
X Y Z
ABCDE
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Reading CCVCCC-words in June
36
18
27
0
18
0 05
19
76
0
8 8
17
67
0
10
20
30
40
50
60
70
80
X Y Z
ABCDE
![Page 24: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/24.jpg)
Reading multi-syllable words in June
27
18
36
0
18
05 5 5
86
8 8 8 8
67
0
10
20
30
40
50
60
70
80
90
X Y Z
ABCDE
![Page 25: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/25.jpg)
Text-level 1 in June
73
18
9
19
10
71
8
17
75
0
10
20
30
40
50
60
70
80
X Y Z
AchievedInstructionFrustration
![Page 26: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/26.jpg)
Text-level 2 in June
64
9
27
10 10
80
17
0
83
0
10
20
30
40
50
60
70
80
90
X Y Z
AchievedInstructionFrustration
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Text-level 3 in June
2836 36
0 0
100
8 8
83
0
10
20
30
40
50
60
70
80
90
100
X Y Z
AchievedInstructionFrustration
![Page 28: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/28.jpg)
Spelling level in March
27
45
9
18
0 0
10
0
52
38
0 0
17
38
68
0
10
20
30
40
50
60
70
X Y Z
ABCDE
![Page 29: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/29.jpg)
Spelling level in June
36
18
27
9 9
0 0
9
29
62
0 0
17 17
67
0
10
20
30
40
50
60
70
X Y Z
ABCDE
![Page 30: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/30.jpg)
Conclusions
Reading and spelling is substantially and signficantly better in School X than Y and Z.
Reading performance of School X is at the level of regular education.
Spelling performance of School X is above the level of regular education.
![Page 31: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/31.jpg)
Consistency levels of English and Dutch
Letters
Sounds
[di:r] deer/dear
[par] pair/pear
Tear
WindEnglish 28%Dutch 37%
English 69%
Dutch 86%
![Page 32: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/32.jpg)
S p e l lR e a d i n g n g
What
How
What makes HTCRS effective?
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The ‘What’
Structure – of the orthography using a well-defined
framework (meta-cognition)o ruleso ways of thinking
– of exercises based on task analysiso Reading exercises prior to reading (phoneme blending)o Spelling exercises prior to spelling (phoneme segmentation)
![Page 34: How to teach children reading and spelling Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl .](https://reader035.fdocuments.net/reader035/viewer/2022070411/56649f4d5503460f94c6e9b1/html5/thumbnails/34.jpg)
The ‘How’ Direct instruction
– Teacher is model– Rows facing the teacher– Differentiation during group lesson
Orientation basis (Russian psychology)– Concrete goal– Practice each of the components – Integration in existing knowledge
Multi-sensory basis– Visual, auditory, and motor
Daily repetition & assessment– Each day same order of exercises– Each day a spelling test
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Guaranteed success
Thank you for your attention
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