Introduction to Literacy Difficulties Chapter 1
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Transcript of Introduction to Literacy Difficulties Chapter 1
Chapter 1:Introduction to Literacy Difficulties
Presentation by: Jenessa Lopez
Luz GarciaMaggie Viera
Yuleidys SosaZoe Leal
Think for a moment Have you read books or articles on reading and writing
difficulties? Do you remember from your school days what steps were taken
to help those classmates who struggled with reading or writing? If you are teaching now, think about students of yours who may
have difficulty with reading an writing. What problems are they manifesting? How are these students being helped?
Anticipation GuideTake a moment to answer these statements.
There are no wrong or right answers:
AGREE DISAGREE
A problem reader is one who is reading below his orher grade level.
In most instances, reading problems can be prevented.
Most cases of reading difficulty should be handled bythe classroom teachers.
Low-achieving readers need to have tasks broken downinto their component parts.
There is no one best approach for working with lowachieving readers.
Objectives
After the presentation of this chapter you will be able to: Explain functional, discrepancy and Response to
Intervention criteria from selecting students for corrective instruction and give advantages and disadvantages of each.
Contrast top-down, bottom-up, and interactive approaches to corrective instruction.
Explain the major principles of corrective instruction. Explain the impact of No Child Left Behind and the
Response to Intervention on preventive and corrective instruction.
Use SQ3R Graphic Organizer
While listening and watching this presentation please use the SQ3R graphic organizer to help you understand the chapter.
1. Survey: Look over, or survey, the copy of PowerPoint (PPT) presentation we are presenting to you. Use slide titles The Anticipation guide, objectives and titles on the slides will help you infer what the chapter is about.
2. Question: Create Who, What, When, Where Why, How, Compare and Contrast, Describe, List, Explain questions to help you focus on each section. Look at any headings and subheadings in the PPT presentation to help you create questions.
3. Read: Read through the copy of PPT and listen to the presentation to find answers to your questions.
4. Recite:Recall the questions you have created and the answers you have found.
5. Review: Were all your questions answered? Review the copy of the PPT presentation and your notes to find out.
Reading Difficulty Defined
Most Common Definitions for Reading Difficulty Reading well below grade level Interventions fail to assist Lack of reading skills interfere with other
school subjects Difficulty interferes with demands from life and
society
Approach to Indentifying Reading DisabilityDiscrepancy – difference between the student’s measured
ability and their achievement. Used to indentify students with learning disabilities prior to the
reauthorization of the IDEA Act of 2004 Due to the large gap needed between measured ability and
achievement, students were not identified to have a learning disability until third or fourth grade.
80% students would receive classification because of reading disability
Controversies:
Measuring ability – students learn less due to difficulty; perform worse on tests of academic ability
Cultural fairness was questions in ability tests
Introduction to Response to Intervention (RTI)
RTI Defined: An approach in which struggling students are offered
additional intensive instruction. Means student has been provided with high-quality
research-based instruction but has failed to make appropriate progress.
Using RTI:No longer had to adhere to the discrepancy definition. School districts could use it in place of or along with the discrepancy identification process.School districts could use an alternative method.
RTI 3-Tier Process
Tier III – individual intensive intervention program
Tier II – specialized small group
Tier I – Student is provided with high quality instruction in the regular education program may be provided with additional help from teacher
Advantages of RTI
Focus on prevention and remediation All Students benefit under RTI
With high-quality classroom instruction, followed by supplementary instruction, and finally intensive instruction, most students will make progress.
15% of school special education funds spent on improving regular education programs Provides extra assistance to students in need
even though they have not been placed in a special education program
Clarifying the Discrepancy ConceptEven though RTI is an approach to help identify students withreading difficulty, the reader’s intellectual capacity and/or language development should be take into consideration.
A sizable discrepancy Large gaps between ability and achievement are thought to have
a greater number of deficits. Can be a sign of a severe difficulty.
Students well below average intelligence Often denied corrective services Belief that diminished intellectual functioning is the cause of their
reading problem.
A problem reader is one which is reading below intellectual capacity or oral language development.
Clarifying the Discrepancy Concept (Con’t.)
Standard Deviations -Measure of degree to which a score
is above or below average
Discrepancy was expressed in standard deviation Many states set the discrepancy to 1.5 standard
deviation between performance on test of academic ability reading achievement test
Very large difference Explains why discrepancies that met the criterion took
so long to become evident
*Judicious use of discrepancy approach is advisable
Clarifying the Discrepancy Concept (Con’t.)
Judicious use of Discrepancy Approach - being aware ofsome of the shortcomings of measuring cognitive and languageability. There is no agreement on a definition of intellectual ability or
how to measure it Fairness of IQ tests is questionable
Student may not have had the opportunity to learn the material
May fail to include items from student culture “Wait and Fail”
Students in early grades have not had much opportunity to achieve, therefore schools wait until the student faces serious difficulty.
Clarifying the Discrepancy Concept (Con’t.)
Solution to IQ Controversy: Listening tests
Listening comprehension is level of material a student can understand when the material is read
Comparing both IQ and Listening tests:Both contribute to confusion between cause and effect1. Poor readers are unable to fully utilize reading
a) They may do less well on verbal and intelligence tests2. When students are poor readers, they read less
a) Less knowledge, limited vocabulary3. Student discrepancy because of internal characteristics4. Discrepancy because of illness, absenteeism, high mobility,
mismatched reading program.
Functional Definition of Reading DisabilityAchievement fails to meet a certain standard or interferes with the reader’s in or out of school.
Advantages: -Reading Recovery will boost reading performance of
low-achieving first-graders, provide intensive one-on-one instruction for those students identified as being in the bottom 20 percent of reading achievement.
Disadvantages:- May overlook some bright underachievers.
NAEP Findings
The National Assessment of Educational Progressfound the following percentages of students wereunable to function on a basic level:
-Fourth Grade: 37%-Eighth Grade: 26%-Twelfth Grade: 26%
About 10% of school population have a mildproblem, 12% have moderate difficulties, and up to 3-6% have a more serious difficulty.
“Quiet Crisis”
Our middle and high school students are struggling with their academic levels.
Our students are not reading well enough, quickly enough or easily enough to comprehend.
On a good note, these students have mild or moderate problems that can succeed with additional help.
English Language Learners Poor performance on an English reading test
does NOT mean that an ELL student is a struggling reader!
The Problem with Using Labels Here is a problem with labeling a student
dyslexic: For some dyslexia means a serious reading
problems, others use it as a spelling problem, some use it as a mild or moderate problems, and others use it as a neurological condition.
Bottom-Up Approach
Students are taught letters and sounds before being taught to read words. Emphasis is on processing the text rather than making use of the reader’s background.
Top-Down Approach
Emphasizes constructing meaning through the readers’ use of background knowledge and language ability.
An Interactive View
Reading is a parallel, simultaneous process,
“top-down and bottom-up process”,
simultaneously use: Knowledge of language, Background knowledge, Contextual clues Letter-sound clues
Effective programs for struggling readers include: Strong decoding components Opportunity to practice skills by reading
To decode words, orthographic (letter),
phonological (sound), meaning and context
processors all work simultaneously.
Read the following sentence:
For good readers, the decoding skills become
automatic. When faced with a difficult text, the
reading process slows down. To make sense of the
text, the reader: Sounds out each word, Uses knowledge of language and background experience, and Uses decoding skills to make sense of the text.
Thez wrds ar speld fenetikle.
Approaches to Intervention
Cognitive-process – individual abilities, limitations of memory, use of strategies and background knowledge
Socio-cultural – reading and writing are learned from each other
Or a combination of the two (more effective, as
in reciprocal teaching)
Assessment
Cognitive-process – focuses on mental process and strategies used by student
Socio-cultural – focuses on student’s culture and his/her learning environment
Stages of Reading Development
Stage 1. Emergent Literacy Function of print Phonological awareness
Stage 2. Early Reading (K-1) Decoding skills – older students need age appropriate materials
that reinforce phonicsStage 3. Growing Independence (Grades 2-3)
Fluency – at the end of this stage, students should read about 3,000 words
Stage 4. Reading to Learn (Grades 4-6) Comprehension skills
Stage 5. Abstract Reading Construct hypothesis Different points of view Consider logical alternatives Evaluate
Application of Stage Theory
By understanding the stages of reading development, teachers are able to focus instruction and concentrate on the knowledge and stills most critical for helping students progress to the next stage of development.
Reading and writing problems affect all aspects of a student’s life: Emotional
why try, if failure is guaranteed? Physical
pains caused by stress Social
teasing by others
Remediation
Definition- a comprehensive plan to include the school, the home, and other institutions.
“Emphasis is on getting the child on the right track.”
A Program of Correction needs to take into account:
Instructional approach – Structured direct instruction Involvement learning
Reader – affected by context Task – affected by context Text – affected by context Situational context – affected by context
The interaction between the reader and text is like atransaction: the text is transformed by the reader, and thereader is transformed by the text. The degree of involvementdepends on the interest and/or difficulty of the text.
Principles of Intervention and Corrective Instruction The majority of poor readers have problems
decoding but there are excellent decoders who have difficulty understanding what they read.
Prevention versus Correction
Prevention is vastly superior to remediation, it safeguards self-esteem, eliminates ineffective strategies before they become habits and saves limited corrective resources for those who need it most.
Importance of Success (Building on the known) Teaching for success in reading is building
on what the student knows and taking into account the student's background.
Fostering Independence
Teaching for success in reading is building on what the student knows and taking into account the student's background.
Active Involvement
Unless the student is actively involved, the most carefully planned program will fail by default.
Personalized Instruction
No one intervention package fits all needs. Some students do best with holistic instruction while others learn best when instruction is parceled out in manageable bits.
Continuous Assessment and Progress Monitoring Initial instruction should be based on an
assessment that highlights the students' strengths and weaknesses and establishes an appropriate level of instruction.
A Full Range of Literacy Experiences Because low-achieving readers and writers
have difficulties with decoding, poor oral reading, spelling, and handwriting, there is a natural tendency to to remedy these deficiencies by providing lots of extra practice. As a result, struggling readers may end up working on fragmented skills.
Direct Systematic Instruction
Low achieving readers and writers need a program of direct, intensive, systematic instruction presented in the context of lots of real reading and writing.
An Integrated Approach
By providing varied and sustained experience with key concepts or themes, students develop a depth of understanding. Studying commonalities improves students' cognitive performance.
Wide Reading
In order to develop their capacities fully, poor readers need to make up for lost time. They need to read more, not less than their higher achieving peers.
Providing Materials at the Appropriate Challenge Level If students are to engage in wide reading,
reading should be relatively easy. In instructional settings, students apparently do best when they know 95 to 98 percent of the words in the seletion(Berliner, 1981; Gambrell, Wilson, and Gantt, 1981; Nation 2001
Using an RTI Approach
The idea behind RTI is that all staff members will work together to provide each student with effective instruction.
(Shanon, 2008) RTI tries to make sure that teaching is "up to snuff" and that when a student does falter, there will be a rich and ultimately, sufficient response to his or her reading needs.
Sources of Help for Low-Achieving Readers Classroom teacher A well implemented program
Some students may qualify for addition help from:
Title I Legislation Individuals with Disabilities Education Act
(IDEA)
Title I Legislation
Title I Legislation is designed to foster improvement in math and literacy skills of students living in poverty areas.
No Child Left Behind Act (NCLB) Purpose: “to ensure that all children have a fair, and
significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments”
100% proficiency by the 2013-2014
Schools are responding by:
Using assessment to plan instruction Aligning curriculum and instruction with
standards Increasing rigor of their curricula Provide extra instruction to underperforming
students
Individuals with Disabilities Education Act
9% of served under IDEA are classified as having a learning disability. A disorder in one or more basic psychological
processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical equations.
Approximately 80% of students have a learning disability in reading
Under RTI, struggling readers are a concern of all staff members.
The Role Standards
Standards are instructional objectives that state what students should know and be able to do.
In the past, the goal for struggling readers was to make reasonable progress. Now, struggling readers are expected to achieve on the the same level of performance of the other students.
Anticipation Guide -- Revisited
AGREE DISAGREE
A problem reader is one who is reading below his orher grade level.
In most instances, reading problems can be prevented.
Most cases of reading difficulty should be handled bythe classroom teachers.
Low-achieving readers need to have tasks broken downinto their component parts.
There is no one best approach for working with lowachieving readers.