November 21, 2013Chapters 6, 7, 8, 9, and 10
Heidi Hahn and Jennie StumpfRegions 5 and 7 SLD Trainers
AgendaChapter 6 – Spelling Chapter 7 – Handwriting and Written
ExpressionChapter 8 – Basic Math SkillsChapter 9 – Math Problem SolvingChapter 10 – Relevance of Cognitive Abilities
to Academic Interventions
Please watch for a follow-up survey in your e-mail
Spelling Development“Reading requires only recognition, whereas spelling requires the complete recall of every letter in the correct sequence.”
Characteristics of children with Spelling DifficultiesWeakness in phonemic awarenessDifficulty understanding spelling rulesDifficulty with word structure and letter patternsVisual memory problem specific to letters and
words
Chapter #6 - Spelling
Phonology: knowledge of speech soundsOrthography: knowledge of spelling patternsMorphology: knowledge of meaning unitsVocabulary: knowledge of word meanings
Regular Words – words that conform to the most common English spelling patterns and rules
Irregular/Exception Words – one or more elements to do not conform to the common English spelling patterns (i.e. sight words)
Language Components of Spelling
Emergent or Prephonemic – Preschool to Kndg“Understands that letters communicate meaning and can be
written.”
Early Letter Name/Semiphonetic – Kndg. – 2nd Grade“Child has discovered the alphabetic principle & developed
some knowledge of sound-letter relationships”
Middle to late letter name/phonetic (early 1st – late 2nd gr.)
“Represents both consonant and vowel sounds; usually writes one letter for each sound.”
Developmental Stages
Within word pattern spelling/transitional (1st-4th)
“mastered most diagraphs and consonant blends………”
Syllables and affixes spelling (Upper Elem – MS)“spelling of multisyllabic words”
Derivational relations spelling (MS – Adulthood)“Still lack knowledge of word derivations…….focus on the
relationships among word structures, word origins and word meanings”
Development Stages - Continued
Are the sounds of words in the correct order?Is there an omittion or addition of certain
sounds from words?Did they spell the irregular elements of
words correctly?Are there vowels in every syllable?Did they spell the homophones correctly?Did they spell the common affixes correctly?Do they understand how to form plurals and
change verb tense?
Analyzing Spelling Errors:
Segmenting spoken words into their soundsMatching the sounds to the letter
correspondencesSpelling common orthographic patternsLearning and practicing common spelling rulesSpelling irregular words with emphasis on the
irregular partsAdding affixes to wordsSpelling different syllable typesSpelling word derivativesLearning about word origins
Effective Instruction
Word SortsSpelling Rules – Page 130Spelling TestsSpelling Flow ListsIndividualized accommodations – certain
words for certain students – needsSpelling irregular wordsMultisensory spelling method**Commercial Spelling programs – p. 134**Spelling related Web Sites – p. 135
Model Instruction:
Chapter 6 – Spelling Any final questions related to spelling?
Chapter 7 – Handwriting and Written Expression
Writing is a complex task that requires the integration of multiple cognitive, linguistic and motor abilities
Writing may be the most complex task students are asked to perform in school because of the integration of so many different skills
Many students with writing difficulties can formulate clear, coherent ideas, but they then have trouble translating these thoughts into written form
Chapter 7 – Handwriting and Written Expression
Writing involves:Low level transcription skills
Handwriting, spelling, punctuation, capitalization, and grammar
High level composition skills Planning, content, organization and revision
It is estimated that 60% of medication errors result from illegible handwriting or transcription errors
Chapter 7 – HandwritingHandwriting
While technology certainly is used for a large portion of writing, the need for legible handwriting has not disappeared
There has been a decreasing emphasis on handwriting instruction and competence over the past several decades
Only 12% of teachers have even taken a course in how to teach handwriting
Hand writing has been identified as an important predictor of the quality of written expression
Fluent, automatic handwriting has been linked to the quality of compositions
Chapter 7 – HandwritingIf a student has to think about letter
formation and production, the quality of the written expression will suffer because cognitive resources are focused on how to write rather than what to write
Children in Kindergarten – Fourth grade think and write at the same time. Only later do students begin thinking about their writing apart from their handwriting
Chapter 7 – HandwritingCharacteristics of Students Struggling with
HandwritingPoor motor abilities or coordination problemsDifficulty with memory of letter forms Weakness in orthographic processing (coding)
Store and retrieve sound-symbol associations
Poor handwriting is an early warning sign of students at risk for problems with written expression
Automatic letter writing has been found to be the best predictor of composition length and quality
Chapter 7 – HandwritingEffective Handwriting Instruction
Formal handwriting instruction is most effective
Lessons should be short, 5 to 10 minutes, and followed by an opportunity to use handwriting in a meaningful manner
Teach: Letter formation (page 144) Keyboarding and Technology (page145)
Chapter 7 – HandwritingFormation
Writing Aids Pencil grip or weight Raised-line paper
Commercial Writing Programs Handwriting Without Tears
Developmentally based, flexible curriculum for teaching handwriting to children in preschool through grade 5
Chapter 7 – HandwritingKeyboarding and Technology
Keyboarding skills should be taught to children beginning in first grade, especially those children who struggle with handwriting Mavis Beacon Teaches Typing
Speech Recognition Software Dragon Naturally Speaking (translates speech into
text)
Chapter 7 –Written ExpressionWriting is often called the “Neglected R”
because it ahs not received the same intensity of focus from researchers, educators, or legislators as reading or math
It is estimated that states spend one quarter of a billion dollars annually to remediate employees’ writing difficulties
Chapter 7 –Written ExpressionCharacteristics of Students Struggling with
Written ExpressionLack awareness of what good writing is and do
not know how to produce itLack knowledge of text structures (genre) and
contentDo not plan before or during writingDo not monitor their own performance Show poor attention and concentration Limited language skills (vocabulary, syntax,
morphology)
Chapter 7 –Written ExpressionCharacteristics of Students Struggling with
Written Expression continued:Students struggling in writing have coexisting
difficulties in other areas Writing problems are frequently present in students
with attention problems, possibly due to the number of elements that must be integrated and attended to when writing
Students with reading difficulties often exhibit difficulties in writing because of the common perceptual and linguistic demands required of both tasks
Chapter 7 –Written ExpressionOften times a student’s writing difficulties
are not noticed until about fourth grade because it is at this point that writing demands increase from minimal level (providing single word responses or filling in blanks) to higher-level demands (composing)
Chapter 7 –Written ExpressionEffective Written Expression Instruction
The quality of instruction students receive has a major impact on writing achievement
Teach the Writing Process (page 150 – 151) Prewriting Writing/Drafting Revision Editing Publishing
Chapter 7 –Written ExpressionEffective Written Expression Instruction
Three Effective Elements for Improving Written Expression (page 151 – 152) Use a framework of planning, writing, and revising Explicitly teach critical steps in the writing process Provide relevant feedback on what is taught
Ten Recommendations for Improving Writing (page 153)
Chapter 7 –Written ExpressionEffective Written Expression Instruction
Strategy Instruction Self-Regulated Strategy Development (SRSD) (page 153
– 154) A writing strategy approached that is a supplemental
method designed to help students learn, use, and adopt the strategies of a skilled writer
Build Writing Vocabulary Teach Text Structures
Narrative Writing Expository Writing
Teach Revising and Editing Strategies (page 157 – 160)
Chapter 7 –Written ExpressionEffective Written Expression Instruction
Technology (page 161) Draft: Builder, Co-Writer, Write: Outloud, Read: Outloud
Writing Workshop Focuses on the process of writing more than the end
product High quality workshops should include:
Explicit modeling Frequent conferencing High Expectations Flexibility Cooperative learning Self-regulation
Chapter 7 –Written ExpressionEffective Written Expression Instruction
Writing portfolio (page 162)Writing frames (page 162)Graphic organizers (page 162)Writing Prompts (page 163)Provide Models (page 163)
Chapter 7 –Written ExpressionExample Accommodations of Instructional
MaterialsHighlight key words or phrasesSimplify language used in writing promptsUse graphic organizers and procedural checklistsDisplay mnemonic strategies in the classroom so
students can access these cutesDevelop individual spelling lists and have students
keep personal dictionaries of troublesome wordsProvide (as needed) pencil grips, raised or colored
line paper, personal alphabet strips, and paper positioning marks on a student’s desk
Chapter 7 –Written ExpressionExample Modifications of Task Demands
Increase time to complete tasksDecrease length or complexity of writing assignmentUse text frames (partially completed text)Reduce or eliminate copying tasksPermit use of dictation or a scribePermit use of a word processorUse technology supports (spell checker, voice
recognition, semantic mapping, outline software)Allow other means of demonstrating assignment
(oral versus written)
Chapter 7 –Handwriting and Written Expression Summary
Writing is a highly complex task that is susceptible to difficulties in a multitude of areas
Students must be proficient and automatic with the low-level foundational skills of handwriting and spelling in order to build fluency and free cognitive resources for the higher-level tasks of planning, composing, and revising
The most effective writing instruction is explicit instruction When combined with explicit strategy instruction, students
experience more success in developing the writing skills needed to clearly convey their ideas, feelings, and their knowledge
Chapter 7 – Handwriting and Written Expression Any final questions related to handwriting
and written expression?
Chapter 8 – Basic Math SkillsDifficulties with math have received less
attention from researchers and educators than have difficulties with reading
Between 5 and 8% of school-age children
have significant problems with math
More than 60% of students identified as having a learning disability in reading are also achieving below grade level in math
Chapter 8 – Basic Math SkillsDifficulties with math may result from
numerous sources, including impairments in:Working memoryProcessing SpeedLanguageAttentionSequencingSpatial skillsReasoning
Chapter 8 – Basic Math SkillsA student’s success in math reflects the
efficacy of the instruction and can be negatively impacted by:Poor teachingThe design and materials of the curriculum
**Due to the cumulative nature of math with one skill building on another, poor instruction at any level may impede future success
Chapter 8 – Basic Math SkillsSpecial education training programs and
professional development opportunities focus disproportionally on the delivery of reading rather than math interventions
Both special and general educators take few courses in methods for teaching math and are often inadequately prepared to teach math skills, particularly at the secondary level
Chapter 8 – Basic Math SkillsSome curriculum designs can be especially troublesome
for students that struggle with mathSpiraling curriculums
Introduces a number of important concepts and then returns to those concepts in successive years
In one year, the time devoted to a concept may be too limited for students that do not learn readily
Teaching to mastery Doesn’t allow ample opportunities to practice “mastered”
skills so it may leave to a false conclusion about the student’s true skill level
Frequently, a struggling student’s performance is uneven – the student demonstrates proficiency one day but not the next
Focusing on procedures versus understanding Focus on learning the algorithms instead of developing
concept understanding
Chapter 8 – Basic Math SkillsCharacteristics of Individuals Struggling with Basic
Math SkillsDifficulty storing and retrieving basic math facts Cognitive problems
Long term memory Memory span Working memory Attention Processing speed
Weaknesses in oral language abilities
Students who struggle with basic math computations also have difficulty completing math problems that involve multiple steps
Chapter 8 – Basic Math SkillsNumber Sense
The child’s fluidity and flexibility with numbers, as well as understanding of what numbers mean and their relationships to others
Foundational skill that serves as a prerequisite for math success
Usually develops during the preschool years and most children have an initial understanding in place by the age of 4 or 5
No one best way to teach Use of problem-centered curriculum that emphasizes
student interactions and self-generated solutions has shown to be effective
Chapter 8 – Basic Math SkillsMath Facts and Fluency
Drill and practice approaches are frequently recommended for helping students master math facts
As children work on building automaticity of facts, they should continue to receive instruction in more complex computation and problem solving. Give them supports such a pocket sized fact chart to
reference
Chapter 8 – Basic Math SkillsEffective Instruction (page 174 – 180)
Direct, explicit instruction with cumulative review Most effective instructional approach for teaching basic or
isolated skills Demonstration or modeling by the teacher, followed by
guided practice with immediate feedback, and then independent practice to master the skill
Strategy instruction Strategies need to be taught and practiced in a clear,
explicit manner Mnemonics, visual images, flashcards, rhymes, etc.
Practice Board games, computer-assisted instruction, self-correcting
materials, cover-copy-compare,
Chapter 8 – Basic Math SkillsConcrete Representations
Illustrate math concepts with concrete objects or manipulatives
Children can develop mental images of math conceptsCan be helpful at any age, especially when introducing a new
math concept
Concrete-Representational-Abstract (CRA) Instruction begins at the concrete level, transitions to a semi
concrete or representational level (pictures) and then evolves to the abstract level (numerals, symbols)
Students may require up to seven lessons at the concrete and semi concrete levels before being able to handle abstract-level problems
Chapter 8 – Basic Math SkillsExplicit Timings
1 minute timings Provide students with a worksheet of problems that
cannot be completed within 1 minute Have students complete as many problems as they
can within the minute Ask students to stop after 1 minute Score the sheet by counting the number of correct
and incorrect digits written Plot the total number of correct digits on a graph
Chapter 8 – Basic Math SkillsOther effective teaching methods (pages 185
– 190)Reciprocal Peer Tutoring Peer-Assisted Learning Strategies and Cross-
Age TutoringCommercial Products
Number Worlds PALS Math TouchMath Structural Arithmetic Software and Web-based Resources
Chapter 8 – Basic Math SkillsError Analysis
One of the most effective ways to help resolve a student’s errors on basic math computation
Analyze any mistakes on standardized tests, classroom exams, school papers, and homework assignments
Determine the reasons why a student missed a certain problem
Students will continue to make the same types of errors unless intervention occurs
If you can’t figure out why a student missed a problem, ask the student to explain step-by-step what they were doing to solve the problem
Chapter 8 – Basic Math SkillsMonitor Student Progress
Helps students become more aware of their growth
Provides teachers with valuable information about the effectiveness of their instruction and whether or not adjustments are needed
Having students chart their own progress not only motivates the students, but it also frees the teacher from this task
Chapter 8 – Basic Math SkillsAny final questions related to basic math
skills?
Chapter 9 – Math Problem SolvingMath is one of the most challenging academic
areas because it is comprised of numerous domains that continue to increase in complexity
Almost 1/5 of the U.S. population experiences high levels of math anxiety
Research has found that individuals struggling with math often use immature behaviors, such as counting on their fingers
Over 30% of individuals diagnosed with ADHD are also diagnosed with math learning disabilitiesDue to working memory and executive function
problems
Chapter 9 – Math Problem SolvingCharacteristics of Individuals Struggling with
Math Problem SolvingNo clear research on what the characteristics
are for students struggling in math problem solving
May include: Processing speech Short-term memory Working memory Oral language abilities Race and poverty Executive functions (planning, inhibiting responses,
shifting attention, and monitoring strategies)
Chapter 9 – Math Problem SolvingAlthough problem solving is recognized as a
critical element of mathematics by researchers and national organizations, the emphasis in classrooms, especially special education classrooms, continues to be on memorization of facts and computational procedures.
Little time is spent on developing the conceptual and procedural knowledge and strategies necessary for problem solving
ProblemsInstructional timeTextbooks
Chapter 9 – Math Problem SolvingTeachers state that word problems are the most
problematic math problems for students Students struggle with following the multiple steps of
the problem and understanding exactly what the problem is asking them to do
Effective problem solving requires that an individual can:Represent the problem accuratelyVisualize the elements of the problemUnderstand the relationships among numbersUse self-regulatingUnderstand the meaning of the language and vocabulary
Chapter 9 – Math Problem Solving10 Effective Instructional Practices that Improve
Math Achievement1. Opportunity to learn: provide ample math
exposure and practice2. Focus on meaning: teach important math ideas3. Problem solving: build conceptual understanding
to improve procedural knowledge4. Opportunities to invent and practice: provide time
for student to invent ways of solving problems and to apply skills being learned
5. Openness to student solutions and student interactions: use understanding of how students construct knowledge
Chapter 9 – Math Problem Solving10 Effective Instructional Practices that Improve
Math Achievement6. Small-group learning: provide cooperative learning
activities7. Whole-class discussions: encourage sharing of
various student solutions8. Focus on number sense: help students determine
reasonableness of solutions9. Use of concrete materials: provide manipulatives to
increase student achievement10. Use of calculators: encourage the use of
technology to increase student achievement and improve attitude
Chapter 9 – Math Problem Solving Effective Teaching Methods (page 204 – 217)
Direct/Explicit Instruction Cueing, modeling, verbal rehearsal, and feedback
Strategy Instruction Self-instruction, self-questioning, self-checking Problem-Solving strategies (page 207)
Schema-Based Strategy Instruction Teaches procedural and conceptual understanding
related to mathematical word problem solving Concrete-Representational-abstract (CRA)
Instruction begins at the concrete level, transitions to a semi concrete or representational level (pictures) and then evolves to the abstract level (numerals, symbols)
Chapter 9 – Math Problem Solving Effective Teaching Methods (page 204 – 217)
Demonstration Plus Permanent Model Used to teach long division The teacher first demonstrates the steps and then this
becomes a permanent model to help students solve similar problems
Mnemonic Strategies (page 210 – 211) STAR (steps to solve word problems) DRAW (used to solve addition, subtraction, multiplication,
and division problems) ORDER (to remember which operation should be solved
first) EQUAL (greater than, less than, and equal to) Please Excused My Dear Aunt sally (executive operations)
Chapter 9 – Math Problem Solving Effective Teaching Methods (page 204 – 217)
Technology Calculators, videos, computers and web-based activities
Commercial Products ** Everyday Math I CAN Learn Pre-Algebra and Algebra (
www.icanlearn.com) Saxon Middle School math Classworks
**These were determined to have potentially positive effects on math achievement for students
Summary – Math DisabilitiesExisting research in mathematics suggests that
instructional practices are more important and effective in teaching math than any curricula
A direct/explicit instructional approach is most effective for teaching basic math skills.
Strategy instruction is most effective for improving students’ math problem solving skills
Chapter 10 – The Relevance of Cognitive Abilities to Academic Interventions LOTS of great information – worth reading the entire chapter
Final ThoughtsQuestions? Comments?
Follow-Up Survey in an e-mail sent by Jennie. By completing the survey you will receive
your CEU’s
Contact Information Heidi Hahn: [email protected] Jennie Stumpf: [email protected]
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