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Reading Interventions for the Struggling ReaderDr. Lisa CastaldoGreen
Factors that Influence Literacy Skills
• Physical• Cognitive/Neurological• Language• Personality• Family• Educational
Chall’s Stages of Literacy
• Emergent: functions of written language, alphabet, phonemic awareness
• Decoding: letter-sound correspondences• Confirmation and Fluency: automatic word recognition, use of
context• Learning the new view: how to learn from text, vocabulary
knowledge, strategies• Multiple Viewpoints: reconciling different views• A Worldview: developing a well-rounded view of the world
Spear and Sternberg’s Reading Stages
• Visual-cue word recognition• Alphabetic Insight• Phonetic Cue word recognition• Controlled word recognition• Automatic word recognition• Strategic reading• Highly Proficient reading
Modified Cognitive Reading Model
• What are the pieces of the skill of Reading Comprehension ?
Cracking The Code
• Phonemic Awareness• Phonics• Reading Fluency • Vocabulary Development• Reading Comprehension
Phonological Difficulty Range
Hard
Easy
Deletion and SubstitutionRhymeAuditory DiscriminationPhoneme BlendingWord-to-Word MatchingSound IsolationCountingPhonemic Segmentation
Developing Phonemic Awareness
• Nursery Rhymes• Alliteration• Sorting Tasks• Counting Tasks• Add Letters• Word Building• Stretch Sounding• Adding Sounds
Phonics Approaches
• Synthetic: direct instruction of individual letter-sound correspondences; blend sounds into words
• Compare/Contrast: compare new words to already known words; use analogies to decode new words; useful for polysyllabic words
Vowel Patterns
• Closed: a word or syllable that contains only one vowel followed by one or more consonants• “One lonely vowel stuck in the middle says its special sound
just a little.”• sat, fin, bed
• Open: a word or syllable that ends with one long vowel• “If one vowel at the end is free, it pops and says its real
name to me.”• me, she, hi
• Silent “e”: a word or syllable that ends in “e”, containing the final e and one long vowel before the consonant• The preceding vowel says, “I’m stuck in the middle! Please
magic “e”, come and free me!”• make, ride, hope
Vowel Patterns• Double vowels; Double Vowel Talker: a word or syllable that
contains two adjacent vowels; the first vowel is long• “When two vowels go walking, the first one does the talking.”• rain, day, see
• Bossy “r”: a word or syllable that containing a vowel followed by an “r”; the vowel sound is altered by the “r”.• R is the boss. You must do what it says, or it will be cross.• car, her, horn
Vowel Patterns• Consonant + le: the syllable ends in “le” and is preceded by a
consonant; this pattern is found in two syllable words• “This consonant loves “le”. It pulls it towards itself and is filled
with glee.”• bubble, puzzle, apple
• Double vowel whiner: A word or syllable that contains two vowels. • “Neither vowel says its long or short sound; instead it makes a
whiney sound.”
Syllabication Patterns• C + le: ta-ble, pur-ple• VC/CV: doc-tor, win-ter• V/CV: be-gan, fi-nal• VC/V: cab-in, rob-in• V/V: po-et, ru-in• Chin method
Guided Reading• Small Group Instruction
• Leveled Text• Students at particular levels need appropriate fluency and
comprehension strategies to progress as readers
• Strategy Based • Interventions that target individual reading needs
• Components of a guided reading lesson:• Word Work• Fluency Practice• Vocabulary Instruction• Comprehension Strategies
Word Work• Explicit teaching of phonemes and phonics• Develops fluency and flexibility in visual processing of written
text• 1 -3 minute mini-lesson• Explain the rule• Show examples• Student activity – put the rule to work
• Dry erase boards• Pencil/paper• Magnetic letters• Sentence Strips
Fluency Instruction
• Echo reading
• Repeated reading
• Tape reading
Vocabulary Instruction
• Develop awareness of stages of word knowledge• Build experiential background for students• Make word learning related to students’ backgrounds• Develop depth of meaning through multiple sources and
repeated exposures• Foster appreciation and enthusiasm for word learning• Teach strategies for independent word learning• Teach words in context
Comprehension Difficulties• Poor Decoding?• Phonemic Awareness• Phonic• Fluency
• Limited Prior Knowledge and Vocabulary?• Fluency• Vocabulary• Background Knowledge
• Poorly Developed Strategies?• Text Attack
Comprehension Strategies
• Pre-reading
• During Reading
• Post-reading
Strategic Reading Strategies
• Making connections• Asking questions• Visualizing
• Drawing inferences• Determining main
ideas• Synthesizing
information• Repairing
understanding
Four Types of ReadersPerkins and Swartz
• Tacit Reader• Lacks awareness of how they think when they read; don’t realize when meaning
has broken down
• Aware Reader• Realize meaning has broken down when reading but don’t have strategies to fix
the problem
• Strategic Reader• Use thinking and comprehension strategies to enhance understanding; are able
to monitor and repair meaning
• Reflective Reader• Strategic about their thinking and able to apply strategies flexibly depending on
reading purpose
Making Connections
• Based on schema theory• Three kinds:• Text-to-self• Text-to-text• Text-to-world
• Connections to genres, forms, structures of text
Questioning• Schools demand answers, not questions• Before, during, and after reading• Why?
• Construct meaning• Enhance understanding• Find answers• Acquire information• Discover new information• Propel research• Clarify confusion
Visualizing• Overwhelming images and feelings• Make the words on the page real and concrete• Stop, think, visualize• Why?
• Enhance meaning• Link past experience• Strengthen connection to text• Stimulate imaginative thinking• Joy!
Making Inferences
• Educated guess about underlying theme• Prediction about what is next• Conclusion based on prior knowledge, questions, and text• Create meaning before, during, and after• Use pictures
Determining Important Ideas• The ones we want to remember• Depends on our purpose:
• Remember new information• Build background knowledge• Distinguish important/interesting• Discover theme, opinion, perspective• Answer a specific question• Finding the author’s message
Synthesizing Information
• Combining new and existing information to form an original idea or creation
• Putting separate parts into a new whole• Discovering a new pattern in ideas• Sift and sort through information• Make judgments about importance• Stop, think, create
Repairing Understanding
• Teach effective comprehension strategies to develop this ability
• Requires monitoring of comprehension• Independent application of strategies• Strategic/Reflective readers
Questions/Comments?
Thank you for your time and attention.