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The SDI Model Layers within the Drill Down Process Albert Lea Area Schools 2011-2012 Ann Van Brocklin Reading Specialist ~District 241
Ann Van Brocklin Reading Specialist ~District 241
The SDI ModelLayers within the Drill Down Process
Albert Lea Area Schools2011-2012
Fluent, accurate reading
A “Balanced” Strategic ReaderRumelhart Model
Semantics:-the study of meaning. -the study of linguistic development by classifying and examining changes in meaning and form.
Syntax:-the way words are put together to form clauses, phrases and sentences
Comprehension Enjoyment
LogographicOrthographic-Representations of sounds
Alphabetic (Phonological)
Reciprocal Causation – Keith Stanovich Acquisitions of Literacy
Environment
Development
It is a process that begins to unravel the underlying gap in a person’s reading development.
WHAT is the Drill Down Process?
THE “DRILL DOWN PROCESS”
If a child is not making the specific grade level benchmark
After any type/category of assessment where a child may not be proficient
WHEN to conduct the Drill Down Process?
Identify students that may be “at-risk” Helps provide information to begin
diagnostic
WHY do the Drill Down Process?
Drill Down/Screening Diagnostic Intervention
Dysorthographic 25% of Reading Difficulties
Fluency, accuracy
SemanticsSyntax
Phonological
Orthographic, Logographic
70% of Reading Difficulties
Dysphonetic
Fluency, accuracySemantics
Syntax
Logographic/Orthographic
Phonological
Comprehension Deficit 5% of Reading Difficulties
Fluency, accuracy
Semantics Syntax
PhonologicalOrthographic, Logographic
Trend vs. Evolution
TREND EVOLUTION
of concepts
Screening
Diagnostic
Intervention
Progress Monitoring
VERBIAGE
Benchmarking-Screening Tool
Text leveling-Can be a Diagnostic Tool
Self-efficacy- We want students to achieve
How all of this relates today…
Anderson, Jane, (2009-2010). Diagnostic and remediation of reading difficulties. St. Mary’s University.
Burns, Matthew, (2011). Leadership in Reading Network Stanovich, Keith, (1986). Matthew’s effects in reading:
some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 360-406
References
