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Polly Bayrd, MA, LP
Best Practices for Mainstream
Modifications for the LD Population
Research BasedInstruction in Reading
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Reading is the key
To all school based learning
To general knowledge, spelling, writing abilities
and vocabulary
To love of learning To success in most academic and occupational
fields
To a healthy self-concept
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Reading Success is key
Poor readers by end of first grade have lowered
self-esteem and self-concept and motivation
Embarrassing even devastating to demonstrate
this weakness in the classroom I would rather have a root canal than read
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It is Imperative
Prevent reading failure
Prevent frustration
Allow flexibility of pacing
Avoid stigmatizing and comparing
Nurture a culture of acceptance
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Five Pillars of Reading Instruction
Phonemic Awareness
Phonics
Fluency
Vocabulary Text Comprehension
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Strategies for Teaching LD Students
Specific, directed, individualized, intensive
Direct instruction
Strategy instruction Accurate assessment to monitor progress
Scaffolding
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Successful Teachers of LD Students
Break learning into small steps
Administer probes
Supply regular quality feedback
Use diagrams, graphics, and pictures
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Successful Teachers of LD Students
Provide ample independent, intensive practice
Model instructional practices
Provide prompts of strategies to use
Engage students in process type questions: Howis that strategy working for you?
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Scaffolding
Process in which students are given support
Strategies that allow the teacher to break down a
task
Technique that is flexible and temporary
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Eight Essential Elements of Scaffolding
Pre-engagement with the student and the
curriculum
Establish a shared goal
Actively diagnose student needs andunderstandings
Provide tailored assistance
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Elements of Scaffolding
Maintain pursuit of the goal
Give feedback
Control for frustration and risk
Assist internalization, independence, andgeneralization to other contexts
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Scaffolding Tips
Begin with what the student can do
Help students achieve success quicklyavoid
frustration and cycle of failure
Help students to be like everyone else Know when it is time to stop Less is more once
mastery is demonstrated
Help students be independent when they
demonstrate mastery
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Accommodations Involving Materials
Use a tape recorder
Clarify or simplify written directions
Present a small amount of work
Block out extraneous stimuli Highlight essential information
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Accommodations Involving Materials
Locate place in consumable material
(Diagonal cut on corner of last page used)
Provide additional practice activities
Provide a glossary in content areas Develop reading guides
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Accommodations Involving
Interactive Instruction
Use explicit teaching procedures
Repeat directions
Maintain daily routines
Provide a copy of lecture notes Provide students with a graphic organizer
Use step by step instruction
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Accommodations Involving
Interactive Instruction
Simultaneously combine verbal and visual
information
Write key points or words on the chalkboard
Use balanced presentations and activities Use mnemonic instruction
Emphasize daily review
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Accommodations Involving Student
Performance
Change response mode
Provide an outline of the lecture
Encourage use of graphic organizers
Place students close to the teacher Encourage use of assignment books or calendars
Reduce copying by including information or
activities on handouts or worksheets
Use cues to denote important items
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Accommodations Involving Student
Performance
Design hierarchical worksheets (easy-hard)
Allow use of instructional aids
Display work samples
Use peer mediated learning Encourage note sharing
Use flexible work times
Provide additional practice
Use assignment substitutions or adjustments
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Five Pillars of Reading Instruction
Phonemic Awareness
Phonics
Fluency
Vocabulary
Text Comprehension
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Phonemic Awareness
Ability to hear, identify and manipulate theindividual sounds (phonemes) in spoken words
Primary grade activity using rhymes and games
Auditory skill, not visual skill
A part of phonological awareness
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Two Important Phonemic
Awareness Activities
Phoneme Blending.
/d/ /o/ /g/ (used in decoding words)
Phoneme Segmentation Break spoken word into separate phonemes
4 sounds in truck /t/ /r/ /u/ /k/
Used in spelling word phonetically-
Invented spelling is OK
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Phonics Instruction
The Sound (phoneme) - symbol (Grapheme)
relationship
Phonics vs. Whole Word debate
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More on Phonics Instruction
Phonics is a means to an end not an end of itself
Should bePartof a comprehensive reading
program,
Most effective when early (K or first grade)
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Systematic and Explicit
Phonics Instruction
Effective for children from various social and
economic levels
Particularly beneficial for children who are having
difficulty learning to read and are at risk fordeveloping future reading problems
Must include ample opportunities to practice and
review the relationships they are learning
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Reading Fluency
The ability to read withaccuracy, and with an
appropriate rate, expression, and phrasing.
Important because it provides a bridge between
word recognition and comprehension. Attention to fluency is often neglected in reading
instruction.
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Why Fluency is Important
More fluentreadersfocus
their attention on making
connections among the
ideas in a text and
between these ideas andtheir background
knowledge. Therefore,
they are able to focus on
comprehension.
Less fluentreadersmust
focus their attention
primarily on decoding and
accessing the meaning of
individual words.Therefore, they have little
attention left for
comprehending the text.
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Reading Fluency
If you dont ride your bike
fast enough , you fal l of f .
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Automaticity = Fluency
Automaticity refers only to accurate, speedy wordrecognition, not to reading with expression.
Necessary prerequisite for fluency in passagereading
LD students need work on this intermediate step
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Building Automaticity in
Word Reading
Prerequisite skill is word accuracy
Word sorts/games
Reading word lists
Timings on word lists Start with words of one pattern
Move to word lists with multiple patterns
Goal 45-50 wpm with 2 or fewer errors
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Megawords List 22 /shun/
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Megawords Lists 20-25
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Proficiency Graph
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Strategies for Developing Fluency
Model fluent reading, then have students rereadthe text on own.
Have students repeatedly read passages aloudwith guidance
Have students reread text that is reasonablyeasy (independent reading level)
Student-adult reading, choral reading, partnerreading, tape-assisted reading and Readers
Theater
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Select Reading Levels
1. Independent Reading Level. Easy reading. (95% word
accuracy)
2. Instructional Reading Level. Challenging but manageable
for the reader. (90% word accuracy).
3. Frustration Reading Level. This is too hard for the reader.
(less than 90% word accuracy)
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Select Reading Topic
High interest
Fun
Nurture affinities
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Lexile Level 1030
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Readers Theater
Fun, motivating, meaningful, enjoyable
Easily adapted to whole class or small groups
without costumes or props
Practice ahead of time silently and aloud Students do not memorize lines
Students perform
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Prosody
Prosody is reading with expression, with
appropriate phrasing, with pitch, stress and
emphasis.
Automatic word recognition may lead to accurateand effortless decoding but it stops short of the
final goal including prosody.
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Prosody
Disfluent readers tend to read in a
monotonous and choppy fashion with
little or no expression and their
phrasing is either word by word or
involves awkward groupingofwords.
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Prosody cont.
Fluent readers, on the other hand, integrate pitch,
emphasis, and the appropriate use of phrasing in
their reading. This occurs only as readers become
aware of the connection between written and oral
language. This indicates their understanding of
what they have read.
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Dysfluency: Kids View
I hate reading!
This is stupid!
I just seem to get stuck when I try to read a lot of
the words in this chapter. It takes me so long to read something.
Reading through this book takes so much of my
energy, I cant even think about what it means.
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Vocabulary
Pre-teaching of specific words improvesvocabulary learning and reading comprehension
Use of reference aids
Use of context cues
Use of word partsprefix, root word, suffix
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Text Comprehension
Comprehension is the reason for reading
Systematic instruction in comprehension can help
students understand what they read, remember
what they read and communicate with othersabout what they read
Comprehension skills should be taught during
primary grades and as long as students need it
Wh t h ld b T ht
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What should be Taught:
Key Comprehension Strategies
Monitoring comprehension
Using graphic and semantic organizers
Answering questions
Generating questions Recognizing story structure (and other text
structures)
Summarizing
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Monitoring
CLICKS This makes sense.CLUNKS OOOPS! HUNNH?Am I remembering what I am reading?
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Graphic Organizer
Visual representation of the elements of the
thinking process
Way to strengthen memory
Common frame of reference for the student andteacher
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What is the main idea?
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Follow the Clues
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Story Map
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Strategies Before Reading
Brainstorm, cluster, web, fast-write, list
Predict
Skim
Question Predict meaning of new vocabulary
Visualize
Set purpose
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Strategies During Reading
Adjust reading rate
Predict/support/confirm/adjust
Question
Self-correct Monitor understanding
Reread
Read/pause/summarize
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Strategies After Reading
Confirm/adjust predictions
Retell
Skim and reread
Take notes Make inferences
Reflect on reading
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KWL
What do I KNOW?
What do I WANTto find out?
What did I LEARN?
CSI: Comprehension
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CSI: Comprehension
Strategy Instruction
CSI: Comprehension
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CSI: Comprehension
Strategy Instruction
Comprehension Monitoring
Graphic organizers
Listening actively
Mental imagery
Mnemonic instruction
Prior knowledge activation
Question answering
Question generating
Text structure
Summarization
Multiple strategy
instruction with and without
reciprocal teaching
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Excellent Reading Teachers
1. Understand reading and writing development,
and believe that all children can learn to read
and write
2. Continually assess childrens individual progress
and relate reading instruction to childrens
previous experience
3. Offer a variety of materials and texts for children
to read.
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Excellent Reading Teachers
4. Know a variety of ways to teach reading, when
to use each method, and how to combine the
methods into an effective instructional program
5. Use flexible grouping strategies to tailor
instruction to individual students
6. Are good reading coaches (provide help
strategically)
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Excellent Reading Teachers
Have strong content and pedagogical knowledge
Manage classrooms so there is a high rate of engagement
Use strong motivational strategies that encourage
independent learning
Have high expectations for childrens learning
Help children who are having difficulty
Recommendations for Developing
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Recommendations for Developing
Excellence in Reading Instruction
Teachers must view themselves as lifetime
learners and continually strive to improve their
practice.
Administrators must be instructional leaders whosupport teachers efforts to improve reading
instruction.
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Recommendations excellence
Legislators and policy makers should not impose
one-size-fits all mandates.
Parents, community members, and teachers must
work in partnership to assure that children value
reading and have many opportunities to read
outside of school.
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Thank You!