Unit 4 Reading Difficulties

1. Unit 4Reading Difficulties Prepared by: CiciliaEviGradDiplSc., M. Psi

2. Definition • There’s no clear agreement! • “Reading Wars” • Skills approach  emphasizes the skills needed to convert print into language • Meaning-emphasis approach  emphasis on getting meaning from print, using variety of clues: pictures, etc. • Read p. 363-364

3. Reading Elements • Decoding  mechanical aspect of converting print to spoken language • Comprehending  ability to understand written or oral language • Goal of reading  for the reader to gain information, knowledge, pleasure, or other higher-order benefits from reading (Snow, et al., 1998)

4. Reading Elements (2) • 1960 – 2000s  whole-language approach • Stronger emphasis on the semantic and syntactic aspect of reading • With print-rich environment • Today  primary component of reading is decoding and comprehending • R = D x C

5. Reading Elements (3) • Subelements needed • Decoding  knowing letters, direction of reading, and how to blend sounds together • Comprehending  store the sentence long enough that they can operate on it, attention skills and cognitive strategies

6. Problems • Phonology • Decoding • Fluency • Comprehension

7. Problems with Phonology • Unable to manipulate phonemes • Deficits in phonemic awareness  ability to segment words into sounds and blend sounds into words • Sometimes, children use analogies to learn how to read  needed phonemic awareness and basic decoding skills

8. Problem with Decoding • Using common phrase • Using first letter as a cue • Sometimes, can read the whole phrase or sentence correctly! • Systematic and intensive instruction needed in the early grades  to reduce occurrence of decoding problems • Read p. 370

9. Problems with Fluency • When student can’t read effortlessly and smoothly • When a student is able to decode print effortlessly  it is called automatic • Fluency refers to smooth and effortless decoding, reading that sounds like talking

10. Problems with Comprehension • As the result of problems with ether decoding, more general language abilities, or both • Syntax  grammatical structure of language  might get the wrong ideas of the passage, even if he can read it smoothly • Semantics  meaning of language  unable to understand the passage • Use inefficient strategies  wrong answers • Make mistakes when naming pictures with long name

11. Problems with Comprehension (2) • World knowledge  affects reading comprehension • Gist comprehension  ability to understand the theme of narratives • May focus on irrelevant parts of the passage

12. Assessments • Screening • Teachers are valuable! • Diagnosing problems • Diagnostic testing  finer info than screening • Informal Reading Inventories  series of reading passages or word lists graded in order of difficulties • Clinical teaching  informal, based on specific experiences with the individuals

13. Assessments (2) • Monitoring Student Progress  allow teachers to make changes if needed • Reading Program Assessments  corrective reading, p. 380 • Curriculum-Based Measurement  table 12.3, p. 381

14. Prevention • Alphabet principle  the idea that symbols represent sounds and that the order of sounds follows the sequence of letters in words • Five generalized competencies: • Fluency • World knowledge • Flexible strategy use • Motivation • Continued reading

15. Prevention (2) • Teaching Phonemic Awareness • To beginning readers • Segmenting, blending and similar skills • Teaching Phonics • Teaching other aspects of early reading • Explicit and systematic • Feedback

16. Intervention • Historical • Fernald • Hegge-Kirk-Kirk • Orton – Gillingham • Contemporary • Reading Recovery • Corrective Reading Program • Computer – assisted Instruction

17. Intervention (2) • Instructional Tactics • Fluency enhancement • Peer-mediated Instruction • Reciprocal Teaching • Comprehension Strategies