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Literacy

Literacy. The Situation. 20-25 % of children do not learn the alphabetic principle (relationship between letters and sounds ) ( Tunmer & Chapman, 2003).

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Literacy

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  1. Literacy

  2. The Situation • 20-25% of children do not learn the alphabetic principle (relationship between letters and sounds) (Tunmer & Chapman, 2003). • If the relationship between letters and sounds is not made by the age of nine, 75% of these children will continue to have reading difficulties.

  3. What makes them different? • Older poor readers have less phonological skills than younger readers. They rely on logographic reading (use of a visual stimulus) causing their phonological skills to decrease (Greaney & Ryder, 2005). • Use ineffective strategies.

  4. Matthew Effects (Stanovich, 1986) • When students fall behind in reading, their peers are improving exponentially. By reading, vocabulary, knowledge of syntax, semantics and discourse improves naturally. The poor readers get left behind. • The good readers are able to participate in other subjects with success, while the poor readers are stuck. • The poor get poorer and the rich get richer. • After years of failure our students begin to lose motivation.

  5. Where are they at? • To simply know a student is failing is like having a fever and not knowing the cause or cure (Valencia & Buly, 2004). • Find out exactly what these students are doing to give you some idea of where to start. • Decoding and spelling test.

  6. Everyday Strategies • Our low level students generally need letter-sound correspondences explicitly and systematically taught (Ehri & McCormak, 1998). • We need to draw these students’ attention to the inner workings of words and give them strategies to use. • Count phonemes (sounds) • Word Walls – groups to investigate a sound /ee/ • Onset + Rime • Root Words – Prefix + Suffix • Analogy – similar words, words within words

  7. Everyday Strategies • Teach vocabulary as it arises. Use mature vocabulary (Disney & Anderson,2006).

  8. Reading - Make texts accessible. • Stating the obvious…but… • Text choice/Book Lists • Pre-reading/During Reading/After Reading • Level Three Questions • Purpose for reading - KWL • SSR – collection of short stories, recent newspaper articles. Throw a ball and discuss. Not too daunting. • Library Time – read out loud, talk about reading strategies (metacognition).

  9. Writing • Journal writing = no pressure, non competitive. (Juicy writing). • Focused feedback – one thing to work on. • Skills focus, not grade focused. • Exemplars and scaffolded.

  10. Motivation – Attribution Retraining • Specific teacher feedback aimed at improving self-esteem is used alongside skills training. • Specific Feedback referring to the correct use of strategies, effort and the confirmation that the student has the ability . • When difficulties are encountered the feedback should be focused on the inefficient use of a strategy, not enough effort, and again that the student is actually able to do it.

  11. Motivation • When a student has a strategy they are confident to use, and believe will allow them success, they will be confident when approaching an unseen text (Tunmer & Chapman, 2003). • - Reciprocal Reading. • Good readers check understanding, re-read, clarify, ask questions. • Model it. • Metacognition - Students to write steps. • Continuum of effort

  12. Non-Competitive Classrooms • Students in non-competitive classrooms are more committed and interested in school (Pressley, 2006).

  13. Instruction centred on concepts, or themes, rather than skills is encouraged with connections being made between texts. • Use of numerous texts in different forms. • Texts and tasks should be slightly challenging for students. • The choice of text also needs to be interesting and contain content that will ‘grab’ the students. • Book lists and recommendations and books being read aloud are encouraged. • Co-operative activities (reciprocal reading), one-on-one and home-school communication.

  14. Comprehension • PAR = Preparation Assistance Reflection • Word Webs - Vocabulary • Emotional Thermometer - Vocabulary • I Chart • Sensory Imagery Systems • Story Grammar Systems (time, setting, characters, exposition, climax, resolution) • Reciprocal Reading – model, monitor, used independently. • Tic Tac Toe

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