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S.P.I.R.E. ®

S.P.I.R.E. ®. Presenter: Julie Ross Certified Special Educator, Lead S.P.I.R.E. Trainer. A Comprehensive, Multisensory Reading Intervention Program. CCSS and The Struggling Reader.

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S.P.I.R.E. ®

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  1. S.P.I.R.E. ® Presenter: Julie Ross Certified Special Educator, Lead S.P.I.R.E. Trainer A Comprehensive, Multisensory Reading Intervention Program

  2. CCSS and The Struggling Reader “The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.” • CCSS for ELA and Literacy in History/Social Studies, Science and Technical Subjects- Introduction, p. 6

  3. Thoughts for the Day • We know and fully believe you can improve a child’s reading ability. • We need to accept responsibility for student’s progress in reading and written work. • We constantly work at mastering reading instruction. • We must stay true to the child’s needs.

  4. 5. We need to be consistent and methodical in teaching reading. 6. We need to frequently progress monitor student’s reading ability to assure forward movement. 7. We need to be only a few steps ahead of the student. 8. We need to have patience; allow the correct amount of teaching time and reinforcements for the student to achieve success.

  5. Research

  6. Available Research • Limited information about the CCSS impact on nonreaders and struggling readers • Many that focus on benefits of acquiring foundational reading skills

  7. “WE WERE NEVER BORN TO READ. HUMAN BEINGS invented reading only a few thousand years ago. And with this invention, we rearranged the very organization of our brain…” Proust and the Squid, Maryanne Wolf, PhD Tufts University, Center for Reading and Language Research

  8. The Reading SpectrumCompiled by Sheila Clark-Edmands 40% 60% Tier 3 Tier 2 Tier 1 20 % Moderate reading difficulty 18% Mild reading difficulty 35% Do better with direct instruction 20 % Easily read with any type of formal instruction 2% Severe 5% Effort- less

  9. Tiered Instruction (RTI) -Assisting Students Struggling with Reading, Institute of Educational Sciences, 2009

  10. “Direct phonics instruction is vital for struggling readers. ” • Crystal Kelly, MA.Ed. and Linda Campbell, Ph.D. New Horizons for Learning, John Hopkins School of Education, 2012

  11. Reading and the Dyslexic Brain -LD Insights, www.ncld.org, September 16, 2013

  12. “Rewiring” the Brain for Reading • Review of sound symbol associations • Practice in phoneme analysis and blending • Timed reading of previously learned words • Oral reading of stories • Dictation of words with phonetically regular spelling-sound patterns • Students learned 6 basic syllable types • Practice reading decodable and trade books

  13. NO NO NO NO MAYBE MAYBE NEVER

  14. Barriers to Reading

  15. Common Issues • Language based-learning differences • Low socio-economic backgrounds • Developmental delays • Poor working memory

  16. PROFICIENT READERS Research shows that it takes between 4 and 15 successful attempts to read a word before it becomes automatic. POOR READERS For students with reading problems, it may take up to ? exposures to a word; this is one of the signs of a serious reading problem.

  17. Impact of the CCSS

  18. CCSS Foundational Skills • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Spelling • Conventions of standard English grammar

  19. Reaching the Top Step

  20. Best Practices & Methods

  21. Instruction • Research-based • Multisensory and Phonics-based • Intensive • Explicit • Systematic • Sequential

  22. “I think you should be more explicit here in step 2.”

  23. Auditory Visual Phonological Awareness Encoding Spelling Oral Language Visualization Auditory Memory Sound Symbol Relationships Decoding Reading Reading Comprehension Visualization Visual Memory Kinesthetic Speech Sounds • Written Language Articulation/Speaking • Visualization Handwriting • Kinesthetic Memory

  24. Foundational Skills • Phonemic Awareness • Phonics (decoding) & Spelling (encoding) • Fluency • Vocabulary • Comprehension • Conventions of standard English grammar

  25. Reading Sound Symbol Relationships Decoding Reading Comprehension Visualization Visual Memory Total Language Instruction Handwriting/Speaking Speech Sounds Written Language Articulation/ Visualization Kinesthetic Memory Spelling Phonological Awareness Encoding Oral Language Visualization Auditory Memory

  26. English Language Rules Phonemes Letters Graphemes with which to spell the 44 phonemes 44 26 250

  27. Phonemic Awareness Activity • hot to hit • hit to sit • sit to sip

  28. Decoding Activity

  29. Decoding & Spelling Activity

  30. Decoding & Spelling Activity

  31. Vocabulary Activity Table

  32. Comprehension Activity Main Idea Detail Detail Detail

  33. Comprehension Activity CauseEffect

  34. Comprehension Activity Information Conclusion

  35. Level 1 Reader Level 8 Reader

  36. Thank You! If you have any questions e-mail me at: Julie.Ross@schoolspecialty.com

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