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Multisensory Reading and Writing: An Instructional Framework

Multisensory Reading and Writing: An Instructional Framework. Kristin Perry – kristinp03@gmail.com Level 1 ELL Teacher at Hubbs Center and PANDA Consultant for ELL and Vision Loss. Participants will be able to:. Determine which learners will benefit Identify components

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Multisensory Reading and Writing: An Instructional Framework

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  1. Multisensory Reading and Writing: An Instructional Framework Kristin Perry – kristinp03@gmail.com Level 1 ELL Teacher at Hubbs Center and PANDA Consultant for ELL and Vision Loss

  2. Participants will be able to: • Determine which learners will benefit • Identify components • Discuss scope andresources

  3. GROUP POLL • Do any of your learners exhibit…

  4. Written responses • Which learners came to mind? • What may be influencing difficulties? • What have you been doing to address these difficulties?

  5. Do any of your learners exhibit… Confusion of letter forms (b/d, m/w) Confusion of letter order (left/felt) Confusion of similar looking words Weak spelling skills Difficulty writing Deterioration of skills under pressure Confusion of language sounds Confusion of similar words (many/money) Difficulty with background noise Difficulty organizing words Difficulty processing when speech is slow/fast

  6. What I am NOT Saying • NOT all your learners are dyslexic. • NOT all your learners have hidden disabilities. • NOT all your learners require a multisensory approach.

  7. What I AM Saying • Many are struggling with similar challenges. • The proven solution is a multisensory educational approach. • This can benefit ALL our learners.

  8. Multisensory Framework My Dedicated Students Started Reading & Writing! • Multisensory • Direct • Synthetic/Analytic • Sequential • Repetitive

  9. Visual, Auditory, Kinesthetic/Tactile • Utilizing the three learning pathways • Extend with mini spelling tests • Extend with sentence writing • Add new concepts • Review old concepts (spelling tests, stories, dictations, flashcard drills)

  10. In Your Classrooms • How have you addressed these components in your classroom? • Who could benefit from including each of these components? • What components would you like to address better in the future?

  11. Scope • ELL or Native Speakers • Beginning Levels • Intermediate Levels • Advanced Levels • Multi Levels

  12. Website Resources • Handwriting worksheets  http://www.writingwizard.longcountdown.com • Word Finder http://www.a2zwordfinder.com • Disabilities Information mn.abedisabilities.org • Dyslexia Information http://www.ida-umb.org • Materials http://eps.schoolspecialty.com

  13. Scope and Sequence Beginning Levels Intermediate Levels Advanced Levels Multi Levels

  14. Participants will be able to: Determine which learners will benefit Identify components Discuss scope andresources

  15. Questions? Kristin Perry – kristinp03@gmail.com Level 1 ELL Teacher at Hubbs Center and PANDA Consultant for ELL and Vision Loss

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