EDUC 551 recognizing and overcoming reading problems
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This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses causes of reading difficulties like phonological or phonemic awareness deficits. The document outlines what beginning readers need to learn, such as letter sounds and comprehension skills. Effective intervention programs are described, including Reading Recovery and READ 180. Suggestions are provided for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
EDUC 551 recognizing and overcoming reading problems
- 1. Recognizing and Overcoming Reading Problems Efrain Suárez Arce, HQT EDUC 551: Reading Processes in a Second Language Setting Dulcinea Nuñez, Ph. D.
- 2. Forward • Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Teachers have an important job in recognizing when a child is struggling and knowing how to help. Here are some signs to look for if you suspect a child is having trouble reading. • Difficulty rhyming • Difficulty hearing individual sounds • Difficulty following directions • Difficulty re-telling a story • Struggles to sound out most words • Avoids reading aloud
- 3. KEEP IN MIND… • Many children have reading problems only because they did not get adequate instruction in decoding. Children need opportunities for systematic focused practice in decoding real words. Children who do not get this practice fail to develop a rich mental lexicon that is essential for promoting fluency and comprehension. High poverty areas are often competing for limited resources and outdated programs and methodologies. These children may not be reading disabled, just never adequately taught. https://www.weareteachers.com/things-about-dyslexia-every-teacher-needs/
- 4. Learning to Read: Sousa Chapter 6 Reading is probably the most difficult task for the young brain to do. 50% of children make the adjustment to reading with relative ease. 20% to 30% will find it to be the most difficult task they will ever undertake in their young lives. Late-talking toddlers score lower than their peers in vocabulary, grammar, verbal memory, and reading comprehension, but early intervention at age 2 can help their language skill development.
- 5. Detecting Reading Problems • Critical observation of a child’s progress in learning to speak, and eventually in learning to read, remains our most effective tool for spotting potential problems.
- 6. Learning to Read • reading involves two basic operations: decoding and comprehension. • Phonological Awareness- the recognition that oral language can be divided into smaller components, such as sentences into words, words into syllables, and ultimately, into individual phonemes. • Phonemic Awareness-is a subdivision of phonological awareness and refers to the understanding that words are made up of individual sounds and that these sounds can be manipulated to create new words. Simply learning letter-sound relationships during phonics instruction does not necessarily lead to phonemic awareness.
- 7. What Beginning Readers Need To Learn • Phonological Awareness: Rhyming, alliteration, deleting & substituting sounds, sound patterns • Phonemic Awareness: Segmenting words into individual sounds, manipulating phonemes • Alphabetic principle: Correlating letter-sound patterns with specific text • Orthographic awareness: Understanding spelling rules & writing conventions • Comprehension monitoring strategies: Identifying the main idea, making inferences, using study skills that assist reading
- 8. The Neural Systems Involved In Reading Successful decoding and comprehension in reading require the coordination of three neural networks: • Visual processing • Phoneme recognition • Word interpretation
- 9. Difficulties In Learning To Read: Physical Causes of Reading Problems • (NOT all struggling readers have dyslexia) Linguistic Causes: 1) Phonological deficits. 2) Differences in auditory and visual processing speeds. 3) Structural differences in the brain. 4) Working memory deficits. 5) Lesions in the word form area. 6) Word-blindness.
- 10. Difficulties In Learning To Read: Physical Causes (cont.) Nonlinguistic Causes: • Perception of sequential sounds. • Sound-frequency discrimination. • Detection of target sounds in noise. • Visual magnocellular-deficit hypothesis. • Motor coordination and the cerebellum.
- 11. Spoken Language Difficulties • Delay in speaking. • Difficulties with pronunciation. • Difficulty in learning the letters of the alphabet. • Recalling incorrect phonemes. • Insensitivity to rhyme. • Genetics. 25%-50% of the children born to a parent with dyslexia will also carry the trait.
- 12. Some effective reading intervention programs are… • Reading Recovery - (lowest-achieving readers in 1st grade, 12-20 weeks long) 30 min. ind. instr. phonics, phonemic aw., letter-sound rel., comp. • Success for ALL--Reading First - (K-3, Core reading program) 90 min. groupings same skills assessed every 8 wks., teacher works with one lev., less kids referred to sped., 1/2 yr. gain on control group, 64th per to 50th. • The READ 180 Program - (4th-12th low-achieving readers, comp. program from Scholastic, Inc.) Direct, explicit, and systematic instruction in word analysis, phonics, spelling, reading comp., and writing. Showed sig. improvements in reading scores & overall school performance, as well as development of more positive attitudes & behaviors.
- 13. IDEAS • Don’t insist on “trying harder”. REMEMBER – slow speed and clear comprehension. Reading will tire them out quickly. • develop good student-teacher rapport. • keep contact with the child's parents and give them periodic reports. Make suggestions of what they can do with the child at home to complement your classroom strategies. • make sure that other classmates understand the nature of dyslexia so the child is not bullied or mocked. • encourage the child to point out talents and strengths.
- 14. MORE IDEAS • Get a complete explanation of the student's history of reading problems • Use a multisensory approach in classroom instruction. • recognize the compounded frustrations of an adolescent with reading disabilities • Realize that these teenagers may have problems with their self- esteem. • Recognize that these students may also have behavior or truancy problems.
- 15. MORE IDEAS • Realize that these students often have a significant gap between their performance and their potential. • Show concern and understanding. • Use diagrams and graphic organizers when teaching. Advanced organizers that contain important notes about the lesson are also very helpful and can help prevent failure. • Develop good student-teacher rapport. • Maintain contact with the student's parents and give them periodic progress reports. Make suggestions of what they can do with the student at home to complement your classroom strategies. • Children with mild dyslexia often develop coping strategies in elementary school. Be aware that these strategies may be inadequate for the more complex secondary curriculum