Supporting Low Level Readers in the Common Core Classroom
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This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
![Why should SLPs support reading?
According to ASHA’s Roles and responsibilities of speech-language pathologists with
respect to reading and writing in children and adolescents [Position Statement]
“speech-language pathologists (SLPs) play a critical and direct role in the development of literacy for children and
adolescents with communication disorders,...SLPs' knowledge of normal and disordered language acquisition ... prepare(s)
them to assume a variety of roles related to the development of reading and writing.”
• fostering language acquisition and emergent literacy
• identifying children at risk for reading and writing problems
• assessing reading and writing
• providing intervention and documenting outcomes for reading and writing
• assuming other roles](https://image.slidesharecdn.com/f4778365-ae0b-479a-91a0-5a5cdafc644b-160420225537/85/Supporting-Low-Level-Readers-in-the-Common-Core-Classroom-2-320.jpg)
![References: Research
American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language
pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available
from www.asha.org/policy.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New
York: Guilford Press.
Freebody, P., and R. C. Anderson. 1983. Effects on Text Comprehension of Different Proportions and
Locations of Difficult Vocabulary. Journal of Reading Behavior 15: 19-39.
Hart, B. & Risley, T.R. (1995). Meaningful differences. Baltimore, MD: Paul H. Brookes Publishing Co](https://image.slidesharecdn.com/f4778365-ae0b-479a-91a0-5a5cdafc644b-160420225537/85/Supporting-Low-Level-Readers-in-the-Common-Core-Classroom-49-320.jpg)
Supporting Low Level Readers in the Common Core Classroom
- 1. Supporting Low Level Readers in the Common Core Classroom Kristin Guest (MS 126)
- 2. Why should SLPs support reading? According to ASHA’s Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement] “speech-language pathologists (SLPs) play a critical and direct role in the development of literacy for children and adolescents with communication disorders,...SLPs' knowledge of normal and disordered language acquisition ... prepare(s) them to assume a variety of roles related to the development of reading and writing.” • fostering language acquisition and emergent literacy • identifying children at risk for reading and writing problems • assessing reading and writing • providing intervention and documenting outcomes for reading and writing • assuming other roles
- 3. Reading comprehension is made up of many parts! A student could be struggling due to deficits in any or all of the components that equal successful reading comprehension. • background knowledge • phonological awareness • decoding • fluency • vocabulary
- 4. Step 1 for supporting students, is identifying where they are breaking down. • background knowledge • phonological awareness • decoding • fluency • vocabulary
- 5. Background Knowledge the knowledge students have, learned both formally in the classroom as well as informally through life experiences.
- 6. Background Knowledge the knowledge students have, learned both formally in the classroom as well as informally through life experiences. Preteaching / Prereading Activities Brainstorming, Word Webs, “Activating Schema”
- 7. Background Knowledge the knowledge students have, learned both formally in the classroom as well as informally through life experiences. Preteaching / Prereading Activities Brainstorming, Word Webs, “Activating Schema” Active Reading/ Comprehension Monitoring Making Connections, Comments, Generating Questions
- 8. Background Knowledge the knowledge students have, learned both formally in the classroom as well as informally through life experiences. Preteaching / Prereading Activities Brainstorming, Word Webs, “Activating Schema” Active Reading/ Comprehension Monitoring Making Connections, Comments, Generating Questions Post Reading Activities Connect to pre-reading activities, What was learned?
- 10. Phonological Awareness & Decoding
- 11. Phonological Awareness Ability to hear sounds that make up words in spoken language. CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- 12. Phonological Awareness Ability to hear sounds that make up words in spoken language. • Blending isolated sounds into words • R-U-N → RUN • Isolating sounds in words • Identify the first, middle, last sound in RUN • Manipulating sounds to make new words • FUN → RUN • Identifying words that rhyme
- 13. Decoding → “Sounding Out” Ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. CCSS.ELA-LITERACY.RF.2.3.B Know spelling-sound correspondences for additional common vowel teams.
- 14. Decoding → “Sounding Out” Ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Convert spoken sounds to written /ʃ/ → Sh Knowing common word patterns Adding silent “e” to make a vowel “long.” CCSS.ELA-LITERACY.RF.2.3.B Know spelling-sound correspondences for additional common vowel teams.
- 15. Decoding → “Sight Words” English also has a large number of words, especially more basic words, that must be memorized as “sight words.” Consider the following words, why do we spell them this way? • One, two, who, laugh CCSS.ELA-LITERACY.RF.2.3.F Recognize and read grade-appropriate irregularly spelled words.
- 16. Phonological Awareness Strategies Instead of spelling a word for a student when asked: • Ask them to break it down and write each sound. • Splash → s-p-l-a-sh • Teach morphemes → -s, -er, -ing
- 17. Phonological Awareness Strategies For multisyllable words • Begin by having student break the word into syllables, then spell each syllable. • Teach common prefixes/ suffixes → -tion, re-, mis-, -age Incorporate phonological awareness into vocabulary instruction • Identify number of syllables → ex-per-i-ment
- 19. Decoding Strategies Teach spelling patterns. • Dropping silent ‘e’ when adding -ing. Teach word families. • younger kids (make, snake, lake) • older kids (ability, disability, capability, etc) Teach common prefixes, suffixes, Greek and Roman roots. • pre-, -tion, -able • science (hydro, ped, phile, phob, etc)
- 20. Decoding Strategies Sight words lists that are meaningfully chosen: • Grade appropriate and student appropriate- 1 per week? 3 per week? 5 per week? • High frequency- Words that student will have many opportunities to see and use. • Meaningful- Words that are especially relevant to the material. Parents, other adults in the room and even peers can be used to support. Multimodal support in acquiring sight words • Circling/ highlighting when seen in print. • Word walls • Acting out
- 21. Decoding Supports • Allow students extra time to read passage several times. • Level texts • Adjust difficulty of the same article- newsela.com, readworks.org, • Shorten texts • Replace difficult vocabulary (Control+F and replace) • Use texts that are less dense but are rich in ideas. • Use graphic novels for older struggling decoders.
- 22. Decoding SupportsAllow student to draw definitions Assign an adult to read passages/ use audiobooks/ text readers Allow student to cut and paste text evidence. • Keep text evidence lists as a class Allow student to verbally answer questions. • Use of recorders/ Text to speech apps. Provide class notes printed out before hand • Provide post its, or allow commenting in the margin (even if it’s pictures) to keep student engaged.
- 23. Decoding Supports- Writing Allow student to draw definitions Provide words lists during writing assignments Word lists with pictures For essays, provide sentence starters, word lists Citing Evidence According to the text, “...” In the passage it states “...” For example, the article says “...”
- 25. Decoding Strategies Inside Out and Back Again • 8th grade level • Less dense but rich • Uses poems to describe the experience of an immigrant family from Vietnam.
- 26. Decoding Strategies Graphic Novels- Jane, the Fox and Me (Grades 5 and up)
- 27. Decoding Strategies Graphic Novels- Comic Squad: Recess (Ages 7-10)
- 28. Decoding Strategies Graphic Novels- Fangbone (Grades 2-4)
- 29. Decoding Strategies Paired Novel and Graphic Novel
- 30. Fluency Ability to read with speed, accuracy, and proper expression in order to understand. CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
- 31. Fluency Ability to read with speed, accuracy, and proper expression in order to understand. When reading is automatic and smooth, the student is able to concentrate on the meaning of the words. Adding intonation helps students to understand and retain information read. Expected WPM By Grade
- 32. Fluency Strategies • Explicitly teach text clues for fluency- periods, quotation marks, question marks • Model fluent reading and then ask students to try it. • Giving students a chance to read aloud. • Allow students to read the same text several times. • Allow students to record themselves reading and then rate their own fluency. • Work in periodic checks on words per minute and chart progress. • Adults, peer to peer, in the room can assist, during conferences, tests, etc.
- 33. Vocabulary Deep knowledge of content words in a passage is necessary to successful comprehension. CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
- 34. Vocabulary & Reading Comprehension How many new words can students tolerate in a passage? 90% of content words must be familiar in order for students to understand a text. Reading comprehension improves as percentage of known vocabulary words increases. (Freebody & Anderson 1983), (Schmitt, Xiang & Grabe 2011)
- 35. Vocabulary In this slide, there are 10 content words. Research shows that there should not be more than one new word in this slide for students to understand.
- 36. Vocabulary Which words in this slide would you guess 6th and 7th graders will struggle with?
- 37. Vocabulary Which words in this slide would you guess 6th and 7th graders will struggle with?
- 38. Vocabulary Which words in this slide would you guess 6th and 7th graders will struggle with?
- 39. Vocabulary Out of 25 students surveyed: 4% understood 10/10 28% understood 9/10 32% understood 8/10 8% understood 7/10 20% understood 6/10 8% understood 5/10
- 40. Vocabulary So if we need at least 90% of words to be familiar, then of students surveyed: 32% would understand the content of this slide.
- 41. Vocabulary What populations tend to be most affected by vocabulary deficits? • Students from low income backgrounds • Students with English Language Learner Status • Students with reading and learning disabilities • Students who do not read outside of school (Hart & Risley, 1995), (Sedita 2005)
- 42. Vocabulary Strategies What not to use: Dictionaries • Definitions are not student friendly • Does not encourage deep understanding of the word • Not practical “Having students follow this practice is one of the least effective strategies. In fact, there is a great deal of research showing that children cannot use conventional definitions to learn words” (Scott & Nagy, 1997)
- 43. Vocabulary Strategies Support Teachers to: • Choose appropriate vocabulary words (Tier 2) • Work vocabulary activities into their lessons. • Word webs • Fishbowl discussions Choose vocabulary across disciplines, integrated into the curriculum. • Provides many opportunities to work with new words.
- 44. Vocabulary Strategies Tier One: Basic words that rarely require instructional focus (door, house, book). Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis). Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).
- 45. Vocabulary Strategies Use student friendly or student created definitions for class vocabulary (could also include pictures for those with decoding difficulty). Vocabulary monitoring- Teach students to be aware of words they know, words they “kinda know,” and words that are totally new.
- 46. Vocabulary - Strategies Teach strategies to learn word meanings on their own. Word analysis Recognize the meaning of prefixes, suffixes, roots. ped- foot pre- before Substitution Method New Word: Clue words My Definition Step 1: Identify new word Step 2: Underline clue words/ prefixes/suffixes/ root words Step 3: Make a guess and plug it into the sentence Step 4: Does it make sense? No? → Try again Yes? Check definition!
- 47. Reading Comprehension Ability to understand information read in a text in order to recall, analyze, synthesize, etc. A student who has understood a passage, should be able to: • Answer concrete questions (Who, what, where, when, how, why) • Use their own words to describe what they learned in the passage. • Repeating word for word a sentence from the text is an indication that the student is having difficulty (did not understand, did not attend, does not know how to summarize/ find main idea, etc).
- 48. Reading Comprehension Strategy Comprehension Monitoring Did I understand this sentence/ paragraph/ page (depending on student level)? ● No? Why not? ○ Did I read too fast? ■ Read again, paying attention to periods, quotation marks, etc. ○ Were there words I didn’t understand? ■ Use context clues/ prefix/suffix to determine new word ○ Did I read too slow because there were many words that I had to sound out? ■ Read again, now that you know how to say the words. ● Yes ○ Annotate main idea → Who? What?
- 49. References: Research American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available from www.asha.org/policy. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. Freebody, P., and R. C. Anderson. 1983. Effects on Text Comprehension of Different Proportions and Locations of Difficult Vocabulary. Journal of Reading Behavior 15: 19-39. Hart, B. & Risley, T.R. (1995). Meaningful differences. Baltimore, MD: Paul H. Brookes Publishing Co
- 50. References: Research Nagy, W. E. 1988. Teaching Vocabulary to Improve Reading Comprehension. ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; Office of Educational Research and Improvement (ED), Washington, DC. (http://files.eric.ed.gov/fulltext/ED298471.pdf) Schmitt, N., Jiang, X., & Grabe, W. (2011) The Percentage of Words in a Text and Reading Comprehension, Modern Language Journal 95 (1) 26-43. Sedita, J. (2005) Effective Vocabulary Instruction, Insights on Learning Disabilities, 2(1) 33-45.
Editor's Notes
- #4: So, I’ll review each component and then provide some strategies to support students and teachers. I t’s important to assess students in order to know which areas may be causing difficulties in order to best serve them.
- #5: So, I’ll review each component and then provide some strategies to support students and teachers. I t’s important to assess students in order to know which areas may be causing difficulties in order to best serve them.
- #6: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #7: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #8: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #9: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #10: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #11: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #12: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #13: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #17: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #18: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #19: Students with speech and language impairment often have difficulty with this which leads to difficulty in reading and spelling. For example, some of my students with the most severe reading problems have difficulty differentiating between “ch” and “tr” as in chain and train.
- #20: Word families, can be identified daily, weekly, and identified throughout the day, even with older families
- #21: Will allow for increased automaticity and fluency in reading.
- #22: Cut and paste- for example we had a 6th grade class with readers that were on 1st and 2nd grade level, how could we get them to produce 6th grade level work?
- #25: Cut and paste- for example we had a 6th grade class with readers that were on 1st and 2nd grade level, how could we get them to produce 6th grade level work?
- #31: Teaching studn=
- #32: Teaching studn=
- #40: This included students from gened, ICT and self contained classes, both students with an IEP and without.
- #41: This included students from gened, ICT and self contained classes, both students with an IEP and without. Generally, the top 15-20% of students in classes were those that understood most or all of the words.
- #42: This gap between students with good vocabularies becomes pronounced over time since we learn vocabulary with vocabulary, in first grade- high performing students know twice as many words as low performing but by 12th grade, high performing students know 4 times as many as low performing 12th graders, that’s why it’s so important!
- #43: For many years, the practice of having students look up words, write down definitions, and memorize those definitions was the main strategy teachers used to teach vocabulary. We now know that having students follow this practice is one of the least effective strategies. In fact, there is a great deal of research showing that children cannot use conventional definitions to learn words (Scott & Nagy, 1997). That does not mean that students should not use dictionaries; however, their use should be limited and students must be taught how to use a dictionary and choose the right definition.
- #44: Which terms are most important to students' understanding of concepts in a unit? Which will recur frequently in academic text? Which contain patterns to help my students learn other words?