Term
Poor readers at end of ____ grade will likely always be ____ readers
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Definition
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Term
_____% of SLD students have reading difficulties |
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Definition
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Term
___% of adult illiterates below poverty line vs. ___ of literates |
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Definition
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Term
__% adult prison population functionally illiterate |
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Definition
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Term
___% of juvenile inmates functionally illiterate |
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Definition
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Term
____students who cannot read proficiently will end up in jail or welfare |
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Definition
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Term
16-19 year old girls below poverty line who are functionally illiterate are ___ times more likely to have kids out of wedlock than their literate counterparts |
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Definition
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Term
Literacy has ______ societal lifelong consequences |
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Definition
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Term
| 10 Myths About Learning to Read |
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Definition
•Learning to read is a natural process
•Kids will learn to read if given enough time
•Reading programs are “successful”
•We used to do a better job of teaching kids to read
•Skilled readers use syntactic & semantic cues to “guess” words
•Many reading programs are “research based”
•Phonemic awareness is a consequence not a cause of reading acquisition
•Some people are just genetically “dyslexic”
•Short-term tutoring can get poor readings on par with their peers
•Balanced reading curriculum is ideal (whole word + phonics) |
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Term
| Some Facts About “Dyslexia” |
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Definition
•Dyslexia is a catch all term describing reading difficulty
•Dyslexia is a hearing problem not a vision problem
•Dyslexia is genetically caused (Gresahm said this is not true)
•People with dyslexia see things backwards (Gresahm said this is not true)
•Dyslexia can be diagnosed as early as kindergarten
•Children do not “outgrow” dyslexia
•Retaining a child will not improve their reading skills
•Dyslexia affects equal numbers of boys and girls
•Intense reading instruction improves reading of most dyslexics
•About 25% of dyslexics will not respond to intense instruction |
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Term
Louisiana Dyslexia Law
Section 504 |
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Definition
The Louisiana Dyslexia Law defines dyslexia as a language
processing disorder which may be manifested by difficulty
processing expressive or receptive, oral or written language
despite adequate intelligence, educational exposure, and
cultural opportunity. Specific manifestations may occur in some
or more areas including difficulty with the alphabet, reading,
comprehension, writing, or spelling. |
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Term
| Characteristics of dyslexia include: |
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Definition
problems in reading including...
- slow reading rate,
- omissions/substitutions of small words,
- decodinginaccuracies,
- oral or written language problems,
- errors in spontaneous spelling,
- lack of or limited phonological awareness
- poor organization
- poor mechanics in spontaneous written language.
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Term
| Some Historically Ridiculous Remediation Approaches to LD: |
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Definition
•Perceptual-Motor Training (Kephart)
•Psycholinguistic Training (Kirk)
•Visual-Motor Perception Training (Frostig)
•Vision Training (Getman)
•Movigenics Curriculum (Barsch)
•Patterning (Doman-Delacato)
None of the above was ever subjected
to randomized clinical trials. What research
that was done, failed to support any of these
in terms of improving reading outcomes. |
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Term
| 2 ways of Adapting Classroom Instruction for At-Risk Readers |
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Definition
•Differentiating instruction
•Increasing explicitness of instruction
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Term
| Differentiating instruction |
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Definition
–Small groups of students
–Progress monitoring assessments
–Providing more opportunities to practice skills
–Teacher feedback & scaffolding |
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Term
| Increasing explicitness of instruction |
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Definition
–Clear objectives
–Modeling skills & clear descriptions of new concepts
–Guided practice
–Checks for understanding
–Timely feedback & deliberate scaffolding
–Monitoring practice
-- Opportunities for cumulative practice
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Term
Fundamentals of Learning to Read
5 Big Ideas |
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Definition
1. Phonemic Awareness (sound manipulation in spoken language)
2. Phonics (letter/sound correspondence)
3. Oral Reading Fluency
4. Vocabulary
5. Comprehension
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Term
Reading is _____________________. It is about as natural as juggling
objects blindfolded while riding a unicycle
backward |
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Definition
fundamentally an unnatural
human act |
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Term
Reading is all about "__________" |
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Definition
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Term
What % of people “break the code” easily? |
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Definition
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Term
About ___% have trouble breaking the code |
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Definition
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Term
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Definition
•Reading based on phonemic awareness (hearing & manipulating sounds in words)
•Reading based on phonics (learning sound-symbol correspondence)
•Deaf kids can’t do either
•Reading connected language based on syntax
–Do you like baseball? (English)
–Baseball you like? (ASL)
–I do not like to swim in the ocean. (English)
–Ocean swim not like me. (ASL)
–I hate to exercise (English)
- Exercise hate me. (ASL) |
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Term
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Definition
•Ability to hear & manipulate individual sounds within words
•Sounds=phonemes
•c/a/t b/i/k/e: Both have 3 sounds
•Phonics: Letter-sound correspondence
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Term
| PA is about _________& ________ sounds; not how letters ______ onto sounds (phonics) |
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Definition
hearing & manipulating
map |
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Term
| Without ___, phonics is harder to learn |
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Definition
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Term
NRP reviewed 52 studies on impact of PA instruction and found what 2 things?
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Definition
–Best taught in Kg- 1st grade
–Improvement greatest for at-risk children |
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Term
What is the opptimal amount of instruction for teaching reading ?
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Definition
5-18 hours
Younger children: 14-18 hours or 15 min. per day for semester |
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Term
| What Kind of PA Instruction is Best? |
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Definition
•Individual tutoring, small-group, or large-group instruction
•Small group format better than large-group format
•Use large-group format & then use small-group format for weak responders |
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Term
Skills giving greatest reading advantage |
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Definition
–Segmenting: Break word into its sounds: sock: s/o/k or how many sounds in tie
–Blending: What word is p/i/n |
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Term
Skills giving less reading advantage |
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Definition
–Phoneme isolation: What sound do you hear first n cat?
–Auditory discrimination: Which of these words doesn’t belong: bag, bear, can
–Phoneme deletion: Say chin with the /ch/
–Phoneme addition: Add /s/ to the end of duck
–Phoneme substitution: Change the last sound you hear in pig to /n/
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Term
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Definition
| Uses relationship between letters & sounds to translate printed text into pronunciation |
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Term
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Definition
| Teaching of phonics with a clear plan or program (versus opportunistic phonics instruction) |
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Term
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Definition
| (b, d, f, g, h, k, l, ….) |
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Term
| Consonant blends or clusters |
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Definition
| (bl, br, cl, cr, dr, dw, fl…) |
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Term
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Definition
| (sh, th, ch, ph, ng, gh…) |
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Term
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Definition
| cat, bet, fit, dot, but, myth |
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Term
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Definition
| ate, beat, pipe, road, use |
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Term
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Definition
| oo, ew, aw, au, ou, ow, oi, oy |
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Term
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Definition
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Term
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Definition
| CVC-Silent E, CVC, CV, CVVC, |
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Term
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Definition
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Term
Phonics Instruction:
What works best?
NRP study |
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Definition
•NRP reviewed 38 studies on phonics instruction
•Systematic phonics instruction gave children faster start in learning to read than responsive phonics or no phonics
•Phonics lead to increased reading comprehension for Kg-1st graders
•This did not hold true for older students
•Unlike PA instruction, phonics instruction was equally effective with small-group & large-group formats
•Decodable texts give children practice with particular sounds or patterns
–Mig and Tig saw the pig. The pig was big. Mig put a wig on the pig. Tig danced a jig with the pig. The pig can dig. So can Mig and Tig.
–Dr. Seuss’ Green Eggs and Ham (Sam I am do you like green eggs and ham?) |
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Term
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Definition
| Ability to read text aloud with accuracy, speed, & proper expression |
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Term
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Definition
Individual & round-robin ORF |
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Term
NRPstudy on ORF found what? |
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Definition
| examined 51 studies on ORF which showed that it increased reading achievement |
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Term
3 Common Characteristics of Effective ORF Instruction |
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Definition
–Must include oral reading as opposed to silent reading
–Includes repetition (repeated reading)
-- Must include guidance & feedback (listening passage preview; precorrection) |
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Term
| What is ORF sometimes called? |
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Definition
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Term
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Definition
•Pause: When reader miscalls word, pause. Wait until the next phrase ending or punctuation point. (Good readers will self-correct their miscues, so it is important to give them a chance to correct their own errors if possible).
•Prompt: When correcting a child there are only 3 possible ways to provide support; never provide more than 2—in other words, if a cue does not lead a child to getting the word correct, just tell him or her and move on.
•Praise: Praise students for success (for reading fluently, for self-correcting, for correcting words with guidance) |
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Term
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Definition
•Vocabulary refers to word meanings
•Word meanings essential to reading comprehension |
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Term
Children from low income families exposed to ____as much spoken language during first 4 years of life than working class families kids |
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Definition
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Term
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Definition
reviewed 45 studies on vocabulary instruction & showed it improved reading achievement via increased reading comprehension
•Passage preview strategies effective
•Reading to younger children effective (with questioning frequently)
•Frequent repetition effective strategy
•Teach relationships among word meanings (occasional-never-frequently-sporadic) |
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Term
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Definition
•Act of understanding & interpreting the information within a text
•Active & dynamic thinking requiring thoughtful interaction between reader and text |
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Term
Simple View of Reading: Low PA/phonics blocks comprehension |
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Definition
–Decoding + Comprehension=Reading
–Poor decoding=Poor comprehension
–Good decoding sometimes does not result in good comprehension (barking at print) |
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Term
NRP study on comprehension |
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Definition
reviewed 205 reading comprehension studies: 7 strategies:
–Question asking -Graphic organizers
–Monitoring -Cooperative grouping
–Summarization
–Question answering
–Story mapping |
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Term
| Characteristics of Effective Tier 1 Adaptations |
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Definition
•Provided in addition to regular classroom instruction
•Provided in small group or one-on-one formats
•Explicit, systematic instruction
•Opportunities to read connected text
•Provided for 20-40 minutes at least 3-5 times per week
•Extended opportunities for practice, cumulative practice with teacher feedback
•Continuous progress monitoring assessment |
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Term
| 4 Simple Reading Interventions that Work |
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Definition
•Assisted Reading Practice
–Student reads passages & tutor corrects errors or unknown words
–Simplest
•Listening Passage Preview
–Tutor reads passage aloud
–After 2 minutes change roles
–Have student read passage
–Correct errors
•Repeated Reading
–Select 100-200 word passage
–Have student read 4 times
•Paired Reading
–Tandem reading
–Have student tap hand for tutor to stop
–Resume tandem reading
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Term
| 2 moreSimple Reading Interventions |
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Definition
•Peer Tutoring
–Reciprocal
–Nonreciprocal
•Error Correction & Drill
–Word supply: Supply the correct word (simplest)
–Sentence Repeat: Correct word then re-read sentence without error
–Word Attack Hierarchy
•“Try another way”
•Finish sentence & try to guess the word
•Break word into parts (sound out segments of word)
•Place index card over parts of word (reduces visual information—discrimination)
•What sound does ___ make?
•Supply the word |
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Term
| 5 Features of Treatment Validity in RTI |
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Definition
•Emphasis on direct assessment of behavior
•Emphasis on direct assessment of instructional environment
•Linking assessment information to intervention services
•Progress monitoring of students responsiveness to intervention
•Outcome judgments based on student intervention data |
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Term
Requirements for Treatment Validity:
Academic Interventions |
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Definition
•Ability to model academic growth over time
•Existence/availability of validated treatment protocols
•Capacity to distinguish ineffective instruction & unacceptable student learning
•Suitability of assessments in informing instructional decisions
•Sensitivity of assessment methods to detect treatment effects |
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Term
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Definition
•Vellutino et al. (1996) argued for intensive reading instruction as:
–1st cut diagnostic aid in distinguishing reading problems caused by cognitive deficits & experiential deficits (ABT or ABTW)
•Conducted longitudinal study of 183 Kg children comprised of poor readers & normal reading controls
•Poor readers selected on basis of <15%ile on Word ID or Letter-Sound Correspondence using nonsense words
•Reading instruction given daily 1:1 tutoring (30 min. day) for 15 weeks over 70-80 sessions
•Growth rates calculated for each child from Kg-2nd grade
•Children placed into 4 groups based on response:
–Very Limited Growth Good Growth
Limited Growth Very Good Growth
•Showed IQ-achievement discrepancies:
–Did not reliably distinguish disabled from nondisabled readers
–Did not distinguish difficult-to-remediate from easily readily-remediated students
–Did not correlate highly with reading achievement (see correlations)
–Does not have treatment validity
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Term
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Definition
•Torgesen et al. (2001) compared 2 reading instruction interventions for groups of 8-10 year-old LD students
•Auditory Discrimination In Depth & Embedded Phonics
•Both ADD & EP programs provided 1:1, 2 50-min. session per day, 5 days per week, for 8-9 weeks (67.5 hours)
•After intervention, students received 8 weeks generalization training (1, 50 minute session weekly for 8 weeks)
•Both ADD & EP equally effective based on WJ Reading Cluster
•ADD & EP normalized reading in 1/2 to 2/3 of students depending on measure used
•Reading comprehension normalized in 80-85% of students
•About 40% returned to general education & no longer considered LD
•About 25% of poor readers were inadequate responders
•Similar to Vellutino et al.’s (1996) findings (26% showed VLG) |
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Term
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Definition
•“…the similarities in growth rate of the ADD and EP conditions in our study suggest that given the right level of intensity and teacher skill, it is possible to obtain these rates of growth via a variety of approaches to direct instruction in reading. …they are clearly much higher than is typically achieved in most current special education settings (Torgesen et al., 2001, p. 52)”
•“…to render a diagnosis of specific reading disabilities in the absence of early and labor intensive remedial reading that has been tailored to the child’s individual needs is, at best, a hazardous and dubious enterprise (Vellutino et al., 1996, p. 632)” |
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Term
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Definition
•Vaughn et al. (2003) examined a response-to-intervention model in a sample of 45, 2nd graders at-risk for reading problems
•Intervention consisted of 10 weeks, 50 sessions, 35 minutes per session of supplemental reading instruction (about 30 hours)
•Students meeting exit criteria (n=10) were exited from the program
•Remaining students (n=35) were provided with an additional 10 weeks of supplemental instruction
•Students meeting exit criteria (n=14) were exited from the program
•Remaining students (n=21) were provided with an additional 10 weeks of supplemental instruction
•Students meeting exit criteria (n=10), were exited from the program
•Total of 11 students never met exit criteria (24%)
•You see a pattern here with the Vellutino-Torgesen-Vaughn studies?
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Term
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Definition
•Fluency (5 minutes) reading connected text
•Phonemic Awareness (5 minutes) blending, segmenting, & deleting
•Instructional Reading Level (10 minutes) practice in reading with 90% accuracy
•Word Analysis (10 minutes) spelling rules & decoding strategies
•Writing (3-5 minutes) 1 minute timed writing :& feedback |
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Term
| Best Predictors of Meeting Exit Criteria |
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Definition
•Rapid Letter Naming (CTOPP—BEST PREDICTOR)
•Fluency (Test of Oral Reading Fluency)
•Passage Comprehension (WRMT)
•Word Attack & Phonological Awareness did not differentiate the 4 groups (early exit, mid exit, late exit, no exit)
•More girls than boys never met exit criteria
•Why are there many more boys than girls classified as LD? |
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Term
Meta-Analysis: Reading & LD
Swanson & Hoskyn (1999) |
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Definition
•Summarized 180 reading intervention studies with LD students
•Interventions classified as:
–Direct Instruction
–Strategy Instruction
–Combined DI & SI
–Non-DI/non-SI
DI: Faced paced instruction,Small groups,Numerous opportunities to respond,Frequent performance feedback
SI: Elaborations, explanations,Modeling from teachers,Prompts, reminders
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Term
Meta-Analysis: Reading & LD
Swanson & Hoskyn (1999)
results |
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Definition
•1537 effect sizes
•Overall mean effect size: 0.79 (SD=0.52)
•Typical study
–22.47 minutes per day
–3.58 times per week
–35.72 sessions
–13.3 hours of instruction
•BESD:
–63% improved
–27% not improved
•Again, you see a pattern in the Torgesen-Vellutino-Vaughn-Swanson studies? |
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Term
Early Literacy:
Some Important Stuff to Know |
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Definition
•Print Awareness (words instead of pictures; meaning)
•Print/Speech Correspondence (relationship of oral to written language)
•Comprehension of text structures (grammar-organization)
•Phonological Awareness (sensitivity to sounds in oral language)
•Letter Knowledge (alphabetic principle & letter-sound correspondence) |
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Term
| Why Do Some Kids Have Trouble in Learning to Read? |
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Definition
•Lack of adequate exposure to appropriate instruction (ABT)
–Explicit
–Systematic
–Frequent
–Active
•Stable individual characteristics
–Deficits in phonological core
–Retrieval problems
–Can’t “break the code”
–Requires more intense instruction |
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Term
Curriculum-Based Measurement:
How is it different from other forms of measurement? |
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Definition
•Curriculum
–Adequately samples curriculum
–Problem-solving paradigm
•Alterable Variables
–Changed via instruction
–Under direct control of teachers
–Eschews unalterable variables (processing, aptitude, neuropsychological variables)
•Low Inference Measures
–Observable student behavior
–Direct measurement
•Criterion-Referenced Measures
–Referenced to specific performance levels
–Absolute standard |
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Term
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Definition
•Screening Decisions
•Progress Monitoring Decisions
•Diagnostic Decisions
•Outcome Decisions |
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Term
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Definition
•General Outcome Measures (GOMs)
–“Vital signs” of academic health (cf. heart rate-blood pressure-temperature)
–Best example: Oral Reading Fluency (ORF)
•Skills-Based Measures
–Used to screen & progress monitor
–Best example: Math computation (many subskills involved)
•Mastery Measures
–Based on size & nature of sample collected
–Examples: punctuation (writing), multiplying fractions (math), sounds of letters (early reading)
–Assesses tool skills (letter formation, using the silent e to convert vowels, computation facts)
–Chief disadvantage: Narrow focus |
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Term
Assessment of Early Literacy
DIBELS |
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Definition
•Initial Sound Fluency (ISF)
–Phonological awareness
–Recognition & production of initial sounds
–Which picture begins with /s/
–3 minutes
•Phoneme Segmentation Fluency (PSF)
–Segment 3-4 phoneme words
–What are the sound in /sat/?
–2 minutes
•Letter Naming Fluency (LNF)
–Upper & lower case letters
–Name as many as you can
–1 minute
•Oral Reading Fluency (ORF)
–3, 1-minute passages
–Errors (omissions, substitutions, hesitations)
–3 minutes |
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