every child achieving: the abcs of addressing the educational needs of children with learning...
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Every Child Achieving:Every Child Achieving:The ABCs of Addressing the The ABCs of Addressing the
Educational Needs of Children Educational Needs of Children with Learning Disabilitieswith Learning Disabilities
Nancy Hennessy M.Ed.Nancy Hennessy [email protected]@charter.net
ORBIDAORBIDAFeb. 24, 2007Feb. 24, 2007
Knowledge rich vs. knowledge Knowledge rich vs. knowledge poor instructionalpoor instructional
environments in which informed environments in which informed vs. uninformed professional vs. uninformed professional
judgmentsjudgmentsguide teaching learning process guide teaching learning process
in reading instruction.in reading instruction.
How do we get there?How do we get there?
By understanding ……………By understanding ……………
Dyslexia Dyslexia Science of ReadingScience of Reading Connection between the Structure of Connection between the Structure of
Language and the Science of ReadingLanguage and the Science of Reading Need for Continuum of Learning Need for Continuum of Learning
OpportunitiesOpportunities Remediation to accommodation……….Remediation to accommodation……….
Learning disabilities can affect a Learning disabilities can affect a person's ability in the areas of: person's ability in the areas of:
Listening Listening Speaking Speaking Reading Reading Writing Writing MathematicsMathematics
Masks of Learning DisabilitiesMasks of Learning Disabilities
Super competenceSuper competence ContemptContempt VictimVictim PerfectionPerfection HelplessnessHelplessness OutrageousnessOutrageousness Good SamaritanGood Samaritan ClownClown Bad behaviorBad behavior InvisibilityInvisibility Not caringNot caring
The Masks Students Wear, Sally SmithThe Masks Students Wear, Sally Smith
StatisticsStatistics 60-80% of students 60-80% of students
with an identified with an identified specific learning specific learning disability have that disability have that disability in the area disability in the area of reading and of reading and languagelanguage
1 out of every 5-10 1 out of every 5-10 students has some students has some degree of dyslexiadegree of dyslexia
National Institute of Health:Child Health and Human Development
Dyslexia is…..Dyslexia is…..
a specific learning _________ that isa specific learning _________ that is ___________ based and manifested by___________ based and manifested by difficulties with decoding and _______ difficulties with decoding and _______
that are that are the result of a deficit in the the result of a deficit in the
________component of language________component of language and is often______ and and is often______ and secondary consequences may secondary consequences may
include problems in_________.include problems in_________.
comprehensionphonological
disabilityencoding
unexpectedneurologically
What it might look like….What it might look like….
Problems with:Problems with: language developmentlanguage development remembering oral language e.g. words and remembering oral language e.g. words and
directionsdirections letter-sound recallletter-sound recall segmenting, blending speech sounds to read words segmenting, blending speech sounds to read words segmenting speech sounds and identifying letters to segmenting speech sounds and identifying letters to
spell wordsspell words reading words, phrases, and passages automaticallyreading words, phrases, and passages automatically comprehending words, phrases, sentences and comprehending words, phrases, sentences and
passagespassages
Though she seemed to have an above average vocabulary for her age, Sarah couldn’t seem to translate it to paper. It was as if she couldn't learn to read or write.
Sarah’s Mother
What had been a shadowy suspicion that hovered on the edge of consciousness became a certain knowledge the year I was nine and entered fourth grade. I seemed to be like other children, but I was not like them: I could not learn to read or spell.
Eileen (In the Mind’s Eye)
I am a dyslexic and I feel that this learning disability is like a thief in the night. It (dyslexia) never will rob you completely, but rob you just enough to make you work twice as hard to become productive in comparison to other people without this disability.
Adult Dyslexic
Closing the gap…Closing the gap…
“If a child is dyslexic early on in school, “If a child is dyslexic early on in school, that child will continue to experience that child will continue to experience
reading problems unless he is provided reading problems unless he is provided with scientifically based proven with scientifically based proven
intervention.”intervention.”
Shaywitz, 2003Shaywitz, 2003
By understanding ……………By understanding ……………
Dyslexia Dyslexia Science of ReadingScience of Reading Connection between Structure of Connection between Structure of
Language and the Science of ReadingLanguage and the Science of Reading Continuum of instructional optionsContinuum of instructional options
Remediation to accommodation……….Remediation to accommodation……….
““Research is the only Research is the only defensible foundation for defensible foundation for
educational practice.”educational practice.”
If not scientific evidence, then what:If not scientific evidence, then what: traditiontradition philosophyphilosophy superstitionsuperstition anecdoteanecdote intuitionintuition
The Voice of The Voice of Evidence, 2004Evidence, 2004
ResearchResearch
““Whether we enter the Whether we enter the best of best of times is dependent on whether or times is dependent on whether or not we use the gifts research has not we use the gifts research has
provided wisely or foolishly.”provided wisely or foolishly.”
Marzano, 2003Marzano, 2003
Three Decades of Three Decades of Research…..Research…..
National Institute of Child and Health National Institute of Child and Health Development Development www.nichd.orgwww.nichd.org
National Right to Read Foundation National Right to Read Foundation www.nrrf.orgwww.nrrf.org Preventing Reading Difficulties in Young Children- Preventing Reading Difficulties in Young Children-
National Research Council National Research Council www.nationacademies.org/nrcwww.nationacademies.org/nrc
NATIONAL READING PANEL NATIONAL READING PANEL www.nationalreadingwww.nationalreadingpanel.orgpanel.org
Reading for Understanding: Toward a R&D Reading for Understanding: Toward a R&D Program in Reading Comprehension Program in Reading Comprehension www.rand.orgwww.rand.org
Institute of Educational Sciences-What Works Institute of Educational Sciences-What Works Clearinghouse Clearinghouse www.ed.govwww.ed.gov
Catalyst for ChangeCatalyst for Change based on reliable, valid and converging based on reliable, valid and converging
evidenceevidence
Policy Policy
Reading Excellence ActReading Excellence ActNCLBNCLB
Reading FirstReading FirstReauthorization of IDEAReauthorization of IDEA
PracticePracticeCurriculumCurriculum
AssessmentAssessmentProfessional DevelopmentProfessional Development
Age Old Questions?Age Old Questions?
Are our students learning?Are our students learning?If not, why not?If not, why not?
Which kids need a nudge?Which kids need a nudge?How do we know?How do we know?
How can we intervene?How can we intervene?Is it working or not?Is it working or not?How do we know?How do we know?
Are there some kids that need a bigger nudge?Are there some kids that need a bigger nudge?How can we further intervene?How can we further intervene?
So, who needs the nudge?So, who needs the nudge?
25-30% at risk25-30% at risk(percentage is higher for poor, minority students)(percentage is higher for poor, minority students)
Sally
Avi
Joseph
Jamal
Emma
What does the “nudger” What does the “nudger” do…..do…..
Screens K-2 + to identify “at risk” readersScreens K-2 + to identify “at risk” readers
Systematically delivers research based instruction initially Systematically delivers research based instruction initially in general education. Uses a tiered approach to instruction: in general education. Uses a tiered approach to instruction:
Core reading programCore reading program Small group intervention, then for some……Small group intervention, then for some…… Intensive strategic intervention/remediation 1:1 or small Intensive strategic intervention/remediation 1:1 or small
group (potentially special education)group (potentially special education)
Measures student response to intervention (progress Measures student response to intervention (progress monitoring)monitoring)
Uses student data to inform instructionUses student data to inform instruction
Catch them before they fail….Catch them before they fail….
““It takes 4 times as long to intervene in fourth It takes 4 times as long to intervene in fourth grade as it does in late kindergarten.”grade as it does in late kindergarten.”
NICHDNICHD
““One of the most compelling findings from reading One of the most compelling findings from reading research is that children who get off to a poor start research is that children who get off to a poor start in reading rarely catch up.”in reading rarely catch up.”
Torgeson, 1998Torgeson, 1998
DIBELSDIBELSDynamic Dynamic Indicators of Basic Indicators of Basic EssentialEssential Literacy Literacy SkillsSkillsInitial sound fluencyInitial sound fluency
Letter naming Letter naming fluencyfluency
Phoneme Phoneme segmentation segmentation fluencyfluency
Nonsense word Nonsense word fluencyfluency
Oral reading fluencyOral reading fluency
Oral retelling Oral retelling fluencyfluency
Word use fluencyWord use fluency
www.uoregon.edu www.uoregon.edu
PARPARPredictive Predictive Assessment of Assessment of ReadingReading
AlphabetAlphabet
Letter Word CallingLetter Word Calling
Picture NamingPicture Naming
Phonemic Phonemic AwarenessAwareness
Rapid NamingRapid Naming
www.childsmind.orgwww.childsmind.org
TPRI……TPRI……Texas Primary Texas Primary Reading InventoryReading Inventory
Grapho-phonemic Grapho-phonemic awarenessawareness
Phonological Phonological Awareness Awareness Book/print Book/print awarenessawareness
Listening Listening comprehensioncomprehension
Word readingWord reading
FluencyFluency
ComprehensionComprehension
www.tpri.orgwww.tpri.org
OTHER…..OTHER…..CBMCBM
CBACBA
Classroom testsClassroom tests
Self-reports/Self-reports/interviewsinterviews
ObservationsObservations
Permanent products Permanent products
Portfolios Portfolios
Rating scalesRating scales
RubricsRubrics
Screening, progress monitoring….
A tiered approach to instruction?A tiered approach to instruction?
Layers of intervention Layers of intervention responding to student responding to student needsneeds
Each tier provides Each tier provides more intensive and more intensive and supportive interventionsupportive intervention
Aimed at preventing Aimed at preventing reading disabilitiesreading disabilities
Dr. Joseph Torgeson, Dr. Joseph Torgeson, 20042004
TIER I
TIER II
TIER III
70-80%
10-30%
5-10%
Research Based InstructionResearch Based Instruction phonemic awarenessphonemic awareness phonicsphonics fluencyfluency vocabularyvocabulary text comprehensiontext comprehension writingwriting assessmentassessment
Put Reading First, The Research Building Blocks for Teaching Children to Put Reading First, The Research Building Blocks for Teaching Children to Read, 2001Read, 2001
www.nifl.govwww.nifl.gov
Most powerful instruction…..Most powerful instruction…..Torgeson, 2005Torgeson, 2005
More time More time Smaller groupSmaller group Targeted at right levelTargeted at right level Provide systematic and explicit instruction in Provide systematic and explicit instruction in
deficient component skills-phonemic awareness, deficient component skills-phonemic awareness, phonics, fluency, vocabulary and reading phonics, fluency, vocabulary and reading comprehension comprehension
Clearer, more detailed explanations, more Clearer, more detailed explanations, more systematic instructional sequencesystematic instructional sequence
More extensive opportunity for guided practiceMore extensive opportunity for guided practice More opportunity for error corrections and feedbackMore opportunity for error corrections and feedback
Linnae Ehri’s Phases of Word Linnae Ehri’s Phases of Word Reading-Reading-LETRSLETRS
incidental visual cues
letter knowledge
partialphoneme awareness complete
phonemeawareness
phoneme-grapheme
correspondence
early sight word
learning
reading fluently
by sound,syllable,
morpheme,whole word,
familiesand
analogies
Logograhic
Early Alphabetic
Mature Alphabetic
Orthographic
In what ways might this In what ways might this information inform my information inform my
practice??practice??
By understanding ……………By understanding ……………
Dyslexia Dyslexia Science of ReadingScience of Reading Connection between Structure of Connection between Structure of
Language and the Science of Language and the Science of ReadingReading
Continuum of Learning OpportunitiesContinuum of Learning Opportunities Remediation to accommodation……….Remediation to accommodation……….
The structure of language….The structure of language….
PhonologyPhonology MorphologyMorphology OrthographyOrthography SemanticsSemantics SyntaxSyntax Discourse and pragmaticsDiscourse and pragmatics EtymologyEtymology
The Sound FactoryThe Sound Factory
PhonologyPhonology
Phonological awarenessPhonological awareness
Phonological Processing
Verbal short term
memory
Rapid serial naming
Phonological awareness
Articulation speed
Word awarenessSyllable
awareness
Phonemic awareness
Uhry, 2005
Phonological awarenessPhonological awareness
““attending to, thinking about and attending to, thinking about and manipulating the individual phonemes manipulating the individual phonemes
within spoken words and syllables.”within spoken words and syllables.”(Brady & Scarborough, 2003)(Brady & Scarborough, 2003)
““ability to manipulate and play with ability to manipulate and play with sounds”sounds”
Five levels of difficulty, an Five levels of difficulty, an instructional sequence…instructional sequence…
Adams, 1990Adams, 1990
Sensitivity to rhymeSensitivity to rhyme Recognition of patterns of rhyme and Recognition of patterns of rhyme and
alliteration in wordsalliteration in words Partial phoneme segmentation-syllable Partial phoneme segmentation-syllable
splitting and onset-rimesplitting and onset-rime Full Phoneme segmentationFull Phoneme segmentation Phoneme manipulationPhoneme manipulation
InstructionInstruction
Morning newsMorning news Poetry, songs, jinglesPoetry, songs, jingles Language Language
themes/embedthemes/embed
teach explicitlyteach explicitly use a sequenceuse a sequence teach as an oral activity teach as an oral activity
working toward using working toward using letters to represent sounds letters to represent sounds as segmentation is as segmentation is masteredmastered
15 minutes……..15 minutes……..
SoundSound+ +
Letter FactoryLetter Factory
PhonologyPhonologyOrthographyOrthographyMorphologyMorphology
PhonicsPhonicsAdvanced PhonicsAdvanced Phonics
OrthographyOrthographyHow do we represent these sounds??How do we represent these sounds??
Consonant soundsConsonant sounds Vowel soundsVowel sounds
PhonicsPhonics
““learning of learning of letterletter-sound -sound associations used for reading and associations used for reading and
spelling.”spelling.”
(Gillon, 2004)(Gillon, 2004)
Decoding-Spelling Continuum
PA
ABC
Sounds
Consonants Vowels
Compounds
Prefixes/Suffixes
SyllablesPatterns
Latin Greek
Marcia Henry, 2003
Fluency
VowelsVowels
Vacation came on a rainy day/ so eight Vacation came on a rainy day/ so eight reindeer would not obey.reindeer would not obey.
He needs meat and candy./ These I believe He needs meat and candy./ These I believe he will receive for his money.he will receive for his money.
I like to be under the night sky/ to eat my I like to be under the night sky/ to eat my pie in style.pie in style.
Go home on a boat/ and show a shoulder Go home on a boat/ and show a shoulder and toe.and toe.
Soon the new ruby in June/ will fit you. The Soon the new ruby in June/ will fit you. The blue suit is neutral.blue suit is neutral.
Effective instruction…….Effective instruction…….
SystematicSystematic ExplicitExplicit Provides opportunity to practice and Provides opportunity to practice and
apply learning (letters and sounds to apply learning (letters and sounds to reading of words) reading of words)
PFRPFR
www.nifl.orgwww.nifl.org
The Meaning FactoryThe Meaning Factory
SemanticsSemantics
VocabularyVocabularyComprehensionComprehension
Semantic MapSemantic Map (Moats, 2003)(Moats, 2003)
target word
synonymsdefinition
antonyms
Other categories
More examples
Linguistic structurephonemessyllables
morphemes spelling patterns
connotationPersonal experiences
IdiomsSpecific texts
multiple meanings
sometimesconfused
with
What is vocabulary?What is vocabulary?
ReceptiveReceptive listeninglistening readingreading
ExpressiveExpressive speaking speaking writingwriting
No clueNo clue Heard it but don’t Heard it but don’t
know it meansknow it means Recognize it, know Recognize it, know
it t has something it t has something to do with____to do with____
Own itOwn it
Beck’s Tiers of WordsBeck’s Tiers of Words
Words have different utilities. Suggested goal of Words have different utilities. Suggested goal of
400 Tier 2 words per year.400 Tier 2 words per year.
Tier 1
Tier 2
[ 8,000 Word Families ]
[7,000 Word Families]
Tier 1: Most Familiar Words
Need No Instruction
Tier 3
3: Used Infrequently
Limited to Specific Domains
Characteristics of Tier 2 WordsCharacteristics of Tier 2 Words
sophisticatedsophisticatedordinary words for mature language usersordinary words for mature language users
generous vs. nicegenerous vs. nice
high utilityhigh utilityuseful across many contextsuseful across many contexts
devour vs. ingestdevour vs. ingest
conceptually appropriateconceptually appropriatestudents understand general concepts but lack precision students understand general concepts but lack precision
and specificityand specificity
anxious vs. sultryanxious vs. sultry
Instructional GuidelinesInstructional Guidelines
Provide a contextProvide a context Build a student friendly definitionBuild a student friendly definition Provide examples beyond context of the storyProvide examples beyond context of the story Interact with wordsInteract with words Reinforce use beyond classReinforce use beyond class
(adapted from Beck, 2002)(adapted from Beck, 2002)
““To have an impact on comprehension, To have an impact on comprehension, vocabulary instruction must be rich-simply vocabulary instruction must be rich-simply defining words is not enough.”defining words is not enough.”
Beck, 2002Beck, 2002
The Meaning FactoryThe Meaning Factory
SyntaxSyntaxDiscourseDiscourse
ComprehensionComprehension
Sentence Comprehension-some Sentence Comprehension-some
observationsobservations
Essential to forming accurate concepts Essential to forming accurate concepts (understanding of whole)(understanding of whole)
Two critical areas are sentence structure (simple, Two critical areas are sentence structure (simple, compound, complex) and cohesive tiescompound, complex) and cohesive ties
Normally achieving readers gain ability to Normally achieving readers gain ability to understand and use increasingly complex understand and use increasingly complex syntactical patterns while poor readers lag behindsyntactical patterns while poor readers lag behind
““Children who perform well on grammatical Children who perform well on grammatical awareness tasks tend to be better able to awareness tasks tend to be better able to monitor accuracy of reading.”monitor accuracy of reading.”
Carlisle, 2001Carlisle, 2001
Discourse and text Discourse and text structures…structures…
ExpositoryExpository NarrativeNarrative
Narrative ExpositoryNarrative Expository
Purpose is to Purpose is to entertainentertain
Consistent text Consistent text structurestructure
Focus on Focus on character’s/goalscharacter’s/goals
Requires multiple Requires multiple perspectivesperspectives
Connective words Connective words not as critical-and, not as critical-and, then, sothen, so
Text can stand Text can stand alonealone
Purpose is to Purpose is to informinform
Variable text Variable text structurestructure
Focus on facts, Focus on facts, ideasideas
Perspective of Perspective of authorauthor
Connective words Connective words critical-because, if-critical-because, if-then, beforethen, before
Integration of Integration of information across information across textstexts
““Text comprehension can be improved Text comprehension can be improved by instruction that helps readers use by instruction that helps readers use specific comprehension strategies.”specific comprehension strategies.”
recognizing story structurerecognizing story structure using graphic and semantic organizersusing graphic and semantic organizers summarizingsummarizing answering questionsanswering questions generating questionsgenerating questions monitoring comprehensionmonitoring comprehension
““Effective comprehension strategy Effective comprehension strategy instruction is explicit or direct.” instruction is explicit or direct.”
direct explanationdirect explanation modelingmodeling guided practiceguided practice applicationapplication
www.nifl.orgwww.nifl.org
FluencyFluencyAbility to read quickly, effortlessly and Ability to read quickly, effortlessly and
with expressionwith expression
“The ability to read connected text rapidly, smoothly and effortlessly with little attention to mechanics of
reading such as decoding.”(Meyers & Felton,
1999)
InstructionInstruction
ModelingModeling Repeated reading with guidanceRepeated reading with guidance Monitoring progressMonitoring progress
By understanding ……………By understanding ……………
Dyslexia Dyslexia Science of ReadingScience of Reading Connection between Structure of Connection between Structure of
Language and the Science of ReadingLanguage and the Science of Reading Continuum of Learning Continuum of Learning
OpportunitiesOpportunities Remediation to accommodation……….Remediation to accommodation……….
RemediationRemediation“multisensory structured language “multisensory structured language
programs”programs” Phonology andPhonology and
Phonological AwarenessPhonological Awareness
Sound-Symbol AssociationSound-Symbol Association
Syllable InstructionSyllable Instruction
MorphologyMorphology
SyntaxSyntax
SemanticsSemantics
Simultaneous, MultisensorySimultaneous, Multisensory
Systematic and Systematic and CumulativeCumulative
Direct InstructionDirect Instruction
Diagnostic TeachingDiagnostic Teaching
Synthetic and Analytic Synthetic and Analytic InstructionInstruction
Effective teachersEffective teachers……
“Research has shown that “Research has shown that teachers who are most teachers who are most
effective at including students effective at including students with disabilities and other with disabilities and other diverse learning needs are diverse learning needs are
also generally effective also generally effective classroom teachers.” classroom teachers.”
(Mastropieri et al, (Mastropieri et al, 1998)1998)
Classroom Instruction That Works Classroom Instruction That Works Marzano et al, 2001Marzano et al, 2001
ASCDASCD
Reinforcing effort and providing recognitionReinforcing effort and providing recognition Strategic instructionStrategic instruction Nonlinguistic representationNonlinguistic representation Questions, cues and advance organizersQuestions, cues and advance organizers Summarizing and note-takingSummarizing and note-taking Cooperative learningCooperative learning Homework and practiceHomework and practice Getting objectives and providing feedbackGetting objectives and providing feedback Generating and testing hypotheses Generating and testing hypotheses Identifying similarities and differenceIdentifying similarities and difference
Study Skills and Learning Study Skills and Learning Strategies DefinedStrategies Defined
A systematic A systematic planplan for: for:acquiringacquiringobtainingobtaininginputtinginputting
storingstoringorganizingorganizingprocessingprocessing
expressingexpressingoutputtingoutputtingapplyingapplying
They are……They are……
reflective practitionersreflective practitionersflexibleflexible
understand individualizationunderstand individualizationcaringcaring
open to natural supportsopen to natural supportsfairnessfairness
Adapted Bauer & Kroeger,2004Adapted Bauer & Kroeger,2004
Think about accommodations..Think about accommodations..InstructionInstructional al environmeenvironmentnt
Selection of Selection of instructioninstructional contental content
Structure/Structure/
presentatiopresentation of n of contentcontent
InstructionInstructional al strategies/strategies/
activitiesactivities
Student Student assessmentassessment
Compensatory toolsCompensatory toolsAssistive technologyAssistive technology
Word processing softwareWord processing software Voice recognition softwareVoice recognition software Text to speech softwareText to speech software Presentation softwarePresentation software Organizing ideas softwareOrganizing ideas software Electronic organizersElectronic organizers
Knowledge rich vs. knowledge Knowledge rich vs. knowledge poor instructionalpoor instructional
environments in which informed environments in which informed vs. uninformed professional vs. uninformed professional
judgmentsjudgmentsguide teaching learning process guide teaching learning process
in reading instruction.in reading instruction.
How do we get there?How do we get there?
Then she went into the living room and found the book on the shelf,
the very book, that her grandpa had shown her so many years ago. She spooned honey on the cover and tasted the sweetness, and
said to herself, “The honey is sweet, and so is knowledge,
but the knowledge is like the bee who made the honey, it has to be chased through
the pages of the book!”
Thank You, Mr. FalkerP. Polacco
By understanding ……………By understanding ……………
Dyslexia Dyslexia Science of ReadingScience of Reading Connection between the Structure of Connection between the Structure of
Language and the Science of ReadingLanguage and the Science of Reading Need for Continuum of Learning Need for Continuum of Learning
OpportunitiesOpportunities Remediation to accommodation……….Remediation to accommodation……….
Personal PicksPersonal PicksGeneralGeneral
Moats, L.(2005). Language Essentials for Teachers of Reading and Moats, L.(2005). Language Essentials for Teachers of Reading and Spelling. Longmont, CO: Sopris West.Spelling. Longmont, CO: Sopris West.
ResearchResearch
McCardle, P. & Chhabra, V. The Voice of Evidence in Reading McCardle, P. & Chhabra, V. The Voice of Evidence in Reading Research (2004). Baltimore: Paul Brookes.Research (2004). Baltimore: Paul Brookes.
Learning Disabilities Roundtable. (2005, February). Comments and recommendations on regulatory issues under the Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446.
Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F., et al. (200l). Rethinking learning disabilities. In C. E. Finn Jr., A. J. Rotherham, & C. R. Hokanson Jr. (Eds.), Rethinking Special Education for a New Century (pp. 259–287). Washington, DC: Thomas B. Fordham Foundation. l
National Joint Committee on Learning Disabilities. (2005). Responsiveness to Intervention and Learning Disabilities. www.interdys.org
Phonological AwarenessPhonological Awareness
Gillon, G. Phonological Awareness: From Research to Practice (2004). Gillon, G. Phonological Awareness: From Research to Practice (2004). New York: The Guilford PressNew York: The Guilford Press
Torgesen, J.K., & Mathes, P. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: PRO-ED.
Dyslexia and MSL InstructionDyslexia and MSL Instruction
Birsh, J. (2005). Multisensory Teaching of Basic Language Skills (2Birsh, J. (2005). Multisensory Teaching of Basic Language Skills (2ndnd Ed). Baltimore: Brookes Publishing.Ed). Baltimore: Brookes Publishing.
Cunningham, A.E. & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(Spring/Summer), 8-15.
Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.
Joshi, M. (2004) Dyslexia: Myths, Misconceptions and Some Practical Applications. Baltimore, MD: International Dyslexia Association.
Shaywitz, S. (2003). Overcoming Dyslexia. New York: Alfred A. Knopf
Decoding and SpellingDecoding and Spelling Moats, LMoats, L., ., Speech to Print. (2000), Baltimore. MD: Paul Brookes Speech to Print. (2000), Baltimore. MD: Paul Brookes
Publishing.Publishing. Henry, M., Unlocking Literacy (2003). Baltimore, MD: Paul Brookes Henry, M., Unlocking Literacy (2003). Baltimore, MD: Paul Brookes
Publishing.Publishing. Juel, C., & Minden-Cupp, C. (2000). Learning to read words:
Linguistic units and instructional strategies. Reading Research
Quarterly, 35, 458-492.
Fluency
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.
VocabularyVocabulary Baumann, J. & Ed Kameenui, E. (2002). Vocabulary Instruction:
Research to Practice. New York: Guilford Press. Beck, I. & McKeown, M. (2002). Bringing Words to Life: Robust
Vocabulary Instruction. New York: Guilford Press. Graves, M.F. Vocabulary Book (2006).New York: Teachers College
Press. Hart, B. & Risley, T.R. (1995) Meaningful Differences. Baltimore,
MD: Brookes Publishing.
Comprehension
Beck, I. Et al. (1998). Getting at the meaning. American Educator, Summer, 66-71
Carlisle, J. & ice, M. (2002) Improving Reading Comprehension: Research-Based Principles and Practices. Baltimore: York Press.
Reading for Understanding: Toward An R&D program in Reading Comprehension. Rand Reading Study Group: Rand Education, 2000.
ResourcesResources
www.ldonline.orgwww.ldonline.org www.schwablearning.orgwww.schwablearning.org www.interdys.orgwww.interdys.org www.ncld.orgwww.ncld.org www.rfbd.orgwww.rfbd.org www.sparktop.orgwww.sparktop.org
Curriculum, Curriculum, programs…………………programs…………………
IDA Matrix-www.interdys.orgIDA Matrix-www.interdys.org Alliance-www.the alliance.orgAlliance-www.the alliance.org AOGPE-www.ortonacademy.orgAOGPE-www.ortonacademy.org www.fcrrwww.fcrr www.uoregon.eduwww.uoregon.edu