Module 2 Strand D3

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Module 2 Strand D3
Decoding and Comprehension Continued

            Early Identification & Severe Reading Problems Prognosis

• students who appear to be learning letter names, sounds, and sight words at a significantly slower rate than their classmates are at risk for developing later reading problems (Friend & Bursuck, 1996, p.160).
• research shows that these students benefit from a beginning reading program that includes the following:

1) direct instruction in language analysis

-teach skills in sound segmentation or in orally breaking words down into their component sounds

2) a highly structured phonics program

-teaches alphabetic code directly and systematically using simple to complex sequence of skills, teaching regularity before irregularity, and discouraging guessing

3) writing and reading instruction combination

4) intensive instruction

-large amounts of practice in materials that contain words they are able to decode

5) teaching for "automaticity"

- give enough practice that the students are able to read both accurately and fluently

Oral Reading

• instructional setting imposes different demands from that of silent reading (e.g., public vs. private performance, personal vs external monitor of performance, emphasis on accuracy of production vs accuracy of meaning construction)

For information on print-processing ability

• use an oral reading assessment

-observe how the student attends to print when reading breaks down

For information on meaning processing

• use a silent reading analysis

-ask student to think aloud at critical points in passage

Which direct instructional strategies might assist your students to cope better with printed information?

What programs and/or series have you used successfully with LD students to support problems in decoding and comprehension in/out of the regular classroom?

Supporting high school students in reading is extremely challenging. Taped novels (i.e. taping to personal reading style preference-Dr. Marie Carbo) for intermediate level and high school students is very effective.

Kurzweil   and other text readers have also been used effectively to help students with LD and reading disabilities improve reading speed and comprehension.

Post comments for further discussion on topics in this strand as M2SD3 -  Module 2 Assignments and Postings Information in Caucus. Post any neat ideas related to M2SD3 in  Module 2 Bulletin Board of Ideas (Caucus).

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