Reading pedagogy Flashcards
Asset based approach to education
- strength-based, builds on existing knowledge
- doesn’t focus on what students lack
- positive assets: diversity in thought, culture, traits
- (deficit approach is the opposite= focuses on student shortcomings)
- helps students feel valued and builds confidence
- eliminates bias on certain student demographics
- teachers must get to know students well and provide ongoing assessments to identify children’s assets
- strategies: drawing on prior knowledge that students have, adjusting groups, providing autonomy
literacy instruction for students with dyslexia
- difficulty with decoding
- affects the ability to read, spell, write, and speak
- students struggle with reading words in isolation, decoding unfamiliar words, limited reading fluency, difficulty spelling
Early indicators-
Preschool: delayed speech, difficulty rhyming, poor auditory memory, trouble w names, numbers, letters
Kinder-1st: cant identify and manipulate sounds, cant decode words, difficulty spelling words phonetically
2nd-3rd: difficulty written expression, reading fluently, connecting speech sounds w letter combinations
Dyslexia instruction should focus on structured, systematic, and explicit instruction in the following:
Phonological awareness- identifying and manipulating sounds
syllabication- rules related to the division of syllables
orthography- written spelling patterns and rules
reading fluency and syntax
Accommodations: additional time for class assignments, word banks, audiobooks, text to speech, electronic spellers
Most common co-occurring disorder w dyslexia ADHD or dysgraphia
Recognizing and instructing students w dysgraphia
dysgraphia- difficulty w handwriting
- results in impaired or illegible handwriting
- accommodations: giving printed copies of notes or audio recording of class lecture
- assistive tech: keyboards, touch screens
Plan and adjust reading instruction
- use state standards
- ongoing assessments
Differentiation in reading instruction
Fluency
Reading fluency is measured by accuracy, prosody, and speed.
Response to intervention
research based instructional intervention process used to identify struggling students and give them what they need
Prosody
readers ability to convey expression, including using correct emphasis, punctuation, and tone, while reading out loud
literature circles
a strategy in which a teacher organizes students into small small groups to discuss a common text
Autonomy
ability to self govern or self motivate
Phonological awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
extrinsic / external motivation
the motive for the activity comes from outside the individual
alphabetic knowledge
the ability to recognize, name, and write, letters
RTL
process to monitor and measure student progess
ongoing assessment
guides the pace and content of instruction
learning objectives
specific skill or knowledge that the student is expected to master
print concepts
general rules governing text
TEKS
The state foundation curriculum developed by the State Board of Education, that requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas
alphabetic principle
understanding there is a logical/systematic relationship between the sounds of spoken english and letters
Texas prekinder guidelines
detailed descriptions of expected behaviors across multiple skill domains that should be observed in children from the beginning to the end of prekindergarten
reading comprehension
ability to read a text and understand its meaning
reading intervention
a strategy applied to assist a struggling reader
intrinsically motivated
draw motivation from learning process itself
instructional intervention
additional focus on a specific skill in an effort to improve it
deficit-based approach
focused on what students lack and strengthening these skills
mentor text
Books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction
differentiation pacing
how much content is presented and how fast the content is presented
accuracy when reading
ability to correctly pronounce words
Scaffolding
a method of teaching that involves gradually removing aids when teaching new concepts
differentiation complexity
how difficult the vocabulary, sentence structure and organization is to understand within a text
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The study of forms of words, including affixes, roots, stems, and parts of speech.
Differentiaition
teaching that offers multiple options for learning the material based on different student needs and learning styles
Asset / Strength-Based Approach
an educational approach, which builds learning around a student’s strengths and existing knowledge, rather than focusing on what they lack
ADHD
A label applied to individuals who have great difficulty concentrating on what they are doing AND are extremely active, impulsive, distractible, and excitable
Flexible grouping
grouping students based on their learning needs or interests
