Karteikarten
Reading Interventions & Dyslexia Friendly Schools
Karten in diesem Stapel (28)
- 1The development of skilled reading - Castles & Nation, 2006 - lexical & sub-lexical skills - successful readers use both skills- Westwood, 2007 - aspects of phonetic capability - used for reading interventions
- rhyming
- alliteration
- exchanging
- blending - 2Reading Interventions- Whole - word approaches - lexical
- Phonics approaches - sub-lexical - 3Whole - word approaches - lexical- whole words paired with pictures & sounds
- 4Phonics approaches - sub-lexical- children explicitly taught letter-sound correspondences & trained to blend phonemes to create larger units of sound (synthetic phonics - small -> large)
- children trained to observe common sounds across words & use this to identify patterns in spelling
(analytic phonics - large -> small) - 5Clicker - Crick Software LTD.- multi-media reading software
- whole word approach
- Oxford reading tree for Clicker
- word activities, sentences & writing - 6Karemaker, 2010 + - naturalistic study - inervention lead to signif. greater gains in word recognition, word naming, rhyming & segmentation skills & grapheme awareness - teacher led intervention -AB-BA design- improves teachers attitudes towards using ICT in class
- 7ABRACADABRA A Balanced Reading Approach for Canadians Designed to Achieve Best Results for All.- free web-based literacy program
- range of diff texts & activities to support word reading, reading fluency, comp., & phonics - 8Savage, 2009 + - RCT - in class intervention led by trained facilitators - teachers?? - ABRA synthetic, ABRA analytic, control - greater overall improvements for ABRA studentsComaskey, 2009
- RCT - synthetic vs analytic phonics grps.
- no diff in word reading ability btwn. grps. - 9Measures of literacy- grapheme awareness (letter sound knowl.)
- phonological awareness
- reading ability
- spelling ability
- productive/receptive vocab - 10Other factors- cost vs benefit
- student motivation & confidence
- ease of implementation
- teachers attitude to intervention - 11Design considerations - ethical & practicalPotential designs
-RCT
-Naturalistic Approach
-AB-BA design - 12RCT - intervention groups+
- good control
x
- practical - intervention can't be led by classroom teacher
- inequality - visible to students - 13Naturalistic Approach - compare students in classrooms that already adopt one approach with students in classrooms that don't+
- ethical - experimenter has no influence
- doesn't involve changes to standard classroom activites
- no inequality
- more likely to get access
x
- limited control - 14AB-BA Design - Group 1 : control then intervention - Group 2 : intervention then control+
- good control - btwn. groups design
- all p's receive same intervention - ethical
- can be carried out as whole class activity by teacher - practical
x
- involves changes to standard classroom activities - not practical - 15Other resources available to help support learning to read!- Jolly Phonics
- Word Shark (White Space LTD.) - 16Jolly Phonics- multi-sensory synthetic phonics program
- 5 skills
+
- Bower-Crane, 2008 - improvements in some measures of literacy & in tests associated with phonological awareness
- makes phonics fun - pairs letters, sounds & actions - 17Word Shark- computer games supported with sound, graphics & text
- range of programmes - 18Dyslexia friendliness - Pavey, 2007 - teachers fully understand & are sympathetic to the needs of dyslexics & adjustments are made to day-to-day routines & teaching that benefit ALL learners = support rather than interveneThe Dyslexia Friendly School - Pavey, 2007
- regular staff training & designated specialist
- +ve attitudes to SEN & disability
- structured multisensory teaching as standard - 19The Dyslexia Friendly Classroom - Pavey, 2007; DfES, 2007 - 3 tier approach - teacher should foster a classroom culture of peer support - IEPs - Individual Education Plans!! - identify concrete steps towards progression & involve pupils in target setting1. inclusive general teaching strategies
2. group teaching for those in need
3. specialist support for those most in need
- IEPs - address primary & secondary difficulties - 20Dyslexia - Primary difficulties- deficit in phonological &/or visual processing &/or memory
- primary areas of difficulty:
- reading
- writing
- spelling
- memory - 21Good practice in the dyslexia friendly classroom- classroom organisation - calm & structured environment - sit near front & sit dyslexic next to 'study buddy'
- task structure - break activities into smaller task (watch out for fatigue)
- approach - give plenty of praise & +ve feedback - 22Strategies to aid reading - books/worksheets - blackboard workStrategies to aid writing
- make use of ICT
- mark work together
- physical writing aids, e.g. pencil grip
- alternatives to writing, e.g. oral pres., diagrams - 23Strategies to aid spelling - phonetic dictionaries - key word banks - mnemonics - use of spell checkers - 'spelling buddies'Strategies to aid memory
- visual timetables
- cue cards
- colour code lessons/books - 24Strategies to support over-learning - acquisition - flash cards - fluency - prompt sheets - maintenance & generalisation - home-school links/practice - adaptation - require & test new skills in diff contextsWaves of Impact
A = condition - reading difficulty
B = behaviour - avoidant/frustrated
C = attitude - to own work/parental & teachers attitudes to them - 25Dyslexia - Secondary difficultiesVygotsky, 1983
- social problems
- feelings of alienation, under-achievement, frustration, lack of motivation, low self-esteem & confidence - 26SEN as developmental differenceVygotsky, 1983
- SEN not developed less, just developed differently - 27Social & emotional consequences of dyslexia - Riddick, 1996- low motivation
- disruptive behaviour
- low self-esteem
- TEACHERS ROLE!! - 28Intervention = cyclical process- improving reading confidence will support reading ability & vice versa
Informationen
- Beschreibung
- Bachelors Degree Developmental Dyslexia Karteikarten am Reading Interventions & Dyslexia Friendly Schools, erstellt von Megan Lawson am 04/04/2016.
- Erstellt von
- Megan Lawson
- Aufrufe
- 34
- Bewertung