Teaching Acknowledgement & Permissions Acknowledgement & Permissions Reading/Language Arts to � Several of the slides used in this presentation All Students were originally created by one or more of the following individuals and are used here with their permission. For permission to reuse any portion of this presentation, please contact p , p Tracie Lynn-Zakas T i L Z k dbrowder@uncc.edu for additional information. tracie.zakas@cms.k12.nc.us � Diane Browder, Ginevra Courtade, Bree Keri M. Stevenson Jimenez, Lynn Ahlgrim-Delzell, Katherine ksteve40@uncc.edu Trela, Shawnee Wakeman, Tracie-Lynn Zakas. 1 Goal of Literacy for All Children What is Emergent Literacy? � National Reading Panel’s 5 components of � Involves the reading an writing behaviors reading: of children that precede then develop into conventional literacy � Phonemic Awareness � Phonics � Success for development is influenced by p y � Vocabulary � Vocabulary the literacy events in children’s lives � Fluency � Students with ID may have fewer � Comprehension opportunities to engage in literacy � Debate: Phonics vs. Meaning-based activities Reading 1
Emergent Literacy and Functional Chall’s Stages of Reading Development Reading Pre-Reading (birth to 6yo)- Pretends to read, models Functional Reading: � � adult reading behaviors, uses pictures, can retell a story Acquisition of specific sight words that have Initial Reading (6-7yo)- Develops letter-sound 1. 1. immediate functional use relationships Alternative way to learn reading skills Confirmation/ Fluency (7-8yo)- becomes a more fluid 2. 2. reader Way to gain quick success in reading y g q g 3. Reading to Learn (8-14yo)- Uses reading to acquire new 3. Sight Word Approach- Limitations � knowledge Multiple Viewpoints (14-18yo)- Critically analyzes Students may not have functional comprehension 4. 1. readings May not teach words in a larger language context 2. Construction/Reconstruction (18yo +)- Makes judgments 5. on readings based on high levels of abstractions Functional Reading Suggestions for Solutions Is it still appropriate? � Integrate sight word instruction into the � Provide two concurrent forms of reading emergent literacy program 1. instruction � Adapt books to include picture/ picture One that promotes literacy – symbols y One that promotes sight word identification p g – Provide literacy instruction at the elementary � Embed high frequency words and pictures 2. stage, and functional reading at secondary into existing text stage Make sight word instruction a part of the 3. literacy program 2
Literacy for Students with Significant Literacy for Students without Disabilities Cognitive Disabilities � What may be difficult or � What can we do? � Experts recommend a balanced approach deficit � Elements include: � Experiences that may lead � Expose students with SCD to literacy connections to as many life � Guided reading experiences as possible � Use approaches that allow � Specific word study p y � The sole use of a phonics for expression of literacy for expression of literacy or a whole word approach or a whole word approach � Sight words skills using different modalities � Decoding/phonics � Provide highly qualified � A belief that literacy is the � Writing teachers who can deliver ability to read and literacy standards, and � Self-selected, independent reading understand written words, make those standards with no exceptions meaningful High Expectations for Literacy High Expectations for Literacy � Attitudes � State Standards for Literacy and Students � Educators and families need to believe that exposure to with ID literacy will benefit the child with SCD � The expectation of learning and exposure to � Students will be affected by both high and low literacy should be apparent, regardless of the expectations l level of disability l f di bilit � All students should be expected to engage in, and interact with literacy activities along side their peers � Teachers will be the interpreters of the content without disabilities standards for students with disabilities � Students with SCD should have access to the same materials as their peers 3
Life Experiences as a Basis for Literacy General Guidelines for For most children Literacy Instruction � Literacy begins at home � Early preparation at home = literacy readiness skills readiness skills � Children often enjoy reading and re- reading favorite stories � Language acquisition contributes to reading readiness skills Life Experiences as a Basis for Literacy Linking Communication and Literacy � There is a strong relationship between literacy skills and communication � Understanding that all people, places, Children with significant cognitive disabilities things and actions have names and can be g may have less opportunities and exposure may have less opportunities and exposure described is one of the foundations of to the activities that contribute to early literacy literacy skills 4
Reading Reading: Mostly sight words : Mostly sight words What do we do when a child (without comprehension) (without comprehension) has a serious communication Literature Review Categories for Reading 128 experiments (119 articles) deficit? 140 117 120 100 ency 80 80 H How do we create the link d t th li k Freque 60 between communication and 36 40 31 13 20 literacy? 5 0 Fluency Vocab Phonics Phonemic Comp Awareness Components of Reading Browder, D. Wakeman, S., Spooner, F., Ahlgrim- Browder, D. Wakeman, S., Spooner, F., Ahlgrim -Delzell, L., & Algozzine, Delzell, L., & Algozzine, � R.F. (2006). A comprehensive review of reading for students with R.F. (2006). A comprehensive review of reading for students with significant cognitive disabilities. Exceptional Children significant cognitive disabilities. Exceptional Children , , 72 72 , 392 , 392- -408 408 . . Alternative and Augmentative Alternative and Augmentative Communication Systems Communication Systems Two types of AAC � The AAC should be easy for the student to access. � The AAC selected should be at that Unaided AAC 1. students cognitive level g When nothing is added to the individual • • F Facial expressions i l i � The introduction to AAC should include • Sign Language Aided AAC 2. students preferences and understanding The use of a devise, program, system • � Hanukkah verses Christmas • Voice Output Devices • Picture Exchange Communication System • Picture Symbol 5
Making Literacy Accessible Assistive Technology: Examples* Big Mac™ Voice � Adapting Materials � output (Ex: Repeated � Materials may Story Lines) � Include object representations paired with words and symbols Cheap Talk-offers � � Rewritten with a simple level of vocabulary array of choices (Ex: array of choices (Ex: � Use AAC for the presentation of the material, and for C f h f h l d f Prediction Question; student comprehension Comprehension) � May use other adaptations for students with sensory deficits (Browder & Spooner, p. 80) � Materials should remain � Grade appropriate � Age appropriate Response Prompting QUICK Review of Post response prompting: feedback only Prompting � Reading format: can be expressive or receptive � Prompt: simple correction of any word � Prompt: simple correction of any word missed � Ex: “The word is coffee.” 6
Response Prompting Response Prompting Time delay (constant or progressive) Simultaneous prompting � Reading format: expressive or receptive � Reading format: usually expressive � Prompt: Teacher models correct answer � Prompt: teacher models answer on every first (0 delay); the remainder of trials are trial (probes are independent) trial (probes are independent) at a delay of 4-5 seconds (increments if t d l f 4 5 d (i t if � Ex: “Read hamburger .” progressive) � Ex: Response Prompting Stimulus Prompts Least intrusive prompts � Stimulus fading � Reading format: receptive � Reading format: expressive or receptive � Prompt used: correct word is highlighted with � Prompt: give graduated levels of color or picture cue which is faded across trials assistance until the student points to the assistance until the student points to the � Ex: correct word red red red � Ex: gesture to word, point to word, place student’s hand on correct word 7
Story-Based Lessons for Students with Intellectual Disabilities cat cat cat cat cat cat Tracie-Lynn Zakas Charlotte-Mecklenburg Schools February 1, 2011 General Education and Special Education General Reading Curriculum Partnership � Books that are grade and age appropriate � Focus on this grade level literature together � Promotes access to the general curriculum � Aligns with state standards by teaching the � Identify the upcoming stories and books same curriculum � Reviews units to be taught in general � Reviews units to be taught in general � Creates opportunity to experience the education class literature of students’ age/grade level � Get a copy of the stories and books for special education class � Discuss any peer readers; coteaching; joint activities; inclusion options to be considered 8
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