Reading Development and Instruction Students with Reading ...

[Pages:28]Saskatchewan Learning

Introduction

Understanding Learning Disabilities

Reading Development and Instruction

Written Expression Instruction

Assessment and Intervention

General Teaching Considerations

Transition Planning

Teaching Students with Reading Difficulties and Disabilities

A Guide for Educators

Self-Advocacy

Appendices

References

2004

ISBN 1-894743-79-2

Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators

TABLE OF CONTENTS

1. Introduction ............................................................................................................................7

2. Understanding Learning Disabilities

2.1 National Definition ..........................................................................................................10 2.2 Types of Learning Disabilities ..........................................................................................12 2.3 Etiology ............................................................................................................................14 2.4 Diagnosis of Learning Disabilities ....................................................................................15 2.5 Student Strengths ..............................................................................................................18 2.6 Skill Areas Associated with Learning Disabilities ............................................................19

3. Reading Development and Instruction

3.1 Critical Elements in Reading Instruction ........................................................................35 Reading Comprehension ..................................................................................................36 Language Cues and Conventions ....................................................................................37 Phonological Awareness and the Graphophonic Cueing System ....................................38 Phonics ............................................................................................................................38 Vocabulary Development and the Semantic Cueing System ..........................................39 Sentence Patterns and the Syntactical Cueing System ....................................................40 Text Forms, Features, and the Textual Cueing System ....................................................40 Author's Intent and the Pragmatic Cueing System ..........................................................40 Reading Fluency ..............................................................................................................42

4. Written Expression Instruction

4.1 Spelling ............................................................................................................................46 4.2 Handwriting ......................................................................................................................52 4.3 Composing Skills ..............................................................................................................53

5. Assessment and Intervention

5.1 Assessment and Program Planning ..................................................................................57

6. General Teaching Considerations

6.1 The Adaptive Dimension ..................................................................................................69 6.2 Strategies and Effective Practices ....................................................................................70

Contents

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Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators

7. Transition Planning

7.1 Key Principles of Effective Transitions ............................................................................84 7.2 Facilitating Effective Transitions ......................................................................................85

8. Self-Advocacy

8.1 Challenges to Self-Advocacy ............................................................................................88 8.2 Facilitating Self-Advocacy ................................................................................................89 8.3 Conclusion ........................................................................................................................91

9. Appendices

Appendix A ? Strategies and Resources for Assessing and Teaching Reading Comprehension ..95 Appendix B ? Strategies and Resources for Assessing and Teaching Phonemic Awareness......105 Appendix C ? Phonics ............................................................................................................127 Appendix D ? Vocabulary Development ................................................................................139 Appendix E ? Reading Fluency ..............................................................................................145 Appendix F ? Spelling ............................................................................................................159 Appendix G ? Written Expression ..........................................................................................163 Appendix H ? Personal Program Planning..............................................................................177 Appendix I ? Transition Planning............................................................................................207 Appendix J ? Assistive Technology ........................................................................................215

10. References............................................................................................................................221

Internet Resources....................................................................................................................236 Suggestions de ressources pour l'immersion ..........................................................................237

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Contents

Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators

ACKNOWLEDGEMENTS

Saskatchewan Learning extends thanks to contributing writers of this document: Lynne Wawryk-Epp, Dr. Gina Harrison, and Dr. Bill Prentice.

Appreciation is also extended to the members of the Reference Committee:

Marilyn Allen Coordinator of Student Services St. Paul's RCSSD #20

Kristina Bakken-Chriest Secondary Classroom Teacher Greenall School

Barb Elliott Speech-Language Pathologist Saskatoon School Division #13

Susan Engel Resource Teacher St. Agnes School Moose Jaw RCSSD #22

Tammy Ferguson Senior Program Manager Special Education Unit Saskatchewan Learning

Janie G?n?reux French Language Arts Coordinator Official Minority Language Office Saskatchewan Learning

Dr. Gina Harrison Assistant Professor Department of Educational Psychology

& Special Education University of Saskatchewan

Wanda Lyons Director Special Education Unit Saskatchewan Learning

Dr. John McNamara Assistant Professor Department of Educational Psychology

& Special Education University of Saskatchewan

Dorothy Finlayson (chair) Senior Program Manager Special Education Unit Saskatchewan Learning

Dr. Bill Prentice English Language Arts Consultant Curriculum & Instruction Saskatchewan Learning

Garnett Francis Assistant Professor Department of Educational Psychology

& Special Education University of Saskatchewan

Judy Froese Special Education Coordinator Moose Jaw School Division #1

Dale Rempel Executive Director Learning Disabilities

Association of Saskatchewan

Randeah Robertson Parent Advocate President, Learning Disabilities

Association of Saskatchewan

Laurie Garcea Financial Manager Learning Disabilities Association

of Saskatchewan

Jane Thurgood Sagal Executive Director Curriculum & Instruction Saskatchewan Learning

Contents

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Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators

1

INTRODUCTION

The purpose of this resource is to assist educators in teaching students who are experiencing significant difficulties, or who have a disability in reading and written expression. The document provides a general description of learning disabilities with a focus on the most common type of disability?reading disability (Kibby & Hynd, 2001). The terms reading disability, reading disorder, and dyslexia are used interchangeably in the literature. For the purposes of this document, the term reading disability will be used.

Proficient reading and writing skills are critical to success. If students are not competent readers, they are at risk for academic, behavioural, social and emotional difficulties. Students with learning disabilities have the potential to be successful academically and socially. Teachers can change the trajectory for children at risk for failure in reading by intervening early and providing explicit, intensive, and extensive instruction. The expectation is that students are taught listening, speaking, reading, writing, viewing, and representing skills throughout their school careers. When students continue to struggle with the acquisition of proficient literacy skills, appropriate adaptations need to be made to enable them to successfully meet the demands of the curriculum.

Success is dependent on educational programming that is suited to the student's individual strengths, needs, and learning characteristics. This resource provides information on assessment, instruction, assistive technology, transition planning, and selfadvocacy for students with reading and written expression difficulties and disabilities. Information is based on current research and effective practices in the education of students with reading disabilities. The suggested strategies build on Saskatchewan Learning curricula and supporting resources.

"Teaching reading to adolescents is both rewarding and frustrating; it's a science and an art. It's making mistakes and growing from them. It's the most important thing I do as a teacher." (Beers, 2003, p. 22)

Introduction

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