Session 2 Reading

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Session 2

Reading

Who are our students – what do they need?

What resources do we have?

What works well in our school?

What needs to be changed?

Is there something new for us to try?

What does this mean for me in my role?

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Role of the Literacy Link Teacher

Considerations

6

Handouts 1 & 2

Get to know your Pupils

The Cognitive Foundations of Learning to

Read: A Framework

1 • big picture understanding

2 • good assessment

3 • focused and purposeful interventions

• Bottom-up

• Top-down

• Interactive

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The Reading Process

Themes

Main Ideas

Ideas / Details

Phrases

Words

Bott

om

–up

Pro

cessin

g

Top-d

ow

n

Pro

ce

ssin

g

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http://www.sedl.org/reading/framework/framework.pdf

The Cognitive Foundations of Learning to Read: A Framework

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Decoding

Phoneme Awareness

Alphabetic Principle

Letter Knowledge

Cipher Knowledge

Lexical Knowledge

Concepts About Print

Reading Comprehension

The ability to read and understand a passage of

text depends upon two equally important skills:

• the ability to decode the words in the text

• the ability to understand the language the text is

written in

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Framework Summary

Integrated Reading & Writing

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Role Play

Experimental

Early

Transitional

Proficient

Accomplished

Stages

in

Reading

Development

Handout 3 Reading Stages

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Reading in the curriculum

Reading

NCCA Guidelines

L & N Strategy

Other sources

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Other Publications

What are the important elements /

components of reading?

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Reading in our Schools

Handout 4 – Workshop Template

Vocabulary

Phonological

Skills

Fluency

Motivation / Enjoyment

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Comprehension

Reading

Core Components

The Curriculum Access Tool –

General Learning Disability

CAT - GLD

A tool for accessing the curriculum

Curriculum Access Tool - General Learning Disability

Accessing the Curriculum

Handout 5: CAT-GLD Samples

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Visual Map

• How to use the CAT-GLD in the context of your

school

• Support the promotion and development of

reading skills

• Role as Literacy Link Teacher

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CAT - GLD

The Skills Checklists can be used by teachers in a variety of flexible ways as part of the normal assessing, recording, planning and teaching processes

It is recommended that the following limitations be applied to

the use of the Skills Checklists - they:

• should not be used exclusively as an assessment tool nor in

isolation from other assessment processes

• should not be used exclusively as a planning tool nor to set

learning targets

• should not be viewed as a set of skills to be taught in a

sequential, linear way and their layout is not designed for this

purpose

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About CAT-GLD and Guidelines for Use

The Cognitive Foundations of Learning to

Read: A Framework

1 • big picture understanding

2 • good assessment

3 • focused and purposeful interventions

Assessment

Reading

What assessment

procedures are used in your school?

What assessment tests have you found useful?

What other type of assessment information

do you gather?

Refer: Website Assessment Reflection

Assessment

Informal

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Running

Records

Checklists

(General)

Checklists

(Specific)

Assessing for gaps

www.frameworkforinclusion.org

Drumcondra Profiles

- Curriculum based

Downsed Publications

- Vocabulary, sentences,

grammar

Use of checklist information

to identify exact gap

Assessment

Reading

• Diagnostic Reading Analysis

• York Assessment of Reading for Comprehension

• Neale Analysis of Reading Ability

• Oral and Written Language Scales

• Young Cloze Reading Tests

Assessment Literacy Skills

Phonological Skills

- Sound Linkage

- Phonological Awareness Profile

- Phonological Abilities Test

- South Tyneside Assessment of Phonology

(STAP)

Spelling

- Diagnostic Spelling Tests 1–3

- Graded Word Spelling Test

Vocabulary

Phonological

Skills

Fluency

Motivation / Enjoyment

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Comprehension

Reading

Core Components

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What are the challenges for your students?

Refer Q2 Handout 4 Workshop

Motivation &

Enjoyment

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• Print-rich Environment

- Choice / Variety

- Interest

- Using Fads

- Films and TV

• Reading to Students

• Reading Time

• Class created Books

• Parents

Vocabulary

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• Explicit Instruction

- High frequency

- Content specific

- Social Sight Words

- Question words

• Multi-sensory Approach

Phonological Awareness /

Phonics

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Systematic Approach

• Word Awareness

• Syllable Awareness

• Onset and Rime Awareness

• Phonemic Awareness

• Phonics

Fluency

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• Repetitive texts

• Paired / shared reading

• Talking books

• Focus on favourite book

• Record student reading familiar text

• Rehearsed Reading

• Word cards real and nonsense - rapid reading

• Echo Reading Refer Repetitive Books Handout - website

Comprehension

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• Coat-hook

• Outline / story map

• Pre-teach new vocabulary

• Graphic / picture cues to support comprehension

• Repeat reading

• Retell

• Specific teaching of ‘Wh’ question words

• Handout 6: Challenges / Strategies per each group

Working Memory

Generalise

Sensory Behaviour

Cognitive

Ability

Sequencing Attention/

Concentration

Organisation

Processing Speed

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General Challenges for the Student

Refer Website Handout

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Resources

Refer Resources Handout SESS website

Who are our students – what do they need?

What resources do we have?

What works well in our school?

What needs to be changed?

Is there something new for us to try?

What does this mean for me in my role?

Special Education Support Service

Role of the Literacy Link Teacher

Considerations

6