Session aims

• Explore the difficulties involved in reading for dyslexic pupils

• Consider the impact of poor reading skills on learning

• Identify strategies to support reading

Simple view of reading

p21 workbook

Simple View of Reading

CHECK!

p19 decoding activity

Readers’ strategies to identify words:

• Blending together individual phonemes represented by the letters in words (phonemic decoding or ‘sounding out’).

• Noticing & blending familiar spelling patterns involving more than one letter.

• Recognising printed words as whole units & reading them ‘by sight’.

• Making analogies to words already known.

• Using context clues to guess a word’s identity.

(Ehri 1998, 2002)

Word recognition system

Children need to be taught..

• grapheme-phoneme correspondence

• how to blend phonemes in order all through a word to read it

• how to segment words into their phonemes to spell them

• that blending & segmenting are reversible processes

Jolly Phonics – articulation of soundshttps://www.youtube.com/watch?v=-ksblMiliA8&safe=active

https://www.youtube.com/watch?v=BqhXUW_v-1s&safe=active

8

Three levels of reading fluency

IndependentDifficulty with 1 word in 100Accuracy 99% Comprehension 90%

InstructionalDifficulty with 5 words in 100Accuracy 95% Comprehension 75%

FrustrationDifficulty with 10 words in 100Accuracy 90% Comprehension 50%

Word recognition processes

Potete probabilmente suonare questo con poca fatica. Per comprendere il significato, però, è necessario conoscere altri aspetti della lingua oltre le abilità di decodifica. Che cosa significa ciascuna parola? Qual è il contesto in cui vengono utilizzate le parole? Chi li sta parlando? Dove si trova l'altoparlante? Alcune di queste risposte sono essenziali per farvi capire. Gli altri sono desiderabili.

Language Comprehension Processes

• Meanings of words (semantics)

• How words can be combined (syntax/grammar)

• Cultural background

• Knowledge of context

Comprehension activity

Putting it all together…

The bandage was wound around the wound.

The farm was used to produce produce.

The dump had to refuse more refuse.

Since there was no time like the present, it was time to

present the present.

They were too close to the door to close it.

The insurance was invalid for the invalid.

I shed a tear when I saw the tear in the painting.

p20 profile of struggling readers

workbook p35

Assessment tools for reading

Next session

Please bring an example of writing produced by a pupil with dyslexia