A New Series on Struggling Readers and Learning to Read

This series will be posted on my TALK blog (http://frantoomeytalk.blogspot.com/)where the emphasis is on early reading (K-3) and understanding why so many children have difficulty learning to read.  These are the kids trapped in the Achievement Gap and kids who are Dyslexic and not provided with early and effective interventions.

There will be a series of posts on who, why, and what can we do to make sure that all kids become successful readers.

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Reading Skills for Struggling Readers

Learning to read is a complex task and some children struggle to become successful readers.  The research and instructional literature has told us that Grade 3 is a critical benchmark for determining whether kids will become successful readers.  That literature has also told us that kids must master a range of skills: phonological awareness, phonics/decoding, spelling, vocabulary, comprehension and fluency.  On my T.A.L.K. blog ( http://frantoomeytalk.blogspot.com/ ) I have focused on age 3 to grade 3 language/literacy development, especially for kids who have learning challenges.

Over the next few months, I will focus here on the reading/literacy skills kids need and CAN develop in grades 4-8.  I will begin with comprehension, then address vocabulary, and then fluency.  In those blogs I will consider the role of oral language and writing/spelling as well as reading.

I am going to use an ABC’s format.

A for About.  Offering an  annotated bibliography of research and literature from expert researchers/practitioners, I’ll highlight those authors who have influenced my work and/or have widespread acknowledgement as experts.

B for Begin. Using those annotated sources, I’ll highlight ones that offer a place for teachers, special educators and parents to begin an instructional process.

C for Commitment.  Using A and B sources, I’ll map out a substantial teaching  sequence for some of those sources, with goals and objectives, instructional ideas and ….tools for progress monitoring.

 

Adult Communication that Impacts Student Success in School

Up to this time, this blog has focused on language development and use by children.  The idea was to focus on the ways in which children do and can develop the language skills that help them to be successful learners.  There is a wealth of information “out there” as well an on this blog about ways to do this.

It is time for a new focus: the communication of adults that impacts children’s success in school and beyond.  Teachers and parents talk about children and their success or lack of success in school, administrators and teachers talk about children, special educators and teachers talk about children.  Support staff members and “outside” experts “communicate” about children and their success or lack of success in school.  What do we know about how these “stakeholders” (is that the correct term?) talk to each/one another about children’s success in school?  How much of their conversations address the reasons for children’s success or lack of success and what each adult does/can do to ensure that success.

I am going to start with a very brief video (4+ minutes) featuring an expert on adult communication about children’s success in school.  I “found” this video when I googled the topic “open to learning.”  Here is my starting point: exploring what this well respected expert has to say.  More to follow.

https://www.youtube.com/watch?v=0_l5-HKIR1s

Here is a follow-up video with more detail about “Open to learning communication.”

https://www.youtube.com/watch?v=rB7wP8WJZeU

A Vocabulary Teaching Template

Here’s another resource from one of my favorite Literacy sites:

Adventures in Literacy Land

“want to share my favorite vocabulary activity with you!  One of the great things about this Vocabulary Graphic Organizer is that it can be used K-5 and across all subject areas.  There is a free copy of the organizer later in this post….”

There is also a google slides version.

http://www.adventuresinliteracyland.com/2016/11/a-quick-easy-way-to-teach-vocabulary.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+AdventuresInLiteracyLand+%28Adventures+in+Literacy+Land%29

The Power of Words – Building Vocabulary Age 3 to Grade 3

Too Important to Wait: Words and Complex Texts

I have been very busy with two projects (The Achievement Gap workshop for Early Educators) and Meeting the needs of students with Dyslexia) and have had to neglect this blog.  But, in the process of these two commitments, I have been collecting many new resources.  I couldn’t wait to share this one:


  • Text Complexity
    A short webinar on the relationship between a text’s word frequency number and the Lexile number.

Presentation Slides with Audio

8 minutes, 45 seconds

The same content is available in text format in a new Frankly Freddy blog post:
Teaching Complex Text: Why Look at Word Frequency?

Oral Language AND Literacy: Not either/or

Oral Language AND Literacy: Not either/or

A short excerpt from an article published in Reading Rockets

http://www.readingrockets.org/blogs/shanahan-literacy/role-early-oral-language-reading-comprehension?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReadingRockets_StrugglingReaders+%28Reading+Rockets%3A+Struggling+Reader+Resources%29 ….

“Recently, Chris Lonigan and I (Timothy Shanahan) wrote a short article for Language Magazine. It’s focus is on “The Role of Early Oral Language in Literacy Development.” I think both Chris and I have bona fides in the “phonics/decoding/foundational skills” community and have the scars to show it. But we are both also advocates of the so-called “simple view” of reading — students need to know how to decode from print to language and they need to know how to understand language. This is a both, not an either/or.

Here is a link to the article. Hope you enjoy it.”

And here is a short excerpt from that article:

“Response to intervention in preschool holds promise for successful early language development but several key issues must be considered. For one, preschools often serve disproportionate numbers of children who need Tier 2 or Tier 3 services, which causes staffing concerns. Also, more research is needed on the effect of interventions for children from low-income families, children with disabilities, English language learners, and children from underrepresented ethnic groups.
The NELP report, along with other studies of children’s early language development, suggests that early oral language has a growing contribution to later reading comprehension — a contribution that is separate from the important role played by the alphabetic code. As such, improving young children’s oral language development should be a central goal during the preschool and kindergarten years.”

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