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Module Six Readings
SPED 730, LD Online study cards
| Question | Answer |
|---|---|
| Causes of poor reading | Neurological, familial, social disadvantaged/cultural, instructional |
| Single word | Where the majority of reading problems occur |
| Efficient decoding allows for________ | Fluency and comprehension in reading |
| Direct Instruction | Useful technique for teaching decoding in reading. Research based and more effective then context-emphasis or embedded approach |
| Phonological awareness | words are composed of phonemes (sounds) |
| Rhyme, alliteration, deletion, segmentation | Helps students learn phonological awareness |
| spelling, writing conventions | Orthographic Awareness |
| Reading involves three main things | eyes, brain and psychology of the mind |
| Modeling, immediate correctie feedback and explicit instruction | support student learning/reading |
| Why do older, struggling readers avoid reading? | Because reading for them can be slow, taxing and often frustrating process |
| Recognition of letter sequence accurately | Orthographic processing |
| Motivation | Motivation is a key component in teaching older, struggling readers to read |
| Internal questioning | A component of reading comprehension and should be explicitly modeled and repeated |
| Should you use the same text to to teach a first grader to read to help teach an older reader? | NO, when teaching older struggling readers is it best practice to use age appropriate texts and vocabulary. |
| Time Management | Students often struggle with a sense of time, being able to read a clock does not equate to being able to manage ones time |
| Task Analysis | Steps in the process of completing a task. |
| Task Analysis Components | Materials, Steps (stopwatch) |
| Exam tip | Review as you progress through the semester, so that there won't be a pile up to study at the end for the exam |
| 24 Hours | Reviewing information within 24 hours of learning it helps for increased retention of information |
| 4 Memorization strategies | Make it a game, color coding, frequent review, visual aid |
| Using visual, verbal, audio and movement to learn information | Exploration of the senses for memorization |
| Does learning disability in reading have an effect on a students spelling? | YES |
| Knowledge requirement for spelling | Phonics knowledge (letter to sound relationship) |
| Base of spelling | Phonemic awareness (sounds in word) + phonics knowledge (letter/sound relationship) = base of spelling |
| Teaching spelling | Instruction of spelling rules and grade appropriate words |
| How about spell check? | Yes, it is ok for older students to use the spell checker on the computer. |
| Fluid and flexible comfort with numbers and ability to do math mentally and use numbers in a variety of contexts | Good number sense |
| Number sense is to math as _______ _______ is to reading? | Phonemic awareness |
| Early literacy, early math? | Yes as it is important that students have early experiences with text and reading, it is also beneficial that students have the same early experiences with numbers, especially students with learning disabilities. |
| Special education math | Focuses more on memorization of facts and repetition and less focus on verbal reasoning and mathematical understanding |
Created by:
brownkb
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