Making connections Kentucky Reading Conference:
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Making connections Kentucky Reading Conference:



Multisensory strategies for supporting the struggling reader. Includes strategies around the Five Essential Components of Reading identified in the National Reading Panel research (2000)

Multisensory strategies for supporting the struggling reader. Includes strategies around the Five Essential Components of Reading identified in the National Reading Panel research (2000)



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  • Name tags, first and last for door prizes
  • Handout in front with contact information
  • Jot a thought in 90 seconds. Share around the table. What do you know about multisensory instruction?
  • Receive information, store and assimilate using visual, verbal, auditory and motor pathwaysChilderen have weaknesses and strengths in areas when they come to schoolSome are prefer language and fit well in school but others are more visual modality which may make it difficultMust strenghthen language component
  • fill in the blank handout then cue slide
  • Why is comprehension a problem,
  • Page 15 Section 2 letter off E,M,S Jigsaw and summarize each principle in your groupCue slide when summarizing
  • Language based learning disorder = dyslexiap. 30Goal of receptive language: I need to figure out how the information is organized so I can understand itGoal of expressive language: I need to create and organize information so I can express myself clearly
  • After reading word correctly several times, and exact neural moddel is formed and permanently stored to be retrieved automatically.There is a breakdown in this process for children with dyslexiaReading is so complex that even one small problem along the way can interrupt the process.C have more problems with reading than any other process.Stop here and have conversation about what we just said.
  • Processing distinctive sounds in language, phonemes less well developed,dif. With phonemic awareness. Phonemic awareness is the ability to break words into wsmaller sounds which is not part of our nature. Must develop phomenic awareness in order to become a reader. Dyslexic children have a glitch in this system.30% of children having difficulty with phonemic awareness after one year of literacy instruction will very lilkely be the 20-30% of those who go on to have reading difficulty.Research in the 1990’s found this to be the most consistent marker of kids with dyslexia.#1 FalseBrick house and glasses example, p. 42-43
  • Auditory Processing is how the brain percieves and respond to what it hears. Discrimination: ability to distinguish and compare sounds in words.Memory: Short and Long term. Names, phone numbers, storiesSequencing: order of words. Difficulty with directions, number order, listsDyslexia is a language processing difficulty, not expressive language
  • Handout fill in blankHow I process what I hear: sequence, discrimination, memoryPhonemic Awareness tasks, Red Words,
  • Visual and auditory processing must work together, simultaneously. Of the auditory lags behind the visual, the eyes moved on before the sound is processed. We have to find a way to bring both systems to the same speedFastforwordBrain Gym
  • What is your bandwidth?Your conscious brains bandwidth…the higher the bandwidth the higher you cognitive performanceStore verbal bits in the working memory. Distinct deficits in poor readers.Commonly involve serial tasks such as a string of phonemes to make a word or words to make a sentenceVisual spatial memory: difficulty retaining the mental picture of the written word. P. 89-92Memory strategies for students page 23 section 2
  • Have participants do crazy eight and cross crawls and ear pullsHandout
  • handout
  • Pg. 34 Section 2Count off 1-4. jigsaw and Read pages 36-37Table discussion
  • Model and demonstrateLilly Mars 3
  • Moats articleRely on same mental representation of a wordKnowing how to spell a word makes it sturdy, for reading fluencyReading by sight depends on the ability to map letters and sounds to letter combinations
  • Upper grades onlyVideo ClipClip 4 Lilly
  • p. 105
  • Speaking and Listening
  • Jo RobinsonAll grades
  • How could you use this with your age group?
  • Say Ice Cream and have them draw a picture of what comes to mindReading from Chapter 3 Charlottes web.Discuss what you see or the process. Maybe draw a pic, crayons
  • Participants draw their visualizations using the Snapple lids from the center of the table.
  • Listening comprehension for the beginning readerLower gradesStephanie’s ponytail or Pinduli
  • Hairy Pest
  • How could you use this with your age group?

Making connections Kentucky Reading Conference: Making connections Kentucky Reading Conference: Presentation Transcript

  • Engage My Senses! Multisensory Instructional Strategies for Literacy Learning 2013 Kentucky Reading Conference
  • Session Overview • Components of Multisensory Reading Instruction • Strategies for Word Learning • Strategies for Vocabulary, Syntax • Strategies for Comprehension
  • V A K/T
  • What Kind of Learner? • Visual Learners 60% • Auditory Learners 30% • Kinesthetic Learners 10%
  • Comprehension- constructing meaning from text Comprehension Vocabulary Fluency Decoding Word Identification Phonics Fluency Phonics PA Decoding PA 7
  • Instructional Principles Explicit Systematic Multisensory
  • Receptive vs. Expressive Language
  • How the Brain Reads David Sousa, “How the Brain Learns” Text Seen Decoding DOG “duh-aw-guh” Vocabulary Reasoning Concept formation Meaning Word Identification
  • Dyslexia is a defect in the visual system causing people to see things backwards.
  • Myth Buster •Dyslexia results from a deficit in the phonological component of language.
  • Auditory Processing Discrimination Memory Sequencing
  • Phonological Deficits
  • Differences in Processing Speeds
  • Working Memory Deficits
  • Exercises that get the brain ready to read
  • 5 Step Review • ____% of learners are kinesthetic. • ______language includes reading and listening.______language includes writing and speaking. • Multisensory instruction includes these three pathways: • We must work to ______the weaker pathways.
  • Five Essential Components of Reading Instruction • Phonemic Awareness • Phonics • Vocabulary • Comprehension • Fluency
  • Kentucky Core Academic Standards
  • Phonemic Awareness and Phonics
  • Pebbles and Elastic
  • Why Teach Spelling? “ How Spelling Supports Reading” Louisa Moats
  • Finger Spelling Now Practice!
  • Red Words Now Practice!
  • Vocabulary : Semantics and Syntax
  • Bare Bones
  • Strategy • Students pair up with a partner. They will create a sentence from the starter the teacher gives them with at least seven words. One student makes up the sentence and the other counts the words. Then they switch. • Let’s Give It a Try!
  • delighted de light ed
  • Comprehension: Making Meaning from text
  • Can you visualize it?
  • Directed Listening Thinking
  • Question Wheel
  • Props for Paragraphs
  • “The Claw”
  • Lisa King