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Cirg 654 Class Meeting #2

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Cirg 654 Class Meeting #2

  1. 1. DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES, LEVEL II CIRG 654 Holly Miles and Tarabeth Brumfield
  2. 2. Agenda <ul><li>Slideshare </li></ul><ul><li>Chapter 9-Selecting Materials </li></ul>
  3. 3. Group Brainstorm <ul><li>Generate a list of reading materials you have used in the past with struggling readers. </li></ul><ul><li>Post list </li></ul>
  4. 4. Chapter 9-Selecting Materials <ul><li>Major Decisions as a Diagnostic Teacher: </li></ul><ul><ul><li>Select instructional materials that fits the student’s performance. </li></ul></ul><ul><ul><li>Find an instructional range to inform decisions about instructional materials. </li></ul></ul><ul><li>Why is this a Major Decision? </li></ul><ul><ul><li>It can allow students and teachers to make changes that can advance student reading performances. </li></ul></ul>
  5. 5. Levels of Text for Readers <ul><li>Independent 95%-100% </li></ul><ul><li>Instructional 90%-95% </li></ul><ul><li>Frustration 90% accuracy and below </li></ul>
  6. 6. The Core…A prescribed plan? <ul><li>Let’s Talk </li></ul><ul><li>Read the last paragraph on page 148 of your text out loud to your partner…be prepared to discuss. </li></ul>
  7. 7. Basic Types of Materials
  8. 8. Other Specific Programs <ul><li>Phonemic Awareness Kit </li></ul><ul><li>Tucker Signing </li></ul><ul><li>Triumphs by McMillian-McGraw Hill </li></ul><ul><li>REWARDS </li></ul>
  9. 9. We know the materials…now what? <ul><li>In your group, read to present on the following topics: </li></ul><ul><ul><li>Matching the text to the reader </li></ul></ul><ul><ul><li>Evaluating the text </li></ul></ul>
  10. 10. Other things to consider <ul><li>Interest </li></ul><ul><ul><li>When the story is interesting, the book is easier to read. </li></ul></ul><ul><ul><li>Vocabulary </li></ul></ul><ul><li>Choice </li></ul><ul><ul><li>Provide students with a set of books to choose that are appropriate. </li></ul></ul>
  11. 11. Other things to consider <ul><li>Background Knowledge of the Reader </li></ul><ul><ul><li>Finding the optimal match between interest and knowledge </li></ul></ul><ul><li>Length of the Book </li></ul><ul><ul><li>The attention span of many struggling readers is relatively short…therefore, it is better to read two short books instead of one long book. </li></ul></ul>
  12. 12. Final Thought <ul><li>What issues might you face as a Literacy Coach/Facilitator by using various assessment and selecting appropriate materials? </li></ul>

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