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Inclusive Literacy. By Sherri Bohne. Literacy is the Most I mportant P art of Education. Literacy involves using reading, writing, speaking, listening, and viewing Literacy is essential for all learning
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InclusiveLiteracy By Sherri Bohne
Literacy is the Most Important Part of Education • Literacy involves using reading, writing, speaking, listening, and viewing • Literacy is essential for all learning • Effective learning in literacy includes allowing students to explore interests at their own rate and learning level based on their best learning mode
Reading and Writing Disorders • 80% of students with a learning disorder have problems with language arts • Reading disorder commonly called dyslexia • Writing disorder called disorder of written expression • 20%-55% of students with a reading disorder have ADHD • 25% of students with a reading disorder have conduct disorder
Reading Disorder Symptoms Slow reading speed Poor comprehension when reading material Omission of words while reading Reversal of words or letters while reading Difficulty decoding syllables or single words Limited sight word vocabulary
Disorder of Written Expression Symptoms • Poor or illegible handwriting • Poorly formed letters or numbers • Excessive spelling errors • Excessive punctuation errors • Excessive grammar errors • Sentences that lack logical cohesion • Paragraphs and stories that are missing elements or lack logical transitions • Deficient writing skills that impact academic achievement or daily life
Resources for Reading and Writing Disorders • Learning Disabilities Association of Utah • Utah State Office of Education • Utah State Resources Literacy and Learning Disabilities
Literacy instruction should teach students to use strategies like making connections between old and new knowledge, self-questioning to deepen understanding andusing sensory methods to repair confusion and monitoring understanding of the text.
Reading Workshop • The Reading Workshop plan allows students at differing reading levels to work together. The plan includes the following: • Read Alouds • Shared Reading Time • K-W-H-L Charts • Reciprocal Teaching • Graphic Organizers and Timelines
Read Alouds • Teachers read to your students • at least 5 minutes a day! • Select materials that build students background knowledge • Cover the core curriculum • Choose books that students are • interested in
Using K-W-H-L charts helps students organizetheir inquires and gives the teacher a greatassessment tool that they can use to furtherstudent knowledge.
Graphic Organizers Graphic Organizers provide students with visual information that compliments the class discussion or text. They improve reading comprehension, increase thinking skills and learning of content area subjects.
Timelines Timelines help students have an understanding of the temporal order of events and they can become more actively engaged in the sequence of occurrences.
Reciprocal Teaching Groups of students read, predict, question, clarify and summarize the material. Student directed groups monitor their understanding.
Writing Workshop • Writing workshop should be at least four times a week, with children’s choice of writing topic. Students should write for a real audience. • Writing workshop involves the following components: • Spellingand phonics • Grammar • Individual writing work • Sharing with groups • Publishing
Spelling and VocabularySpelling and vocabulary lists need to be selected from students writings. Words that are constantly misspelled and words that the students need to know for science, math and social studies.Creating crossword puzzles, word sort, word search, guess the covered word and bingo are fun ways to make spelling enjoyable!
http://pbskids.org/wordgirl/games/comicstripcapers/ Computer Word Games Computers are a great tool to get students interested in creating their own stories and comics books.
Individual Writing Journals about daily life, letters to their parents and stories about a favorite character in a book are ways that students can write for a real purpose. Their writing should be authentic.
Sharing Students can work with other students to edit, correct spelling and grammar errors and ensure that the writing piece communicates well to others. Students can share ideas, get feedback, and learn strategies for helping one another and develop trusting relationships.
Publishing Compiling students work into a classroom book that is sent home for the family, having a choral reading or sharing works with younger classes are ways we can bolster students feelings of accomplishment.
Commercial Help Slingerland Approach – Designed to help dyslexic students and other learning disabled students with speaking, writing, reading and spelling. Learning takes place with auditory, visual and kinesthetic motor processing. Stevenson Program – Strategic uses of mnemonics and visual clues to teach letters and vowel patterns that help students unlock multi-syllable words. Introduces imaging as the first in several literacy building steps. Making Connections – Program that includes units where a particular skill is targeted and practiced. Uses procedures for before, during and after reading of texts. Activates prior knowledge, monitors comprehension, generating and answering of questions and completing graphic organizers.
References Fisher, D., Frey, N., Williams, D. (2002, November 5). Seven Literary Strategies That Work. Retrieved from www.pbs.org/teacherline/ courses/rdla220/doc/fisher.pdf Graves, D. H. (1985, December 1). All Children Can Write. Retrieved www.readingrockets.org/article/6204 Pearson Custom Education. (2011). EDU 2011 Inclusive Classrooms. Boston, MA: Pearson Learning Solutions/A Pearson Education Company Utah State Board of Education. (2011). Utah Statewide Scores on Criterion Reference Tests 2010-2011. Retrieved from www. schools.utah.gov/assessment/Reports/Results_CRT_State_ 10-11.aspx
