RED 4519 Day 1 Dr. Michelle Kelley. Diagnostic & Corrective Reading. Today’s Goals. Create our learning environment Revisit the definition of reading Go over chapter Literacy learning theories Reading models ELLs and literacy practices Relevant legislation related to literacy.
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Diagnostic & Corrective
Peter led Bridget into the waiting room.
The other patients watched her circumspectly, and several also began pacing.
Put Reading First, CIERA and NIFL, 2001
Shared model which begins with end in mind.
Discuss this quote with an elbow partner!!!
Goals for Today-
Discuss effective teachers
Role of motivation
Write a characteristic/trait of an effective teachers and/or coaches.
Discuss A or B with an elbow partner:
Edmunds & Bauserman, 2006
Finish Chapter 2: The Literacy Event- We already discussed the teacher
Review Assessment Terms
Prompting based on cueing systems- HO 3-4.
Visual – 40% +/-of population
Auditory- 30% +/-
Kinesthetic/Tactile- 5% +/-
1. Linguistic: Ability to use and manipulate languages.
2. Logical: Mathematical: Ability to understand causes and effects, to calculate easily, and to think abstractly.
3. Spatial: Ability to represent the spatial world in one’s mind.
4. Kinesthetic: Ability to use one’s body.
5. Musical: Ability to hear rhythms and melodies.
6. Intrapersonal: Ability to understand oneself.
7. Interpersonal: Ability to interact with and understand others.
8. Naturalistic: Ability to discriminate among the parts of nature.
9. Existential: Ability to understand philosophies and theories.
With Learning Styles partner view pictures and discuss person’s MI strengths and weaknesses.
If children could work on literacy tasks most of the time at a level of success, we would have solved the biggest problem in learning to read and write.Don Holdaway
Why does this matter?
85 % of everything children read should be
easy for them
15 % should be a bit of a challenge making it the
0% at the difficult level because it provides no
Purpose for learning
Richard Allington, 1996
Three Levels of Text Difficulty (p. 32)
1. Open you reading book to any page with text.
2. Read the page.
3. Hold up a finger for each word you do not know.
4. Now, can you remember what you read? If no, find a new book!!!
0-1 Fingers Easy Book
2-3 Fingers Okay Book
4-5 Fingers Challenging Book’
More than 5 Fingers Too Hard!!!