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An Introduction to PREREQUISITES FOR BEGINNING READING

An Introduction to PREREQUISITES FOR BEGINNING READING. Bev Wolf 2010. Academic self-image is shaped between the ages of 3 and 10…. Children who take an early dislike to schoolwork or have doubts about their academic worth face disadvantage in all future learning.

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An Introduction to PREREQUISITES FOR BEGINNING READING

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  1. An Introduction to PREREQUISITES FOR BEGINNING READING Bev Wolf 2010

  2. Academic self-image is shaped between the ages of 3 and 10…. Children who take an early dislike to schoolwork or have doubts about their academic worth face disadvantage in all future learning. Report from Carnegie Corporation’s Task Force on Learning in the Primary Grades

  3. Prerequisites Class Is Much Needed Especially With The Current Emphasis On Early Childhood Instruction Designed for teachers of: • PRESCHOOL • KINDERGARTEN • FIRST GRADE

  4. Ten Contact Hours • May be a week-end class • Once weekly for 3 or 4 weeks

  5. Overview of Course • Background • Prerequisites for Reading • Neuro-developmental demands • Language development • Phonologic Awareness • Learning to Write /Letter forms and sounds • Alphabet Cards Phonics review

  6. Background • Pioneers • Modalities for Instruction • A Multisensory Approach • Slingerland® Instruction, an Integrated Approach

  7. Slingerland® Instruction: An Integrated Approach • Oral Language • Handwriting • Encoding and Decoding Skills • Spelling • Written Expression • Reading Comprehension • Organizational Skills

  8. NEURODEVELOPMENTAL DEMANDS AS RELATED TO SCHOOL READINESS Regulation • Related to alertness, processing and planning Organization • Temporal Sequential Ordering • Related to awareness, sequencing, serial order

  9. Spatial Ordering • Related to visual learning – pattern definition, visual imagery representation, and visual discrimination Interpretation and Implementation • Language Functions • Phonological Awareness • Verbal fluency • Word usage • Knowledge of how language works • Semantic network • Listening skills

  10. Neuro-motor Functions • Body position sense • Finger localization • Spatial orientation • Gross and fine motor output • Motor feedback Preservation Memory Capacities Prior Knowledge

  11. Sophistication • Critical thinking • Rule appreciation • Metacognition Social Cognitive Functions • Perspective-taking • Cue reading

  12. Readiness References Levine M. ( 1997) A Table of Neurodevelopmental Constructs and their Principal Elemental Functions Educators Publishing Service Cambridge MA. Slingerland, B. (1976) Prereading Screening Procedures Educators Publishing Service Cambridge MA.

  13. Social and Physical ReadinessFor Reading 1/ The child is socially aware. Piaget says that the child is then emotionally ready for reading. 2/ Myelinization of the nerve endings has been completed. 3/ The eyes have developed for close vision.

  14. Language DevelopmentVocabulary Development

  15. Question of the Day • One part My favorite animal is … • Two part My favorite animal is … because … • Three part My favorite animal is … because … I would feed him …

  16. AUDITORY PROCESSING  PHONOLOGICAL PROCESSING Phonological Memory Phonological Awareness Naming Speed  Phonemic Awareness  Phoneme Blending Phoneme Segmentation Phoneme Manipulation White, 2009

  17. Kaufman’s Hierarchy of Skills • Rhyming Tasks • Categorization Tasks • Identification • Segmentation Training Procedures Sentence/ phrase/compound words/phoneme splitting • Blending Tasks • Phoneme Manipulation Tasks

  18. The activities on the following pages prepare children for formal instruction. • Speech pp 11 - 24 •  Auditory pp 25 - 68 •  Visual Recall pp 99 - 106 •  K-m pp 107 - 109 •  Orientation pp 111 - 120

  19. Speech #1, p 11 Classification Pp 13 – 15

  20. Auditory p 28 • Echo clapping • Recalling a series of directions

  21. Visual Recall p 100 • Group naming

  22. Kinesthetic – motor p 107 • Identification of an object by feel

  23. Orientation pp 111- 120 • Before and after

  24. Learning to Write Visual Auditory A- Cards A. Cards B. Encoding B. Decoding C. Spelling C. Prep for Reading D. Dictation D. Structured Reading E. Goal- Independent Writing E. Goal- Independent Reading

  25. THE WRITING LESSON The strongest memory is kinesthetic. Sigmund Freud

  26. Letter Form and Phonics • Prelearning of writing may include blackboard work, crayons and use of stencils.

  27. Posture • Desk clear and 2” higher than the bent elbow • Feet flat • Back straight • Non writing hand holding paper

  28. Handedness Paper folds Tripod Pencil Grip Paper position

  29. Selecting Letters to Teach • Ease of formation • Ease of sound • Need

  30. Learning to Write 1. Introduction, name of letter 2. Form of letter -- single child at board 3. Several children at board 4. Permanent pattern – fingers/ pencil 5. Expendable pattern, trace, copy, write

  31. VISUAL AND AUDITORY ALPHABET CARDS For automatic, inter-sensory association

  32. Texts • Slingerland, B. (1967) Prerequisites for Beginning Reading • Royal, N. (2003) Preparing Children for Success in Reading

  33. REQUIREMENTS • Question of the day • Write and present 1 stage, 2 stage, and 3 stage questions • Teach a phonologic awareness activity • Prepare and present a lesson from 2 different areas: • speech, auditory, visual recall, orientation, kinesthetic • Prepare patterns and teach a letter of the alphabet

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