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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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slide2
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

slide3
Prerequisites Class Is Much Needed Especially With The Current Emphasis On Early Childhood Instruction

Designed for teachers of:

  • PRESCHOOL
  • KINDERGARTEN
  • FIRST GRADE
slide4
Ten Contact Hours
  • May be a week-end class
  • Once weekly for 3 or 4 weeks
overview of course
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
background
Background
  • Pioneers
  • Modalities for Instruction
  • A Multisensory Approach
  • Slingerland® Instruction, an Integrated Approach
slingerland instruction an integrated approach
Slingerland® Instruction: An Integrated Approach
  • Oral Language
  • Handwriting
  • Encoding and Decoding Skills
  • Spelling
  • Written Expression
  • Reading Comprehension
  • Organizational Skills
neurodevelopmental demands as related to school readiness
NEURODEVELOPMENTAL DEMANDS AS RELATED TO SCHOOL READINESS

Regulation

  • Related to alertness, processing and planning

Organization

  • Temporal Sequential Ordering
  • Related to awareness, sequencing, serial order
slide9
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
slide10
Neuro-motor Functions
  • Body position sense
  • Finger localization
  • Spatial orientation
  • Gross and fine motor output
  • Motor feedback

Preservation

Memory Capacities

Prior Knowledge

slide11
Sophistication
  • Critical thinking
  • Rule appreciation
  • Metacognition

Social Cognitive Functions

  • Perspective-taking
  • Cue reading
readiness references
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.

social and physical readiness for reading
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.

question of the day
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 …

slide16
AUDITORY PROCESSING

PHONOLOGICAL PROCESSING

Phonological Memory Phonological Awareness

Naming Speed

Phonemic Awareness

Phoneme Blending Phoneme Segmentation Phoneme Manipulation

White, 2009

kaufman s hierarchy of skills
Kaufman’s Hierarchy of Skills
  • Rhyming Tasks
  • Categorization Tasks
  • Identification
  • Segmentation Training Procedures

Sentence/ phrase/compound words/phoneme splitting

  • Blending Tasks
  • Phoneme Manipulation Tasks
slide18
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
slide19

Speech #1, p 11

Classification

Pp 13 – 15

auditory p 28
Auditory p 28
  • Echo clapping
  • Recalling a series of directions
kinesthetic motor p 107
Kinesthetic – motor p 107
  • Identification of an object by feel
orientation pp 111 120
Orientation pp 111- 120
  • Before and after
learning to write
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

the writing lesson
THE WRITING LESSON

The strongest memory is kinesthetic.

Sigmund Freud

letter form and phonics
Letter Form and Phonics
  • Prelearning of writing may include blackboard work, crayons and use of stencils.
posture
Posture
  • Desk clear and 2” higher than the bent elbow
  • Feet flat
  • Back straight
  • Non writing hand holding paper
slide28
Handedness

Paper folds

Tripod Pencil Grip

Paper position

selecting letters to teach
Selecting Letters to Teach
  • Ease of formation
  • Ease of sound
  • Need
learning to write1
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

visual and auditory alphabet cards
VISUAL AND AUDITORY ALPHABET CARDS

For automatic, inter-sensory association

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