5024096
Descripción
Fichas por Megan Lawson, actualizado hace más de 1 año
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Creado por Megan Lawson
hace más de 8 años
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| Pregunta | Respuesta |
| The development of skilled reading - Castles & Nation, 2006 - lexical & sub-lexical skills - successful readers use both skills | - Westwood, 2007 - aspects of phonetic capability - used for reading interventions - rhyming - alliteration - exchanging - blending |
| Reading Interventions | - Whole - word approaches - lexical - Phonics approaches - sub-lexical |
| Whole - word approaches - lexical | - whole words paired with pictures & sounds |
| Phonics approaches - sub-lexical | - children explicitly taught letter-sound correspondences & trained to blend phonemes to create larger units of sound (synthetic phonics - small -> large) - children trained to observe common sounds across words & use this to identify patterns in spelling (analytic phonics - large -> small) |
| Clicker - Crick Software LTD. | - multi-media reading software - whole word approach - Oxford reading tree for Clicker - word activities, sentences & writing |
| Karemaker, 2010 + - naturalistic study - inervention lead to signif. greater gains in word recognition, word naming, rhyming & segmentation skills & grapheme awareness - teacher led intervention -AB-BA design | - improves teachers attitudes towards using ICT in class |
| ABRACADABRA A Balanced Reading Approach for Canadians Designed to Achieve Best Results for All. | - free web-based literacy program - range of diff texts & activities to support word reading, reading fluency, comp., & phonics |
| Savage, 2009 + - RCT - in class intervention led by trained facilitators - teachers?? - ABRA synthetic, ABRA analytic, control - greater overall improvements for ABRA students | Comaskey, 2009 - RCT - synthetic vs analytic phonics grps. - no diff in word reading ability btwn. grps. |
| Measures of literacy | - grapheme awareness (letter sound knowl.) - phonological awareness - reading ability - spelling ability - productive/receptive vocab |
| Other factors | - cost vs benefit - student motivation & confidence - ease of implementation - teachers attitude to intervention |
| Design considerations - ethical & practical | Potential designs -RCT -Naturalistic Approach -AB-BA design |
| RCT - intervention groups | + - good control x - practical - intervention can't be led by classroom teacher - inequality - visible to students |
| Naturalistic Approach - compare students in classrooms that already adopt one approach with students in classrooms that don't | + - ethical - experimenter has no influence - doesn't involve changes to standard classroom activites - no inequality - more likely to get access x - limited control |
| AB-BA Design - Group 1 : control then intervention - Group 2 : intervention then control | + - good control - btwn. groups design - all p's receive same intervention - ethical - can be carried out as whole class activity by teacher - practical x - involves changes to standard classroom activities - not practical |
| Other resources available to help support learning to read! | - Jolly Phonics - Word Shark (White Space LTD.) |
| Jolly Phonics | - multi-sensory synthetic phonics program - 5 skills + - Bower-Crane, 2008 - improvements in some measures of literacy & in tests associated with phonological awareness - makes phonics fun - pairs letters, sounds & actions |
| Word Shark | - computer games supported with sound, graphics & text - range of programmes |
| Dyslexia friendliness - Pavey, 2007 - teachers fully understand & are sympathetic to the needs of dyslexics & adjustments are made to day-to-day routines & teaching that benefit ALL learners = support rather than intervene | The Dyslexia Friendly School - Pavey, 2007 - regular staff training & designated specialist - +ve attitudes to SEN & disability - structured multisensory teaching as standard |
| The Dyslexia Friendly Classroom - Pavey, 2007; DfES, 2007 - 3 tier approach - teacher should foster a classroom culture of peer support - IEPs - Individual Education Plans!! - identify concrete steps towards progression & involve pupils in target setting | 1. inclusive general teaching strategies 2. group teaching for those in need 3. specialist support for those most in need - IEPs - address primary & secondary difficulties |
| Dyslexia - Primary difficulties | - deficit in phonological &/or visual processing &/or memory - primary areas of difficulty: - reading - writing - spelling - memory |
| Good practice in the dyslexia friendly classroom | - classroom organisation - calm & structured environment - sit near front & sit dyslexic next to 'study buddy' - task structure - break activities into smaller task (watch out for fatigue) - approach - give plenty of praise & +ve feedback |
| Strategies to aid reading - books/worksheets - blackboard work | Strategies to aid writing - make use of ICT - mark work together - physical writing aids, e.g. pencil grip - alternatives to writing, e.g. oral pres., diagrams |
| Strategies to aid spelling - phonetic dictionaries - key word banks - mnemonics - use of spell checkers - 'spelling buddies' | Strategies to aid memory - visual timetables - cue cards - colour code lessons/books |
| Strategies to support over-learning - acquisition - flash cards - fluency - prompt sheets - maintenance & generalisation - home-school links/practice - adaptation - require & test new skills in diff contexts | Waves of Impact A = condition - reading difficulty B = behaviour - avoidant/frustrated C = attitude - to own work/parental & teachers attitudes to them |
| Dyslexia - Secondary difficulties | Vygotsky, 1983 - social problems - feelings of alienation, under-achievement, frustration, lack of motivation, low self-esteem & confidence |
| SEN as developmental difference | Vygotsky, 1983 - SEN not developed less, just developed differently |
| Social & emotional consequences of dyslexia - Riddick, 1996 | - low motivation - disruptive behaviour - low self-esteem - TEACHERS ROLE!! |
| Intervention = cyclical process | - improving reading confidence will support reading ability & vice versa |
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