How to teach children reading and spelling

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    06-Feb-2016

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How to teach children reading and spelling. Dr. Anna M. T. Bosman Special Education, Radboud Universiteit Nijmegen The Netherlands a.bosman@pwo.ru.nl www.annabosman.eu. The problem. Reading delays 10-15% in regular education 73% in special education Spelling delays No data Main cause - PowerPoint PPT Presentation

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<ul><li><p>How to teach children reading and spellingDr. Anna M. T. BosmanSpecial Education, Radboud Universiteit NijmegenThe Netherlands</p><p>a.bosman@pwo.ru.nlwww.annabosman.eu</p></li><li><p>The problemReading delays10-15% in regular education 73% in special educationSpelling delaysNo dataMain causeNeither intelligence nor background, but</p><p>Quality of instruction</p></li><li><p>My goalPrevention of reading and spelling problems in special (and regular) educationthrough</p><p>Effective Instruction</p></li><li><p>With what?The methodHow to teach children reading and spelling(HTCRS; Schraven, 1994/2004)</p><p>developed by Jos Schraven M.Ed.</p></li><li><p>Research questions What is the effect of HTCRS?</p><p>What level can be reached with HTCRS?</p><p>pertaining to students in special education</p></li><li><p>Participating schools</p></li><li><p>Mean age &amp; scores on cognitive tasksSPM = Nonverbal intelligence; Raven VOC = Vocabulary; Peabody LTM = Long-term memory; 12-words testSTM = Short-term memory; digit recall and backward digit recall</p></li><li><p>Test calender</p></li><li><p>Differences between schools</p></li><li><p>Phoneme blending (max. = 40)</p></li><li><p>Reading letters (max. = 34)</p></li><li><p>Reading CVC words (n/min.)</p></li><li><p>Reading CCVC words (n/min.) </p></li><li><p>Reading multi-syllable words (n/min.) </p></li><li><p>Phoneme segmentation (max. = 40)</p></li><li><p>Writing letters (max. = 34)</p></li><li><p>8-words dictation (max. = 8)</p></li><li><p>Spelling tests March (% correct)</p></li><li><p>Spelling tests June (% correct)</p></li><li><p>School levels </p></li><li><p>Dutch national norms (Cito)</p></li><li><p>Reading CVC-words in June</p></li><li><p>Reading CCVCCC-words in June</p></li><li><p>Reading multi-syllable words in June</p></li><li><p>Text-level 1 in June</p></li><li><p>Text-level 2 in June</p></li><li><p>Text-level 3 in June</p></li><li><p>Spelling level in March</p></li><li><p>Spelling level in June</p></li><li><p>ConclusionsReading and spelling is substantially and signficantly better in School X than Y and Z. Reading performance of School X is at the level of regular education.Spelling performance of School X is above the level of regular education.</p></li><li><p>Consistency levels of English and DutchLettersSounds[di:r] deer/dear[par] pair/pearTearWindEnglish 28%Dutch 37%English 69%Dutch 86% </p></li><li><p> S p e l lR e a d i n g n gWhatHowWhat makes HTCRS effective?</p></li><li><p>The WhatStructure of the orthography using a well-defined framework (meta-cognition)rulesways of thinkingof exercises based on task analysisReading exercises prior to reading (phoneme blending)Spelling exercises prior to spelling (phoneme segmentation)</p></li><li><p>The HowDirect instructionTeacher is modelRows facing the teacherDifferentiation during group lessonOrientation basis (Russian psychology)Concrete goalPractice each of the components Integration in existing knowledgeMulti-sensory basisVisual, auditory, and motorDaily repetition &amp; assessmentEach day same order of exercisesEach day a spelling test</p></li><li><p>Guaranteed success</p><p>Thank you for your attention</p><p>www.zoleerjekinderenlezenenspellen.nl</p></li></ul>