Second Chance Readers: Support for
Adolescents with Reading Disabilities
Illinois Association of Administrators
of Special Education
Donna Herman
Carl Sandburg High School
[email protected]
Suellen Fansher
Victor J. Andrew High School
[email protected]
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Components of Adolescent Literacy
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Motivation
Fluency
Vocabulary
Phonics
Writing
Comprehension
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Comprehension
D. Herman & S. Fansher
IAASE Fall Conference
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Connections
Inferences
Synthesizing
Determine
Importance
Visualization
Fix-up
Strategies
Questions
Prediction
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IAASE Fall Conference
Y-Values
3.5
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2.5
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YValues
1.5
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0.5
0
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5
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D. Herman & S. Fansher
IAASE Fall Conference
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Academic reading by students
Charts/Graphs
Music
Textbooks
InstructionsProcedures
On-Line Text
Short Fiction
Novels
Poetry- Drama
PeriodicalsMagazines
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Content Comprehension (in a nutshell)
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Procedures
Facts
Vocabulary
Formulas
Visuals/Data Tables
Note-taking
Problem Solving
Analysis/Synthesis
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Symbols
Shorthand
Sequence
Word problems
Writing
Critical Thinking
Narrative/Expository
Primary/Secondary
Prose
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Disabilities in the Classroom
D. Herman & S. Fansher
IAASE Fall Conference
Learning Disability-LD
Intellectual Disability- ID
ADD/ADHD
Emotional/Behavioral
Autism-spectrum
Visual/Hearing Impaired
Physical Disability
Speech & Language
Cognitive Impairment
9-25-14
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Characteristics of Reading Disabilities
Decoding & Fluency Difficulties
• Difficulty sounding out words
• Recognizing words out of
context
• Confusion between letters and
sounds
• Slow reading rate out loud
• Reading without expression
• Ignoring or not recognizing
punctuation.
Comprehension Difficulties
• Minimal mental energy left for
understanding.
• Confusion about the meaning of
words and sentences.
• Inability to connect ideas in a
passage.
• Omission of, or glossing over,
detail.
• Difficulty distinguishing
significant information from
minor details.
• Lack of concentration during
reading
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Dyslexia
• Lifelong challenge.
• Language-based processing disorder.
▫ Hinders reading, writing, spelling and sometimes
speaking.
• Dyslexia is not
▫ A sign of poor intelligence
▫ Or laziness
▫ Or impaired hearing or vision.
Children and adults with dyslexia have a
neurological disorder that causes their brains to
process and interpret information differently.
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Students with disabilities
may have difficulty with
one or more…
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Lacks organizational skills
Struggles with planning
Processing
Memory
Decoding
Visual representations
Sequencing
Transitions
Staying focused
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Proficient Readers can
typically…
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Organize information
Set purpose for reading
Determine importance
Make connections
Repair Meaning
Visualize
Synthesize
Predict
focus
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D. Herman & S. Fansher
IAASE Fall Conference
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Other Characteristics
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Maslow
Social cues
Embarrassment
Lack of knowledge about disability
Learned behaviors
Skill gap
Fitting in
Family -circle of life
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Burke Interview
D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
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I’m a good reader because I read FAST.
I’m a good reader because I know WORDS.
If I don’t know the word, I _____ it.
Reading is BORING.
I have no idea what I read when I read.
I would help someone read by telling them the
word.
• I LIKE reading!
• I HATE reading!
• Reading is NOT fun.
*Burke Interview, 2006-2011
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Let’s Help Them Read!
• Motivation
• Direct instruction-cognitive & strategic reading strategies
• Accessible challenging text
▫ High interest, low readability
▫ Assistive technology
• Engagement
• Modeling
• Encouragement
▫ Recognize frustration
• Wait time
▫ Silence is golden
• High expectations
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D. Herman & S. Fansher
IAASE Fall Conference
Let’s Help Them Read!
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(cont’d)
• Impact of disability on reading
• Components of cognitive reading strategies
▫ Not in isolation
• Multiple ability levels
▫ Smart RTI MTSS
• Purpose of reading assignment
• Personal bias
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
The Supper Table in 318
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Sacred time of SSR
Writing responses
Friday free read
Laughter around the table
Deep & meaningful conversations
Challenging & engaging texts
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Curious Incident of the Dog in the nighttime
Black and White
Of Beetles and Angels
Hunger Games
Hatchet
Divergent
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Technical terms-decoding magic!
D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
pneumonoultramicroscopicsilcovolcanoconiosis
Because of his closeness to Mount St. Helens, he contracted
pneumonoultramicroscopicsilcovolcanoconiosis.
pneumono:
ultra:
micro:
scopic:
silico:
volcano:
coni (konis):
osis:
Word Roots
related to the lungs
super
small
related to a viewing instrument
the mineral silicon
eruption in the earth from which molten rock,
steam, & dust issue
dust
referring to a diseased condition
Readence, Bean, and Baldwin 2000
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Pneumonoultramicroscopicsilicovolcanoconiosis
is a disease of the lungs caused by habitual
inhalation of very fine silicon dust particles
Readence, Bean, and Baldwin 2000
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Wait time
Authentic text
Vocabulary
Verbal
response
• Visuals
• Building
background
knowledge*
• Think aloud
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Repetition
Music
Associations*
Exit/entrance
slips
Think aloud
Visuals
Immediacy
Graphic
organizers
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Organization
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Memory
Processing
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IAASE Fall Conference
• Interactive
notebook*
• Graphic
organizers
• Assistive
technology
• Deadlines
• Data charting
• Scheduled
checks
• Individual
assistance
• Modeling
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• Technical
terms*
• Word parts*
• Fluency
practice
• Personalized
vocabulary
books
Sequencing
• Text
interaction
• Picture
books*
• Multi sensory
• Interactive
notebook
• Purpose
• Assistive
technology
Decoding
Focus
D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
• Graphic
organizers
• Visuals
• Picture walks
• Paragraph or
main idea
puzzles*
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D. Herman & S. Fansher
IAASE Fall Conference
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Reading support & motivation
Read so you can….
Developmental language
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Focus attention
Set purpose
Find patterns
Higher level thinking
Roadmap
Word knowledge
Parts of speech
Connections-relationships
Grammar rules
Context
The Itsy Bitsy Spider…
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Motivating Reading Success
D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Before
▫ Build & assess background knowledge
▫ Anticipation guides, KWL, Brainstorm
▫ Vocabulary-Relevance
During
▫ Text interaction
▫ Annotation/selective highlighting/questioning
▫ Think Alouds
▫ Checking guides for accuracy/correcting
▫ Connection & repair
After
▫ Collaborative presentations/discussion
▫ Categorizing information
▫ Synthesize
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Student Voice from 318
• “I’ve read more books this year than I did during
grade school”
• “I can’t wait until we read Hunger Games!”
• “Can we just please read-I just got to a good
place.”
• “I don’t understand what I’m reading”
• “I can’t make any connections to this book.”
• “What? I’m reading”
• “Does reading on the computer count?”
• “This hurts my brain”
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D. Herman & S. Fansher
IAASE Fall Conference
9-25-14
Teacher reality checks from 318
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“That’s called fake reading, and yes, I know”
“You read that many pages in 10 minutes?”
“Could you just humor me for today and read?”
“OMG-did you just hear what you read?!!!”
“Really, you know all those words?”
“Look what you have accomplished!”
“Reading on the computer is READING”
“Tell me more…”
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D. Herman & S. Fansher
IAASE Fall Conference
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D. Herman & S. Fansher
IAASE Fall Conference
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RTI MTSS and Common Core
“Concern about access should not prevent
practitioners from providing out-of-level
instruction to meet students’ academic needs.”
D. Fuchs, L. Fuchs, D. Compton (2012). Exceptional Children, 78(3), 263-277
True access to the general education curriculum
allows students to learn!
Resources
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• Heller, R. and Greenleaf, C. (2007). Literacy instruction in the content
areas: Getting to the core of middle and high school improvement.
Washington, DC: Alliance for Excellent Education
• Readence J.E. Bean, T.W., Baldwin, R.S., (2004). Content area
literacy. An integrated approach. Dubuque, IA: Kendal/Hunt
• Fisher, D., Brozo, W.G.,Frey, N., Ivey, G. (2007). 50 content area
strategies for adolescent literacy. Upper Saddle River, NJ: Pearson
Education, Inc.
• Illinois Reading Council
• Will County Reading Council
• International Reading Association
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Resources
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www.ldonline.org
www.isbe.net
www.cec.sped.org
www.studygs.net
www.eduplace.com/graphicor
ganizer
• www.readingquest.org/strat
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www.Tarheel.org
www.values.com
www.news-2-you.com
http://ludwigteachers.d92.org
/creek/creek/Vocabulary_2.0.
html