Reading Metamorphous

MICHAEL SYKES

Language
Written Language
1. 2. Writing (expressive) Reading (receptive) 1. 2.

Oral Language
Speaking (expressive) Listening (receptive)

Written language is secondary and it come after oral language and it is not a natural skill.

Oral language is the foundation, it sit on top of written language. Its a natural skill.

Language Models

There are three different models of oral and written language. 1. 2. 3. Linguistics: Structures of language Cognitive Psychology: Processes contributing to language Sociology: Functions of language

Oral Language Model

Language

Linguistics:

Structures of Oral

Phonology (sound structure) The parts of all languages. 44 sounds that letters make. Morphology (word structure) How words are made. Semantics (vocabulary) Meaning of words. The best way to support reading comprehension. Syntax (grammar) Semantic Relationship How the words and meaning connect

Oral Language Model

contributing to Oral Language

Cognitive Psychology:

Processes

Sensation (hearing, seeing) the way you get information. If one sense is defective you might need to use another sense to compensate, this is called code switching.
Attention Coming to and sustaining how long you can stay on task. Connor rating scale measures how long a student can pay attention on a boring task. This is a psychometric test and it is highly productive Auditory Perception (compare/contrast) Identifying the difference between two things. For example; fine, find. If you cant hear the difference this will affect your phonemic awareness and affect the way read and spell. It also will make it very difficult to understand the word that people are saying when they are talking to you. Auditory Memory Symbolic Development (referents) Conceptual Development (combining symbols)

Oral Language Model

Auditory Memory
Sensory inputs Sensory register Short-term storage----------Attention

Long-term storage-----------Rehearsal
The more times you tag information with other modalities the better you remember it. Symbolic Development (referents) One things stands for another- alphabet stands for sounds- pecs Conceptual Development (combining symbols) Putting letter together that make up sounds and the sounds together make up words.

Oral language Model

Sociology :
Functions of Oral Language

Discourse - conversational analyzes, common language A higher level than grammar/word Driving the meaning

Underlying interactional competence/ meanings

Cultural participation Voluntary reading and writing. How often does he read, doe she go to the Library, does he read to his sibling, etc Power/ status issues lack of eye contact, how people respond to you, marginalize

Conversational repair

Getting closer to the same language or meaning. Are the two parties effectively communicating about the same topic and having effective discourse

Written Language Models

Linguistics:

Structures of Written Language a.k.a. the Five components of Reading Phonological awareness (phonology) An awareness of the structures of spoken language sentences words, rhymes, and sound Phonics (word structure morphology, orthography, syllabication)

Vocabulary (semantics) -60,000 90,000 words to have in a expressive vocabulary for a college student.
Comprehension (syntax, semantic relationship) Fluency (processing speed) Fluency really starts when students are in the second grade The teacher should read to the student from pre-K to 2nd grade on, they should be reading to the teacher.

Instruction
Example: 1st Grade student 90 minute block 45 minute applied in text, practice on the skills you worked on. (miles on your tough, closing the door after you worked on the skills, meaning you have to apply what you have learned) 1st grade Correlation Between Decoding & Comprehension .89 *2 = 81% 4 types of instruction Screening, diagnosis, progress monitoring, outcomes

Instruction

For students to learn a specific skill it take GT students 1-4 times, average students 4-14 times, and special education students 14-400 times.
50% drill and practice 50% Reading No nos whole to part, imbedded skills, looking at pictures instead of reading, shared book

What every teacher should know

Visual system is limited, its based on memory. If students learn how to read based upon memory they will only reach a third grade level. Before 3rd grade you get vocabulary through oral language After 3rd grade vocabulary through reading Imbedded instruction instruct when the student makes a error, not the best way to teach reading, this approach believes reading is a natural skill Explicit Instruction you practice what skills you need to know in order to learn how to read All students dont pick up vocabulary by just reading, vocabulary has to be taught

More of what every teacher should know

Left side of the brain is language Brocas Area If you have damage to the left side of your brain, you might have issues with language

Band width what the student meaning of a word milk can mean pop, soda, juice
TBI and other brain injuries depend on three factors : Age, Tissue damage, Area of the injury 5% come reading 35% will learn to read no matter what 60% will need help Code Switch Because a student may have an impairment in hearing, you teach them phonics visually

More of what every teacher should know continued

90 minutes a day to teach mastery

30 minutes a day for every year your behind

When a student has a strength in a certain area, use that area and pair it with a area of weakness pairing visual with auditory when the student struggles with auditory input Most students that have reading problems are because they have auditory problems Addictions change the way the brain thinks 250 phoneme and grapheme relationships

Remembering the 5 components

Phonemic awareness What you hear, what you hear Phonics Fluency speed) sounds tied to letters Automaticity with meaning ( not about eyes tied to

Vocabulary fuels comprehension us up

Text comprehension I get it!!!!!!!!

words that wrap

Reading Metamorphous

Leafs of Phonics
oy oo a C H -ing oi ck

PreDiphthongs Vowel digraphs R-controlled Consonant blends Schwa Long Vowels

Surrounded by Vocabulary and Fluency

Wings of Comprehension