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PED626

Required Notetaking

Cornell Notes

Week 3 Required Resources

Textbook

Read the following chapters in the Mather and Wendling text:

  • Chapter 7: Instruction in Phonological Awareness: Early Reading/Spelling Skills   

    • This chapter provides an overview of direct instruction in phonological awareness, early reading skills, and spelling skills.  The way to approach phonological awareness is provided. Tasks like blending, segmenting, and understanding phoneme-grapheme relationships are explored. The relationship for EL students and reading development is examined.  Different programs to address phonological awareness. 

  • Chapter 8: Instruction in Basic Reading and Spelling Skills 

    • This chapter has a focus on basic reading skills and provides a framework to understand basic phonics thermology.  The five phonics instructional approaches are explored.  Decodable text, another aspect of phonic instruction, is explained.  Structural analysis (breaking words down into parts) is explained and explored. Different approaches to address development in this area are explored (e.g., Wilson, Fernald, etc.). Irregular words and high-frequency words are explored.  The foundations of spelling and the relationship between spelling and dyslexia are examined.  The ways to teach orthography, morphology, and phonology are provided. Weaknesses in each of these areas are explained, and the ways the weaknesses impact learners are provided.     

  • Chapter 9 Instruction in Reading Fluency 

    • In this chapter, you can expect to gain insight into information regarding reading fluency. Strong readers read accurately, with a good rate of reading and they include inflection/expression. Combining these aspects together results in better reading comprehension.  Reading fluency is comprised of three main components: Accuracy, rate of reading, and expression/prosody.   Reading skills are developed in grades 1-3.  In fourth grade, a shift occurs where students transition from learning to read to reading to learn. Struggling readers by the fourth grade typically fall behind academically. Dysfluent readers struggle and remediating dysfluent readers is challenging. Interventions to address students who struggle with reading fluency are explored in this chapter.   

  • Chapter 10 Technology Applications for Students with Dyslexia 

    • This chapter includes information related to the use of technology and resources designed to support students identified with dyslexia. This chapter contains information regarding different types of technology. Assistive technology (AT) is defined and explored. Different technology tools are identified and discussed. Supports like text-to-speech, screen reading programs, and speech recognition are examined.  Instructional planning and building a framework for instruction in providing examples of Universal Design for Learning (UDL) and Differentiated Instruction (DI) strategies.   

  • Appendix: Descriptions of Evidence-Based Programs 

    • The Appendix contains information about several evidence-based programs to address the needs of students with dyslexia profiles. This information is helpful in understanding the different programs that are implemented in local districts.    

Videos

Reading Instruction: The Big 5 Overview (10:38) 

Katlyn’s learning Studio. (2017, July 12). Reading instruction: The big 5 overview. [Video] YouTube. https://www.youtube.com/watch?v=lBJkJvZqXCQ   

This video explains the big five related to reading and how those elements influence and impact reading. It is important to understand how reading is developed and the skills needed to be successful readers. There are five main aspects to reading, and if any one of these skills is less developed or underdeveloped, the reading skills of an individual can be compromised. 

Sonday System Product Demonstration (7:09) 

Winsorlearninginc. (2011, September 13). Sonday system product demonstration.[Video]YouTube. https://www.youtube.com/watch?v=FqfvNhcvYwY 

When students have reading challenges, it is the responsibility of the school team to determine how to best support the student in developing reading skills. There are several reading programs used in school districts; we will review just a few.  This video provides an overview of the Sonday reading system. This program is used in many public schools to address the needs of students with dyslexia profiles.   

What is the Wilson Reading System and Who is it For? (1:59) 

Readwood literacy. (2022, August 9). What is the Wilson reading system and who is it for? [Video] YouTube. https://www.youtube.com/watch?v=Wrli9VQiWVY   

This video provides information about the Wilson Reading System, which is designed to address the needs of students learning to read.   The program is explored in this video.  The Wilson Reading System is a program commonly used in public schools. 

What is Orthon-Gillingham? (11:30) 

The parent teacher bridge. (2020, June 17). What is Orthon-Gillingham? [Video]. YouTube. https://www.youtube.com/watch?v=btw8BDurh7c 

This video explored the Orton-Gillingham reading intervention. Orton-Gillingham is another reading intervention program offered in several public schools.     

Review of Reading Intervention Program SIPPS (5:03) 

Mihalenko, G. (2018, February 09). Review of reading intervention program SIPPS. [Video]. YouTube. https://www.youtube.com/watch?v=jQjRvxTTI3A 

This video reviews the aspects of the Systemic Instruction of Phonological Awareness, Phonics, and Sight Words (SIPPS) reading intervention program.  This intervention aligns with state standards and is used in many districts as a Tier I, Tier II, and Tier III intervention using RTI/MTSS.