© Fairview Learning, 2002
Fairview Learning
• improves the reading skills of students
• supported by valid research
• provides adapted materials
• relies on team approach
• maximizes the Visual Linguistic System
• advocates fun in the classroom!
© Fairview Learning, 2002
FAIRVIEW LEARNING
5 PROGRAM COMPONENTS
The Adapted Dolch Word Lists
The Bridge Lists & Reading Comprehension
Phonemic Awareness
Literature-Based Instruction
ASL Development/Written English
ASSESSMENT, ASSESSMENT, ASSESSMENT
© Fairview Learning, 2002
The method constantly
checks for student learning.
© Fairview Learning, 2002
© Fairview Learning, 2002
The Adapted Dolch Word Lists
• Deaf children and hearing children
do not learn the Dolch words the same
way.
•To truly comprehend print, the student
must sign the Dolch words using ASL
concepts.
© Fairview Learning, 2002
“I made a present for you.”
“I made my bed.”
“I made money.”
“I made her happy.”
“My brother made me do that.”
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^ OUT 3
refers to place
refers to amount
emphatic out
The ^ (rooftop) alerts the learner
that the word has multiple meanings.
The 3 (number) tells the learner how
many meanings are present.
© Fairview Learning, 2002
* go 5
Index fingers move out & down
5 to 0
Hand sweeps away
Index fingers roll away from body
fs
The * alerts the learner that the word can
be signed multiple ways, but all signs mean
the same. The number indicates the
number of signs presented.
© Fairview Learning, 2002
! Put
The ! alerts the learner that the handshape
usuallly stays the same, but the motion,
direction, and/or expression changes
depending on context.
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Adapted Dolch Words
Preprimer
Primer
1st
Grade
Words
40
49
40
45
39
Meanings
71
74
66
73
66
Signs
95
113
110
112
80
2nd
Grade
3rd
Grade
Total Signs = 510
A hearing student will learn 40 Dolch words,
but a Deaf student will learn 71 meanings along
with 95 signs for those 40 words.
© Fairview Learning, 2002
Online Progress
Reports
Teachers and students can graph their progress for
classroom displays, IEPs, and other reports. These graphs
make progress VISUAL and MOTIVATING.
© Fairview Learning, 2002
Student Progress Checks
Easy to use
progress forms are
available in Student
Progress Folders
for record keeping.
© Fairview Learning, 2002
Adapted Dolch Words -- Materials
Adapted Dolch Word Cards -- Teacher set
Adapted Dolch Word Cards -- Student set
Adapted Dolch Word Teacher Workbook
Adapted Dolch Word Student Workbook
Adapted Dolch Word DVD 1
Adapted Dolch Word DVD 2
© Fairview Learning, 2002
© Fairview Learning, 2002
The Bridge Lists
•
English phrases requiring American Sign
Language (ASL) translation for
understanding.
• Bridging - pointing out and emphasizing
Bridge phrases to deaf students.
• Bridging when reading allows deaf
students access to written English.
© Fairview Learning, 2002
[just about]
almost
Just has 4 signs: recently, exactly, only, fair. About has 2 signs:
about and approximate.
No combination of these signs makes sense to the visual
linguistic system; therefore another sign, almost, is required and
indicated by brackets [ ].
© Fairview Learning, 2002
[right over there]
F off nose
Right has 3 signs: correct, right as in a trial, and right as in
turn right. Over has 5: over, over the top, finish, again and
again, and cross over the fence. There has 2 signs which mean
the same.
No combination of these signs makes sense to the visual
linguistic system; therefore another sign, F off the nose, is
required and indicated by brackets [ ].
© Fairview Learning, 2002
Bridge Lists
How do I pretest?
•
Pretest individually.
Select 10 cards from Preprimer deck. If correct,
continue. After 5 incorrect responses, STOP.
Graph, if appropriate. Group students according
to list levels.
• Fun ways to teach include: Pictionary,
Charades, Sentence Manipulation, Bridge Bowls
Workbooks
© Fairview Learning, 2002
The Bridge Lists
58
1st
Grade
51
2nd
Grade
45
3rd
Grade
40
117
94
124
66
54
153
123
158
70
75
Preprimer
Primer
Phrases
71
Meanings
Signs
Total Signs = 579
© Fairview Learning, 2002
Bridge Lists -- Materials
Bridge Lists Cards Teacher set
Bridge Lists Cards Student set
Bridge Lists Teacher Workbook
Bridge Lists Student Workbook
Bridge Lists DVD 1
Bridge Lists DVD 2
© Fairview Learning, 2002
Phonemic Awareness
•
Skilled deaf readers make use
of phonological information.
• All of us have our own
phonemic vocabularies, right or
wrong.
• All readers possess a basic code
to decode the printed word.
© Fairview Learning, 2002
Phonemic Awareness
& Vowel Patterns
CONSONANTS
VOWELS
b
d
f
Short
g
h
j
_a_
a_e, ai, ay
k
l
m
_e_
ee, ea, ey, _e
n
p
r
_i_
i_e, igh, _y
s
t
v
_o_
o_e, oa, _o, ow
_u_
u_e, ew
w z
th
Long
wh ch sh
© Fairview Learning, 2002
Why Phonemic Awareness and
Patterns Work
Seeing patterns in words takes advantage of
M space, especially in very young children.
• igh –1 space, not 3
• A 7-year-old child has 3 M spaces;
therefore, only 1 space is occupied by igh
and 2 are free for easier processing.
© Fairview Learning, 2002
Literature-Based Instruction
Adapted Dolch Words, Bridge
Lists, and Phonemic Awareness
provide the FOUNDATION for
reading print conceptually with
comprehension.
These tools make print materials accessible, relevant,
and fun.
© Fairview Learning, 2002
Amelia Bedelia
Put the lights out
when you finish in
the living room.
(???)
Various texts are utilized in
trainings to demonstrate the
application of the Adapted
Dolch words, Bridge Lists,
and Phonemic Awareness.
© Fairview Learning, 2002
Amelia Bedelia
[Put the lights out] when you
finish in the living room.
For example, “Put the lights out”
must be bridged to check for text
comprehension.
© Fairview Learning, 2002
ASL Development
In trainings techniques are presented to develop student
ASL skills with student signing samples.
• Students sign personal stories to the ASL instructor.
• The ASL instructor retells the stories modeling proper
ASL.
• Students then sign their stories again, implementing
proper ASL structures.
• Students record and illustrate their stories to demonstrate
progress.
© Fairview Learning, 2002
Spontaneous Written English
In trainings techniques are presented to develop student
writing skills with student writing samples.
• During writing time, the student dictates and/or writes
spontaneous and personal short stories with their
teachers.
• These stories are translated into proper English.
• The student then copies and/or types the proper
English version and illustrates the stories.
• Language Experience Folders are available for
recording progress.
© Fairview Learning, 2002
Student Sample
Said open cabinet get food breakfast
Get ice mother stare
Said go put food later eat
Said stubborn and immature
Mother insulted.
Spell m-u-l-e.
Mother oh.
I said sorry.
-------------------------------------------------------------------------------------
Teacher/Student Revision
I [opened the cabinet] [to get] breakfast food.
I got ice and mother [stared at] me.
She said, “Go put the food back. Later you will eat.”
I said she was stubborn and immature.
Mother was insulted.
I spelled m-u-l-e.
Mother said, “Oh!”
I said, “I am sorry.”
© Fairview Learning, 2002
ASSESSMENT, ASSESSMENT, ASSESSMENT
• Immediate Positive feedback is motivational.
Secondary School -- Bridge List Comparisons
(1999-2000 School Year)
4
4
3
Bridge Lists Levels
• Makes it more FUN to learn.
4
3
3
3
2
2
2
1
Proficient
2
ASL Average Progress (on 8 Criteria) for all Grades
(1999-2000 School Year)
5
0
7
Nearly
Proficient
8
9
11
4
-1
Uses More Often Than
3
Not
1
rip
tio
n
yo
fD
es
c
Sta
yin
go
nT
op
ic
Se
qu
en
cin
g
erb
s
Us
e
Grade Level
• Meets IEP Requirements – goal setting.
8
Criteria
8
7
Pre Assessment
Post Assessment
6
6
5
5
4
4
Elementary School - Adapted Dolch Word Lists Progress
4
3
(1999-2000
School Year)
3
2
4
4
2
3
1
Grade Level of Word Lists
• Provides accountability for all participants.
7
4
4
on
al
V
8
8
Inte
ns
it
8
of
Dir
ec
ti
9
ion
et
Up
ifie
rs
Cla
ss
• Encourages healthy competition.
Expected Grade Level
Secondary School Reading Comprehension Progress
(1999-2000 School Year)
0
11
10
Final Grade Level
Bo
dy
La
ng
ua
ge
12
xp
res
s
None
Beginning Grade Level
2
Fa
cia
lE
Emerging
N = 34
Average Student Progress by Grade Level
Progress in grade levels
Sp
ati
al
S
• Increases enthusiasm.
Uses Frequently
3
3
3
0
7
8
2
9
11
2
Beginning
Grade Level
1
Final Grade Level
2
2
Expected
FLE
1
1
1
1
1
0
Grade level
1
0
2
3
4
5
6
-1
-1
Students by Grade Level
Ave.Progress
• Documents efforts of consistent linguistic input.
• Promotes parent involvement and satisfaction.
• Shows documentation of student progress.
N = 34
Average
Progress by Grade
Level
2
2
2
Beginning Grade Level
N = 56
Final Grade Level
Expected Grade level
Composite Scores (Average of 8 Criteria) for Spontaneous Written English
(1999-2000 School Year)
Proficient
5
Nearly Proficient
4
Uses More Often Than
Not
3
Uses Frequently
2
Emerging
1
None
0
Lower Elementary (1-3)
Upper Elementary(4-6)
Pre Assessment
© Fairview Learning, 2002
Post Assessment
Secondary
For more information:
www.fairviewlearning.com
601-366-4099
© Fairview Learning, 2002