Reading Horizons
Learner’s Brain-Mind
Learner’s Brain/Mind
7 out of 10 students
will learn to read regardless
of the teaching method employed.
3 will NOT!
What About the 30%?
5
Consistent Pattern
4
3
Grade
Level
2
1
0
Dr. Jeanne Chall, Harvard University
What We Do
We teach to the
30%, but reach
100%
Reasons for Reading Issues:
• Students can struggle with reading due to gaps in
education.
• ELL students with little understanding of the structure of
the English language.
• Up to 80% of those with learning disabilities have a
processing disorder that will affect their reading and
language processing abilities (Hoover, 2002).
• Most lack a solid foundation in phonemic awareness and
explicit, phonics instruction.
The Difficulty for ESL Readers
The dag writox is smowk and spi.
Runchet is shonsig, but Thift and Fenel
are woagly skeag. Phin can wrozz and
Bappet can vox, but Phin can’t shass.
Bappet will densing and runchet in the
mirrunsic blage.
Language Processing Disorders
Yale Study
with
Magnetic Resonance
Imaging (MRI)
61 Students: 29 Dyslexic
Primary visual
cortex
Inferior
frontal
gyrus
Visual
perception
Angural
gyrus
Unimpaired
Student
Superior
temporal
gyrus
Inferior
frontal
gyrus
Dyslexic
Student
Visual
perception
(Attempts to convert
visual information
into sounds)
Research Shows:
Dyslexic students “can learn
these relationships with intensive
phonics training. . . After more
than a century of frustration, it
has now been shown that the
brain can be rewired.”
Dr. Sally Shaywitz
What Does This Mean?
So What Do We Do?
• We teach the way the research has shown
to be the most effective type of instruction.
• We teach to the way our students’ brains
learn.
• We empower teachers with skills and
strategies so that they can empower our
students!
Phonics should be taught:
1. Explicit and sequential
2. Constant reinforcement
3. Use a program that moves quickly!
4. Multi-sensory
5. Employs a marking system
Dr. Leon Whitsell, International Dyslexia Association.
Framework
42 Sounds
5 Phonetic Skills
2 Decoding Skills
Consonants & Vowels
Bb Ff
Dd Gg
Aa
Hh Jj
Ll
Mm
Ee
Ss
Oo
Nn Pp Rr
Tt
Vv Ww Xx Yy Uu
Zz
Qq Cc Kk
Ii
Beginning Words
bag
dad
gab
fad
X
X
X
X
Most Common Words
Most Common Words
the, a, an, I, it, is, this, through, etc.
Sentence Structure
C / K Rule
How do you know
when to spell with a
C and when to spell
with a K?
C / K Rule
can
X
cot
X
cop
X
cup
X
kit
X
kid
X
keg
X
Ken
X
Five Phonetic Skills
*
met
* *
jump
me
smile
X
X
X
X
boat
X X
X
Decoding Skill #1
motel
Decoding Skill #1
3. mote
X X
1. moX
*
2. mot
X
4. motel
X X
Decoding Skill #1
motel
X
X
One consonant (guardian) goes on
Decoding Skill #2
campus
X
X
Two consonants (guardians) split
Complete the 42 Sounds
Murmur Diphthongs
Digraphs
Final Sounds of the 42 Sounds
Special Vowel Sounds
Framework Applied
chapter
X
X
athlete
X
X X
August
X
X
author
X
X
powder
X
X
X
import
X
Every Student Can Read!
• If students are taught phonics explicitly,
sequentially, and systematically they can
become automatic readers. Once we point out
the systematic framework of our language,
they can’t help but see it!
• If we teach to the way our students learn, they
can be successful.
• We can empower our teachers with evidencebased and time-tested strategies that can
change our students’ lives forever.
Can You See the Arrow?
Can You See the Arrow?
Teacher’s Instruction
Teacher’s Instruction
• Train teachers in explicit phonics instruction,
vocabulary instruction and how to address
ELL’s and struggling reader’s specific needs.
• Continue to support and increase teacher
knowledge and skill set for fidelity of
implementation and program success.
• Provide training that will make all of your
teachers reading specialists and dramatically
change your school’s/district’s reading culture.
Professional Development
Instructional Materials: Tools &
Curriculum
Instructional Materials, Tools &
Curriculum
English as a Second Language
Instruction Aids
Computer Component
English as a Second Language Instructional Aids
Vocabulary
Library
Ensured Success