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ods based on a learner’s age and ability, direct and indirect vocabulary instruction across multiple contexts is found to improve reading compre- hension.
5. Comprehension Instruction: Teach- ing a combination of reading comprehension techniques is critical to a learner’s skill development in analyzing and making sense of text across a variety of genres (i.e., expos- itory, narrative).
In addition to outlining the need for speci c instruction in reading, the re- port discusses the importance of quali- ty teacher preparation programs. Many preservice teachers receive most of their reading instruction training during in- ternships, externships and by attending classes focused on theory and pedago- gy. It is expected that regular education teachers are prepared to instruct reading. Often, it is special educators or service providers who receive more targeted training in the area of literacy. However, this training may not be as robust or pro- vide enough understanding about best practice, leaving teachers and providers underprepared and lacking con dence in their ability to provide comprehensive reading instruction in or out of the class- room. In many public schools, “boxed” literacy programs are implemented as a way to streamline reading instruction. This approach has been found to hinder teacher creativity and student stimula- tion in the classroom setting, not to men- tion disregard for personalizing learning to meet speci c learner needs. Reading is not a “one size ts all approach.” Not all boxed programs provide a sensical scope and sequence for introducing new read- ing concepts to learners. Even more wor- risome, essential components of a com- prehensive literacy plan are addressed in passing, or worst of all, omitted entirely. This leaves learners on their own to ll in the blanks, often widening the gap in skill level between students with and without dyslexia.
What aRe the comPoNeNts of a comPReheNsive liteRacy PlaN?
Based on ndings from the National Reading Panel’s report, in conjunction with the Orton-Gillingham philosophy for instructing reading, many well-re- searched intervention programs provide a systematic, explicit and cumulative ap- proach (Gillingham & Stillman, 2004). A few of these intervention programs are outlined in the “Technology Tools Inter- vention Matrix” listed under the “Resourc- es” section at the end of this article. Again, despite being well-researched, it is always crucial to personalize learning to the spe- ci c learner, meaning a “one size ts all” approach may not work. Resources may be required from multiple programs to create a comprehensive and prescribed lesson for learners, all based on their spe- ci c needs.
Systematic, explicit and cumulative approaches reading instruction are most e ective when provided in hour-long, one-on-one sessions multiple times per week (Gillingham & Stillman, 2004 and IDA, 2002). It is important to understand the pace and organization of tasks in a complete lesson, as this will help when considering the best technology to inte- grate when the time comes. Lessons are organized speci cally to target one new concept at a time from the sound/symbol level all the way through practicing the concept in connected text, all while em- bedding a review of a previous concept.
Creating a comprehensive and targeted lesson plan takes e ort and skill. With appropriate training, understanding a learner’s needs and the appropriate inter- vention to support them becomes more intuitive to navigate. There are approxi- mately 10 steps involved in a single, hour- long lesson plan, executed in a speci c order that supports the review of old con- cepts, as well as the integration of new concepts. Below, each step is outlined in the order in which they appear within a lesson plan and are accompanied by both a visual and link to a video for further in- formation.
viDeo 1 - PhoNogRam DRill (2 miNutes)
The phonogram drill begins a lesson. It should be relatively quick and incorpo- rate sound/symbol (letter) concepts only. Most importantly, only sound/symbol concepts previously introduced should be included. A critical component of this task is to incorporate multisensory sup- ports (e.g., sand, glitter pads, gel pads). http://bit.ly/phonogram-blending
viDeo 2 - BleNDiNg DRill (3 miNutes)
The blending drill uses the review cards from the phonogram drill. Cards are ipped to make nonsense words for the learner to sound out. The instructor may draw attention to di cult concepts, such as vowel sounds or the di erence
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