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2 Nature of Reading Poblems
2 Nature of Reading Poblems
Behavioral Theories
CONSTRUCTIVIST LEARNING THEORY
i+1
AFFECTIVE FILTER HYPOTHESIS
Word Analysis
Meaning Clues
Story Schemata
Motivation
Hypothesizing
Comprehension Strategies
Why is this so, and what can
YOU,
as a teacher of reading,
do about it?
Who needs help?
Catch-On Readers
1. Physiological factors
2. Hereditary factors
3. Emotional factors
4. Sociocultural factors
5. Educational factors
6. Cognitive factors
7. Language factors
8. Reading history factors
PHYSIOLOGIGAL FACTORS:
Sensory Impairments
Vision
Visual Perception
Hearing
Neurological Difficulties
Brain Damage
Alexia (Word Blindness)
Neurological Dysfunction
Atypical Maturation of the Brain
Congenital Brain Defect
Mixed Cerebral Dominance
Attention Deficit Disorder/Attention
Deficit-Hyperactive Disorder
Dyslexia
HEREDITARY FACTORS
EMOTIONAL FACTORS
Motivational Problem
Learned Helplessness (Johnston & Winograd, 1985)
SOCIOCULTURAL FACTORS
Socioeconomic Status
Ethnic and Racial Identification
Culturally Determined Gender Roles
EDUCATIONAL FACTORS
Lack of Research Information
Lack of Time on Task
Inappropriate Instructional Materials &
Technique
Presence of a Reading Program
Administrative Factors
Characteristics of Teachers
COGNITIVE FACTORS
Intelligence
Cognitive Styles
Preferred Learning Modality
Lateral Dominance
LANGUAGE FACTORS
Phonemic Awareness
Oral Language Knowledge
READING HISTORY
Matthew Effect
THREE READING LEVELS:
INDEPENDENT
INSTRUCTIONAL
FRUSTRATION
reading difficulties are
persistent
Depression Anxiety
THE THREE TYPES OF
STRUGGLING READERS (Balajthy &
Lipa-Wade, 2003)
1. CATCH-ON READER
2. CATCH-UP READERS
3. STALLED READERS
1. CATCH-ON READER
REASONS FOR
DIFFICULTY:
Maturational or Limited literacy Two presuppositions of
developmental delay experiences the reading struggle:
Phonological problems Delayed maturation and 1. Multiple causation
Frustration physical development (Wolf, 1999)
Inadequate instruction Cultural and 2. Unitary causation:
Home and preschool environmental learning disability
experiences differences specific to reading:
Factors related to Cognitive makeup dyslexia.
disadvantage Inappropriate school
Discourse styles experiences
Other difficulties
Catch On Catch Up Stalled
INSTRUCTION &
INSTRUCTIONAL GOALS:
Instruction should be Teachers can use the same Teachers MUST:
designed to accomplish the materials as used with 1. Have a personal and
following: average achievers but they professional
1. Provide students with a should be written at less understanding of literacy
schema (or set for complex levels processes.
learning. Instruction should provide 2. Have a comprehensive
2. Model the strategies to sufficient focus on the childs understanding of the
be learned. specific needs through the causes and effects of
3. Involve the students in use of word identification, reading difficulties.
the lesson by having oral reading fluency, or 3. Recognize that
them interact and comprehension activities. instructional assessment
participate in the To overcome motivational requires high effort.
activities with the difficulties caused by lack of *Instruction must be direct, a
teacher. progress, it is important for large portion must occur in
readers to choose the type of tutorial setting. (Waddington,
books that they would like to 1996).
read.
Catch On Catch Up Stalled
INSTRUCTION &
INSTRUCTIONAL GOALS:
INSTRUCTION &
INSTRUCTIONAL GOALS:
Assessment
It is the total process of collecting information
to make instructional decisions.
1. Begin Early
RENDEZVOUS
CQMRLIGATFD
i cdnuolt blveiee taht I cluod aulaclty
uesdnatnrd waht I was rdanieg. The
phaonmneal pweor of the hmuan mnid,
aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it dseno't mtaetr in waht oerdr
the ltteres in a wrod are, the olny iproamtnt
tihng is taht the frsit and lsat ltteer be in the
rghit pclae. The rset can be a taotl mses
and you can sitll raed it whotuit a pboerlm.
Tihs is bcuseae the huamn mnid deos not
raed ervey lteter by istlef, but the wrod as a
wlohe. Azanmig huh? yaeh and I awlyas
tghuhot slpeling was ipmorantt!