Download Narrow, Broad and Simple: What is correct practice for

Narrow, Broad and Simple
What is correct practice for
students with language learning
disorders
Perspectives - Students with
language learning disorders
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For children with language learning disorders
at least five factors are known to influence
reading development.
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Phonological & phonetic access to the print code
Orthographic pattern knowledge & automaticity
Fluency - giving rise to…
The language-text interface of comprehension that
is embedded in…
Prior knowledge of language and content Matthew effects
Development of Fluency
Fluency
(attention is free to comprehend)
(appropriate phrasing and expression)
Automaticity
(accuracy and speed)
Decoding Skills
BayState Readers, 2002
Automaticity/Fluency
Fluency = automaticity (accuracy and rate)
and rhythm/prosody/ syntactic chunking for
comprehension—developing an anticipatory
set (movement through text)
Text Level: coordination of automatic word
recognition with appropriate phrasing and
expression for comprehension
Hook, 2007
The narrow meets the broad
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This dissertation posits the rudiments of a
dramaturgical rhetorical theory, formulated
from an interpretative explication of Erving
Goffman’s dramaturgical theory of
communication conduct in everyday life. The
interpretation exposition of Goffman’s
dramaturgy is derived from classical
rhetorical principles and results in the form of
a model Goffmanian pentad.
The narrow meets the broad
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The dimensions of this pentad are explicated
as grounded in the Goffmanian principles of
Stage, Performance, Player, ExpressionControl, and Impression-Management. This
pentad functions as a grammar of a
dramaturgical rhetoric of everyday life. The
pentadic principles also are the foundation of
a set of pentadic propositions and a set of
dialectical propositions.
What is happening?
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Domain general is meeting content
specific material
Word recognition is meeting
automaticity, is meeting fluency…
Sense making is difficult
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Prior knowledge
Semantics
Syntax
Prior knowledge and language
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Here we see that prior knowledge of
dramaturgical and rhetorical theory would be
very helpful and allow access to specific
semantic concepts, e.g., pentadic grammar.
But the term pentadic grammar itself poses a
unique problem in meaning derivation since it
depends on the content and the context of
usage
The need for linguistic flexibility, maturity, and
networks.
Language - meaning,
transparency, comprehension
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Moving through content specific text
languages (science, social studies), is a
movement through content specific semantic
and syntactic structures.
These linguistic notations are for the
proficient reader transparent - allowing the
reader to see through the words to the
underlying conceptual representation in the
sentence/text quite quickly.
Language - meaning,
transparency, comprehension
The recruitment and use of cognitive
functions, e.g., higher order thinking, is
also an essential component.
Whitehurst & Lonigan, 2001
Adams, 2001
Adams’ Cat, 2001
Scarborough, 2001
Our work
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Contributes to the development of
development domain specific
knowledge
Focus on the smooth integration of the
reading components necessary to
perform within a specific content area,
e.g., science, mathematics.
Embracing the simplicity of
practice in honor of reading
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Engage collaboratively to assess, teach and
provide interventions within the content areas
that address
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Underpinnings of word recognition, e.g.,
phonological awareness, phonics, and
orthographic pattern acquisition
Linguistic underpinnings, e.g., text structure
knowledge, language knowledge (semantic and
syntactic)
The provision of and building of prior knowledge,
e.g., facts, concepts, relationships of the known to
the unknown