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Chapter 14: Severe Problem Cases, Students Acquiring English, and Older Students VAKT: Visual, Auditory, Kinesthetic, Tactile. Orton-Gillingham. Both are type of word learning techniques for very low achieving students. Both are tedious for students and teachers to use but can be very successful when used properly. Page 501 VAKT: Uses a sense of movement and tactile senses to help the student concentrate on the words. Tracing is used, it is a language-experience approach: learn the words by seeing, saying hearing, tracing. VAKT is used when student is failing to learn/remember printed symbols despite adequate ability and opportunity. Page 502. VAKT is designed for the most severe reading problems. How to use VAKT: Combine VAKT: Introductory Stage, Establishing VAKT should also be combined with Rappport, Using the Dictionary, Student Tracing, Writing from Memory, Keeping Records. Pages 503-505. Because VAKT is based on student dictated stories, VAKT can be used with disabled readers of all ages, including adults. See pages 506507. a systematic word-analysis program such as “Word Building” read a variety of children’s books and composed stories using invented spelling. Classical VAKT emphasizes the wholeness of words. When tracing single-syllable words, the student saya it as a whole and does not break it into its constituent sounds. Multi-syllabic workds, ae broken down into separate syllables. Research suggests that struggling readers, especially in the beginning stages, benefit by noting the separate sounds in words and also seeing the words as a whole. Identify, Analyze the word, Review the Word, Say the word, Spell the word, Use the word. See on page 508. Stage 2 of VAKT: Stage 3: the student uses the dictionary rather than the teacherwritten copy as a model. VAKT Effective? A multisensory method like the VAKT (VisualAuditory-Kinesthetic-Tactile) can be used to help children remember words. Select words needed to be learned (like the Dolch word lists). Write these words on cards using a crayon so that the letters or words have texture. Using VAKT, the teacher models and the student repeats for each word: (a) say the word, trace the word with two fingers while saying each part of the word, say the word again; (b) write the word without looking at the word card and then compare what was written to the word card; and (c) repeat the first step until the word is written correctly three consecutive times without looking at the prompt card. Students may draw pictures to go along with the words as visual reminders. Any teaching method used must be meaningful and directed toward purposeful learning. The instruction provided must be conducive for each student’s needs, ability levels, and Strengthens PHONEMIC AWARENESS! Multisensory processing results in multiple memory traces, with the kinesthetic and tactile modalities reinforcing visual and auditory pathways! Various sensory and motor experiences promote attention and recall. VAKT provides structure and support, builds on what the students knows, instills confidence and has high expectations for the student. success of progress. http://www.dyslexia-parent.com/VAKT.html Orton-Gillingham Specialized word-learning technique that uses intensive synthetic phonics reinforced by tracing. This is a no-nonsence, highly structured skill and drill synthetic phonics technique. Page 510. The Orton-Gillingham teacher introduces the elements of the language systematically. Students begin by reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of language, e.g., consonants, vowels, digraphs, blends, and diphthongs, in an orderly fashion. They then proceed to advanced structural elements such as syllable types, roots, and affixes. As students learn new material, they continue to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in a similar structured, sequential, and cumulative manner. www.ortonacademy.org/ The Wilson Reading System page 511 The Wilson Reading System is a highly structured reading and writing program that serves as an intervention and helps 2nd – 12 th grade struggling readers learn the structure of words and language by directly instructing students to decode and encode (spell) fluently. The program was originally developed for students who have dyslexia, but has been expanded to target the needs of students who are below grade level in reading. Level A uses age appropriate reading material for younger or ESL students, while Level B uses age appropriate reading material for older students. www.fcrr.org/ Working with Older Problem Readers: Teens and Adults Girls and Boys Town Assessing Older Learners Informal reading assessments can be found through Silvaroli’s Classroom Reading Inventory, Bader Reading and Language Inventory and Reading Evaluation Adult Diagnosis by Colvin and Root. Principals and Procedures very similar to teaching young problem readers. Older students more sensitive to their disability, sessions must be nonthreatening and positive. Reading Is FAME is a four-course reading intervention for regular and special education 7th -12th graders reading as low as the 2nd grade level. FAME is an acronym for the four courses contained within the program: Foundations of Reading; Adventures in Reading; Mastery of Meaning; Explorations. It was developed at the Home Campus of Girls and Boys Town. Before a student can be placed into Reading Is FAME, a comprehensive reading inventory (Diagnostic Assessment of Reading, e.g) must be administered to identify the cause of a student's reading deficit. Literacy Programs for Adults Challenger Directions Laubach Way to Reading Reading for Today Voyager See page 518 http://www.literacydir ectory.org/ Literacy Directory http://www.nifl.gov/ National Institute for Literacy www.dtae.org/adultlit. html Office for Adult Literacy Bilingual Learners Bilingual Learners need to work on Academic Language page 518. Major obstacle is vocabulary “seek out cognates” More metacognitively awre Always searching for their prior knowledge of words/phrases Use books with illustrations that support the text, page 520. Use technology, garysoto.com has many books with Spanish expressions. Read real-world material: signs, menus, phone books, job applications. Adapting Instruction page 521 SYNTAX: Does the selection contain sentence structures such as passives or contradictions with which the student might have difficulty? SEMANTICS: Does the selections use terms, figures of speech, or idiomatic expressions that might pose problems for the ELL? CULTURE: Are there cultural items, such as might appear in a story about foods or sports, that might be unfamiliar to the ELL reader? PowerPoint By: Taylor Bova Dr. Keithcart Curr 136x 03/18/2009