Methods to Accommodate and Support Reading Deficiencies to ...
Reading 100 Methods to Accommodate and Support Reading Deficiencies to Promote Independence and Employability 1 Learning Objectives
After this webinar, you will be able to: Identify and describe cognitive and processing limitations that impede students reading abilities, and identify related functional limitations. Identify at least two specific accommodations to support each type of reading limitation. Describe several learning/instructional strategies that may help a student develop compensatory skills and improve independence and employability. 2
Poll Prevalence of Reading Issues 3 Reading Deficiencie s
Defined 4 Reading Deficiencies Defined Depending on cognitive abilities, individuals may not be able to read information in the school and work environments. Cognitive and processing limitations may make it difficult to understand, recognize, and visually discern letters and numbers. Entire words or strings of letters may be unrecognizable.
Visual and Auditory What about other conditions that impact reading? 5 Conditions that Impact Reading
6 Conditions that may Impact Reading Can go beyond Learning Disabilities Attention Deficit Hyperactivity Disorder (ADHD) Anxiety Spectrum-related or Developmental Disorders Speech & Language Disorders Visual Impairments
Large gaps in instruction Misuse of technology (Screenagers) 7 Ways our Students Mask When a student cannot or will not read, what does that look like? What are some things our students do to avoid reading? What are some ways you overcome
these fears with your students? Use the chat box to share your thoughts 8 Functional Limitations Reading: Mild, Moderate, or Severe
9 Functional Limitations Mild Impact Can read, but may have difficulty reading and comprehending longer passages or text May read passage multiple times to understand May have difficulty summarizing complex content
May have mild gaps in writing skills Handwriting Spelling 10 Process Functional Limitations Moderate Impact Can decode, but may have some
comprehension issues Hit and miss with reading strategies May have issues with fluency May have moderate memory issues 11 May have problems with spelling and writing in general May have some difficulty with spoken
language Functional Limitations Severe Impact Significant decoding issues May be a non-reader May have severe processing deficits May have severe speech and language issues May have severe difficulties with written
expression Difficulty with verbal input and output 12 Potential Impact Center-wide 13
Potential Impact Center-wide How might students with reading difficulties be impacted in the following areas on center: Academics Career Tech Education Residential Recreation Behavior Work-Based Learning Employment
14 Potential Impact by Area Academics Written assignments, instructions, information TABE Career Technical Education Written safety manuals, signs, rules, expectations Written instructions for task or project
Residential Written Dorm Rules/Assignments 15 Potential Impact by Area Behavior Written incident reports Posted rules, regulations, expectations
and Strategies 17 Universal Design for Learning (UDL) Review Multiple approaches to meet the needs of diverse learners: Multiple means of representation
Multiple means of expression Multiples means of engagement How does UDL apply to reading support? Accessibility Goes beyond learning disabilities Mild, moderate, severe readers all get support 18 www.udlcenter.org
UDL Examples Peer mentors/tutors Model good reading habits Physical setting considerations
Lighting Sounds Smells Independent reading space Build on students strengths & interests Use multi-sensory instructions Visual, auditory, hands-on
Accommodations and Strategies Mild Impact Comprehension Skills Allow use of graphic organizers, highlighters, colored overlays, other assistive technology (AT) as needed Allow students to ask questions or retell as they go Frequently check for understanding (Who, What, Where, When, Why, How) Have student(s) look at the pictures, table of contents, chapter headings,
maps, diagrams, and bold print words to make predictions Connect the text to life experiences or prior knowledge 21 Accommodations and Strategies Moderate Impact Use technology and other accommodations to provide access to the curriculum and the overall program while remediating the reading skills
Screen readers, reading pens, other AT as needed to fill in gaps (decoding or comprehension) Assign peer tutor or mentor (good reader) Provide memory devices or strategies For spelling difficulties: 22 Allow use of reference materials (dictionary, word prediction software)
Accommodations and Strategies Moderate Impact Accommodations For writing process difficulties: Allow verbal response Provide quiet space and/or minimized distractions 23
Accommodations and Strategies Severe Impact Direct instruction AT OCR, Screen Reader, convert text to audio Reading Pen Decoding program(s)
Peer tutor or designated person to read printed materials aloud Colored overlays, larger print, spaced materials Allow verbal responses when writing is impacted 24 Teacher and Learner Strategies Metacognition Tap students prior knowledge KWL Relevance
Model how good readers do it Repeat, rephrase, retell, summarize 25 Guided practice Graphs, pictures, real life examples, videos, Teach memory strategies
Teach organizational strategies KWL Strategy Example 26 Metacognition 27
Lets check what we have learned! New student comes into the program. You know these facts: Student has a learning disability that impacts reading. During your initial classroom assessments, you note that the student is able to read basic level text (i.e., 5th to 6th grade GE) but struggles to understand and/ or remember what he just read. The longer he reads, the more mistakes and errors in word identification and becomes overwhelmed and is unable to articulate basic facts about what he just read.
He shared during his initial orientation to class that he loves Star Wars. 28 Whats Next? Generally, would you say this student has mild, moderate or severe reading difficulties? What are this students accommodations on his Job Corps accommodation plan? Does the plan need some additional accommodations based upon your observations and classroom assessments?
Do the accommodations allow the student to be as independent as possible? If not, what could be done to improve this? 29 For Next Time Reading & Writing Accommodations (Attachment) Reading Tips (Attachment) This webinar Your own research Choose 1-2 accommodations, strategies, or tips to use with your students
before Reading 200 Webinar Take note of any changes in your students progress, your progress, or the overall learning environment as a result 30 31 Disabilityrelated and Reading Resources
32 Upcoming webinars! Reading 200 Part 2 of a 3 Part Webinar Series on Reading Difficulties for Students with Disabilities Diane Fairchild
Items test knowledge of word formation, word changes that follow function, precision in word use for shades of meaning, and spelling. VCAA Assessment Online - On Demand Testing Program. Some of these Items used to be part of the reading...
RS100-E7/PI2 Product Sales Kit. Prepared by: System Sales PM. Version: 0.5. For Internal Discussion Only. RS100-E7/PI2 System Overview. ... please contact with PM. Processor Support. ... SPEC develops benchmark suites and also reviews and publishes submitted results from our .
Branching. As you know, the computer runs a program by reading and processing the statements line by line, one at a time. Sometimes, you may want the computer to break the flow and jump to another line of code while...
Slide 14 Slide 15 Boudicca's Rebellion 60 A.D. Coloniae, Municipia, Civitates Plan of Corinium Dobunnorum Slide 19 Artist's conception of Theatre at Verulamium Roman Theatre discovered in Kent Colchester Vase Verulamium Town House Slide 24 Verulamium Museum Oceanus Mosaic Verulamium...
Why was Utilitarianism Revolutionary? JEREMY BENTHAM The Utilitarian Calculus Social Reform... Slide 17 Slide 18 Bentham advanced the principle of utility J. S. Mill 1806-1873 Slide 21 Slide 22 J. S. Mill 1806-1873 Lifeboat situations... Slide 25 Utilitarian Tenets: Matthew...
Task computing provides distribution by harnessing the compute power of several computing nodes. ... which are drawn from a Data Center or geographically distributed networked computers. ... In this case a dynamic submission of tasks is a more efficient technique...
SNAKES. Snakes can be constrictors or venomous to kill prey. All snakes swallow their prey whole. *One day, a baby snake went over to his dad and said "Dad, are we the kind of snakes that are venomous, or are...
Ready to download the document? Go ahead and hit continue!