Wednesday,+May+30,+2012+Agenda

http://www.npr.org/blogs/health/2012/05/29/153927743/small-change-in-reading-to-preschoolers-can-help-disadvantaged-kids-catch-up

Diagnosing reading disabilities is a job for a reading specialist, but it's good for classroom teachers to have a working knowledge of what a disability is and looks like. What are the sensory cognitive causes of reading/learning disabilities and how do we distinguish disabilities from gproblems?

Classroom teachers should understand reading according to its components, and be able to intervene with instructional methods to help students become independent readers.

They should be able to describe how readers read according to the cognitive and affective domains of reading, and the components within each aspect of the domain. For example, Decoding means= being able to sound out a word.* What do these components look like, and what happens what parts are missing? how can we learn to recreate the conditions for effective readers to flourish and thrive?


 * **Cognitive** ||  || **Affective** ||   ||
 * decoding ||  || motivation ||   ||
 * vocabulary ||  || enjoyment ||   ||
 * word recognition ||  || engagement ||   ||
 * comprehension ||  || transfer ||   ||
 * Skills used to make sense of printed words. This means being able to recognize and analyze a printed word to connect it to the spoken word it represents. These skills include the ability to recognize the basic sounds and sound blends ([|phonemes]) that make up a word, know what it means, recognize it in context and know whether or not it is being used correctly in a sentence.
 * Skills used to make sense of printed words. This means being able to recognize and analyze a printed word to connect it to the spoken word it represents. These skills include the ability to recognize the basic sounds and sound blends ([|phonemes]) that make up a word, know what it means, recognize it in context and know whether or not it is being used correctly in a sentence.


 * Gallagher discussion**
 * Is the environment of your school friendly to reading and literacy, or is it toxic?** What specific forces are in place to ward off or dilute readicide? What leads to readicide according to

//Who is reading/learning disabled?// Much definitional ambiguity. Reading problems are a manifestation of advanced literate societies; no trustworthy system for identifying disabilities; no clear and reliable outcome of diagnosis; need interventions based and targeted on outcomes of reading diagnoses.
 * Allington discussion**

//Research on Effective Interventions.// Few studies measure global reading features such as fluency, summarizing, response, or analysis of text; most assessment evaluates truly basic skills: isolated word reading, oral reading accuracy, multiple choice, etc.

//More Effective Intervention Plans.// Reconceive of reading/learning disability as a comprehensive instructional program to be dealt with as a matter of course. Stop pathologizing reading problems, employ instructional strategies that work to promote literate learning, using existing funds effectively. Few schools have a literacy planning process in place.

//Conclusion and power points on questions 1-4.// Rather than label and separate those who struggle with reading and other literacies, we "need to restructure our instructional programs and resources to produce more coherent and more powerful intervention designs as well as more expert classroom literacy instruction" (283).


 * Beers Power Points**


 * Lindamood-Bell**

Brief descriptions of research subjects**--who is your reader?**
 * Reading Project**