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Reading and Students with LD
Transcript of Reading and Students with LD
According to Statistics Canada, more children in this country have a learning disability than all other types of disabilities combined.
According to Statistics Canada, of all the children with disabilities in this country, more than half (59.8%) have a learning disability.
Statistics Canada reports that 3.2% of Canadian children have a learning disability – that’s the equivalent of one child in every school bus full of children.
According to Statistics Canada, more than half a million adults in this country live with a learning disability, making it more challenging for them to learn in universities and colleges, and on the job.
Source: Statistics Canada report on the 2006 Participation and Activity Limitation Survey (PALS).
When teaching reading we focus on two skills.
Decoding is when students take the written word and recognize it as a spoken word. Students will use the sounds that are made by combining letters to form a word. When students become good decoders they can start to build fluency by recognizing a word instantly (sight words).
Once a student has aquired the appropriate decoding skills they can start to comprehend what they are reading. They start to:
understand main idea
evaluate for relevance, consistency, and bias
Students with LD can have breakdowns in the reading process anywhere at any time. It's not consistent or predictable.
You need to use a variety of diagnostics to understand your students strengths and needs. Your Special Education Resource Teacher can help you with this.
Interesting Quotes from some famous people with LD. Enjoy the Video.
What are some methods teachers use for Reading Instruction?
Neurological Impress Technique
Neurological Impress Technique
Language experience approach
Reading comprehension support
Phonics is the use of letter/sound relationships. Teaching this will help the student decode unfamiliar words.
This is the "whole word" approach students are taught words in word families (e.g. duck, truck, puck).
This can be used for phonics and whole word teaching. Students are presented the words in visual, auditory, kinesthetic, and tactile formats. This plays on the students strengths in learning styles.
I have never used or heard of this technique before. It consists of seating yourself behind the childs ear and reading with the child at a fluent rate. The child, initially, will have difficulty keeping up. But, eventually will read at a more fluent rate. For more information go to:
This consists of having a child write a book. The child can, orally, dictate a book using the child's personal experiences. This book is then presented to the child as a reading book. This is to help the child because the content is familiar. It also helps the child understand that the purpose of reading is to communicate ideas.
In this approach specific reading strategies are taught to the student to aide in comprehension. Some strategies are skimming, scanning, cloze, connections, inferencing, etc.
This method consists of having the child orally dicate a story, using their own experiences, to the teacher. The teacher turns it into a book that the child will read. This allows the child to read a story that is familiar. It also teaches the child that reading is meant to convey ideas.
What are Some Accomodations for Students with LD?
* Allow for verbal responses
* Allow for answers to be dictated to a scribe
* Allow the use of a tape recorder to capture responses
* Permit responses to be given via computer
* Permit answers to be recorded directly into test booklet
* Provide preferential seating
* Provide special lighting or acoustics
* Provide a space with minimal distractions
* Administer a test in small group setting
* Administer a test in private room or alternative test site
Allow frequent breaks
Extend allotted time for a test or activity
* Provide on audio tape
* Provide in large print
* Reduce number of items per page or line
* Provide a designated reader
* Present instructions orally
Using Literature Circles
Peggy L. Anderson and LeAnn Corbett wrote a great article titled; "Literature Circles for Students with Learning Disabilities". It can be found in the Journal "Intervention in School and Clinic", volume 44 number 1, September 2008.
In it you will find many interesting tips and ideas about using Literature circles including students with LD. Such as:
Teachers of students with LD found "promising" reading results by including students with LD in Literature Circle activities.
Literature circles are good for increasing oral language, reading and writing skills. This is because they are in a supportive and collaborative.
The key is to guide book selection, choose the right role for each student and to model the roles enough for students to understand.
The article even gives a great checklist assessment sheet, assessing literacy skills.