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Reading Instruction Framework

SPED 775 Presentation
by

Carrie Mark

on 11 September 2011

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Transcript of Reading Instruction Framework

Word
Recognition Oral
Language
Comprehension The Simple View of Reading Hoover & Gough, 1990 = Reading
Comprehension Fluency Non-word
Reading Listening Comprehension Subtest Vocabulary
(Semantics) Discourse
(Pragmatics) Word Order
(Morphosyntax) Oral Retelling With these qualifications, however, it seems correct to characterized the transmission of the cultural tradition in oral societies as homeostatic in view of the way in which its emphasis differ from that in literate societies. The description offered has, of course, been extremely abstract; but a few illustrative examples in one important area- that of how the tribal past is digested into the communal orientation of the present- may serve to make it clearer. Deocracy literacy; and so to large extent is the notion of the world of knowledge as transcending poltical units; the Hellenic world diverse Student: Just like how to get organized, kind of. And like, they'd check my planner and make sure I was filling it out. It was just stuff like that.

Frances: and what did they have you put in your planner? Due dates or when you were going to work on stuff?

Student: They tried to, I don't know. Because I was always busy with sports, so they tried to have me spend a little time on homework too.

Frances: Um, how did that work?

Student: It was all right.

Frances: It was all right? Did you get the stuff done?

Student: I got by. Don't Forget...
Text Structure! + Text Structure The idea of alocol avaiblility was seasonal a reward after harvest labor, also the fact that acholol was not availbe everyday it helped keep achol for becomeing a everyday consumption. 1) Ground in Theory 2) Screen 3)Probe Deeper (IRI) 4) Target Instruction = + + Expository
Text Narrative
Text Student: Um, well they put me in like a... I don't even know what it was called, it was a while ago. But it was just like a special class, maybe like a study skills class or something like that.

Frances: and what kinds of things did you go over?

Student: just like how to get organized, kind of. And like, they'd check my planner and make sure I was filling it out. It was just stuff like that.

Frances: and what did they have you put in your planner? Due dates or when you were going to work on stuff?

Student: and they tried to, I don't know. Because I was always busy with sports, so they tried to have me spend a little time on homework too.

Frances: Um, how did that work?

Student: it was all right.

Frances: it was all right? Did you get the stuff done?

Student: I got by. Word Rec Oral Language Text Structure Section of Text Student Paraphrase
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