Re: [MOSAIC] Dyslexia and comprehension
There are a lot of views about dyslexia but most people see it as a problem with decoding rather than comprehension...these kids can often comprehend at a high level when the text is read TO them rather than when they have to read it themselves. I have a little guy like this that I work with ... he scored advanced on the state test as a third grader when he had the special ed accomodation that allowed the test to be read to him. He could not, however, pass a mid first grade benchmark when asked to read for himself. Perhaps it would be interesting to refocus the discussion on how we ensure that our learning disabled students benefit from comprehension strategy study...how to find the balance between the specialized programs needed to learn decoding and still ensure that these students understand that reading is about thinking... There is no doubt, as far as I am concerned, that there are as many ways to teach decoding skills to disabled students are there are definitions of dyslexia. BUT...who knows about any research done on teaching comprehension to learning disabled students? Even better, what success stories are out there where you all have used Mosaic strategies to improve the reading skills of dyslexic students??? This has been a great discussion of interest to many on the list...let's think about how we teach comprehension strategies to this population! Jennifer Maryland List moderator ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
Jennifer, My experience with students who have identified learning differences is that they learn the strategies more readily than students who do not struggle. I think it is because they have developed good listening skills to cope with their lack of decoding skills. They "get" the read/think alouds more quickly, and can apply them with ease with text they hear. We can't read reading tests aloud to our students in NC., so until their decoding improves they don't do well at all on standardized reading tests. Once they become more competent with decoding, they soar. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Pinpoint customers who are looking for what you sell. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
That is interesting. I recently team taught a class with our high school literacy coach and she tried a couple of visualization strategies with our adult students that she normally uses with the kids she works with--children with cognitive impairments, reading disabilities and delayed readers. Her kids had had no trouble with them and she was a bit surprised to watch the adults struggle. I told her that I wondered if students with difficulties reading (and decoding) don't, given the opportunity, rely more successfully on alternative strategies. Here are the two activities: One: Presented students with diagram (all labels stems there but with no words) and supporting text. Students were asked to read and then to figure out how to complete the labels on the diagram. Two: Students were presented with vivid written descriptions of insect and asked to draw them. Lori On 8/12/07 5:46 PM, "Joy" <[EMAIL PROTECTED]> wrote: > Jennifer, > My experience with students who have identified learning differences is that > they learn the strategies more readily than students who do not struggle. I > think it is because they have developed good listening skills to cope with > their lack of decoding skills. They "get" the read/think alouds more quickly, > and can apply them with ease with text they hear. > > We can't read reading tests aloud to our students in NC., so until their > decoding improves they don't do well at all on standardized reading tests. > Once they become more competent with decoding, they soar. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Pinpoint customers who are looking for what you sell. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
I wonder if the adults struggled because they didn't want to appear "wrong" in front of other adults. Maybe they didn't feel comfortable taking risks. Maybe they thought they'd be ridiculed. ljackson <[EMAIL PROTECTED]> wrote: That is interesting. I recently team taught a class with our high school literacy coach and she tried a couple of visualization strategies with our adult students that she normally uses with the kids she works with--children with cognitive impairments, reading disabilities and delayed readers. Her kids had had no trouble with them and she was a bit surprised to watch the adults struggle. I told her that I wondered if students with difficulties reading (and decoding) don't, given the opportunity, rely more successfully on alternative strategies. Here are the two activities: One: Presented students with diagram (all labels stems there but with no words) and supporting text. Students were asked to read and then to figure out how to complete the labels on the diagram. Two: Students were presented with vivid written descriptions of insect and asked to draw them. Lori On 8/12/07 5:46 PM, "Joy" wrote: > Jennifer, > My experience with students who have identified learning differences is that > they learn the strategies more readily than students who do not struggle. I > think it is because they have developed good listening skills to cope with > their lack of decoding skills. They "get" the read/think alouds more quickly, > and can apply them with ease with text they hear. > > We can't read reading tests aloud to our students in NC., so until their > decoding improves they don't do well at all on standardized reading tests. > Once they become more competent with decoding, they soar. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Pinpoint customers who are looking for what you sell. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
I am not so certain. It was day four, a great group with only one new to the district teacher, so trust levels were high. As I noticed the struggle, we quickly encouraged them to work in groups--which made an observable difference in terms of stress levels. When we debriefed the strategy, just a couple talked about being uncomfortable with the idea of drawing. Others talked a lot about struggling to make a mental image. Know this, we had worked with visualization with fiction and not met these difficulties. In all honesty, I believe that we under-estimated the difficulty these teachers would have transferring a strategy across genre. My partner felt she should have modeled this more explicitly. There are certainly some lessons to be learned. 1. Strategies have to be taught ACROSS genres and text types. 2. The ability to use a strategy well can become genre specific. 3. Model, model, model!! Incidentally, this was such a great class to work with! As a fairly new district level coach coming from a primary classroom in the district, with a partner who is very young and somewhat worried by how she would be perceived because of that--I think we would both say we were nervous working with a local audience. I have presented at regional and national conferences, and was far more concerned about this class than any national presentation!! It is easier to be the expert from 40 miles (or more away) that it is to sometimes work with local teachers. Our own concerns were put to rest--we had an enjoyable week exploring strategy instruction. Lori On 8/12/07 9:41 PM, "Joy" <[EMAIL PROTECTED]> wrote: > I wonder if the adults struggled because they didn't want to appear "wrong" in > front of other adults. Maybe they didn't feel comfortable taking risks. Maybe > they thought they'd be ridiculed. > > ljackson <[EMAIL PROTECTED]> wrote: That is interesting. I recently team > taught a class with our high school > literacy coach and she tried a couple of visualization strategies with our > adult students that she normally uses with the kids she works with--children > with cognitive impairments, reading disabilities and delayed readers. Her > kids had had no trouble with them and she was a bit surprised to watch the > adults struggle. I told her that I wondered if students with difficulties > reading (and decoding) don't, given the opportunity, rely more successfully > on alternative strategies. Here are the two activities: > > One: Presented students with diagram (all labels stems there but with no > words) and supporting text. Students were asked to read and then to figure > out how to complete the labels on the diagram. > > Two: Students were presented with vivid written descriptions of insect and > asked to draw them. > > Lori > > > On 8/12/07 5:46 PM, "Joy" wrote: > >> Jennifer, >> My experience with students who have identified learning differences is that >> they learn the strategies more readily than students who do not struggle. I >> think it is because they have developed good listening skills to cope with >> their lack of decoding skills. They "get" the read/think alouds more quickly, >> and can apply them with ease with text they hear. >> >> We can't read reading tests aloud to our students in NC., so until their >> decoding improves they don't do well at all on standardized reading tests. >> Once they become more competent with decoding, they soar. >> >> >> >> >> Joy/NC/4 >> [EMAIL PROTECTED] >> How children learn is as important as what they learn: process and content >> go hand in hand. http://www.responsiveclassroom.org >> >> >> >> >> >> >> >> >> >> >> >> - >> Pinpoint customers who are looking for what you sell. >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
Lori, This is very interesting. Behind my wondering about their comfort level is an experience I had at an Institute for Environmental Education. We were all gathered together at the beach for a week to learn about integrating environmental education across the curriculum. All the teachers were elementary ed, and had a wide variety of talents. We were a very relaxed group, and bonded well. One of the workshops was about nature jounals, maybe it was the great talent of the woman who taught us, but I've always wondered what it was that made us feel so self-concious. By the way, I'd love to be a fly on the wall at one of your training meetings! Better yet, I'd love to be a teacher! Do your teachers know how lucky they are? I'm so jealous of them all! ljackson <[EMAIL PROTECTED]> wrote: I am not so certain. It was day four, a great group with only one new to the district teacher, so trust levels were high. As I noticed the struggle, we quickly encouraged them to work in groups--which made an observable difference in terms of stress levels. When we debriefed the strategy, just a couple talked about being uncomfortable with the idea of drawing. Others talked a lot about struggling to make a mental image. Know this, we had worked with visualization with fiction and not met these difficulties. In all honesty, I believe that we under-estimated the difficulty these teachers would have transferring a strategy across genre. My partner felt she should have modeled this more explicitly. There are certainly some lessons to be learned. 1. Strategies have to be taught ACROSS genres and text types. 2. The ability to use a strategy well can become genre specific. 3. Model, model, model!! Incidentally, this was such a great class to work with! As a fairly new district level coach coming from a primary classroom in the district, with a partner who is very young and somewhat worried by how she would be perceived because of that--I think we would both say we were nervous working with a local audience. I have presented at regional and national conferences, and was far more concerned about this class than any national presentation!! It is easier to be the expert from 40 miles (or more away) that it is to sometimes work with local teachers. Our own concerns were put to rest--we had an enjoyable week exploring strategy instruction. Lori Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Got a little couch potato? Check out fun summer activities for kids. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia and comprehension
Joy, you are so kind. You know, I might have thought it was phobia related to drawing , but truly there were just as many struggling to put labels to the diagram based on descriptive writing. We spent much longer talking about this activity than doing it. It was not part of the plan, but there we go again with lesson plans as realistic fiction. The issue of comfort levels came up among those who struggled to draw and my partner--a truly wonderful young teacher--was quick to own up to the issue of not modeling (it was a warm up activity). She then modeled her drawing, letting everyone know that because she is NOT an artist (and she is clearly not kidding), her own students were each safe in the knowledge that they could outdraw their teacher. I talked about my own experience in the classroom--I draw fairly well and am passionate about art instruction. I could not 'pretend' not to draw well, but I could--and did--stress the importance of recognizing that there were times when art supported my learning--like the way my simple sketches and labeled drawings supported my understanding of a text--and there were times when art WAS my learning. I just made it very explicit to my kids if art was to support learning or BE the learning. I need to find a way to see Karen Ernst again. It is probably time for me to reread her book. It must be here or at the office. She did an amazing job of using art to support writing and I need to rethink her work from the perspective of visual imagery to support comprehension. Ah, so many books, so little time!! Lori On 8/13/07 5:43 PM, "Joy" <[EMAIL PROTECTED]> wrote: > Lori, > This is very interesting. Behind my wondering about their comfort level is > an experience I had at an Institute for Environmental Education. We were all > gathered together at the beach for a week to learn about integrating > environmental education across the curriculum. All the teachers were > elementary ed, and had a wide variety of talents. We were a very relaxed > group, and bonded well. > > One of the workshops was about nature jounals, maybe it was the great talent > of the woman who taught us, but I've always wondered what it was that made us > feel so self-concious. > > By the way, I'd love to be a fly on the wall at one of your training > meetings! Better yet, I'd love to be a teacher! Do your teachers know how > lucky they are? I'm so jealous of them all! > > > > ljackson <[EMAIL PROTECTED]> wrote: > I am not so certain. It was day four, a great group with only one new to > the district teacher, so trust levels were high. As I noticed the struggle, > we quickly encouraged them to work in groups--which made an observable > difference in terms of stress levels. When we debriefed the strategy, just > a couple talked about being uncomfortable with the idea of drawing. Others > talked a lot about struggling to make a mental image. Know this, we had > worked with visualization with fiction and not met these difficulties. In > all honesty, I believe that we under-estimated the difficulty these teachers > would have transferring a strategy across genre. My partner felt she should > have modeled this more explicitly. There are certainly some lessons to be > learned. > > 1. Strategies have to be taught ACROSS genres and text types. > 2. The ability to use a strategy well can become genre specific. > 3. Model, model, model!! > > Incidentally, this was such a great class to work with! As a fairly new > district level coach coming from a primary classroom in the district, with a > partner who is very young and somewhat worried by how she would be perceived > because of that--I think we would both say we were nervous working with a > local audience. I have presented at regional and national conferences, and > was far more concerned about this class than any national presentation!! It > is easier to be the expert from 40 miles (or more away) that it is to > sometimes work with local teachers. Our own concerns were put to rest--we > had an enjoyable week exploring strategy instruction. > > Lori > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Got a little couch potato? > Check out fun summer activities for kids. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona
Re: [MOSAIC] Dyslexia and comprehension
If he is dyslexic, we should check to see if he has a 504 Libby DuVall Reading Specialist Glenwood Intermediate School Ball-Chatham CUSD#5 http://gis.chathamschools.org/Classroom%20Web%20Pages/Reading%20Web/Reading%20home.htm <http://gis.chathamschools.org/Classroom%20Web%20Pages/Reading%20Web/Reading%20home.htm> From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sun 8/12/2007 4:01 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia and comprehension There are a lot of views about dyslexia but most people see it as a problem with decoding rather than comprehension...these kids can often comprehend at a high level when the text is read TO them rather than when they have to read it themselves. I have a little guy like this that I work with ... he scored advanced on the state test as a third grader when he had the special ed accomodation that allowed the test to be read to him. He could not, however, pass a mid first grade benchmark when asked to read for himself. Perhaps it would be interesting to refocus the discussion on how we ensure that our learning disabled students benefit from comprehension strategy study...how to find the balance between the specialized programs needed to learn decoding and still ensure that these students understand that reading is about thinking... There is no doubt, as far as I am concerned, that there are as many ways to teach decoding skills to disabled students are there are definitions of dyslexia. BUT...who knows about any research done on teaching comprehension to learning disabled students? Even better, what success stories are out there where you all have used Mosaic strategies to improve the reading skills of dyslexic students??? This has been a great discussion of interest to many on the list...let's think about how we teach comprehension strategies to this population! Jennifer Maryland List moderator ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
