RECOGNIZING the NEED for

Specialized Literacy
Instruction

Department of Education
ELLN Training

by Prof. Maria Hazelle Preclaro

UP College of Education
2
 3

Kinder
4
 5

Grade 1
6
 7

Grade 1
 8

Same kid
 9

Same kid
Meet LEARNER A
Meet LEARNER B
 NEUROBIOLOGY AREAS THAT INFLUENCE ACADEMIC OUTCOMES
• Genetic Factors (Fletcher et.al, 2007)
• Brain structure and
function

CORE COGNITIVE
PROCESSES
(e.g. phonemic ACADEMIC
awareness) SKILLS
BEHAVIORAL/PSYCHOSOCIAL DEFICITS
FACTORS
(e.g. attention, anxiety, (e.g. word
motivation) recognition)
ENVIRONMENT
• Socioeconomic
• Schooling
• Intervention
 Identifying Difficulties in
Reading and Writing

In which areas might we see

signs of difficulties in learning
to read and write?
Motor or Perceptual Skills
 Fine motor skills (using scissors)
 Gross motor skills (hopping)
 Drawing
 Copying from board or book to paper
 Pencil grip
 Directionality (left and right, up and down)
 Recognizing differences in similar-­‐looking
letters, numerals, and words
Writing Sample
 Language Skills to Observe
 Language or speech development
 Receptive language (understanding language)
 Expressive language (ability to communicate thoughts and
needs using words)
 Understanding directions
 Use of correct grammar and syntax
 Listening comprehension
 Understanding metaphors, idioms, words with multiple
meanings
 Word retrieval (quickly/accurately pull words from memory)
 Fluency when expressing ideas
 Vocabulary
Early Literacy or Pre-­‐reading Skills
 Understanding that sounds make words
 Rhyming
 Identifying the beginning, middle and
ending sounds in spoken words
 Recognizing, blending, and separating
individual sounds within words
 Letter recognition (lowercase and capital)
 Learning the corresponding sounds for letters
 Awareness that we read from left to right
 Ability to read and write child’s own name
 Reading
 Learning the sounds that correspond to letters and
letter combinations
 Sounding out (decoding) words
 Differentiating between letters or words that look similar
 Recognizing and remembering high frequency or sight
words
 Accuracy
 Fluency
 Comprehension of text
 Maintaining place while reading
 Writing as Composing
 Sequencing letters correctly within words
 Copying with accuracy
 Mechanics (correct us of capitalization and punctuation)
 Spelling
 Planning and organizing ideas for writing
 Expressing ideas in complete sentences
 Proof reading skills
 Legible handwriting and appropriate spacing of words
 Staying within the margins of a page and writing on the line
 Aligning numbers in columns when doing math problems
 Grade 1-­‐4
 Slowness in learning the connection between letters
and sounds
 Letter reversals (b/d) and inversions (u/n)
 Lack of a systematic approach to sounding out words
 Difficulty in reading words
 Frustration with reading tasks
 Good comprehension of mateiral that is read to the child
as opposed to text that the child tries to read
independently
 Problems with recalling facts
 Grade 5-­‐8
 Weak decoding skills; slowness in figuring out
multisyllabic words
 Poor sight word vocabulary
 Difficulty in learning spelling strategies such as root
words, affixes and spelling patterns
 Poor oral reading; lack of fluency
 Difficulty with word problems in math
 Problems with recalling facts
 Good self-­‐expression orally, but not in writing
 High School
 Poor spelling and written composition
 Avoidance of reading or writing assignments
 Incorrect reading of information
 Trouble with summarizing
 Poor memory skills
 Slow work speed
 Problems with organizing work and managing assignments
 Difficulty with performing in classes that have reading
and writing demands
 Difficulty in learning a foreign language
 Observed Difficulties

Reading
• Word Recognition
• Fluency
• Comprehension Written Language
• Handwriting
• Spelling
• Composition
Mathematics
• Computations
• Problem

Solving
Written Language
•Handwriting
•Spelling
•Composition
Handwriting Difficulties
Signs of Poor Handwriting
 Generally illegible writing
 Inconsistencies : mixtures of print and cursive,
upper and lower case, or irregular sizes, shapes, or
slant of letters
 Unfinished words or letters, omitted words
 Inconsistent position on page with respect to
lines and margins
 Inconsistent spaces between words and letters
Signs of Difficulty Writing
 Cramped or unusual grip, especially
 holding the writing instrument very close to the paper, or
 holding thumb over two fingers and writing from the wrist
 Strange wrist, body, or paper position
 Talking to self while writing, or carefully
watching the hand that is writing
 Slow or labored copying or writing -­‐ even if it is
neat and legible
Change the demands of writing rate
 Allow more time for written tasks including
note-­‐ taking, copying, and tests
 Allow students to begin projects or assignments
early
 Encourage learning keyboarding skills to increase
the speed and legibility of written work.
 Have the student prepare assignment papers in
advance with required headings (Name, Date, etc.),
possibly using the template described below under
"changes in complexity."
 Workshop # 1
Kinesthetic Exercise
 Directions:

 Bring out a PEN and a blank sheet of paper

 Identify your NON-­‐DOMINANT HAND
 Using that hand write the national anthem
in CURSIVE
 Make sure that your cursive writing is
slanted TOWARDS your NON-­‐DOMINANT
HAND.
READY?
GET SET?
GO!!!
Writing Sample
Sample: Spelling
Reading
•Word Recognition
•Fluency
•Comprehension
Reading Difficulties
 r

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e P n a at
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Workshop # 2
Pathways
Can you lead the dog to the bone?
Workshop # 3
Naming
 Read the following words

p d b g q
g b p q d
b p q g p
g d b q g
p q d b d
q g q d p
 Read the following words
red blue yellow green orang
e
green yellow red orange
blue
yellow red orange green red
green blue yellow orange green
red orange blue yellow blue
orange green orange blue red
Read the following words
 Rapid Automatized Naming
 Gradually, the cognitive abilities more strongly related
to reading were identified.
 Maryanne Wolf (1979, 1984) described the tight
relationship between reading and rapid automatized naming
 Dyslexics have difficulties naming words accurately and
quickly. This researcher in 1986, found that rapid naming is a
precursor, not a consequence, of reading deficits
 Quote from a Person with
a Reading Disability (Dyslexia)
“It did not surprise me to learn that the seat of
dyslexia is in the brain. In my own case I had
localized it there at the age of nine. (I had even
felt… a brainache, which is quite different from a
headache.) The jamming, blocking, and confusion I
suffered from I had likened to a mechanical
breakdown – an out-­‐of-­‐order switchboard, two
typewriter keys locking so that neither prints.
Eileen Simpson
Reversals. A Personal account of victory over Dyslexia
Workshop # 5
Decoding
 Decoding Difficulties

Children have difficulty with:

LETTER FORM
LETTER ORIENTATION
LETTER SEQUENCE
VISUAL-SPATIAL
ORGANIZATION
 Directions:

 Be ready to read the a sentence.

 DO NOT move on to the next word until you
have completed the first one.
READY?
GET SET?
GO!!!
 r

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v b
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 Decoding Difficulties
 Letter reversals -­‐
ex. dog – bog
 Inversion-­‐
ex. swim-­‐ smiw
 Omission-­‐
ex. friends-­‐ frnds
 Insertion-­‐
ex. play-­‐ palay
 Transposition-­‐
ex. clams-­‐ calms
 Substitution-­‐
ex. mess-­‐ mees, miss;
 r

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v b
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EVE r v C ll
h d
l l t
r
n as th E
h
ll g l
t tl
t qu a u n
Written Language
•Handwriting
•Spelling
•Composition
 Spelling Difficulties

These occur due to

difficulties in both
the processing of the
Letter sounds and
the Letter symbols.
Workshop # 4
Spelling Task
 Directions:

 Bring out a PEN and a blank sheet of paper

 Identify your NON-­‐DOMINANT HAND
 Using that hand write the information that will
be dictated to you.
 You may not switch hands.
READY?
GET SET?
GO!!!
 Dictated:

To acknowledge the invitation of the commissioner

to this momentous occasion,
his assistant asked the committee to confirm their
participation. It was no exaggeration when
she
said that her task was insurmountable. In trying to
arrange for the participants’ accommodations, it
was such a dilemma to make the right judgment
call.
 Question:

Are you willing to do this everyday, once a day?

The whole morning?
The whole school day?
The rest of your lives?

THAT’S WHAT LIFE IS LIKE FOR SOME CHILDREN

WITH SPELLING DIFFICULTIES.
Sample: Spelling
Target Word Spelling
cot cut
arm orm
dress Dres
train Chran
shout shawt
grown gon
kitchen citcen
result rizolt (rev. z)
Heaven Heven
equipment acwitment
museum Muziom (rev. z)
 Question:

Are you willing to do this everyday, once a day?

The whole morning?
The whole school day?
The rest of your lives?

THAT’S WHAT LIFE IS LIKE FOR SOME CHILDREN

WITH DIFFICULTIES WITH WORD RECOGNITION
AND DECODING.
Sample
 Uneven Growth Pattern

There is an irregular/uneven
development. While other abilities
are maturing, other skills are
lagging.
There is an identified gap between
what the child is potentially capable
of learning and what the child has
actually learned or achieved.
 Apparent Discrepancy
Written Work Oral Retelling

Ones I was in a arplan and we cunt see Once I was in an airplane. And then I
enithing all we so was clawds. cam to visit the person – the pilot. And
then , the problem was the gray clouds
were blocking our way so we didn’t
know where the airport was so what
we decided to do -­‐ the pilots went
through the sky and found the airport.
Then we landed and I was all happy…
my dad, my mom, and my sister.
Steps to take...

THE FIVE
SENSES

Screen for sources

of sensorial difficulties
Steps to take...

Check if the
child is receiving
adequate
teaching.
Steps to take...

Check if the
child's program
is appropriate.
Steps to Take...

Find out if the

child has been given
opportunities to learn.
 Every child
has the right
to quality
education.
Support Services
Providing a Complete
Reading Program
PHASE I PHASE II PHASE III
DIAGNOSIS Implement
Sense Identifying IEP
the special needs Form
Initial
Special Referring to a IEP
Assessment Monitoring
Need team
Consolidating
Redesign
diagnoses
IEP

MEDICAL SPECIALISTS
Developmental Pediatrician
Child Neurologist
Opthalmologist Case Consultant
Parents Otologist Area Specialist
Family Teachers PSYCHOLOGISTS Sped Teacher Case Consultant
Caregivers Guidance Neuropsychologist School Area Specialist
Teachers Administrator School Teacher
Counselor Pscyhologist
Family Parents Sped Teacher
Family Doctor Psycho-Educational Caregivers
Doctor Parents
Pediatrician Specialist Psychologist Psychologist
Pediatrician AREA SPECIALIST Teacher
Play, Speech, Physical, Psychiatrist
Occupational Therapist
PARENTS
CAREGIVERS Paterno & Ocampo (1993)
 COMPONENTS OF A
SCHOOL READING PROGRAM

Remedial Programs

 Developmental
Content Reading Programs
 Content
(Beginning
 Remedial Reading)
(Changing Emphasis on the
Components of the Reading Program)

Developmental Reading
Programs

K 1 2 3 4 5 6 7 I II III IV College
Response to Intervention
 A means to identify children with
learning disabilities
 A means for providing early intervention
 It uses a problem-­‐solving approach to
intervention
 Identify At-­‐Risk Students (25th %ile)

Response to GE is
monitored Intervention is
provided
Intensity is increased
Students return to (small group intervention)
General Education
Intensity is increased
(smaller group or 1-­‐on-­‐1)
Multi-­‐Tiered Intervention
 Interventions are based on monitored
progress and are targeted to specific student
needs
 Interventions are administered by
classroom teacher, reading specialist, and
other highly qualified teachers
 Interventions provide students with
ADDITIONAL instruction
First Level
 Assess children early, kindergarten and grade 1
 Measure all student progress against grade level progress
 Look at progress of all subgroups
 If all students, or subgroups, fall below standards you have a
curriculum problem—fix it
 Begin with whole class intervention strategies

 Differentiate instruction as needed

 Monitor and assess student progress using authentic same

day result oriented measures

 Measure student progress school wide
Second Level
 Students in general education classroom who have not met
reading benchmarks through whole class interventions
 Interventions do not replace classroom instruction but

work in a mutual dependence relationship with

classroom instruction to expand classroom reading
lessons
 Interventions should be conducted by the classroom

teacher or reading specialist with groups of five or fewer

students
 Interventions are intense (an additional 30 minutes of

reading instruction per day), student responses are closely

monitored and documented, and are designed to
produce immediate results
Providing Specialized Intervention
At-­‐risk children unresponsive to classroom instruction are
given more intensive instruction at a second tier, or
level, either in or outside the classroom.
Increasing intensity is achieved by:
(a) using more teacher-­‐centered, systematic, and explicit
(e.g., scripted) instruction;
(b) conducting it more frequently;

(c) adding to its duration;

(d) creating smaller and more homogenous

student groupings; or
(e) relying on instructors with greater expertise
Third Level -­‐ Intensive
 Students in general education classroom who have
not met reading benchmarks through whole class
and selected interventions
 Interventions should be conducted by reading specialist
with small group (2 or 3 students or one-­‐on-­‐one tutoring)
 Interventions should be in addition to (teaching time and
curriculum) level one and two intervention instruction
 Continue providing intensive reading instruction while
monitoring student progress and instructional program
Assessing Reading
Performance
Using the Phil-IRI

What is the Phil-IRI?

What is the Phil-­‐IRI?
 The development of the Phil-­‐IRI is one of the
initiatives put in place in support of the Every Child A
Reader Program (ECARP).
 The Philippine Informal Reading Inventory (Phil-­‐
IRI) was created to provide classroom teachers a tool
for measuring and describing reading performance.
It is an assessment tool composed of graded
passages designed to determine a student’s reading
level.
[ Flippo, R. (2014).
What is the Phil-­‐IRI for?
 This diagnostic approach to describing how
children read embraces inclusionary principles that
emphasize the need for education that is learner-­‐
oriented, responsive and culturally sensitive.
 The Phil-­‐IRI is one of the diagnostic tools that
teachers can use to determine a student’s abilities
and needs in reading.
 It is important to note that the Phil-­‐IRI only
provides an approximation of the learner’s abilities
and may be used in combination with other reliable
tools of assessment.
Assessing Reading
Performance
Using the Phil-IRI

What can the Phil-IRI

tell the Teachers?
What can the Phil-­‐IRI tell us?
 The Phil-­‐IRI Group Screening Test (GST) can
tell teachers whether students are reading at,
or below, their grade levels.
 The individually administered Phil-­‐IRI
Graded Passages, can be used to assess
students’ Oral Reading, Silent Reading
Comprehension and Listening Comprehension
levels.
Assessment of Oral Reading
 When used to assess oral reading skills, the Phil-­‐
IRI may be used to describe decoding and word
recognition, fluency and comprehension. The
student’s performance in decoding (the ability to
read isolated words using phonics knowledge) and
word recognition (the ability to automatically
identify words on sight) is measured through a
Reading Miscue Inventory.
Assessment of Silent Reading
 When used to assess Silent Reading
Comprehension, Phil-­‐IRI may be used to describe
reading speed and comprehension. The student’s
reading speed is measured by recording the time it
takes the child to read each passage completely.
Silent reading comprehension is measured by
asking the student to answer five to eight
questions of varying difficulty after a passage has
been read.
Assessment of Listening
Comprehension
 When used to assess listening comprehension,
the Phil-­‐IRI may be used by having the student
listen to the passages as they are read by the test
administrator and answer five to eight questions
of varying difficulty about each passage.
A Growth Paradigm
 The Phil-­‐IRI is an attempt to move away from a
deficit model towards a growth paradigm.
Rather than looking solely for causes of reading
difficulties, the diagnostic teacher also tries to
record what children can do (Walker, 2004). These
become points for development.[
Assessing Reading
Performance
Using the Phil-IRI

How do we
administer the
Phil-IRI?
Assessment and Instruction
 Stages of Administration
 There are four stages in the administration:
 Stage 1:
Initial Screening Using the Phil-­‐IRI Group Screening Test
 Stage 2:

Administration of the Phil-­‐IRI Graded Passages (Pre-­‐test)

 Stage 3:

Provision of Specialized Instruction/Intervention

 Stage 4:

Administration of the Phil-­‐IRI Graded Passages (Post Test)

Recording Oral Reading Miscues
Recording Oral Reading Miscues
Summarizing the Miscues
Level of Performance
Comprehension Score
Observations on Oral Reading
Workshop # 1
Workshop # 2
Workshop # 3
Workshop # 4