Saturday, April 21, 2018

Catching UP on Language, Literacy and Learning

You might have noticed a big gap in posts to this blog between November 2017 and March.  Too much going on at home! 

And....I'm working to reorganized my wikis, 3 blogs*, Scoopit and Pinterest curating.  My emphasis will continue to be Language, Literacy and Learning across these sites, with special emphasis on early development and a focus on K-3.  WE have far too many children stuck in the Achievement/Opportunity Gap!   Some of these children  have not had the advantage of effective early intervention and some of these children are dyslexic and have not been identified early or have not had Tier 1, 2, or 3 intervention that is effective for dyslexic children. 



*T.A.L.K. This blog primarily focuses on early language/literacy.

*Classroom Discourse Focus is on a wider age range addressing Language and Literacy Learning 

*Want to Learn Focus is on Executive Function/Metacognition across the age range beginning with preschool.

ScoopIt and Pinterest also focus on these same topics:  Each has several boards!

Monday, March 26, 2018

The Importance of Early Literacy Skills

I have been working on other more personal things for the past several months, but my TALK postings about Language and Literacy is still a top priority.  I am especially focused on early literacy with a special emphasis on K-2 because we are finding far too many children are not being identified as struggling readers during this critical period. Consequently they are not receiving the Tier 1, 2 or 3 services they deserve and need.  When children are not given that help in K-2, they are likely to struggle with reading throughout their school life. I will continue to add posts on early language development/skills, because reading begins with oral language!

To add depth to my posts, I am going to review my posting on my ScoopIt board where I have curated many sources for the past 4-5 years.  Here is that link:

And here is an example of a posting from that board:

Friday, November 10, 2017

Language is important and a pathway to reading.

I AM coming back to this blog with an emphasis on early (k-3) reading skills.  There continue to be way too many 3rd graders who are not reading at 3rd grade level.

We need to examine the tools we have to teach early reading skills and why teachers and even special educators or Level 2 RTI teachers are NOT using these tools.

I continue to look for answers and suggesting helpful resource links.

Today I want to recommend a book I'm currently reading:  Unlocking Literacy: Effective Decoding and Spelling Instructions (2010) by Marcia K. Henry, who has worked in the field of reading instruction for struggling readers for more than 50 years.  This book is recommended by G. Reid Lyon, Louisa Moats, Virginia Berninger, Donald Deshler, Keith Stanovich, Susan Brady and Cheryl Gabig.

Tuesday, October 17, 2017

Becoming a Reader

How many children are learning to read in the early grades.  Here is a success story.

Reading program expands to Park City elementary schools

Teachers are trained to help all children read, including those with dyslexia   Carolyn Webber  October 13, 2017

Thursday, July 6, 2017

From Discourse to Reading Comprehension?

When should we start addressing reading comprehension?  Is Kindergarten too early to work on reading comprehension skills?

We know that parents and other adults including preschool teachers are encouraged to begin engaging babies and toddlers in book “reading”.  Of course, the reading is being done by the parent/teacher/adult.  We also know that adults engage children in conversations about books, using, for example, “Dialogic Reading”.

When might we begin to “teach” reading comprehension skills in a somewhat more formal sense?
Let’s assume that it is possible to teach some reading comprehension skills in Kindergarten.  In my grandson’s kindergarten this past year, his teacher actively engaged the class in learning some basic reading comprehension skills—story characters, setting, and story plot.  They read both narrative and information texts.  They had “favorite” books.  They shared what a book was “about.”  They also wrote “stories” from their personal experience.

But are there curricula for teaching comprehension in the primary grades.  That’s what I’ll explore in the next series of posts.

Monday, June 19, 2017

Normal Language Development and the Role of Oral Language in Common Disabilities

This is a companion piece to the last posting on Language Development.  Children with disabilities like Autism, Learning Disabilities, and Intellectual Disabilities are very likely to have delayed oral language or an oral language disability.  Here is a power point explaining the areas that a speech/language/ pathologist might address.

What role does Oral Language Play in “Disabilities”
Speech-Language Pathologists— Who Are We, and What Do We Do
From the American Speech Language and Hearing Association, May, 2017
From ASHA Access Schools