MACAR Workshop Track Learning to Read, Write, & Spell for the Child with Learning

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Differences SESSION 5

JOYCE PICKERING, HUM.D. EXECUTIVE DIRECTOR EMERITA, SHELTON SCHOOL

PEGGY WHITWELL, CALT SHELTON SCHOOL

SHELTON SCHOOL 15720 HILLCREST RD AMS Annual Conference DALLAS, TEXAS 75248 Philadelphia, 2015 WWW.SHELTON.ORG

Deﬁnition of Language Learning Differences

A language-learning different child shall be defined as a child with: • average or above-average intelligence

• adequate vision and hearing

• without primary emotional disturbance • who has failed or is at high risk to fail when exposed to school experiences using conventional educational techniques. 2

PROCESSING CHART 5 SENSES INPUT See Hear Feel Smell & Taste Sustained Attention Brain Interpretation

Percept

Concept Memory Higher Cognitive Functions

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PROCESSING WITH DYSFUNCTIONS

5 SENSES INPUT See Hear Feel Smell & Taste Faulty Attention Brain Interpretation Dysfunction Incorrect Perception

Concept Formation Faulty – Language Weakness Inadequate Memory Gaps in Higher Cognitive Functions

Dyslexia NIH Definition

• One of several distinct learning disabilities

• Specific language-based disorder of constitutional origin characterized by single word decoding

Dyslexia – NIH Definition continued

• Reflects insufficient phonological processing abilities

• Difficulties in single word decoding – unexpected in relation to age and other cognitive and academic abilities

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Dyslexia – NIH Definition continued

• Not the result of generalized developmental disability or sensory impairment • Manifested in variable difficulty with different forms of language; in addition to reading, conspicuous problems with acquiring proficiency in writing and spelling

Attention Deﬁcit / Hyperactivity Disorder (AD/HD)

ADHD refers to a family of chronic neurobiological disorders that interfere with people’s capacity to attend to tasks, regulate activity, and inhibit behavior in ways appropriate to their age and circumstances.

Attention Deﬁcit Hyperactivity Disorder (ADHD) DSM 314.01

Essential features • Developmentally inappropriate degrees of

• inattention,

• impulsiveness,

• hyperactivity.

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Patterns of Learning Disorders 2008

Pattern 1 Reading Disorder (Dyslexia)

Pattern 2 Related Disorder: Reading Comprehension Disorder

Pattern 3 Related Disorder: Attention Deficit / Hyperactivity Disorder

Patterns of Learning Disorders 2008

Pattern 4 Related Disorder: Math Disorder (Dyscalculia) Pattern 5 Related Disorder: Motor Incoordination Pattern 6 Related Disorder: Oral Language Disorder (Dysphasia)

Patterns of Learning Disorders 2008

Pattern 7 Related Disorder: Social Interaction

Pattern 8 At Risk for Learning Disorders

Pattern 9 At Risk for Oral Language Disorders

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Written Language

Oral language development is the foundation upon which written language (reading, writing, spelling) skills will be built.

Written Language

CHAIR

Chair Name Written Symbols

WRITTEN LANGUAGE

Spelling

Writing

Reading

ORAL LANGUAGE

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Pre-Reading Sound Discrimination

• Sounds in the Environment

• High/Low Tones, Fast/Slow, Hard/Soft

• Animals

• Speech

Sound Analysis

Patting Out Sounds

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Sound Symbol Correspondence Sandpaper

Sandpaper Letters

Sound Symbol Correspondence

Sound Boxes

Sound Symbol Correspondence

Mirror

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Blending

• Moveable Alphabet (cvc words) • Decode by word family

Word Families

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Multisensory Structured Language (MSL) Education Approaches

• Orton-Gillingham • Wilson Language Training • Alphabetic Phonics • The Spalding Method • Slingerland • Association Method • Herman Method • Lindamood-Bell • APSL/Sequential English Education • Starting Over

MSL Education Programs: Content - What is Taught

& Phonology and Phonological Awareness & Sound/Symbol Association

& Syllables

& Morphology

& Syntax

& Semantics

MSL Programs: Principles of Instruction How It Is Taught

Ö Simultaneous Multisensory VAKT (visual/auditory, kinesthetic--tactile)

Ö Systematic and Cumulative

Ö Direct Instruction

Ö Diagnostic Teaching to Automaticity

Ö Synthetic/Analytic Instruction

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Patterns of the English Language

A • Vowels

T, C, P, H • Consonant

AT C AT • Word Families P AT

Decoding Pattern

Beginning Sound & Word Family = Word

I. Consonant C A T

H A T

C V C

II. Consonant Digraph sh ch wh th1 th2

C H A T

C V C

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III. Consonant Blend

F L A T

C V C

IV. Long Vowel

Silent E Final E Magic E HAT HATE HATE C VCE

V. Long Vowel Combinations a a - e Ai ay ei eigh ey

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VI. Vowels with L and R

VII. Dipthongs au, aw, ew, oi,oy, ou, ow

VIII. Silent Letter Combinations

IX. Other Irregular Sounds

X. Syllabication and Stress

Sequential English Education SEE &

SEE is a specific language (reading, writing, spelling) program for students with the specific language disabilities, dyslexia and related disorders.

SEE Lesson

• Book I Beginning • Book I Intermediate/Adv

• Book II Beginning • Book II Intermediate/Adv

• Book III Intermediate/Adv

• Book IV Intermediate/Adv

• Auditory Discrimination and Memory, Books 1, 2, 3

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See Lesson

Memory Board

Auditory Discrimination and Memory

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Comprehension/Oral Language

Comprehension

Pre-Writing

• Practical Life • Sensorial Writing

Letters Sentences Stories Words Paragraphs Book Reports

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Metal Inset/Younger

Metal Inset/Older

Writing Sentences & Stories

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A Balance in Education Discovery Learning & Direct Instruction

DISCOVERY DIRECT

DIRECT DISCOVERY

Average child At risk child

ATCH J. McVicker Hunt has written that Montessori has come the closest to solving the problem of “match” in education. (Hunt 1968). He explains the “match” concept as placing the level of presentation to the child at the child’s developmental and skill level for optimal learning and success. This problem of “match” is critical to teaching the at risk child.

For further information about trainings and materials, please visit the Shelton website www.shelton.org/training

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Montessori Applied To Children At Risk For Learning Differences MACAR Shelton School in Dallas, Texas JULY 6-15, 2015 (no class on Sunday) MACAR is designed to assist the Montessori teacher to serve students with learning differences in the regular classroom. Materials provided electronically and include: u Administrative Manual u Oral Language/Written u Practical Life Language u Sensorial u Choices u Math u Perceptual Motor Skills

www.shelton.org/macar

AMS MACAR Track

Join the MACAR course this summer in Dallas, Texas for the second half of your training. If you complete all 8 sessions of the AMS MACAR track (Thursday-Sunday) , you will be able to register for the second half of the course for half the cost.

JULY 10-15, 2015 (no class on Sunday)