Using CEM Assessments to Diagnose and Remediate Language and Maths Difficulties [email protected] .

Using CEM Assessments to Diagnose and Remediate Language and Maths Difficulties

[email protected]

www.cemcentre.org

Direct Phonics Instruction Holistic Approach:Whole Word Identification

Useful for building large sight-vocabulary

Recognition of 100 high-frequency wordsEnables reading of 50% of all text

Large demands on visual memory and no strategies for tackling unfamiliar words

Word recognition & decoding

Word recognition & decoding

Phonics programme with whole word element

E.g. Jolly Phonics

Letter sounds

Letter formation

Blending sounds

Identifying sounds in words

Tricky, irregular words

Word recognition & decoding

• Sound Linkage by Peter Hatcher– Young children with significant and persistent

problems

Dyslexia, Speech and Language:

A Practitioner’s Handbook,

Edited by Snowling and Stackhouse, 1996,

Whurr Publishers (www.whurr.co.uk)

Fluency and Readability

• Word length

• Sentence length

• Viewing regions

• Use of graphics to reduce cognitive load and maintain readers’ interest

You are reading a sentence and deciding

if you can skip a word

Viewing Regions

•Brain makes predictions•Strong understanding of context helps brain to fill in words not directly fixated on

There once lived, in a sequestered part of the county of Devonshire, one Mr Godfrey Nickleby: a worthy gentleman, who, taking it into his head rather late in life that he must get married, and not being young enough or rich enough to aspire to

Viewing Regions

the hand of a lady of fortune, had wedded an old flame out of mere attachment, who in her turn had taken him for the same reason. Thus two people who cannot affordto play cards for money, sometimes sit down to a quiet game for love.

Holsten, before he died, was destined to see atomic energy dominating every other source of power, but for some years yet a vast network of difficulties in detail and application kept the new discovery from any effective invasion of ordinary life.

The path from the laboratory to the workshop is sometimes a tortuous one; electro-magnetic radiations were known and demonstrated for twenty years before Marconi made them practically available, and in the same way it was twenty years before induced radio-activity could be brought to practical utilisation.

Viewing Regions

ComprehensionGood readers use:

Cognitive strategiesRe-reading difficult partsUtilising background knowledge, contextual clues and graphicsAdjusting reading speed

Some children use these spontaneously, others have to be taught

Use of graphics

Scan path for separated graphics

(Holsanova et al., 2008)

Use of graphics

Scan path for integrated graphics

Use of graphics

Scan path for radial graphics

Use of graphics

Scan path for serial graphics

Comprehension

Knowledge of text structures

Vocabulary

Background knowledge

Fluent word recognition and decoding

Task persistence

Ability to understand verbal communication

Task persistence

Encouragement, praise, rewards, especially

effective for children with ADHD

Cross-age peer tutoring

Peer Tutoring

• Cross-age is best

• Children aged 10 tutoring children two years younger

• How do you select the pairs?

• Trust between tutor and tutee

• Frequency of sessions

Peer Tutoring

• Tutees select book that interests them

• Readability– 5 finger test– 5 pages– Between 5 & 10 errors in all means suitable

readability

Peer Tutoring

• Pairs read together

• Tutee reads independently

• Error correction– Tutor waits 4 to 5 secs for tutee to self correct– Tutor corrects if necessary– Tutor praises– Pair read together until tutee signals otherwise

Peer Tutoring

• Correction rate for optimum reading gains– Approx. 1 error every two minutes.

Peer Tutoring

• Same-age tutoring didn’t work as well– Reading attainment didn’t improve

significantly– Tutors corrected more errors– Pairs spent more time talking about book

than reading it