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Learning A-Z Level Correlation Chart. This correlation chart illustrates how Learning A-Z levels approximately correlate to other leveling systems commonly found in leveled reading materials.

Learning A-Z Level Correlation Chart

The Learning A-Z Text Leveling System uses objective (quantitative) and subjective (qualitative) leveling criteria to measure text complexity. Teachers should use their professional judgment of additional qualitative criteria along with reader and task considerations to determine if an individual book at a given level is appropriate for a student. Printable Chart Word count Number of different words Ratio of different words to total words Number of high-frequency words Ratio of high-frequency words to total words Number of low-frequency words to total words Ratio of low-frequency words to total words Sentence length Sentence complexity Predictability Language pattern and repetition Print size, spacing, and number of words per page Illustration support Concept load Topic familiarity More about the Text Leveling System.

The Choking Dog: Reading Comprehension. "Come on, come on, move it, idiot!

The Choking Dog: Reading Comprehension

" Joanne beat impatiently on the steering wheel of her Mercedes sports car. How stupid to get caught up in the rush hour! She had planned to leave work early this afternoon, at three o'clock, to give herself a chance to relax and have a bath before going out to a meeting of her local tennis club. But just at ten to three a client had arrived, and it was two hours before she had finished dealing with the man.

When she came out of her office, all the other staff in the Highlight Advertising Agency had already left. Owning a Dog: Reading Comprehension. Pulp Friction: Timed Scanning Exercise. Every second, one hectare of the world's rainforest is destroyed.

Pulp Friction: Timed Scanning Exercise

That's equivalent to two football fields. An area the size of New York City is lost every day. In a year, that adds up to 31 million hectares -- more than the land area of Poland. This alarming rate of destruction has serious consequences for the environment; scientists estimate, for example, that 137 species of plant, insect or animal become extinct every day due to logging. In British Columbia, where, since 1990, thirteen rainforest valleys have been clearcut, 142 species of salmon have already become extinct, and the habitats of grizzly bears, wolves and many other creatures are threatened.

Pulp Friction: Timed Scanning Exercise. Get Started. Calibre Audio Library - audio books for people with sight problems, dyslexia or disabilities. ARROW Tuition. Comparison of Literacy Interventions in the UK Professor Greg Brooks study, "What works for children and young people with literacy difficulties" 2013, investigated intervention schemes for improving literacy skills of children and young people.

ARROW Tuition

His report studied almost 50 interventions aiming to improve reading, comprehension and spelling ability of students throughout the UK. A.R.R.O.W. is delighted to report that evidence provided by hundreds of learners showed A.R.R.O.W. Self Voice system achieved 'remarkable results' in all three areas; and in fact headed the tables given in the report for reading, comprehension and spelling. Drop Everything and Read—but How? After more than 20 years as the neglected goal of reading instruction (Allington, 1983; NICHD, 2000), fluency has finally become the hot topic among reading researchers, professional development providers, and teachers.

Drop Everything and Read—but How?

These days it is rare to pick up a reading journal, attend a professional conference, or sit in a faculty staff room at a school without hearing someone discussing reading fluency. Surely most every educator has heard the message that if students aren't sufficiently fluent in their reading, they won't have sufficient comprehension. Given this clear statement—supported by a strong consensus of high-quality research studies—teachers and administrators everywhere are searching for ideas to help their students become fluent readers. As someone who has conducted research on fluency over the past two decades, I find the current buzz both promising and troubling. I. Literacy for All: In conversation with Dr. Caroline Musselwhite.

These 11 video clips and related learning guides provide an opportunity to enhance and support teacher practice in the area of literacy for students with significant disabilities.

Literacy for All: In conversation with Dr. Caroline Musselwhite

Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with significant disabilities. Give both Reinforcement AND Informative Feedback Dr. Caroline Musselwhite discusses the importance of providing students with feedback during the writing process. Classic Starts: A Best-Loved Library: Black Beauty/A Little Princess/Little Women/Alice in Wonderland & Through the Looking-Glass/The Secret Garden: Amazon.co.uk: Sterling Publishing Company: 9781402794889: Books. How do we get them reading? This post is intended to help teachers who are at a complete loss as to why their pupils can’t read.

How do we get them reading?

I’m not saying I have all the answers- what I am proposing is not a definitive solution to the problem of reading, but it outlines some of the things I wish someone had told me when I started teaching. There is a range of things you could do, of course. These are just some of the things I have learnt over the past few years that I have seen work well. Countless secondary schools across the country are faced with this problem. It is an absolute travesty that many children start secondary school unable to read. Step 1: Assessment. Wide Range Achievement Test 4 (WRAT4) The Wide Range Achievement Test 4 (WRAT4) has superceded the WRAT3 and is the latest offering in a test series first published in 1946.

Wide Range Achievement Test 4 (WRAT4)

The WRAT4 features: How do we get them reading? What Works? The latest edition of Prof Greg Brooks’ work provides important insights – and raises questions.

What Works?

We’ve been reading with great interest the updated edition of emeritus Professor Greg Brooks’ ‘What works for children and young people with literacy difficulties? The effectiveness of intervention schemes’. Professor Brooks has a strong overview of literacy interventions in reading, writing and spelling, having completed this analysis five times since 1998. Dialogue - Examples and Definition of Dialogue. Dialogue Definition A dialogue is a literary technique in which writers employ two or more characters to be engaged in conversation with each other.

Dialogue - Examples and Definition of Dialogue

Mrs. Judy Araujo, Reading Specialist. The above comic strip was shown at our first RETELL class. This inspires us to remember that we are responsible for teaching every student, and we need to think of efficient ways to reach all of them. What is RETELL? : Rethinking Equity and Teaching for English Language Learners RETELL is designed to provide ELLs access to effective instruction and close proficiency gaps. Who is responsible for teaching ELLs? First, please visit this GREAT site for effective learning and teaching ELL strategies: Reading Comprehension Skills for English Language Learners. English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the textbooks for these subjects.

Understanding the Neuroscience Behind Reading. About Us. School Library Journal aspires to be an accelerator for innovation in schools and public libraries that serve the information, literacy, and technology needs of 21st century children and young adults. SLJ produces resources, services, and reviews that make library and education professionals savvier, and communities stronger. The Learning Network - The Learning Network Blog. Student account handout. Online Reading Activities.

Nonfiction Literacy and Current Events.