Using Visual Phonics as a Strategic Intervention to Increase Literacy Behaviors for Kindergarten Participants At-Risk for Reading Failure.

Traci M. Cihon, Ralph D. Gardner, Dorothy Morrison, P. Paul
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引用次数: 27

Abstract

A primary task of schools is to teach young children to read. Teaching reading is a complex task, further complicated by the fact that this intricate skill is more difficult for some participants to learn than others (Bursuck & Damar, 2007; Moats, 2000). In addition, children enter schools with varying levels of pre-reading skills, thus requiring different levels of instruction. The challenge for teachers of reading is to meet the diverse instructional needs of all children in their classrooms. Once children fall behind in reading, a challenging instructional task becomes even more difficult. Children who are behind in reading at the end of the first grade usually continue to be behind at the fourth grade and throughout their schooling (Francis, Shaywitz, Stuebing, Fletcher, & Shaywitz, 1996; Hall & Moats, 1999; Juel, 1988; McGuinness, 2004, 2005; Stanovich & Siegel, 1994). Consequences for participants who do not learn to read proficiently are often dire. Children who are poor readers are at increased risk for having behavior problems (Walker, Colvin, & Ramsey, 1995; Walker & Severson, 2002), special education placement (Snow, Burns, & Griffin, 1998), and low paying jobs as adults (Chhabra & McCardle, 2004). On the other hand, proficient reading remains the most essential skill required for academic success (Chhabra & McCardle, 2004). The ability to identify those children who need extra assistance can allow teachers to target their instruction to benefit all children. The last decade has seen an intensive effort to identify participants that are at risk or high risk for reading failure and to intervene before they experience failure (Kame'enui et al., 2006). For example, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Good, Kaminski, Smith, & Laimon, 2001) has proven to be an effective assessment and predictive tool for early reading success/failure. The DIBELS is an assessment tool that allows teachers to determine if a participant is demonstrating the appropriate level of pre-reading and reading skills for his or her grade level and age. In other words, it answers the question of whether the participant is on target (at benchmark) in prerequisite skills to be a proficient reader at the end of third grade. If the participant is on target then the current instruction should be continued. However, if the participant is not on target that participant should receive additional explicit instruction with the intensity of the intervention based on the degree to which the participant is below benchmark standards. Unfortunately, many teachers do not know what to do with the results of the DIBELS assessment, particularly how to modify instruction or provide more intensive instruction in problem areas. Curriculum-based measures (CBM) are an assessment tool that can be used to supplement DIBELS. CBMs are generally probes of particular performances on skills related to the on-going classroom instruction. We discuss one effective modification for teaching kindergarten children letter/sound relationships using the DIBELS and CBMs as the dependent variables. Important indicators of future reading difficulties in young children are deficits in phonemic awareness skills (Ehri, 2004; McGuinness, 2004, 2005). That is, young children who are at risk for reading failure have difficulty discriminating between the sounds in English words and consequently they have difficulty associating the sounds with the appropriate letters. Letter sound relations require a child to perceive individual sounds and associate the sounds with letters. This two-fold task encompasses both phonemic awareness and beginning phonics instruction, crucial prerequisites for mastering the alphabetic code. Bowey and Francis (1991) found that kindergarten participants who were nonreaders did not have adequate phonological awareness skills. …
使用视觉拼读作为策略干预提高幼儿园阅读失败风险参与者的读写行为。
学校的一项主要任务是教小孩子读书。教授阅读是一项复杂的任务,而这种复杂的技能对一些参与者来说比其他人更难学习,这一事实进一步复杂化了(Bursuck & Damar, 2007;护城河,2000)。此外,孩子们进入学校时具有不同水平的阅读前技能,因此需要不同水平的教学。阅读教师面临的挑战是满足课堂上所有儿童的不同教学需求。一旦孩子们在阅读方面落后,一项具有挑战性的教学任务就会变得更加困难。在一年级结束时阅读落后的孩子通常在四年级和整个上学期间继续落后(Francis, Shaywitz, Stuebing, Fletcher, & Shaywitz, 1996;Hall & Moats, 1999;Juel, 1988;麦吉尼斯,2004,2005;Stanovich & Siegel, 1994)。对于没有学会熟练阅读的参与者来说,后果往往是可怕的。阅读能力差的孩子出现行为问题的风险更高(Walker, Colvin, & Ramsey, 1995;Walker & Severson, 2002),特殊教育安置(Snow, Burns, & Griffin, 1998),以及成年后的低薪工作(Chhabra & McCardle, 2004)。另一方面,精通阅读仍然是学术成功所需的最基本技能(Chhabra & McCardle, 2004)。识别那些需要额外帮助的儿童的能力可以使教师有针对性地进行教学,使所有儿童受益。在过去的十年中,我们看到了大量的努力来识别有阅读失败风险或高风险的参与者,并在他们经历失败之前进行干预(Kame'enui等人,2006)。例如,早期基本读写技能动态指标(DIBELS) (Good, Kaminski, Smith, & Laimon, 2001)已被证明是早期阅读成功/失败的有效评估和预测工具。DIBELS是一种评估工具,允许教师确定参与者是否表现出适合他或她的年级和年龄的预阅读和阅读技能水平。换句话说,它回答了一个问题,即参与者在三年级结束时,在先决技能方面是否达到了目标(在基准上),成为一名熟练的读者。如果参与者在目标上,那么当前的指令应该继续。然而,如果参与者没有达到目标,那么参与者应该根据参与者低于基准标准的程度接受额外的明确指导,并根据干预的强度进行干预。不幸的是,许多教师不知道如何处理DIBELS评估的结果,特别是如何修改教学或在问题领域提供更密集的教学。课程为基础的措施(CBM)是一个评估工具,可以用来补充DIBELS。信任措施通常是对正在进行的课堂教学相关技能的特定表现的调查。本文以DIBELS和CBMs为因变量,探讨了幼儿园幼儿信/音关系教学的一种有效修改方法。幼儿未来阅读困难的重要指标是音位意识技能的缺陷(Ehri, 2004;McGuinness, 2004,2005)。也就是说,有阅读障碍风险的幼儿很难区分英语单词中的发音,因此他们很难将这些发音与适当的字母联系起来。字母与声音的关系要求孩子能够感知单个的声音,并将这些声音与字母联系起来。这个双重任务包括音素意识和开始的语音教学,这是掌握字母代码的关键先决条件。Bowey和Francis(1991)发现非阅读的幼儿园参与者没有足够的语音意识技能。…
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