EDSP 652 Krysiak 13a

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Feb 20, 2024

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Jennifer Krysiak EDSP 652 Curriculum and Instruction: Elementary Special Education Assignment 13a Salend Chapter 10 Keywords & Questions Notes 1. Describe how reading is taught using a phonetic- based approach, a whole-word approach, a language experience approach, and a whole language approach. ● Phonetic-based (pg 386): in this type of approach the goal is to have students to understand connections between graphemes (letters), their corresponding sounds (phonemes) and to use strategies to decode words. Instruction is focused on the relationship between letters/sounds and how to blend and segment words. There are two categories of phonetic-based approaches: ○ Synthetic: develops phonetic skills by teaching the specific symbol-grapheme to sound-phoneme and then teaches to synthesize sounds through blending ○ Analytic: phoneme-grapheme correspondence is learned through analyzing words to help students understand that letters in words sound alike ● Whole-word (pg 387): with this approach students are taught to link between whole words and their oral counterparts, word meaning is also emphasized. New words are taught when reading sentences, passages, or in isolation. ● Language experience (pg 387): this approach is based on the belief that students can talk about the things they think about, that they can write what they say, and then they can read what they write. It is a very individualized approach and uses a great deal of student background knowledge to create reading materials. ● Whole language (pg 387): this approach uses a students natural language and experiences to immerse them in a learning environment that is supportive and stimulating to promote literacy. This type of reading curriculum is organized into themes/units to increase reading/language skills. This approach occurs as follow, first students read meaningful predictable whole text and then students use familiar words in these texts to learn new words/phrases.
2 . Several ways were mentioned to help students develop their reading fluency. Select four to describe. ● Repeated reading: students practice reading short passages (on their level) until they can read them fluently. They read the passage aloud to a peer/teacher and are given feedback on speed/rate/expression as needed. ● Previewing: students read or listen to a text prior to reading. Oral previewing allows the student to read aloud a passage prior to whole class reading, silent previewing allows the student to read the passage silently before whole class reading. ● Foster word identification: teaching strategies to help a student’s word identification skills can build fluency. Teaching students’ strategies like rhyming key words, identifying vowel sounds, or looking for parts of words they know can all help with word identification. ● Using Environmental Print: this is particularly helpful for students who are learning English (all students benefit) to strengthen their fluency. By using reading materials that are in students’ natural environments (menus, posters, calendars, advertisements, etc.) it gives more meaning to printed symbols. 3 . Describe the benefits that might be derived from using a balanced literacy approach. ● Using a balanced literacy approach has many benefits, as each individual approach is lacking in something or could cause potential problems for some students. The best way for students to learn is through incorporating elements of each approach. Students who are taught reading using phonetic approaches could struggle when it comes to words that don’t follow phonetic rules but combining this with a whole word approach would benefit students and hopefully alleviate some frustration. Students would also benefit from this combination of approaches because it also incorporates word meaning, helping strengthen student vocabulary. Using parts of whole language approaches as a part of balanced literacy programs would benefit children because it helps them build skills to learn new words and phrases within a text. Many reading skills are taught in isolation but practicing them in a situation where they naturally occur is extremely beneficial. 4. What is a process- oriented approach to writing? Describe important stages of ● Process-Oriented Approach to Writing (pg 391): consists of holistic subprocesses (planning, drafting, editing, revising, and publishing. Through using these subprocesses students can do writing activities that have real purpose and a real audience. There are important stages to
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