Promoting Literacy in the Classroom Through ReadingtoLearn Strategies - PowerPoint PPT Presentation

1 / 28
About This Presentation
Title:

Promoting Literacy in the Classroom Through ReadingtoLearn Strategies

Description:

Film clip R1 shows a deaf student signing aloud as he ... Vocabulary Development. Film Clip R3 shows a teacher dealing with multiple meanings of the term ' ... – PowerPoint PPT presentation

Number of Views:100
Avg rating:3.0/5.0
Slides: 29
Provided by: freddo3
Category:

less

Transcript and Presenter's Notes

Title: Promoting Literacy in the Classroom Through ReadingtoLearn Strategies


1
Promoting Literacy in the Classroom Through
Reading-to-Learn Strategies
  • Harry G. Lang
  • Rachel C. Lewis
  • National Technical Institute for the Deaf
  • Rochester Institute of Technology

2
Reading-to-Learn
  • Objectives
  • The participant will
  • learn strategies for effectively embedding
    reading strategies into science and mathematics
    classes.
  • incorporate science and mathematics learning
    strategies that will enhance reading skills,
    including
  • metacognitive skills
  • vocabulary development
  • inferencing skills
  • memory rehearsal

3
Reading-to-Learn
  • Deaf children who do not actively achieve early
    literacy skills often tend to continue to lag
    behind hearing peers during the middle and high
    school years.
  • Every possible effort should be made to
    strengthen early literacy in deaf children to
    reduce the need for remediation during the
    postsecondary years.

4
Reading-to-Learn
  • Embedding Reading-to-Learn strategies in such
    content areas as science, mathematics, and social
    studies can aid both content learning and general
    literacy.

5
Reading-to-Learn
  • Why is reading important in Science and Math?In
    the past, "literacy" usually referred to reading
    and writing skills of the students. It was
    considered essential that students be able to
    read at a sufficient level in English to obtain
    current information from a newspaper or read a
    contract in order to understand what they were
    signing. Now, those same rudimentary skills are
    not considered enough in this technological world
    of ours.

6
Reading-to-Learn
  • Why is reading important in Science and Math?
  • In order to be able to fully participate in
    society and obtain jobs in an increasingly
    scientific market, deaf students must have
    significantly higher literacy skills.

7
Reading-to-Learn
  • Most deaf children progress in reading at only a
    fraction of the rate of hearing peers. More than
    30 percent of deaf students leave school
    functionally illiterate.
  • However, at the same time, there are clearly many
    deaf adults and children who are excellent
    readers. How do we account for such differences?

8
Reading-to-Learn
  • How do we account for such differences?
  • Few people will argue that practice with reading
    at all ages can make a difference.

9
Reading-to-Learn
  • In this PowerPoint slide show, we will not go
    into detail about readingskills. Rather, we will
    demonstrate some ways that content teachers
    canembed reading activities that willprovide
    that important practiceBUT will not steal
    time away from teaching the content.

10
Reading-to-Learn
  • Rather, the embedded reading activities will
    promote learning of the content while
    simultaneously addressing various reading needs
    of deaf learners.

11
Reading-to-Learn
  • We have chosen four areas related to reading
    skills that deaf students would benefit from more
    practice in across the curriculum
  • metacognitive skills
  • vocabulary development
  • inferencing skills
  • memory rehearsal

12
Reading-to-Learn
  • Metacognition in its simplest form is thinking
    about thinking.
  • When children are young or learning is new, they
    rarely stop to think about what they are
    learning. For example, a child does not usually
    explain to us why she knew the color of a her
    brothers hair or why she identified an animal
    as a dog. Learning at that stage of life is
    simple and straightforward. Facts are accepted
    as given, for the most part. Experience is
    rarely questioned.

13
Metacognition
  • As children grow older and the amount of learning
    increases, they actively participate in the
    control of their own cognitive processes.
  • Our students become aware that they can
    manipulate and increase their learning by
    understanding what is important, what can be
    deleted or purposefully unremembered, what
    information needs to be placed in conjunction
    with other information, etc.

14
Metacognition
  • The concept of metacognition requires active
    involvement of the learners in what they are
    learning. Learners approach any task and any
    subject matter with the awareness that they will
    need to pay attention in order to learn and
    incorporate new material into previously learned
    knowledge.

15
Metacognition
  • The simple act of concentration means that the
    learner will need to filter out competing
    stimuli. For deaf students this usually means
    filtering out visual input that is not directly
    related to the information to be learned. This
    can include bright colored objects in the room,
    movement of other people, and even traffic
    outside of a classroom.

16
Metacognition
  • Filtering out unimportant information is also
    important to reading.
  • We should give our students practice with brief
    readings in mathematics and science, challenging
    them to identify less important information in
    the paragraph.

17
Reading-to-Learn
  • Realizing that one is not understanding the
    material, or is unable to utilize it well is also
    an essential part of metacognition. When this
    type of awareness is reached, students will be
    more able to influence their own learning.

18
Metacognition
  • Teachers in mathematics and science should
    encourage students to think about their own
    thinking as often as possible. Some teachers have
    experimented with asking students to think aloud,
    or sign aloud.
  • The students sign their thoughts as they solve a
    problem, thus allowing the teacher and peers to
    see what they are thinking as they progress
    through the problem.

19
Metacognition
  • Film clip R1 shows a deaf student signing aloud
    as he solves a Sudoku puzzle.
  • The goal is to place each number 1 to 9 so that
    it appears once in each row, column, and 3x3 box.
    The student tries one placement for 2, sees it
    wont work, then figures out the correct
    placement.

20
Semantic Memory
  • Semantic memory refers to the memory of
    understandings, meanings, and factual knowledge.
    Deaf students should be constantly challenged
    with games, activities, and other mental tasks
    that will help them represent knowledge in their
    minds.

21
Memory Rehearsal
  • Memory rehearsal is crucial to reading and
    learning in general. Introduce many activities on
    a regular basis.
  • Examples of Activities - Younger Students
  • Make a list of all the things in the classroom.
  • List as many kinds of trees as you know.
  • Name as many colors as you can identify in this
    classroom.

22
Memory Rehearsal
  • Memory rehearsal is crucial to reading and
    learning in general. Introduce many activities on
    a regular basis.
  • Examples of Activities High School
  • List five parts of your body above the neck that
    have three or four letters.
  • List the ten largest things that you have touched
    in the past two weeks.
  • Name as many vegetables as you can.

23
Memory Rehearsal
  • Film Clip R2 illustrates a teacher challenging
    her students with activities requiring memory
    rehearsal.
  • Students are asked to list animals whose names
    begin with vowels.

24
Vocabulary Development
  • Science and mathematics are excellent areas for
    developing vocabulary. There are many approaches
    that can make the lessons fun.
  • The greater the vocabulary especially multiple
    meanings of words, the easier it will be for deaf
    students to unpack meaning from long-term memory
    as they read and discuss their science and
    mathematics work.

25
Vocabulary Development
  • Film Clip R3 shows a teacher dealing with
    multiple meanings of the term maturity.

26
Drawing Inferences
  • Another skill that is crucial to reading and that
    can be developed through regular activities in
    the classroom is inferencing the process of
    deducing new information from information you
    already know.
  • This can be done by practicing with text, data,
    diagrams, and other information.

27
Drawing Inferences
  • Film clip R4 illustrates how a teacher is using a
    graph about two basketball teams to have the
    students draw inferences about how the teams are
    different and possible reasons why they are
    having different seasons.

28
Reading-to-Learn Summary
  • These are just a few of the many general skills
    that can strengthen both reading ability and
    content learning when embedded into lesson plans
    on a regular basis.
Write a Comment
User Comments (0)
About PowerShow.com