CEO Bristol Standard, LLC Atlanta, GA, United States
Abstract Description : You'll learn how to teach reading to kids who are very young or very distractible. We'll start with a moment-by-moment explanation of what's happening to such youngsters during group reading instruction. (Briefly, students are often looking at the wrong words or elsewhere.) A simple solution will be presented before a moderated discussion looks at suitable settings for the teaching technique, the likely results of implementing the technique, its drawbacks, and its advantages. When this was implemented as a pull-out and compared to Orton Gillingham at an inner-city school, learning proceeded 6-7 times faster per contact hour for average students. Highly inattentive students saw results that were even more dramatic. The technique is good for both Zoom tutoring and reading groups in traditional settings.
If someone was doing a search for your session in the program what 5 words might they use to search for and find your session.: phonics, reading, attention, decoding, zoom, tutoring.
Learning Objectives:
Table Talk, ID 1881697: Learn how your personnel can "push in" or "pull out" to teach typical inattentive students to read. See how Inattentive students saw 5 to 17-fold test score gains over ranked and matched controls without even modifying K-3 classroom practices or the main reading curriculum. Learn how inattention interacts with typical instruction to the extreme detriment of district reading scores. Learn how to counteract inattention—without rigid software—by triggering an ocular reflex repeatedly (slides). Discuss the technique, its drawbacks, its advantages, and its suitability for different settings.
Learn how your teachers can keep proper records during instruction so that EVERY common letter pattern can be practiced until decoding it is automatic for students in the given reading group (handout). Using optional slides or the handouts, learn how paraprofessionals can capture the two most common K-3 decoding errors during testing so that the curriculum problems that cause them can be addressed. Learn—with optional slides or the handouts—how your teachers and curriculum experts can classify previously recorded errors to spot curriculum weaknesses. Learn seven simple ways in which your district can boost reading scores with policy changes that are easy to implement (handout). See also: “A Stealthy Decoding Disorder… That We’re Causing” on Wednesday at 1:55, ID 1881203
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