Mary, Can you recommend a book/article/research/workshop that would be helpful in understanding and working with students who struggle in the areas you described. I tutored a first grader last summer that this seems to describe pretty well.
Thanks, Angela ---------------------------------------- > From: [EMAIL PROTECTED] > To: [email protected] > Date: Sat, 21 Jun 2008 17:58:02 -0700 > Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted > > I recently did a presentation on language and auditory processing, and these > problems may be related to a disorder in central auditory processing. Some > of the other "symptoms" are the following behaviors: > > > ~75% are males > > ~normal pure tone hearing > > ~trouble following directions > > ~short attention span > > ~poor memory > > ~don't seem to pay attention > > ~poor listening in noisy environment > > ~trouble locating sound > > ~academic deficits > > ~behavior problems > > ~request for repetition-"huh?" > > > > > > Prompts for students: > > ~Did you hear that? > > ~Can you repeat it? > > ~Can you tell me the first sound you heard? > > ~Can you tell me another sound you heard in the phrase? > > > > Mary > > > > ----- Original Message ----- > From: "Felicia Barra" > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Saturday, June 21, 2008 6:49 AM > Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted > > >> Debbie, >> >> I have had students who can't decode and the suggestion as been a CAPS >> test >> (central auditory processing ???). I have a current student that has had >> this done and the suggestion was teaching him through the Orton Gillingham >> method. Maybe the parents could have that test done to give you more >> insight. >> >> Felicia >> >> Felicia >> ----- Original Message ----- >> From: "KENNETH SMITH" >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> >> Sent: Saturday, June 21, 2008 8:22 AM >> Subject: [MOSAIC] phonemic awareness/segmentation help wanted >> >> >>> >>> >>> Hi, all, >>> >>> I am looking for some suggestions on teaching phonemic awareness and >>> segmentation to older students (3rd and 4th grade). I have several >>> students who just don't get it, and they can read lots of words, but they >>> are limited to the words they know and don't know how to apply decoding >>> strategies to the ones they don't, and they can't spell worth beans! If I >>> give them just a single word, they are usually okay, but in text they are >>> lost. They also can't handle words with more than one syllable. They tend >>> to jumble up the sounds in the middle. I have used the boxes to write >>> each >>> sound that we hear when we say a word, and I've given them words to >>> attempt to do the same, but they just don't get it. And sometimes they >>> are >>> way off - they will insert completely random sounds (/r/ seems to be a >>> favorite). They do this more often when orally trying to break down the >>> sounds, but also when writing. They have such poor comprehension that >>> they >>> aren't able to use the context to help with decoding. Sometimes it seems >>> as though the only way they can use context is if I read it to them. They >>> may read a sentence and substitute a random word (usually begins with the >>> same letter, but that's all), and not even realize that it doesn't make >>> sense. When I try to focus their attention on the word, they just can't >>> figure out anything that would make sense that begins like that word, and >>> we spend so much time on this level of reading that it's hard to get to >>> the deeper meaning and enjoyment of reading. >>> >>> I have one more really difficult student and I would love to hear >>> suggestions on this. The little guy will be entering first grade next >>> year >>> and did "double duty" in our half-day kindergarten this year (attending >>> both sessions). He is unable to remember what any letters are. He still >>> doesn't recognize his own name, he can't get all the way through the >>> alphabet orally, he only gets to about "g", but he can't match letters to >>> the alphabet song as he sings, he can't distinguish between letters and >>> numbers. We have tried every style of learning we can think of with him. >>> After tracing his own name for the entire school year he still can't >>> write >>> it himself. (And that's just his first name, with only 4 letters.) He was >>> tested for SPED and didn't qualify, supposedly because his IQ was too >>> high >>> (70's). What's a reading teacher to do?????? He's a sweet boy and I am >>> very concerned for him. His older brother is one of the kiddos described >>> in the above paragraph, and I believe he is on the autism spectrum(our >>> autism specialist and I have done many observations). Family support is >>> minimal. >>> >>> >>> >>> Any suggestions would be appreciated! >>> >>> Thanks, >>> >>> Debbie Smith >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected] >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >>> >>> >> >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> >> >> -- >> No virus found in this incoming message. >> Checked by AVG. >> Version: 7.5.524 / Virus Database: 270.4.0/1507 - Release Date: 6/18/2008 >> 7:09 AM >> >> > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _________________________________________________________________ Introducing Live Search cashback . 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