Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
20 Cards in this Set
- Front
- Back
|
*
Different Roles for Different People in Schools |
a. Classroom teacher: teaching reading and writing
b. Important for supportive SLP to acknowledge above fact c. Figure out culture of individual school to determine how SLP fits in with other professionals |
|
|
**
Reading and Writing in Schools |
a. Reading and writing instruction is centerpiece of what’s going on in schools
b. No Child Left Behind (NCLB) has led to additional concern about literacy achievement c. Unrealistic to think there’s a one size fits all role |
|
|
****
Four Pillars of NCLB |
a. Stronger accountability for results
b. More freedom for states and communities – districts can control where funding goes more c. Proven education methods d. More choices for parents |
|
|
****
Stronger Accountability |
a. Closing achievement gap
b. Teachers have to test kids to ensure expected performance meets guidelines |
|
|
*****
Proven Education Methods |
a. Supports scientifically-based instruction programs
b. Most important for SLPs b/c advocates EBP c. Basis for response to intervention |
|
|
a
Choices for Parents |
a. Parents may opt to transfer children to higher performing schools
b. District can transfer funds to under performing schools but most of these schools end up closing, anyway |
|
|
aa
Ways SLPs Determine their Role |
a. Clarify needs of school, children, and challenges faced by school
b. Classroom teacher’s role is primary – remember that c. SLP complements other educators’ roles and responsibilities – u have to be diff from what everyone else is doing or else you’re replacable d. Remember, educators in schools are a team – everyone’s roles are based on/related to others on team e. Roles are influenced by knowledge and skills (professional discipline) & job description f. Remember, children who must be taught (autism, etc) g. Past experience w/ learners is also important |
|
|
aaa
Classroom Teacher's Role |
a. Primary role in teaching kids to read and write
b. Implements and adopts curriculum to meet state standards – may be primary goal for teachers c. Adopted curriculum includes: literacy skills taught, activities, instructional materials, assess students at least quarterly |
|
|
aaaa
Classroom Teacher's Role (2) |
a. Learning is managed thru instructional experiences to teach reading and writing skills
b. Lg group of kids involved even tho sm. group instruction is seen c. Teaching a wide range of abilities can be challenging, so you have to teach to the middle d. Limited time to devote to any one child - a child that falls behind is likely to continue to fall behind |
|
|
aaaa
If a Child is not Successful |
a. Can then received instruction/intervention from:
-reading specialist -sped teacher -slp NB: It depends on available resources or literacy-learning culture in particular school |
|
|
b
Reading Specialists' Role |
a. International Reading Association says a reading specialist is a teacher w/ a Master's Degree who has participated in integrated, sustained, and rigorous prep program to teach reading
b. Provide instruction/assessment for ALL students c. Work usually done in sm. groups in class or in pull out model |
|
|
bb
Reading Specialists' Role (2) |
a. Goal = support, supplement, extend reg teacher's instruction and help areas of weakness for some kids
b. Complement an alternative curriculum c. Identify struggling students and their probs d. Not bound by legislative requirements like SLP and SPEDs are - can intervene w/o assessment as struggling reader is identified |
|
|
bbb
Reading Specialists' Role (3) |
a. Identify (w/ classroom teachers) kids who: haven't done well w/ reg instruction, may require evaluation, and determine eligibility for SPED services
b. "Literacy Coaches" educate parents and community, too c. Provide in-service help, esp. when district changes instructional program |
|
|
bbbb
Special Educators' Role |
a. If no reading specialist, LD teacher, or SLP is available, SPED teacher will work more with struggling readers
b. If child can't succeed in reg classroom, might need SPED c. SPED teachers can provide supplemental instruction to kids who get most of their edu in reg classroom |
|
|
bbbbb
SLPs' Role |
a. Use ASHA guidelines as career map
b. Literacy skills and our role in facilitating their development evolves w/ professional growth c. Make sure you provide UNIQUE contributions to team's effort to enhance literacy instruction, or else you're replaceable d. SLP might be only professional who works with kids in preschool and school-aged, so facilitate emergent and conventional literacy skills (emergent is what gives us a diff perspective on things) |
|
|
c
SLPs' Role (2) |
a. May be only professional working with same kid over multiple years - can explore learning strengths and needs of individual child
b. Can engage in assessment that's: informative, instructionally relevant, and not solely based on determining eligibility c. Consider where difficulties are, wh/ strategy is needed: scaffolding (support/how much challenge they can handle) and modification can enhance success |
|
|
cc
SLPs' Role (3) |
a. Can work individually w/ child (unique)
b. Identify changes needed in classroom c. Individual work allows for explicit instruction d. Can advocate for "developmental perspective", not just instructional - consider development across domains |
|
|
ccc
SLPs' Role (4) |
a. Look at performance from qualitative perspective - what is student's level of knowledge/development?
b. Example: "dog rhymes with cat" (quantitative: no, qualitative: there's a semantic r'ship b/w the two) |
|
|
cccc
Pre-Requisite Skills of Reading and Writing |
a. Oral language learning
b. SLP knows most about oral lang so they link oral and written lang (enhancing one should lead to success in other) c. Focus on how oral lang competence leads to literary success d. Est. links w/ written lang, use writing to reflect oral discussion topics, advocate for skill instruction AND content instruction |
|
|
ccccc
SLPs' Role (5) |
a. Maintain therapeutic role, not instructor's focus (when dealing w/ kids already having difficulty) - therapy is individualized to each student's needs, not one size fits all!
b. Requires knowl of lang development and lang disorders c. Provide early intervention to avoid occurrence of reading/writing disorders (eg: build foundation of phonological awareness competencies) d. Prevent and change reading/writing disabilities in kids w/ primary lang impairments (rates of r&w disabilities is 6x's higher in kids w/ oral lang impairments) |
