Teachers and related service providers across early, middle, and secondary grades are invited to review these edWebinar slides, presented by Dr. Nickola Nelson, to gain new insights for identifying struggling readers and writers, understanding their needs, and helping them improve. Dr. Nelson shared a quadrant model for plotting language/literacy skills along two dimensions that can explain dyslexia and other reading, spelling, and oral language problems. She also presented five tips for working with students who are struggling with reading and writing, including how to: • Use the quadrant model based on the simple view of reading and the Student Language Scale (SLS) to screen for literacy difficulties and decide when to refer • Use standardized testing from a tool such as the Test of Integrated Language and Literacy Skills (TILLS) to understand students’ strengths and needs • Embed explicit instruction on word structure into grade level curricula to develop all students’ reading, decoding, spelling, and vocabulary skills • Embed instruction within the curriculum to heighten students’ awareness of vocabulary, complex syntax, and discourse organization • Use writing instruction within curricular assignments to build language/literacy skills for all students and as a collaborative intervention context for students who are struggling This recorded session was designed for PreK-12 educators, administrators, special educators, speech-language pathologists, psychologists, and reading specialists.

1. Teaching
Students
with
Literacy
Problems—Including
Dyslexia
Thursday,
April
13,
2017
Presented
by
Nickola
Nelson,
Ph.D.
Professor
Emerita,
Department
of
Speech,
Language,
and
Hearing
Sciences,
Western
Michigan
University,
Author
of
the
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS)
@nickolanelson
nickola.nelson@wmich.edu
Join
the
Inclusive
Education
community:
www.edweb.net/inclusiveeducation

2. • For
better
audio
and
video,
close
other
applications
that
use
bandwidth
• If
you
are
having
audio
or
connection
issues,
try
the
“Switch
to
Phone”
option
by
clicking
“More”
at
the
top
of
the
screen
• For
a
larger
view
of
the
slides,
hover
over
the
top-­‐right
side
of
the
screen
to
access
the
“Maximize”
button
• Please
post
your
questions
in
the
chat
box
• If
you’re
tweeting
today,
use
the
hashtag
#edwebchat
• If
you
have
any
problems,
staff
from
edWeb are
standing
by
to
assist
you
Here
are
some
webinar
tips…
Tweet
using
#edwebchat

3. If
you
logged
in
live
with
your
email
address:
Your
certificate
will
be
emailed
to
you
the
next
business
day.
If
you
joined
by
phone
or
if
you’re
watching
this
as
a
recording:
Take
the
CE
quiz
located
in
the
Webinar
Archives.
To
take
the
CE
Quiz
— Join
the
community
at
www.edweb.net/inclusiveeducation
— Click
on
the
Community
Webinar
Archives
image
— Locate
the
CE
Quiz
in
the
folder
for
this
webinar
To
get
your
CE
certificate
for
this
edwebinar…
Thanks for Attending This Webinar!
Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network.
edWeb.TV is a premium subscription service from edWeb.

4. ü Invitations
to
upcoming
webinars
ü Webinar
recordings
and
resources
ü CE
quizzes
ü Online
discussions
www.edweb.net/inclusiveeducation
You’ll
receive
the
following
benefits:
Join
our
free
community!
Teaching
All
Students
To
join,
go
to:

5. SPECIAL OFFER!
Save 20%* at brookespublishing.com with code EDWEBNN
*Expires 5/13/17. Not to be combined with any other discounts or offers.
Consumer orders only, please. Excludes BOL training, pre-discounted bundles,
and online products such as ASQ Online and AEPSinteractive™.

6. Dr.
Nickola
Nelson
Join
the
Teaching
All
Students
community: www.edweb.net/inclusiveeducation
Nickola
Wolf
Nelson,
Ph.D.,
CCC-­‐SLP,
BCS-­‐CL, is
Professor
Emerita
in
the
Department
of
Speech,
Language,
and
Hearing
Sciences
and
former
Director
of
the
Ph.D.
program
in
Interdisciplinary
Health
Sciences
at
Western
Michigan
University.
She
is
author
of
the
book Language
and
Literacy
Disorders:
Infancy
Through
Adolescence, and
first
author
of
the
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS),
as
well
as
editor-­‐in-­‐chief
of
the
journal,
Topics
in
Language
Disorders.
Dr.
Nelson's
research
and
publications
focus
on
curriculum-­‐based
language
and
literacy
assessment
and
intervention.
Follow
Nickola
on
Twitter
@nickolanelson.
Email
Nickola
nickola.nelson@wmich.edu.

7. Teaching
Students
with
Literacy
Problems—Including
Dyslexia
Nickola
Wolf
Nelson,
Ph.D.,
CCC-­‐SLP,
BCS-­‐CL
Professor
emerita
Western
Michigan
University

8. Acknowledgement/Disclosure
• Nelson,
N.
W.,
Howes,
B.,
&
Anderson,
M.
A.
(2016).
Student
Language
Scale
(SLS
forms
[available]
and
manual
[in
press]).
Baltimore,
MD:
Paul
H.
Brookes
Publishing,
Inc.
• Nelson,
N.
W.,
Plante,
E.,
Helm-­‐Estabrooks,
N.,&
Hotz,
G.
(2016).
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS).
Baltimore,
MD:
Paul
H.
Brookes
Publishing,
Inc.
• Grant
R324A100354
from
the
U.S.
Department
of
Education,
Institute
of
Education
Sciences
to
Western
Michigan
University.
Note
that
opinions
in
this
presentation
are
those
of
the
author
and
not
the
U.S.
government
(Michele
A.
Anderson,
coordinator,
&
E.
Brookes
Applegate,
statistical
consultation).
• Author
receives
royalties;
Brookes
Publishing
is
webinar
sponsor.
• Many
parents,
students,
teacher,
graduate
assistants,
research
test
administrators

9. Select
Your
Category
POLL
TIME

10. Topics
• What
is
the
quadrant
model
and
why
does
it
matter?
• What
is
TILLS
and
how
can
it
help
teachers
and
others
know
what
to
teach?
• Techniques
can
teachers
use
to
teach-­‐-­‐
– Sound/word
structure
knowledge,
vocabulary
learning,
reading
decoding,
and
spelling
– Sentence/discourse
abilities,
vocabulary,
and
language
comprehension
and
formulation
across
the
curriculum
– Language
and
literacy
skills
(oral
and
written),
using
a
writing
process
approach

11. Course
Objectives
– After
completing
this
webinar,
participants
will
be
able
to:
1.
Name
the
2
language
levels
that
make
up
the
simple
view
of
reading
and
quadrant
model
2. Use
at
least
2
new
techniques
for
teaching
a) Sound/word
skills
b) Sentence/discourse
skills
and
vocabulary
c) Writing
as
a
way
to
work
on
all
language
levels
and
modalities
N.
W.
Nelson,
Western
Michigan
U.,
2017

12. 5
TIPS
1. Use
the
quadrant
model
based
on
the
simple
view
of
reading
and
the
Student
Language
Scale
(SLS)
to
screen
for
literacy
difficulties
and
decide
when
to
refer
2. Use
standardized
testing
from
a
tool
such
as
the
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS)
to
understand
students’
strengths
and
needs
3. Embed
explicit
instruction
on
word
structure
into
grade
level
curricula
to
develop
all
students’
reading,
decoding,
spelling,
and
vocabulary
skills
4. Embed
instruction
within
the
curriculum
to
heighten
students’
awareness
of
vocabulary,
complex
syntax,
and
discourse
organization
5. Use
writing
instruction
within
curricular
assignments
to
build
language/literacy
skills
for
all
students
and
as
a
collaborative
intervention
context
for
students
who
are
struggling

13. TIP
1.
Use
the
quadrant
model
based
on
the
simple
view
of
reading
(SVR)
and
the
Student
Language
Scale
(SLS)
to
screen
for
literacy
difficulties
and
decide
when
to
refer

14. Not
all
reading
problems
are
alike

15. Two
Language
Models
that
Make
Sense
to
Teachers
and
Parents
The
Simple
View
of
Reading
The
Quadrant
Model

16. D
Word
Recognition
C
Oral
Language
Comprehension
R
Reading
Comprehension
Vocabulary
Part
of
C
Simple
View
of
Reading
(SVR;
Gough
&
Tunmer,
1986)
Simple
View
of
Reading
Redux
(Tunmer &
Chapman,
2012)
Simple
View
of
Reading
D
=
decoding
C
=
comprehension
R
=
reading

17. Quadrant
Model
Good
listening
comp
+
sentence
formulation
when
talking
Low
reading
decoding
+
fluency
+
spelling
+
word
inflection
when
writing
Average
in
both
Low
Reading
+
Low
Oral
Language
High
sound/word
skills
and
surface
reading
Good
Reading
Decoding
+
Poor
Comprehension
Sentence/Discourse
Ability
Sound/Word
Ability
Dyslexia
Specific
Comprehension
Deficit
Spoken
+
Written
Disorder
Normal
Language
(Bishop
&
Snowling,
2004;
Catts,
Adlof,
Hogan,
&
Weismer,
2005;
Catts,
Adlof,
&
Weismer,
2006;
Ramus,
Marshall,
Rosen,
&
van
der
Lely,
2013)

18. Two
Pathways
to
Identification
as
LD
or
S/LI
RtI Tier
1 RtI Tier
2
RtI Tier
3
/
Assessment/
Identification
IEP
for
SLD
or
S/LI
Screening
or
Referral
Assessment
&
Identification
of
S/LI
or
SLD
IEP
for
SLD
or
S/LI
Note:
PSW
=
Pattern
of
Strengths
and
Weaknesses;
IEP
=
Individualized
Education
Program;
SLD
=
Specific
Learning
Disability;
S/LI
=
Speech
or
Language
Impaired;
*Classroom
teacher
maintains
responsibility
Formal
Assessment
(SLS
+
TILLS)
SLS
+
TILLS
*
*

19. Students
with
dyslexia
need
an
IEP
and
explicit
instruction
to
develop
adequate
decoding
and
spelling;
not
just
504
accommodations
Later,
accommodations
may
be
enough

20. Identifying
Language/Literacy
Impairment
in
the
School-­‐Age
Years
• What
should
be
the
role
of
parental
and
teacher
input?
• What
tells
teachers
that
students
are
struggling
with
literacy?
– Kindergarten/Grade
1
– Middle
elementary
– Later
elementary
– Middle
to
secondary
school
Use
the
Edweb community
to
add
to
a
discussion
of
roles
and
red
flags
for
teachers
and
parents

21. Teachers
(and
Parents)
identify
problems
with
a
high
degree
of
accuracy.*
*Research
on
the
Student
Language
Scale
(Nelson,
Howes,
&
Anderson,
2016,
in
press)

22. Teacher,
parent,
and
student
ratings
with
the
SLS
Sensitivity =
%
of
students
with
known
disorder
identified
correctly
(80%
or
more)
-­‐Teachers
90%
-­‐Parents
85%
-­‐Students
73%
Specificity =
%
of
student
known
NOT
to
have
the
disorder
identified
correctly
-­‐Teachers
90%
-­‐Parents
83%
-­‐Students
61%
Teacher
ratings
on
items
3
&
4
à high
correlation
with
student
performance
on
TILLS
sound/word
composite
(.67),
particularly
at
risk
in
dyslexia
(.75
on
items
1-­‐2,
5-­‐8
with
sentence/discourse
composite)

23. TIP
2.
Use
standardized
testing
from
a
tool
such
as
the
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS)
to
understand
students’
strengths
and
needs

24. Why
and
how
new
tools
may
help
you
address
these
problems

25. (Nelson,
Plante,
Helm-­‐Estabrooks,
&
Hotz,
2016)
TILLS
Test
of
Integrated
Language
and
Literacy
Skills

26. Nelson,
N.
W.,
Plante,
E., Helm-­‐Estabrooks, N.,
&
Hotz,
G.
(2015).
Test
of
Integrated
Language
and
Literacy
SkillsTM (TILLS™).
Brookes Publishing
Co.,
Inc.
Language
Levels
X
Modalities
Model

27. Interpret
TILLS
results
for
3
validated
purposes
• Identify
language/literacy
disorder
• Profile
patterns
of
strengths
and
weaknesses
• Track
change
over
time
(6
mos.
+)

28. Purpose
2.
Profile
strengths
and
weaknesses

29. Dyslexia
Legislation
POLL
TIME

30. 7;10
Grade
2
Girl

31. Teacher
and
Parent
SLS
for
7;10,
Grade
2
Parent
SLSGen
Ed
Teacher
SLS

32. Grade
2
girl
(age
7;10)

33. 7;10
Grade
2,
Girl
Good
listening
comp
&
sentence
formulation
Low
reading
decoding
&
fluency
&
spelling
High
in
both?
Low
in
both?
High
sound/word
skills
and
surface
reading?
Low
comprehension
in
listening
and
reading?
Sentence/Discourse
Ability
Sound/
Word
Ability
Sound/word 50
Sentence/discourse 71

34. 8;9
Grade
3
Boy

35. 8;9
Grade
3
Boy
Parent
SLSTeacher
SLS

36. Student
SLS

37. Grade
3
boy
(age
8;9)

38. Written
Expression
Story
Discourse:
4/20
=
20%
Sentence:
4/4
=
1.00
Word:
18/23
=
78%

39. 8;9
Grade
3
Boy
Good
listening
comp
&
sentence
formulation
Low
reading
decoding
&
fluency
&
spelling
High
in
both?
Low
in
both?
High
sound/word
skills
and
surface
reading?
Low
comprehension
in
listening
and
reading?
Sentence/Discourse
Ability
Sound/
Word
Ability
Sound/word 53
Sentence/discourse 63

40. 13;7
Grade
7
Boy
Identified
with
Reading
Impairment
+
ADHD
No
IEP

41. 13;7
Grade
7
Boy
Parent
SLS

42. 13;7
Grade
7
boy

43. Good
listening
comp
&
sentence
formulation
Low
reading
decoding
&
fluency
&
spelling
High
in
both?
Low
in
both?
High
sound/word
skills
and
surface
reading?
Low
comprehension
in
listening
and
reading?
Sentence/Discourse
Ability
Sound/
Word
Ability
13;7
Grade
7
Boy
Sound/word 90
Sentence/discourse 55

44. These
different
profiles
need
different
types
of
teaching

45. The
value
of
heavy
“Meta”
Conscious
awareness
of
what
you’re
teaching
and
why
Teaching
students
to
be
aware

46. Landscape
of
consciousness
Landscape
of
action
Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard U. Press
Mature
narratives
have
both…
…so
does
good
teaching
https://dyslexiaida.org/knowledge-­‐and-­‐practices/

47. Organizing
Targets
Discourse
level
Sentence
level
Vocabulary
Phonology
&
Morphology
Attention,
memory,
etc.

48. Minilesson
as
a
teaching
tool
• Group minilesson
or
personal minilesson
• Keep
it
“mini”
10-­‐15
min
(tuck
it
in)
• Be
alert
topics
to
address
group
and
individual
needs;
relate
them
to
the
curriculum
– Multi-­‐task
if
possible
– Ex
self-­‐regulation
+
word
structure
knowledge
+
vocabulary
in
“courage”
minilesson
• Structure/characteristics
– Introduce
and
name
the
topic
or
problem
– Brain
storm
(no
single
right
answers;
allows
broad
participation)
– Summarize
– Provide
handout
or
scaffold
students
to
construct
individual
responses
“Make
it
theirs”

49. Introduce
the
topic
Plan
a
brainstorming
step
Multi-­‐task
if
possible

50. Make
it
theirs
– individual
responses

51. TIP
3.
Embed
explicit
instruction
on
word
structure
knowledge
into
grade
level
curricula
to
develop
all
students’
reading
decoding,
spelling,
and
vocabulary
skills

52. Sound/Word
Level
Word
Structure
Knowledge

53. Teaching
about
the
phonological
structure
of
words
Phonological
Awareness
• Umbrella
term
for
awareness
of
the
sound-­‐structure
of
words
– Broader
than
phonemic
awareness
and
phonics,
but
technically
just
oral/aural
– Playing
with
the
sounds
of
words
and
rhyming
– “Anna
Anna Bobanna…”
– Rap
e.g.
http://www.mywordwizard.com/raps-­‐for-­‐kids.html
– Saying
complex
words
slowly
– “ba – na – na;
banana”
– Choral
production
of
new
vocabulary
in
books
(poll
– en – a
– tion)
– Individual
production
of
words
prior
to
spelling
Phonemic
Awareness
• Individual
sounds
within
words
– Manipulating
individual
speech
sounds
in
words
– “Say
‘cat’
without
the
/k/
sound
Phonics
• Letter
– sound
association
– Associating
sounds
and
letters
– What
letter
makes
the
/s/
sound?
Is
there
another
letter
that
can
make
this
sound?
Bang
for
buck

54. Common
Core
State
Standards
Grade
2.
Phonics
and
Word
Recognition
• CCSS.ELA-­‐Literacy.RF.2.3
Know
and
apply
grade-­‐level
phonics
and
word
analysis
skills
in
decoding
words.
– Distinguish
long
and
short
vowels
when
reading
regularly
spelled
one-­‐
syllable
words.
– Know
spelling-­‐sound
correspondences
for
additional
common
vowel
teams.
– Decode
regularly
spelled
two-­‐syllable
words
with
long
vowels.
– Decode
words
with
common
prefixes
and
suffixes.
– Identify
words
with
inconsistent
but
common
spelling-­‐sound
correspondences.
– Recognize
and
read
grade-­‐appropriate
irregularly
spelled
words.
Grade
3.
Phonics
and
Word
Recognition
• CCSS.ELA-­‐Literacy.RF.3.3
• Know
and
apply
grade-­‐level
phonics
and
word
analysis
skills
in
decoding
words.
– Identify
and
know
the
meaning
of
the
most
common
prefixes
and
derivational
suffixes.
– Decode
words
with
common
Latin
suffixes.
– Decode
multisyllable words.
– Read
grade-­‐appropriate
irregularly
spelled
words.
Fluency
• CCSS.ELA-­‐LITERACY.RF.5.3
Know
and
apply
grade-­‐level
phonics
and
word
analysis
skills
in
decoding
words.
• CCSS.ELA-­‐LITERACY.RF.5.3.A
Use
combined
knowledge
of
all
letter-­‐
sound
correspondences,
syllabication
patterns,
and
morphology
(e.g.,
roots
and
affixes) to
read
accurately
unfamiliar
multisyllabic
words
in
context
and
out
of
context.
Grade
5.
Phonics
and
Word
Recognition

55. Sound-­‐symbol
association
(alphabetic
principle;
phonics)
• Use
multi-­‐modality,
multi-­‐sensory,
multi-­‐
linguistic
approach
to
make
sound-­‐symbol
association
automatic
• Especially
for
students
with
dyslexia,
but
good
for
everyone
in
the
lower
grades
• “My
Sound
and
Word
Book”
“Word
Study
Notes”
“My
Tool
Book”
• Envelope
for
letter
chips

56. Single
Phoneme
Level
• Sound
à speech
“Say
/p/”
– Make
page
for
“My
Sounds
&
Letters
Book”
– Letter
chips
(teach
letter
“name”
versus
“sound”)
– Precise
articulation;
attention
to
distinctive
features
– Ex.
Voiced
(noisy)
/v/
versus
voiceless
(quiet)
/f/
• Sound
à symbol
“Point
to
/p/”
– Array
(choose
easily
distinguished
sounds;
consider
providing
cues
to
vowel
pronunciations)
ee p
t
m
_o_ s
a_e
• Symbol
à sound
“What
sound
does
this
letter
make?”
• Sound
à letter
“Write
/p/”
• Letter
name
à letter
“Point
to
‘P’”
• Contrast
difficult
letters
with
self
talk
and
rehearsal
– Ex.
“b
is
stick
then
ball”;
“d
is
dollop
first”
or
“b
e
d”
(turn
around
when
demonstrating)
Use
the
Edweb community
to
add
to
a
discussion
of
b/d
confusion
Common
in
dyslexia;
doesn’t
mean
they
see
letters
backwards

57. Single
phoneme-­‐letter
assoc.
Point
to
/n/
(say
sound
also)
Point
to
/p/
What
does
this
one
say?
What
does
the
letter
“T”
say?
Write
/t/

58. Word
Pattern
Recognition
(Orthographic
Principle)
• Consonant
à Vowel
(a_e,
ee,
_a_)
– Single
consonant
à varied
vowels
– Varied
consonants
à single
vowel
– Consonant
clusters
à varied
vowels
• Vowel
à Consonant
– Single
vowel
à multiple
consonants
– Multiple
vowels
à single
consonant
• CVC
• Onset
à Rime
(vowel
to
end
of
word)
– Common
“word
families”
• Morphology
ßà Orthography
– Common
“chunks”
-­‐ing,
-­‐tion,
un-­‐,
dis-­‐
Grade
3
standard:
Decode
words
with
common
Latin
suffixes.

59. Sound
blending/
orthographic
patterns
oo1 fa_e
b o fee t
e foo1

60. Grade
2.
Distinguish
long
and
short
vowels
when
reading
regularly
spelled
one-­‐syllable
words.

61. Word
Families
(analogical
processes)
All
grades.
Word
patterns
irregular
spellings

62. Sources
for
Word
Structure
Approaches
• Barrie-­‐Blackley,
S.
(2011).
The
Structure
of
Written
English
&
Orton-­‐Gillingham
for
SLPs
[online
course]
• DuBard,
E.
(1974).
Teaching
aphasics
and
other
language
deficient
children:
Theory
and
application
of
the
association
method.
Hattiesburg,
MS:
University
Press
of
Mississippi.
• Lindamood,
P.,
&
Lindamood,
P.
(1998).
Lindamood phonemic
sequencing
program
for
reading,
spelling,
and
speech (LiPS;
formerly
called
Auditory
Discrimination
in
Depth).
Austin,
TX:
ProEd.
• Monsees,
E.
K.
(1972).
Structured
language
for
children
with
special
language
learning
problems.
Washington,
DC:
Children’s
Hospital
National
Medical
Center.
• McGinnis,
M.
(1963).
Aphasic
children
[original
association
method].
Washington,
DC:
A.
G.
Bell
Association.
• Moats,
L.
(2000).
Speech
to
print:
Language
essentials
for
teachers.
Brookes
Publishing.
• Ritchey,
K.
D.,
&
Goeke,
J.
L.
(2006).
Orton-­‐Gillingham and
Orton-­‐Gillingham—
Based
Reading
Instruction:
A
Review
of
the
Literature.
The
Journal
of
Special
Education,
40,
171-­‐183.
• Wasowicz,
J.,
Apel,
K.,
Masterson,
J.
J.,
&
Whitney,
A.
(2004).
Spell-­‐Links
to
Reading
&
Writing:
A
Word
Study
Curriculum.
Evanston,
IL:
Learning
by
Design.

63. Example
for
a
4th Grade
Student
With
dyslexia

64. Grade
4
Test
– retest
data
for
a
girl
with
dyslexia
Grade
2

65. Purpose
3.
Tracking
change

66. Original
Story
Thes/these
Turtels/turtles
Advancher/adventure
Kentoky/Kentucky
Leav/leave
Spout/spot
Whant/whent/went
Tourds/towards
Roud/road
Ceped/kept
Levfs/leaves
Midel/middle
Fier/fire

67. Word
Families

68. Homonyms

69. See
the
pattern.
Take
a
picture
with
your
brain.

70. Teach
morphology
explicitly
Use
meta-­‐
terminology
to
match
the
curriculum

71. TIP
4.
Embed
instruction
within
the
curriculum
to
heighten
students’
awareness
of
vocabulary,
complex
syntax,
and
discourse
organization

72. Sentence/Discourse
Level
Nonphonological
language
skills

73. Informational
Text
• CCSS.ELA-­‐Literacy.RI.2.1
Ask
and
answer
such
questions
as
who,
what,
where,
when,
why,
and
how to
demonstrate
understanding
of
key
details
in
a
text.
• CCSS.ELA-­‐Literacy.RI.2.2
Identify
the
main
topic
of
a
multiparagraph text
as
well
as
the
focus
of
specific
paragraphs
within
the
text.
• CCSS.ELA-­‐Literacy.RI.2.3
Describe
the
connection
between
a
series
of
historical
events,
scientific
ideas
or
concepts,
or
steps
in
technical
procedures
in
a
text.
Literature
• CCSS.ELA-­‐Literacy.RL.2.1
Ask
and
answer
such
questions
as
who,
what,
where,
when,
why,
and
how to
demonstrate
understanding
of
key
details
in
a
text.
• CCSS.ELA-­‐Literacy.RL.2.2
Recount
stories,
including
fables
and
folktales
from
diverse
cultures,
and
determine
their
central
message,
lesson,
or
moral.
• CCSS.ELA-­‐Literacy.RL.2.3
Describe
how
characters
in
a
story
respond
to
major
events
and
challenges.
Common
Core
State
Standards
(Grade
2)

74. Informational
Text
• CCSS.ELA-­‐LITERACY.RST.9-­‐10.4
Determine
the
meaning
of
symbols,
key
terms,
and
other
domain-­‐
specific
words
and
phrases
as
they
are
used
in
a
specific
scientific
or
technical
context
relevant
to grades
9-­‐10
texts
and
topics.
• CCSS.ELA-­‐LITERACY.RST.9-­‐10.5
Analyze
the
structure
of
the
relationships
among
concepts
in
a
text,
including
relationships
among
key
terms
(e.g., force,
friction,
reaction
force,
energy).
• CCSS.ELA-­‐LITERACY.RST.9-­‐10.6
Analyze
the
author's
purpose
in
providing
an
explanation,
describing
a
procedure,
or
discussing
an
experiment
in
a
text,
defining
the
question
the
author
seeks
to
address.
Literature
• CCSS.ELA-­‐LITERACY.RH.11-­‐12.2
Determine
the
central
ideas
or
information
of
a
primary
or
secondary
source;
provide
an
accurate
summary
that
makes
clear
the
relationships
among
the
key
details
and
ideas.
• CCSS.ELA-­‐LITERACY.RH.11-­‐12.3
Evaluate
various
explanations
for
actions
or
events
and
determine
which
explanation
best
accords
with
textual
evidence,
acknowledging
where
the
text
leaves
matters
uncertain.
Common
Core
State
Standards
(9-­‐12)

75. Comprehension
&
Composition
• Advantages
for
starting
with
expression
of
own
ideas
– Orally
– In
writing
– General
principle:
Elaboration
before
correctness
• Dynamic
assessment/scaffolding
of
area
of
breakdown
– Missing
key
vocabulary?
• Direct
instruction,
illustration,
application
in
new
contexts;
moisten
the
vocabulary
sponge
– Sentence
level?
• Paraphrasing
• Sentence
verification
• Use
relatively
stronger
oral
language
abilities
– Discourse
level?
• Detecting
macrostructure
• Organizing
texts
to
achieve
a
communicative
purpose

76. High School Earth Science/Water Erosion
and Deposition
Rivers and streams complete the
hydrologic cycle by returning precipitation
that falls on land to the oceans (Figure
10.1). Ultimately, gravity is the driving
force, as water moves from mountainous
regions to sea level. Some of this water
moves over the surface and some moves
through the ground as groundwater. As
this water flows it does the work of both
erosion and deposition. You will learn
about the erosional effects and the
deposits that form as a result of this
moving water.
Figure 10.1: As rivers and streams
move towards the ocean, they carry
weathered materials.
https://en.wikibooks.org/wiki/High_School_Earth_Science/Water_Erosion_and_Deposition
“Rivers
and
streams
return
precipitation
that
falls
on
the
land
to
the
oceans.”

77. Vocabulary

78. Vocabulary
• What
does
it
mean
to
“know”
a
word?
1. Never
saw/heard
it
before
2. Heard
it,
but
don’t
know
what
it
means
3. Recognize
in
context
and
have
a
general
sense
4. Know
it
well;
rich,
decontextualized
knowledge
of
word
and
relationship
to
other
words
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary
instruction. New York: The Guilford Press.
Think
I
know
a
word
but
the
meaning
is
slightly
or
totally
off.
1
Common
everyday
words
(baby, come,
clock)
2
Common
in
academic
language
(contrast,
coincidence,
fortunate)
3
Low
frequency,
domain
specific
(peninsula,
isotope,
osmosis)
Tiers
of
Words

79. Scaffolding
vocabulary
awareness
• Activating
awareness
of
word
knowledge
• Circle
unknown
words
when
reading
• Paraphrasing
passages
and
checking
comprehension
• Combine
word
structure
+
vocabulary
– Hydro
+
logic
– Hydro
+
logy
– Hydrant
Never
heard
of
it
Know
it
really
well
0 5 10

80. Interviews
of
Student
and
Teacher
Serea
• Likes
school
• Reads
fluently,
but
pronunciations
suggest
that
some
words
are
unknown
• Comprehension
problems
– “I
always
raise
my
hand
so
the
kids
will
think
I
know
the
answer.”
– “The
teacher
never
calls
on
me.”
Teacher
• S.
makes
friends
easily
• But
she
has
problems
with
comprehension
– “She
always
raises
her
hand,
but
I
never
call
on
her
because
she
never
knows
the
answer.”
Teaching
technique:
Minilesson
on
hand
raising
-­‐-­‐Brainstorm
-­‐-­‐Make
it
theirs
-­‐-­‐Practice

81. Science
Worksheet
Pond
water
contains
a
variety
of
plant
and
animal
life.
While
some
can
be
seen
with
the
naked
eye,
others
are
too
small
and
will
require
the
use
of
a
microscope
to
be
able
to
properly
observe
them.
Mark
an
X
on
the
center
of
the
pond.
For
directional
vocabulary,
have
student
mark
meaning
graphically

82. Sentence
Level

83. Syntax
in
Formulation
and
Comprehension
Students
need
complex
sentences
to
convey
complex
relationships
among
ideas
Students
comprehend
complex
sentences
when
they
unpack
the
complex
ideas
encoded
with
complex
syntax

84. Sentence
Level
– scaffolding
using
the
audience
principle
• Encouraging
complex
ideas:
“So,
why
(or
when
or
where)
did
that
happen?”
• Getting
student
to
say
it
first:
– Wrote:
“My
horse
saw
the
deer.
She
spooked.
She
took
off.”
– Said:
“When
my
horse
saw
the
deer,
she
got
spooked
and
took
off
because
it
scared
her.”
– Clinician
scaffolded:
“Oh,
I
see
what
happened,
but
I
don’t
see
that
on
the
screen.
It
would
be
awesome
to
write
that.”
• Asking
about
landscape
of
consciousness:
“I
wonder
what
your
character
was
thinking.”
• Expressing
need
for
clarity
because
it’s
interesting:
“I’m
trying
to
figure
out
what
happened
first.
Do
you
think
you
can
make
that
clear
for
your
readers.”

85. Self-­‐talk
Questions
(minilesson
handout)
What
can
I
do
to
make
interesting
sentences
that
sound
right?
1. Think
of
what
I
want
my
reader
to
know,
think,
or
feel.
2. Say
the
sentence
to
myself.
3. Write
it
or
type
it
a
word
at
a
time
as
I
say
it.
4. Read
it
again
or
have
the
computer
read
it.
5. Does
it
sound
right?
6. Should
I
fix
anything?

86. Discourse
Level

87. Expository Text Macrostructure
• Hierarchical/descriptive
Superordinate
Subordinate Subordinate
• Procedural sequence
[1] details [2] details [3] details
• Comparison/contrast
Topic
like different
• Antecedent Consequence
[details] [details]

88. Examples
from
a
4th Grade
Science
Textbook
1. How
is
the
crust
under
the
ocean
different
from
the
continental
crust?
(compare-­‐contrast)
2. Name
3
ways
that
plates
can
move
in
relation
to
each
other?
(hierarchical
descriptive)
3. How
could
convection
currents
in
the
mantle
cause
the
plates
to
move?
(antecedent-­‐consequence)
4. How
does
the
movement
of
the
plates
in
the
Atlantic
Ocean
create
volcanoes
in
the
ocean?
(antecedent-­‐consequence)

89. Second
Grade
Text

90. Semantic
Hierarchies
• Charts
– Is
a...
– Has
a…
– Kinds
of…
• Backward
and
forward
questioning
– “What
is
a
blue
whale?”
– “What
is
the
largest
mammal
on
earth?”

91. Whales
• Largest
mammal
on
earth
• 70-­‐80
feet
long
• 90-­‐150
tons
• Big
mammal
that
eats
tiny
organisms
– Plankton
– Krill
Blue
whale
is Kinds
of
Whales
Blue
whale
has
• Baleen
plates
• Grayish
blue
skin
with
white
spots
Plankton/Krill
is
a
kind
of
tiny
organism
that
whales
eat
A
baleen
plate
or
“Whalebone”
is
like
a
giant
comb
covered
with
hair.
As
ocean
water
is
pushed
through
it,
krill
and
plankton
are
caught
on
the
hairs.

93. 4th Grade Science Text
Tornadoes are another type of storm
that a cold front can produce. Rapidly
rising warm air at a cold front causes
more air to move in to replace it.
Strong winds are produced. The air
may begin to rotate and produce a
funnel-shaped cloud that can reach
down to the ground. Fortunately, the
that they touch is usually very narrow
and they don’t last very long.
Minilesson
on
Note
taking

94. Compare
and
Contrast
Hurricanes & Tornados
Hurricanes
Along the coast
Warmair picks up water
Bring heavyrains
Warmand cold aircome
together
High winds
Have eyes
Tornados
Overland
Drop fromstormclouds
Make a narrowpath
Both

95. TIP
5.
Use
writing
instruction
within
curricular
assignments
to
build
language/literacy
skills
for
all
students
and
as
a
collaborative
intervention
context
for
students
who
are
struggling

96. Merge
teaching
of
writing
processes
and
language
processes
• Planning
and
Organizing
– Executive
functions
(purpose,
audience)
– Discourse
structure
(multi-­‐level
web,
diagram,
outline)
for
expository
report,
narrative,
persuasive
essay,
etc.
• Drafting
– Formulate
sentences
with
appropriate
vocabulary
and
sentence
structure
– Spelling
• Revising
– Reread
for
meaning
– Gather
peer
feedback
– Think
about
organization
and
effect
on
audience
• Proofreading
and
editing
– Reread
for
grammar
and
spelling
accuracy
– Make
corrections
and
improvements
• Presenting
and
celebrating

97. Using planning
template in 3rd
grade

98. J’s
Bat
Notes

99. J’s
Report
Draft
Published piece

100. Teach
proofreading
explicitly
Read
for
meaning
(before
any
editing)
“Turn
your
proofreading
brain
on”
(rereading
and
preliminary
editing)
Whant/whent/went
Ceped/kept
Levfs/leaves
Midel/middle
Fier/fire
Thes/these
Turtels/turtles
Advancher/adventure
Kentoky/Kentucky
Leav/leave
Spout/spot

101. 3rd Grade
student
with
multiple
needs
Teacher
used
as
example
of
what
she
liked.

102. “You’re
gonna love
this!”

104. Take-­‐home
points
• Comprehensive
screening
and
assessment
provide
insights
not
available
otherwise…and
sooner.
• Evidence
for
two
language
levels
in
SVR
and
dimensions
in
quadrant
model
– Sound/word
level
skills
(reading
decoding
and
spelling)
– Vocabulary/sentence/discourse
level
skills
(language
comprehension
&
expression)
• In
dyslexia
– Sound/word
skills
are
low
– Listening
Comprehension
>
Reading
Comprehension
• Teaching
techniques
differ
when
you
– Focus
on
word
structure
knowledge
– Focus
on
meaning
and
communication
of
ideas
– Writing
process
instruction
is
a
good
integrative
context
for
working
on
both,
but
need
explicit
instruction
(usually
pull
out)
for
sound/word
knowledge

105. Other
References
Badian, N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study
of stability, gender differences, and prevalence. Journal of Learning Disabilities, 32, 138-­148.
Berninger, V. W., Vaughan, K. Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J.. M., & Graham, S. (2002). Teaching
Spelling and Composition Alone and Together: Implications for the Simple View of Writing. Journal of Educational Psychology
2002, Vol. 94, No. 2, 291–304
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?
Psychological Bulletin, 130(6), 858-­886.
Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders?
Journal of Speech, Language, and Hearing Research, 48(6), 1378-­1396.
Gough, P. B., & Tunmer, W. E. (1986). Decoding and reading disability. Remedial and Special Education, 7, 6-­10.
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-­160.
Nation , K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor
reading comprehension and specific language impairment? J. of Speech, Language, and hearing Research, 47(1), 199-­211.
Nelson, N. W., Howes, B., & Anderson, M. A. (in press) Student Language Scale Manual. Baltimore, MD: Paul H. Brookes.
Nelson, N. W., Plante, E., Helm-­Estabrooks, N., & Hotz, G., (2016). Test of Integrated Language and Literacy Skills (TILLS).
Baltimore, MD: Paul H. Brookes Publishing Co.
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Phonological deficits in specific language impairment and
developmental dyslexia: Towards a multidimensional model. Brain, 136, 630–645.
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B.
Newman & D.D. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). New York: Guilford Press.
Silliman, E. R., & Berninger, V. W. (2011). Cross-­disciplinary dialogue about the nature of oral and written language problems in the
context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31(1), 6-­23.
Tunmer, W. E., & Chapman, J. W. (2007). Language-­related differences between discrepancy-­defined and non-­discrepancy-­defined
poor readers: A longitudinal study of dyslexia in New Zealand. Dyslexia, 13(1), 42-­66.
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent
components hypothesis. Journal of Learning Disabilities, 45, 453-­466.

106. Q&A Session
*Not to be combined with any other discounts or offers. Consumer orders only,
please. Excludes BOL training, pre-discounted bundles, and online products
such as ASQ Online and AEPSinteractive™.
Questions?
brookeswebmeeting@brookespublishing.com
Save 20%
at brookespublishing.com*
Use code: EDWEBNN
Expires 5/13/17

107. Thank
you
to
our
speaker!
Nickola
Nelson,
Ph.D.
Professor
Emerita,
Department
of
Speech,
Language,
and
Hearing
Sciences,
Western
Michigan
University,
Author
of
the
Test
of
Integrated
Language
and
Literacy
Skills
(TILLS)

108. For
an
invitation,
join
Teaching
All
Students
www.edweb.net/inclusiveeducation
Strategies
for
Encouraging
Reading
Readiness
in
Young
Children
Presented
by
Howard
Goldstein,
Ph.D.,
CCC-­‐SLP,
Associate
Dean
for
Research,
College
of
Behavioral
&
Community
Sciences,
University
of
South
Florida;
and
Elizabeth
Spencer
Kelley,
Ph.D.,
CCC-­‐SLP,
Assistant
Professor
of
Communication
Science
and
Disorders
in
the
School
of
Health
Professions,
University
of
Missouri-­‐Columbia
Upcoming
webinars
are
posted
on
Twitter
@edwebnet
Join
us
for
the
next
webinar!
Wednesday,
May
17,
2017
@
3:00
pm
Eastern
Time

109. If
you
logged
in
live
with
your
email
address:
Your
certificate
will
be
emailed
to
you
the
next
business
day.
If
you
joined
by
phone
or
if
you’re
watching
this
as
a
recording:
Take
the
CE
quiz
located
in
the
Webinar
Archives.
To
take
the
CE
Quiz
— Join
the
community
at
www.edweb.net/inclusiveeducation
— Click
on
the
Community
Webinar
Archives
image
— You’ll
find
a
CE
Quiz
in
the
folder
for
this
webinar
To
get
your
CE
certificate
for
this
edwebinar…
Thanks for Attending This Webinar!
Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network.
edWeb.TV is a premium subscription service from edWeb.

110. ü Invitations
to
upcoming
webinars
ü Webinar
recordings
and
resources
ü CE
quizzes
ü Online
discussions
www.edweb.net/inclusiveeducation
You’ll
receive
the
following
benefits:
Join
our
free
community!
Teaching
All
Students
To
join,
go
to: