Answered: What is one strategy that can be…

Social Psychology (10th Edition)

10th Edition

ISBN:9780134641287

Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Publisher:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Chapter1: Introducing Social Psychology

Section: Chapter Questions

Problem 1RQ1

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Question: What is one strategy that can be implemented to help middle and high school students with reading problems?

Transcribed Image Text:unique challenges. The poorest readers, for example, often struggle because they are unable to identify single speech sounds in spoken whole words, so they must have their phonological skills strengthened. If phonological skills improve, students are better equipped to match written symbols to sounds, to spell, and to develop and expand their vocabulary. For those students whose reading skills are less severely impaired, prioritizing multisyllable word reading and reading fluency better matches their needs. And, if students can decipher printed words with sufficient accuracy and speed, then educators must aggressively address vocabulary deficiencies, background information required for comprehension, interpretation of academic language, and text reading strategies. Incentives to read challenging material independently, both in and out of school, will be critical. It is not a student's chronological age or grade level that should determine the design of remedial instruction. Rather, it is the student's level of reading skill and profile of strengths and weaknesses across the language spectrum that determines the content of lessons. Intensive Intervention If remedial reading instruction occurs as a supplemental, noncredit-bearing class, a student may receive two or three brief sessions in a resource room per week. Intensive instruction, however, can mean more than one period daily and, often, more than one year if the goal is to move the student closer to grade level. Teaching all essential components of language, reading, and writing takes time. There are no shortcuts for overcoming huge and chronic gaps in skill development and reading experience. Direct Teaching of Language Structure The Building Blocks of Spoken and Written Words 10- The majority of adolescent poor readers who read below the 30th percentile need some level of direct instruction in two foundational skills: the ability to map speech sounds to letters and letter patterns in print, and the ability to recognize printed words accurately and automatically-out of context as well as in context. ¹0 The poorest readers may still be confused about letters and sounds. They need systematic practice decomposing words into their component phonemes, syllables, and meaningful parts (morphemes), and recognizing how those linguistic units are represented in print. The techniques for teaching older students, however, should differ from those used to teach younger learners,¹1 or students are likely to rebel against "babyish" tasks. The first rule is to treat students like young adults. The first rule is to treat students like young adults. Talk about linguistics and language study. Don't hesitate to use adult terminology, such as "phoneme deletion," "consonant digraph," "schwa," and "morpheme." Explain phonics and spelling within the framework of the history of English. Spice up the story with videos about Old English and Middle English pronunciation. Explain and demonstrate how the speech-to-print correspondence system works with skits, cartoons, animation, games, and illustrations. Multisensory engagement will hold students' attention, with simultaneous listening, speaking, moving, looking, and writing or typing of symbols. Speech sounds (phonemes) should be learned with reference to their articulation. ¹2 Thus, students should look in mirrors as they practice phoneme discrimination and production. They should be able to imitate a good model and then listen to themselves produce, segment, or blend speech sounds. 4