multisensory structured language education helping my child learn to read
TRANSCRIPT
Why MSLE?
Written by staff at the Texas Scottish Rite Hospital for Children
Builds on the success of the Dyslexia Training Program
Supported by research Training provided by the Shelton School
and Evaluation Center of Dallas, Texas www.shelton.org
What is MSLE?
Simultaneously use more than one sense in learning Visual, auditory, kinesthetic and tactile
Systematic and Cumulative Consistent daily materials and procedures that
build on previously taught concepts.
Direct Instruction Each concept is presented through discovery,
practiced and reviewed periodically.
Dyslexia Characteristics
Misread common words Reading is choppy Issues with spelling Has difficulty rhyming and
mispronounces words It is unexpected in relation to other
cognitive abilities
MSLE Addresses the Five Essential Components of Reading
Instruction Phonemic Awareness
Integrated into daily lessons Phonics
This is a phonics based program Reading fluency
Students begin reading words for accuracy and automaticity within the first few days
Vocabulary development and the implementation of reading comprehension strategies are also integrated into the daily lesson
The Schedule
Alphabet Alphabet recognition, missing letter deck,
before and after, ABC order Review previous material Introduction of new information Instant words
Sight words Reading practice
Words and sentences
The Schedule
Spelling deck I say a sound, you write the letter or letters
Phonemic awareness mouth pictures, how we make the sounds,
ability to blend and manipulate sounds in words
Spelling practice Comprehension skills
Building word knowledge Building comprehension strategies
Why Cursive?
Only one method to learn Only one place to start for lower case
letters Reinforces left to right Reduces reversals Flowing and rhythmic movements
Home Practice is Important.
Typical learners need 5-15 accurate pairings of info. A student that has a learning difference needs 1500 accurate pairings of information to move the information to memory.
Practicing at home provides additional practice.
Children find important what their parents find important.
Home Practice Routine
Shared between parent and child Parent should monitor the accurate pairing
of information RAP pages
Rapid Accurate Practice 5 minutes Check for understanding of vocabulary
Handwriting Practice with letter shapes covered in class
Home Practice: Tips for Parents
Establish a routine Create a work area Choose an appropriate time Be consistent
References
Coffman, N. M. (2012) Shelton academic language approach (SALA). Unpublished manuscript, Shelton School and Evaluation Center, Dallas, Texas.
Birsh, J. R. (2011) Multisensory teaching of basic language skills. (2nd ed.) Baltimore, MD: Paul H. Brookes Publishing Co.
A reading checklist—helping your child become a reader. (n.d.) Retrieved August 29, 2013, from http://www2.ed.gov/print/parents/academic/help/reader/part8.html
Coffman, N. M. (2009) The shelton model for teaching organization and study skills. Unpublished manuscript, Shelton School and Evaluation Center, Dallas, Texas.