The Joseph Robert Shaw Foundation

Helping Children Recover from Brain Injury

Inclusive Guided Reading

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One aspect of our Augmented Learning Study Program is providing small group academic instruction that would be seen in schools. In this time of virtual learning, we want our learners to have an opportunity to learn in groups from each other – as COVID safely as they can.

One challenge we have worked on is making an inclusive guided reading experience for our first graders who use and do not use devices. As I’ve written about before in teaching Joey to read – it can be extremely tiring for him to read the words on the page and then find them on his device. If we measured his ability to read and comprehend through his output on his device we would continue to see him reading at a beginning kindergarten level. And yet, Joey consistently recognizes many of the words from the dulce list through first grade. He is also able to match sentences from a guided reading text to their picture – demonstrating reading comprehension.

So how do we make that a group activity?

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Measuring Reading Comprehension

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Ever since Joey started kindergarten I’ve struggled with the idea of how to assess his reading ability. Although I can encourage him to use his device to match the words on the page, this is laborious and time consuming for him. It certainly does not promote reading fluency or the phonemic process needed to decode unfamiliar words. But, if Joey isn’t read aloud, how do we know he’s reading?

When we read leveled books I try to take turns reading words with Joey. As we read I’ll point under each word and talk about how my voice or the word on the device matches the word on the page. I’ll pause at words Joey can quickly read on his device, or at words that I want Joey to learn to read on his device so that he has an opportunity to read the word as we go.  I have each word from the sentence laminated on a piece of paper with velcro so that Joey can build the sentence himself when given the words. This requires him to attend to the different letters in each word and put them in sequential order – holding each word in his head as we place it in a meaningful spot in a sentence.

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Who Reads? Creating new routines for learning new skills

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Joey turned to me, putting his eyes directly in line with mine. “Miss Ann-Bailey. Teacher” he said, smiling. While this is true, I quickly recognized the attempt to negotiate with me. My friend, it is only because I am your teacher that we are having this battle, I explained. And I’m holding firm because I know you can do it. One day you will read many books all to yourself. Right now, we are reading this book together. Now, find “IS”.

He gave me a similar look to what he gave me years ago when we first started using the eye gaze and I insisted on him using the device instead of simply looking at what he wanted and laughing. Back then, he believed he had a communication system that worked for him. The idea that I would change this system made him mad. Eventually, Joey and I worked through it, and now he uses his device like a pro. To get here though, he needed to bend and I needed to bend until we found our middle ground. [Read more…]

Learning to Read on an AAC Device

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Joey and I have been working on reading predictable pattern books that are typically introduced at this time of year in kindergarten. Joey is doing well with these books, and shows an understanding of using the words and pictures to recognize unfamiliar words. It’s exciting to watch him grow in these abilities, but there are certainly challenges that arise from making sure Joey has appropriate access to leveled reading materials. 

One challenge is simply selecting the right books for him. I like to use a computer program from Pioneer Valley that lets you put the child’s name into the book. It gives the child at least one firm, known word, and who doesn’t like reading a book about themselves? Yet, when I first began with these books, I realized Joey didn’t have his name on his device. He could say the phrase “My name is Joey”, but couldn’t just say “Joey.” I had to cross out Joey and write “I” over each word. (Joey was quickly added and he can now read his own name, and is working on saying it!).  [Read more…]

Saturday Serenade

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Test post for Saturday Serenades https://www.musichealsglennjan.com/saturday-serenades

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