How to teach children reading and spelling

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How to teach children reading and spelling

• Dr. Anna M. T. Bosman
• Special Education, Radboud Universiteit Nijmegen
• The Netherlands
• a.bosman_at_pwo.ru.nl
• www.annabosman.eu

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The problem

• Reading delays
• 10-15 in regular education
• 73 in special education
• Spelling delays
• No data
• Main cause
• Neither intelligence nor background, but
• Quality of instruction

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My goal

• Prevention of reading and spelling problems in
  special (and regular) education
• through
• Effective Instruction

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With what?

• The method
• How to teach children reading and spelling
• (HTCRS Schraven, 1994/2004)
• developed by José Schraven M.Ed.

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Research questions

• What is the effect of HTCRS?
• What level can be reached with HTCRS?
• pertaining to students in special education

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Participating schools
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Mean age scores on cognitive tasks
SPM Nonverbal intelligence Raven VOC
Vocabulary Peabody LTM Long-term memory
12-words test STM Short-term memory digit
recall and backward digit recall
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Test calender
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Differences between schools
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Phoneme blending (max. 40)
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Reading letters (max. 34)
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Reading CVC words (n/min.)
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Reading CCVC words (n/min.)
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Reading multi-syllable words (n/min.)
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Phoneme segmentation (max. 40)
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Writing letters (max. 34)
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8-words dictation (max. 8)
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Spelling tests March ( correct)
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Spelling tests June ( correct)
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School levels
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Dutch national norms (Cito)
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Reading CVC-words in June
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Reading CCVCCC-words in June
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Reading multi-syllable words in June
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Text-level 1 in June
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Text-level 2 in June
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Text-level 3 in June
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Spelling level in March
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Spelling level in June
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Conclusions

• Reading and spelling is substantially and
  signficantly better in School X than Y and Z.
• Reading performance of School X is at the level
  of regular education.
• Spelling performance of School X is above the
  level of regular education.

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Consistency levels of English and Dutch
Letters
English 69 Dutch 86
dir deer/dear par pair/pear

Tear Wind
English 28 Dutch 37
Sounds
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What makes HTCRS effective?
What
S p e
l l R e a d i n g
n g
How
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The What

• Structure
• of the orthography using a well-defined framework
  (meta-cognition)
• rules
• ways of thinking
• of exercises based on task analysis
• Reading exercises prior to reading (phoneme
  blending)
• Spelling exercises prior to spelling (phoneme
  segmentation)

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The How

• Direct instruction
• Teacher is model
• Rows facing the teacher
• Differentiation during group lesson
• Orientation basis (Russian psychology)
• Concrete goal
• Practice each of the components
• Integration in existing knowledge
• Multi-sensory basis
• Visual, auditory, and motor
• Daily repetition assessment
• Each day same order of exercises
• Each day a spelling test

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Guaranteed success

• Thank you for your attention
• www.zoleerjekinderenlezenenspellen.nl