Do #2, 3a, b, and 4b EDU 669 Chapter 4 Assignment From Sight Words to Emerging Literacy 1. (a) According to Browder (2001), what are the 3 characteristics of functional reading? 1. the learning

Do #2, 3a, b, and 4b

EDU 669

Chapter 4 Assignment

From Sight Words to Emerging Literacy

1.     (a) According to Browder (2001), what are the 3 characteristics of functional reading?

1. the learning of specific sight words that are immediately useful, and

2. a different approach to learning to read when literacy is not being attained 3. an approach to reading achievement that can be achieved quickly and might inspire more interest in literacy.

    (b)  Name two limitations of a sight-word-only approach to teaching reading to children with SCD.

1) Students can learn to identify sight words with little to no understanding of how to use this skill in real-world situations.

2) It teaches words separately from other language concepts.

2.  Check out the website on writing with symbols @ and describe three aspects of this feature that may assist children with SCD in communication and early literacy.

3.  The appropriate ‘wait-time’ is vital in gendering a response from a child with SCD.  Often times the student may know the answer, but takes a bit longer to comprehend the question, and additional time to communicate a response.  Review the research on ‘time-delay procedures’ from Collins & Griffen (1996)  beginning on page 69.

          (a)  Give an overall description and results of the study by Collins & Griffen. 

          (b)  Define zero-delay variation in the systematic prompting system. 

4.  The unit approach has proven successful in teaching literacy and early reading to students with SCD.  Review the textbook section on this topic, beginning on page 75. 

          (a)  Define the steps involved in using the unit approach as listed in the textbook.

1) the source of the lesson, 2) at least one objective statement, 3. An attention-getter to introduce the lesson, 4. A plan for encouraging participation in story reading, 5. A review of the story to increase comprehension, 6. A follow-up group skill drill, and 7. The opportunity for independent practice. 

          (b)  Design a virtual unit for students with SCD at the grade level in which you are currently teaching, following the example given in Table 4.4 on page 75. 

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