Curriculum Guide for Spoken Language and Word Recognition
Curriculum Guide for Spoken Language and Word Recognition Supported by Research-Based Practices
SPE-359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD
May 31, 2015
For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Wilson Fundations, better known as “Fundations”, is a K-3 phonological/phonemic awareness, phonics and spelling program for the classroom (Fundations – Wilson Language Basics for K-3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics for K-3. (n.d.). This program includes research-validated strategies that complement the core curriculum in order to meet federal standards and serve the needs of all children.
Program Highlights The emphasis of this program is on systematic phonics and the study of word structure. Skills of this program are taught clearly and methodically. Instruction is collective and connects taught skills. Teachers connect skills with “Echo” the owl puppet. Echo says the sounds words and sentences and the children are directed to repeat them. Assessments analyze students through the entire curriculum. The Fundations manual implements guidance for paraprofessionals to assist with the particular needs of each student. Extensive practice provides various connections for skill application. The Home Support Packet encourages support from parents.
Fundations uses an approach to teaching skills so that a daily lesson not only teaches the skills, but also reinforces them. The program is a multisensory, well-regulated, efficient intensifying program with a concise and well-research base (Fundations – Wilson Language Basics for K-3. (n.d.). The program focuses on development of students through differentiation of instruction and by actively engaging
SPE-359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD
May 31, 2015
For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Wilson Fundations, better known as “Fundations”, is a K-3 phonological/phonemic awareness, phonics and spelling program for the classroom (Fundations – Wilson Language Basics for K-3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics for K-3. (n.d.). This program includes research-validated strategies that complement the core curriculum in order to meet federal standards and serve the needs of all children.
Program Highlights The emphasis of this program is on systematic phonics and the study of word structure. Skills of this program are taught clearly and methodically. Instruction is collective and connects taught skills. Teachers connect skills with “Echo” the owl puppet. Echo says the sounds words and sentences and the children are directed to repeat them. Assessments analyze students through the entire curriculum. The Fundations manual implements guidance for paraprofessionals to assist with the particular needs of each student. Extensive practice provides various connections for skill application. The Home Support Packet encourages support from parents.
Fundations uses an approach to teaching skills so that a daily lesson not only teaches the skills, but also reinforces them. The program is a multisensory, well-regulated, efficient intensifying program with a concise and well-research base (Fundations – Wilson Language Basics for K-3. (n.d.). The program focuses on development of students through differentiation of instruction and by actively engaging
References: Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.). Upper Saddle, NJ: Pearson Connor, R.. (2007). Teaching word recognition; Effective strategies for students with learning difficulties. New York: Guilford Press Fundations – Wilson Language Basics for K-3. (n.d.). Retrieved May 28, 2015, from http://www.fundations.com Polloway, E., Patton, J., Serna, L., & Bailey, J. (2013). Strategies for teaching learners with special needs (10th ed.). Upper Saddle River, NJ: Pearson