From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students

This 92 slide presentation discusses how to address the development of critical thinking skills through a variety of picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation.

It then reviews components of effective reading instruction for children with language and intellectual disabilities which include: phonological awareness (sound manipulation in words), alphabetic principle (sound-letter correspondence), orthographic instruction (knowledge of reading/spelling rules), vocabulary instruction, morphological awareness (prefixes, suffixes and word origins), fluency (automaticity, prosody, accuracy and speed, expression, intonation and phrasing), text comprehension and encoding (spelling).

Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated in order to improve reading abilities of children with language disorders and learning disabilities.

*Please note that there’s some overlap between this material and several related products on the topic of vocabulary, literacy instruction, as well as wordless picture books. Please review all product descriptions carefully prior to making a purchase of the desired material.

Learning objectives:

After the completion of this presentation the participants will be able to:

• Describe components of Blooms Taxonomy relevant to critical thinking skills instruction
• List critical thinking skills hierarchy
• Discuss how to implement effective critical skills instruction via picture books
• List components of effective reading instruction
• Explain how to incorporate components of reading instruction into speech-language therapy sessions

Slide Content:

• Brief Overview of Bloom’s Original Taxonomy (1956)
• Brief Overview of the Revised Bloom’s Taxonomy (2001)
  • What to teach in the Remembering stage
  • What to teach in the Understanding stage
  • What to teach in the Applying stage
  • What to teach in the Analyzing stage
  • What to teach in the Synthesizing stage
  • What to teach in the Evaluating stage
  • What to teach in the Creating stage
• What is Academic Language?
  • Academic Language Functions Hierarchy
• Importance of Critical Thinking Skills
• Critical Thinking Skills in Children with Learning Disabilities  (LD)
• Language Processing Hierarchy Pertaining to Critical Thinking
• Training Reasoning Skills in Children With LD (4 sample sessions)
• Exposures needed to Learn New Vocabulary Words
• Remediation via Use of Specific Story Prompts
• Focus on Story Characters and Setting
• Story Sequencing
• More Complex Book Interactions
• Teaching Vocabulary of Feelings And Emotions
• Select Picture Book Authors and Series
• Thematic Non-Fiction Picture Books
• Importance of Teaching Advanced Vocabulary
• Utility of Let’s Read and Find Out  Series
• Non-Fiction Picture Books in Action
• What else can we do and why do we do it?
• Suggestions for Implementation with Intellectually Disabled (ID) Students
• Value of Non-Fiction Picture Books
• Reading and Intellectual Disability (ID)
• Teaching Students with ID to Read
• Skill Focus K-2 Grades
• How Long Does it Take?
• Components of Effective Literacy Intervention
• Supplemental Reading Intervention
• Phonological/Phonemic Awareness
  • Phonological Awareness Tasks
  • Phonological Awareness Session Activities
  • Phonological Awareness Session: Rhyming
  • Phonological Awareness Session: Blending Sounds
• Phonics Instruction
  • Phonics Instruction Basics
  • Mathes et al, 2007: Instructional Design Recommendations
  • Suggested Sequence of Teaching Letter/Sound Correspondence
• Orthographic Knowledge
  • Comparisons Between English & Spanish Orthographies
  • Spelling Patterns of Bilingual Children
  • Teaching Spelling
• Morphological Knowledge
  • Morphological Awareness Studies
  • Morphological Intervention
  • Morphological Intervention with Older Children
• Mental Graphemic Representations
  • MGR-Based Intervention
• Vocabulary Knowledge and Instructional Practices
  • Developing a Vocabulary-Enriched Classroom Environment with Teacher Collaboration
  • Vocabulary Selection Tips
  • Examples of Spring Related Vocabulary
  • Effective Methods of Vocabulary Instruction
  • Creating Effective Intervention Materials
  • Components of Effective Vocabulary Interventions
  • Explicit Vocabulary Instruction
  • Instructional Routine for Vocabulary
• Basic Reading Fluency
  • Decoding for Reading Fluency
  • Reading Fluency Rates
  • Strategies for Improving Fluency
• Reading Comprehension
  • Informal Reading Comprehension Treatment
  • Teaching Specific Reading Comprehension Skills
  • Tips for Teaching Reading Comprehension
    • Free Resources for Teaching Reading Comprehension
    • Free Resources for Teaching Main Ideas
• Conclusion
• Helpful Smart Speech Therapy Resources