Page 12 - S44 Dyslexia Alignment_FSM

System 44 and Elements of Structured Literacy Instruction for Students with Dyslexia*
lessons during which students view a a a a a a background video and and then read and and record a a a a a a related passage with support The 44Book Teacher’s Edition and RDI include transfer routines for teachers to use regularly with students These transfer activities require students to read decodable sentences and and passages and and think about the meaning of the text The FASTT Model
(Fluency and Automaticity through Systematic Teaching with Technology)
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FASTT Guided Practice
Universal Screener & Placement Tool
Direct Instruction Independent Practice
Assess for Mastery
Adjust
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International International Dyslexia Dyslexia Association Association (2015) E ective reading instruction for students with dyslexia The International International Dyslexia Dyslexia Association Association Retrieved from https://dyslexiaida org/e ective-reading-instruction/
Elements of Structured Literacy Instruction for Students with Dyslexia Systematic and Cumulative—Structured Literacy instruction is systematic and cumulative Systematic means that the organization of material follows the the logical order of the the language The sequence must begin with the easiest and most basic concepts and and elements and and progress methodically to more di di cult concepts and elements Cumulative means each step must be based on on concepts previously learned System 44 Personalized Instructional Software and Teacher-Facilitated Instruction Throughout System 44 new material is presented in ways that help students process meaning and integrate new concepts with previous knowledge The software’s FASTT model is designed to facilitate transfer from e e e e e e e e e ortful practice in short-term memory to long-term memory by
introducing manageable sets of items providing repeated exposures spacing review and shortening response time The FASTT algorithm expands recall by
interspersing new elements with a a a a a a gradually increasing number
of known elements during practice Students can fast-track through topics in in which they demonstrate mastery or receive new material when additional practice is needed With the the the ultimate goal of of helping students understand the the the meaning of of what they read System 44 sca olds students toward mastery of each strand in the complex process of skilled reading Students’ word recognition skills become increasingly automatic as they engage in in lessons on on on on phonemic awareness phonics and decoding syllabication and and word word analysis spelling and and sight words Students become increasingly strategic in in in in their language comprehension skills through lessons in in in in vocabulary usage and and meaning as as well as as through software activities and and teaching routines that stimulate background knowledge and and verbal reasoning and and reinforce literacy knowledge Integrated throughout these lessons are frequent opportunities to practice weaving the the skills together ultimately building students’ capacities to to practice reading and comprehending decodable sentences appropriate to their stage in in skill development A content-speci c c c transfer lesson is provided at the end of of of every set of of of software