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1
Day Two
Dr. Criselda Alvarado---Karin Marshall 1
What dyslexia looks & sounds like
No two people with dyslexia are exactly alike
No one has every symptom, but most have several
Continuum of severity Mild Moderate Severe Profound
Difficulty with: pronouncing words correctly (e.g., “aminal” for animal, “hangaburg”
for hamburger) rhyming coloring, writing, and tying shoes learning letter names and sounds separating and blending word parts orally and while reading reading at a ‘normal’ pace spelling
Dr. Criselda Alvarado---Karin Marshall 2
Phoneme
When you see:
Translation Key
Pronounce like:
qzpb
ysa, as in bate, as in pet
d or tmbper
e, as in peta, as in bat
Dr. Criselda Alvarado---Karin Marshall 3
2
We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.
Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.
Enq wiqhin each one of qhese zany calls, each one hes QNA.
Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.
So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.
Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.
Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.
Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.
Dr. Criselda Alvarado---Karin Marshall 4
“But if U don’t learn 2 read and write, how are U ever going 2 text?”
Dr. Criselda Alvarado---Karin Marshall5
What could a teacher do to help you be successful with this activity?
What kind of attitude would you like your teacher to have while helping you with this activity?
Dr. Criselda Alvarado---Karin Marshall 6
3
Structured, explicit, direct, and multi-sensory
q =
qog qruck qog qug qoss qrick
Let’s write in sand! –with shaving cream! etc.
What two sounds does this letter make? q
or
Teacher Perez taught the letters, E I E I O
And on this day, he taught the Q. E I E I O
With a /d/ /d/ here and a /t/ /t/ there
Here a /d/ there a /t/ everywhere a /d/ /t/
Teacher Perez taught the Q. E I E I O
Dr. Criselda Alvarado---Karin Marshall 7
We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.
Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.
Enq wiqhin each one of qhese zany calls, each one hes QNA.
Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.
So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.
Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.
Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.
Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.
Dr. Criselda Alvarado---Karin Marshall 8
Tall ze enq I forgaq. Qeachze eng I rezazpys. Involve ze enq I lysrn.
Banjezin Frenklin
Dr. Criselda Alvarado---Karin Marshall 9
4
What to do about it Provide structured, explicit, direct instruction
Provide multi-sensory, structured language instruction See it
Hear it
Say it
Touch it
Dr. Criselda Alvarado---Karin Marshall 10
What to do about it
Greater intensity of instruction
Increased frequency and duration of instruction
Research-based instruction in the five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension), as well as LANGUAGE COMPREHENSION, writing, and spelling
Dr. Criselda Alvarado---Karin Marshall 11
What to do about it
Have patience, yet high expectations Break work into doable chunks Focus child on your lips when
pronouncing words or listening for sounds
Give more time and patience to finishing work
Give additional testing time Provide a quiet work area
Dr. Criselda Alvarado---Karin Marshall 12
5
Appears bright but unable to get thoughts on paper
Reading achievement is below expectation Memory difficulties Poor planning and organizational skills Apparent lack of concentration Tires easily Performance varies from day to day A history of dyslexia in the family
General Indicators of Dyslexia
Dr. Criselda Alvarado---Karin Marshall 13
Difficulties with: Learning to talk
Rhyming
Pronouncing Words
Auditory Memory for nursery rhymes and chants
Adding new vocabulary words
Recalling the right word
Learning and naming letters and numbers
Remembering letters in their name
Aversion to print
Indicators of Dyslexia Preschool
Dr. Criselda Alvarado---Karin Marshall 14
Difficulties with: Breaking words into smaller parts
Identifying and manipulating sounds in syllables
Remembering the names of letters and recalling their corresponding sounds
Decoding single words the way they sound or remembering letter sequences in very common words seen often in print
Indicators of Dyslexia K - 1st Grade
Dr. Criselda Alvarado---Karin Marshall 15
6
Difficulties with: Recognizing common sight words
Decoding single words
Recalling the correct sounds for letters and letter patterns in reading
Connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling
Reading fluently
Decoding unfamiliar words in sentences using knowledge of phonics
Reliance on picture clues, story theme, or guessing at words
Written expression
Indicators of Dyslexia 2nd – 3rdGrade
Dr. Criselda Alvarado---Karin Marshall 16
Difficulties with: Reading aloud
Avoidance of reading
Acquisition of less vocabulary due to reduced independent reading
Use of less complicated words in writing that are easier to spell than more appropriate words
Reliance on listening rather than reading for comprehension
Indicators of Dyslexia 4th – 6th Grade
Dr. Criselda Alvarado---Karin Marshall 17
Difficulties with: Volume of reading and written work
Frustration with the amount of time required and energy expended for reading
Written assignments
Tendency to avoid reading
Learning a foreign language
Indicators of Dyslexia Middle School and High School
Dr. Criselda Alvarado---Karin Marshall 18
7
Difficulties with: Pronouncing names of people and place or parts of
words
Remembering names of people and places
Word retrieval
Spoken vocabulary
Completing the reading demands for multiple course requirements
Note‐taking
Written production
Remembering sequences
Indicators of Dyslexia Postsecondary
Dr. Criselda Alvarado---Karin Marshall 19
{
So what about students with dyslexia who are ELLs?
How does the Spanish differ from the English reading process?
The Spanish reading process is different from the English reading process which directly impacts the identification of dyslexia.
20
Orthographic Systems of English and Spanish
“Why do I have to keep writin’ in these K’s when they don’t make any noise anyway?”
Dr. Criselda Alvarado---Karin Marshall 21
8
Orthographic Systems(Writing Technology of a Language)
One phoneme cancorrespond toseveral graphemesand one graphemecan correspond toseveral phonemes
Grapheme-Phonemecorrespondenceis one-to-one
More Transparent
Continuum of Orthographic Systemsaccording to the degree to which they
respect the alphabetic systemMore Opaque
22
Continuum of Orthographic SystemsMore Opaque
More Transparent
Reading difficulties are more common in countries
where the orthography is complex, that is, where the
writing system is more opaque.
English
French
Danish
Portuguese
Turkish
Finnish
Italian
Greek
Spanish
Orthographic Systems
23
•The English language has 26 alphabet letters that represent from 40 to 45 phonemes. Spanish has 27 alphabet letters that represent 24 phonemes according to the Real Academia.
•Only about 50% of English words are spelled the way they sound phonetically.
•In English, there are five vowel letters and 15 vowel sounds. There are many different patterns used to spell these vowel sounds.
•In Spanish there are 5 vowel letters and 5 vowel sounds. They are always spelled the same, except for i which is sometimes spelled with a y.24
9
Spanish is considered to be a transparent orthographic system. Learning the alphabetic code is facilitated by an almost complete one-to-one correspondence between graphemes and phonemes. Learning to read and write Spanish is considered to be easier and quicker than with more opaque orthographies. Keep in mind, however, that learning to read Spanish is easier than learning to write Spanish. For example, an individual who has learned the phonemes and graphemes of Spanish will be able to read “bahía” easily (the first time introduced), but may exhibit difficulty spelling the word.
25
Paulessu et al. (2001) investigated the manifestations of dyslexia across opaque (English and French) and transparent systems (Italian).
In their study, Italian speaking children identified as dyslexic had better reading execution than American and French children with dyslexia.
Regardless of country, however, Paulessu et al. found that comparison of children with normal reading abilities to children with dyslexia revealed significant differences suggesting that dyslexia may manifest itself differently in different countries, but dyslexia exists even in those countries with transparent orthographies.
Dr. Criselda Alvarado---Karin Marshall 26
Research in opaque orthographies comparing children with normal reading abilities to children with dyslexia found that these two groups differ most in reading accuracy, the ability to decode words successfully;
While research in transparent orthographies found that reading speed was more significant
(Wimmer & Mayringer, 2001; Holopainen, Ahoen, Y Hyytinen, 2001; Muller & Brady, 2001; Treesodi et al., 2001; Jimenez & Hernandez, 2001).
Dr. Criselda Alvarado---Karin Marshall 27
10
So how are other languages, especially Spanish, different from English?
Dr. Criselda Alvarado---Karin Marshall 28
Syllable Structure
The most common syllable shape in Spanish is the open vowel (CV) syllable. Example: ca-ra, pe-lo, de-do, ma-no
The syllable boundaries are clearer in Spanish.
The most common syllable shape in English is the closed vowel (CVC) syllable. The syllable boundaries are less clear in English.
Dr. Criselda Alvarado---Karin Marshall 29
Syllable Time
In Spanish, syllables are typically equally timed.
English is a stressed timed language. Syllables have longer or shorter duration depending if they are stressed or not.
Transportación Transportation
Representación Representation
Dr. Criselda Alvarado---Karin Marshall 30
11
Syllable Stress in English In every word in English, there is one main
emphasized syllable. The vowel sound in this syllable sounds higher in pitch, longer, and louder, and this is called stress.
Native speakers of English use word stress naturally. Word stress is so natural for them that they don't even know they use it. Non-native speakers who speak English to native speakers without using word stress, encounter two problems: They find it difficult to understand native speakers,
especially those speaking fast.
The native speakers may find it difficult to understand them.
Dr. Criselda Alvarado---Karin Marshall 31
Syllable Stress in Other Languages
Multi-syllabic content words in Finnish always have stress on the initial syllable, while in French stress is on the final syllable. Additionally, in Dutch, most words have stress on the initial syllable, although there are a few variations (Vroomen et al. 1998).
It may be reasonably assumed that a listener’s performance in a segmentation task improved when the phonological cues in the stream match those of their maternal language
Dr. Criselda Alvarado---Karin Marshall 32
Syllable Stress in Spanish
In Spanish all multisyllabic words have one syllable marked for primary stress. Penultimate stress is predominant (in 75% to 80% of the words, the syllable marked for primary stress is the second-to-last syllable; Harris, 1983; Quilis, 1984). This is also the case for trisyllabic words, for which Spanish has a stress-medial pattern (Navarro, 1966). The percentage of trisyllabic words in Spanish that stress the medial syllable is 73.52.
Dr. Criselda Alvarado---Karin Marshall 33
12
Word Shapes
English has many monosyllabic words that are content words.Face star truck car room chair king
In Spanish, most words are multisyllabic. Monosyllable words are generally function words, such as prepositions (“en”), conjunctions (“y”), pronouns (“el”), and ariticles (“el”).
Dr. Criselda Alvarado---Karin Marshall 34
Rhyming Activities
Rhyming may not contribute significantly to Spanish reading, but it is one of the easiest tasks and it helps children attend to the music of language. What word rhymes with . . .
(Cual palabra rima con . . .)
More on rhyming later. . .
Dr. Criselda Alvarado---Karin Marshall 35
Spanish Reading Instruction
Dr. Criselda Alvarado---Karin Marshall 36
13
When initial reading instruction is conducted in Spanish, a phonics or analytical approach is exclusively used because Spanish is a phonetic language with a very consistent set of phonic rules.
•Students are first taught the five vowel sounds.
a e i o u
•Students are taught the consonant sounds one at a time and paired with each vowel sound.
•The consonant/vowel syllables are combined to make words.
ma
sesamumomime
sosi su
masa = doughmesa = tablesuma = add, total, addsmuseo = museumDr. Criselda Alvarado---Karin Marshall 37
•Since the vowels in Spanish “say their own name” and the consonant names contain vowel sounds that spoil the letter-sound correspondence (b=be and k=ka), usually teaching the names of letters in the alphabet is delayed until the reader has mastered the grapheme-phoneme relationship (Thomas, 1983).
•Due to the delayed teaching of letter names, many Spanish speakers spell words by saying the sound not the name of the letter.
Example: sapo = \s\, \a\, \p\, \o\
Dr. Criselda Alvarado---Karin Marshall 38
Rhyming in English
Rhyme is important component in phonological awareness in English & Spanish.
Rhyme is also important in the reading process when word families are introduced. mat fat rat cat bat
The Spanish reading process, however, does not typically use word families.
Dr. Criselda Alvarado---Karin Marshall 39
14
Rhyming in Spanish: Consonance (consonáncia)
refers to sameness of certain vowels & consonants
Masculine rhyme (rima masculina): This is one-syllable rhyme; when the rhyme words are stressed on the last syllable, then the rhyme involves only the last vowel and any semi-vowel and/or consonant occurring thereafter. campeador amor ractor
Feminine rhyme (rima feminina): This is two-syllable rhyme. When the rhyme words are stressed on the next-to-last syllable and have the same sound starting with the primary vowel of the next-to-the-last syllable. muertas abiertas alertas
Dr. Criselda Alvarado---Karin Marshall 40
Rhyming in Spanish: Assonance (asonáncia)
refers to rhyming of the vowels alone; consonants are ignored
Masculine assonance (asonancia masculina): This is one-syllable rhyme. When the rhyme words are stressed on the last syllable, the rhyme involves only the last vowel (consonants are ignored). campeador (the last syllable in all 3 words has a stressed o) Carrión habló
Feminine assonance (asonancia feminina): This is two-syllable rhyme. When the rhyme words are stressed on the next-to-last syllable and have two parallel vowels (a stressed vowel plus an unstressed one; consonants are ignored). muerta (the last two syllablic vowels are the same penas golpean
Dr. Criselda Alvarado---Karin Marshall 41
Teaching of root words, prefixes, and suffixes is an essential early step in the Spanish reading process.
Imperdible
Perder is a verb that means “to lose”
Perdible = changes the verb to an adverb and now means “able to be lost”
Imperdible = changes the adverb to an adjective and now means “unable to be lost”
Dr. Criselda Alvarado---Karin Marshall 42
15
Inflections are also taught early.An inflection is the change in the form of a word to indicate a change in its grammatical usage.
In both English and Spanish, nouns can be inflected to indicate a change in number and gender.
tree trees árbol arbolesactor actress actor actriz
There are more gender inflected nouns in Spanish than in English. Gender inflections are unusual in English.
cat gato gatathem ellos ellasdoctor doctor doctora
Number inflected nouns in Spanish also causes more changes in the article
the tree el árbolthe trees los arboles
In both languages, verbs are also inflected to indicate tense, mood, person and voice.
In Span., adjectives are inflected to indicate gender & number. the good doctor la doctora buena - el doctor buenothe good doctors las doctoras buenas – los doctores buenos
Dr. Criselda Alvarado---Karin Marshall 43
INFLECTION: change in form of a word to indicate change in its grammatical usage.
Spanish is moderately inflected; more so than English.
Greek and Russian are examples of highly inflected languages.
Chinese is an example of a language that has little inflection.
Dr. Criselda Alvarado---Karin Marshall 44
•Spanish readers become expert readers earlier than English readers.
Beginning readers will consequently have more cognitive resources available for high-level processing skills like text integration and comprehension.
•The Spanish reading process differs most from the English reading process in the early steps of reading.
Dr. Criselda Alvarado---Karin Marshall 45
16
However, keep in mind that:“A language which appears simple in some
respects is likely to be more complex in others” (Markowicz 1978).
The latter is often popularly expressed as the notion that a language that gains complexity in one part of its grammar necessarily becomes simplified elsewhere, as if regulated by a thermostat.
Dr. Criselda Alvarado---Karin Marshall 46
Writing
Dr. Criselda Alvarado---Karin Marshall 47
Vásquez-Ayora Study (1977)
Analyzed 25 Mexican lang. arts textbooks Found that sentences in a paragraph had a
more flexible order than in English Paragraph order was also more flexible. Textbooks had longer sentences. There were less abrupt starts to text. There were more subordination within
sentences. Sentences were more flowery & complicated.
Dr. Criselda Alvarado---Karin Marshall 48
17
Montaño-Harmon (1991) Analyzed 850 compositions written by:
Students in Mexico who were Spanish native speakers
ESL students in U.S. who were native speakers of Spanish Mexican-American students who were English dominant
Students in U.S. who were English native speakers
Students were 14 & 15 years of age from working class families (no honors nor remedial classes included) 9th graders & 2nd yr. secundaria students
Compositions in Spanish had longer sentences, but fewer sentences. Many times a whole paragraph in Spanish consisted of one sentence. Longest sentence was 78 words long.
Dr. Criselda Alvarado---Karin Marshall 49
Sentences in Spanish tended to be run-on sentences.
Spanish compositions relied heavily on the use of synonyms which is taught explicitly in Mexico. El corazon, el órgano principal de la circulación
de la sangre, . . . The rhetorical pattern used most often by
the English writing students was enumeration, the use of connectors such as first, second, then, and finally which is taught explicitly in the U.S.
Dr. Criselda Alvarado---Karin Marshall 50
Only one student in the more than 400 compositions written in Spanish used the connector “primero”.
The compositions in Spanish tended to be organized via additive relationships. Once the writer expressed their main idea or opinion in a topic sentence, they proceeded to add ideas to that statement or to explain their reasons for their statements.
The compositions in Spanish also had many more deviations in their “logical” development.
Dr. Criselda Alvarado---Karin Marshall 51
18
These deviations were conscious deviations which are part of normal Spanish discourse. Many writers would return to the previous idea with: Pero me he salido del tema. Volvamos a lo que había dicho antes . . .
Writers in English had less deviations and those deviations tended to be unconscious deviations (unrelated information). Most of the deviations were from 5 students who were bilingual, English dominant living in a border town.
Dr. Criselda Alvarado---Karin Marshall 52
Writing Styles in Different Languages
First, . . .
Second, . . .
Then . . .
Finally, . . .
ENGLISH ASIAN LANGUAGES
SPANISH
Dr. Criselda Alvarado---Karin Marshall 53
Reading Difficulties in Spanish
Does Spanish Dyslexia Exist?
Dr. Criselda Alvarado---Karin Marshall 54
19
•Although Spanish has an almost complete one-to-one correspondence between graphemes and phonemes, there are students who still have problems learning to read and write Spanish.
•Reading difficulty, however, may not be seen in decoding real or nonsense words.
Dr. Criselda Alvarado---Karin Marshall 55
Reading difficulties are more often noticed in the student’s reading speed and reading comprehension.
Speed problems in reading are a clearer indicator than accuracy problems of students with reading disabilities.
Dyslexia in Spanish does exist. Often, the student exhibits serious deficits in phonological processing which is fundamentally characterized by reading speed problems.
Dr. Criselda Alvarado---Karin Marshall 56
Is English a Dyslexic Language?More reading problems are seen in students in opaque
orthographies.
There is evidence that English-speaking children who demonstrate reading and writing difficulties might fall into two categories: Those who would succeed
in other languages that have
a more regular orthography and
Those who would still have
difficulties even in a perfect
orthographic system.
Dr. Criselda Alvarado---Karin Marshall 57
20
It has been found that second language reading is shaped by first language reading. Research into Chinese-English bilinguals suggested that readers will fall back on their native language reading process when reading in a second language.
But there is a clear relation between phonological awareness and reading regardless of language.
Dr. Criselda Alvarado---Karin Marshall 58
Relation of Phonological Awareness & Phonemic Awareness to Reading Regardless of the Language
Dr. Criselda Alvarado---Karin Marshall 59
Phonological Processing is…
Phonological processing is an auditory processing skill. It relates to words, but occurs in the absence of print. Phonological awareness is the ability to recognize that words are made up of a variety of sound units. The child comes to understand that words are made up of small sound units (phonemes), that words can be segmented into larger sound “chunks” known as syllables and each syllable begin with a sound (onset) and ends with another sound (rime).
Dr. Criselda Alvarado---Karin Marshall 60
21
Phonemic Awareness is… While phonemic awareness also involves an
understanding of the ways that sounds function in words, it deals with only one aspect of sound: the phoneme. A phoneme is the smallest unit of sound in a language that holds meaning. Consider the word “ball”. It is made up of three phonemes: /b/ /aw/ /l/ . Each of its sounds affects the meaning. Take away the /b/ sound and replace it with /w/ and you have an entirely different word. Change the /aw/ for an /e/ sound and again the meaning changes.
Phonemic awareness is just one aspect of phonological awareness.
Dr. Criselda Alvarado---Karin Marshall 61
GROWTH IN “PHONICS” ABILITY OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)
6
2
4
1 2 3 4 5
1
3
5
5.9
2.3
Low PA
K
Ave. PA
GRADE LEVEL CORRESPONDING TO AGE
RE
AD
ING
GR
AD
E L
EV
EL
AverageLow
Torgesen, www.fcrr.orgDr. Criselda Alvarado---Karin Marshall 62
GROWTH IN WORD READING ABILITY OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)
6Low PA
5.7
3.5
2
4
1
3
5
K
Ave. PA
GRADE LEVEL CORRESPONDING TO AGE
1 2 3 4 5
RE
AD
ING
GR
AD
E L
EV
EL
AverageLow
Torgesen, www.fcrr.org Dr. Criselda Alvarado---Karin Marshall 63
22
GROWTH IN READING COMPREHENSION OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)
1 2 3 4 5
Low PA
3.4
2
4
6
1
3
5
K Ave. PA
6.9
GRADE LEVEL CORRESPONDING TO AGE
RE
AD
ING
GR
AD
E L
EV
EL Average
SAME VERBAL ABILITY – VERY DIFFERENT READING COMPREHENSION
Low
Torgesen, www.fcrr.org Dr. Criselda Alvarado---Karin Marshall 64
Co
ntin
uu
mo
f Ph
on
olo
gical A
waren
ess
Phonological Awareness Continuum
Ages
3-4
Ages 4-6
Ages6-7
Ages7-8
Alliteration
Rhyming by Pattern
Reciting Rhyme
Blending Phonemes
Matching Initial Consonants
Counting Phonemes
Counting Words in Sentences/Syllables in words
Deleting Phonemes
Spelling Phonetically
Segmenting 3 to 4 Phonemes
Blending 3 Phonemes
Deleting
Phonemes In Clusters
Segmenting Consonant Clusters
Adapted from Louisa Moats
Dr. Criselda Alvarado---Karin Marshall 65
Phonological processing, regardless of orthographic system, appears to be the principal and universal deficit in children and adults with dyslexia.
A deficit in phonological processing that persists in older children with dyslexia from transparent writing systems is considered more severe because the difficulty continues despite the system’s greater one-to-one grapheme-phoneme correspondence. (Wimmer, 1993).
Dr. Criselda Alvarado---Karin Marshall 66
23
The majority of studies of monolingual Spanish speakers find that the problems of dyslexic children were more significant when analyzing the speed measurement of phonological and reading tasks, as well as text comprehension.
For example, Serrano & Defior (2005) compared skills of phonological awareness in Spanish-speaking children identified with dyslexia and Spanish-speaking children with equivalent reading levels who were younger and identified as normal readers. Results showed that the children with dyslexia worked significantly slower on phonological tasks.
Dr. Criselda Alvarado---Karin Marshall 67
Spanish (Carillo, 1994)
- 120 children in K & 1st grade in Spain
- Rhyme & alliteration correlated to reading
in K but not in 1st grade
- Phoneme segmenting, however, correlated to reading in 1st grade
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 68
Bravo-Valdivieso (1995) followed the reading progress of low socioeconomic status urban children in Chile for four years, comparing average readers with children who had severe reading difficulties.
The best predictor of reading achievement in the fourth year of the study was the student’s phonemic awareness and ability to decode words in the first year of reading instruction.
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 69
24
Chinese (Leong, 2006)
--31 monolingual children w/ poor reading comprehension, 37 younger students with similar level of reading comprehension, & 23 students matched by age --Verbal working memory had a strong direct effect on text comprehension--phonological sensitivity tasks made no contribution.
(McBride-Chang & Kail, 2002 and McBride-Chang & Ho, 2005)
- 190 bilingual children in K in Hong Kong- 128 monolingual (English) children in K & 1st in U.S.- PA (syllable deletion) related to reading in English & Chinese
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 70
Korean (Kim & Davis, 2004)
- 29 native Korean 5th graders in Seoul
- Subjects were good & poor readers
- Good & poor readers best differentiated by
their performance on PA (oddity tasks)
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 71
Arabic (Abu-Rabia, Share, & Mansour, 2003)
- 20 reading impaired children in 5th grade
- 20 normal readers in 5th grade
- 20 normal readers in 3rd grade
- Normal & impaired readers best
differentiated by performance in phoneme
deletion
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 72
25
Latvian (Sprugevica & Hoien, 2003)
- 76 children in K
- Assessed PA, rapid naming, & short term
memory
- PA most correlated with early reading
Relation of Phonological Awareness to Reading in Other Languages
Dr. Criselda Alvarado---Karin Marshall 73
Reverse Cross-Transference Between LanguagesEnglish-Spanish-English (Cunningham & Graham, 2000)
- 60 English native speakers in 5th and 6th grade of which 30 were in English monolingual instruction and 30 were in Spanish immersion instruction.
- Students were matched on grade, sex, and verbal scores on a Cognitive Abilities Test (CAT)
- Students receiving Spanish immersion instruction actually did better in English oral language tasks.
- Positive transfer (crosslinguistic influence) appears to also occur from a foreign language to a native language.
Dr. Criselda Alvarado---Karin Marshall 74
{Testing
What areas to assess
75
26
Areas for Assessment
Academic Skills
� Letter knowledge (name and associated sound)
� Reading words in isolation
� Decoding unfamiliar words accurately
� Reading fluency (both rate and accuracy are assessed)
� Reading comprehension
� Spelling
Cognitive Processes
� Phonological/phonemic awareness
� Rapid naming of symbols or objects
Possible Additional Areas � Vocabulary � Listening comprehension � Verbal expression � Written expression � Handwriting � Memory for letter or symbol sequences (orthographic processing) � Mathematical calculation/reasoning � Phonological memory � Verbal working memory � Processing speed *More on this on day three.Dr. Criselda Alvarado---Karin Marshall76
{Tests
For dyslexia testing
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Gray Oral Reading Tests 5(GORT-5) Overview: Screen and diagnose reading fluency
Age Range: 6 years through 23 years 11 months
Testing Time: 20-30 minutes
Qualification Level: B
Language: English
English Only
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GORT-5 Test Structure
Two equivalent forms (Form A and Form B) each contain 16 developmentally sequenced reading passages with five comprehension questions each.The GORT-5 produces four scores and a composite score. The Rate score is derived from the amount of time in seconds
taken by a student to read a story aloud. The Accuracy score is derived from the number of words the
student pronounces correctly when reading the passage. The Fluency score is a combination of the student’s Rate and
Accuracy scores. The Comprehension score is the number of questions about the
stories that the student answers correctly. The open-ended format ensures that the items are passage-dependent.
The Oral Reading Index (ORI) is a composite score formed by combining students’ Fluency and Comprehension scaled scores.
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Comprehensive Test of Phonological Processing (CTOPP 2) Overview: Assesses phonological processing abilities as a
prerequisite to reading fluency.
Age Range: 2 levels Ages 4–6
Ages 7–24
Testing time: 40 minutes
Qualification level: B
Language: English
English Only
Dr. Criselda Alvarado---Karin Marshall 80
CTOPP 2 Subtests
Elision
Blending Words
Sound Matching
Phoneme Isolation
Blending Nonwords
Segmenting Nonwords
Memory for Digits
Nonword Repetition
Rapid Digit Naming
Rapid Letter Naming
Rapid Color Naming
Rapid Object Naming
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Test of Phonological Processing in Spanish (TOPPS)-research edition
Research edition: can not be used in public or private school districts other than for research data collection.
Overview: assesses the components of phonological awareness in native-Spanish-speaking children.
Age Range: Kindergarten through adult
Testing time: 40-45 minutes
Qualification level: Trained native Spanish speaker
Language: SpanishSpanishResearch Edition
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RtI 2 and 3
Age Range: 5 years through 21 years 11 months
Testing Time: 30-60 minutes
Qualification Level: B
Language: CELF 5 English, CELF 4 Spanish
Clinical Evaluation of Language Fundamentals 5 English
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Clinical Evaluation of Language Fundamentals 5 English
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Clinical Evaluation of Language Fundamentals 5 English
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Clinical Evaluation of Language Fundamentals 4 Spanish (CELF 4 Spanish) Overview: Addresses the needs of clinicians who serve
Spanish-speaking children and young adults
Age Range: 5 years through 21 years 11 months
Testing Time: 30-60 minutes
Qualification Level: B
Language: SpanishSpanish
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CELF-4 Spanish Subtests
Concepts & Following Directions
Word Structure Recalling Sentences Word Classes-Receptive Word Classes-Expressive Word Classes-Total Sentence Structure Expressive Vocabulary Word Definitions Understanding Spoken
Paragraphs Sentence Assembly
Semantic Relationships Number Repetition(1&2) Familiar Sequences (1&2) Rapid Automatic Naming Word Associations Phonological Awareness Pragmatics Profile Observational Rating Scales
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CELF Preschool 2 Spanish
Overview: Comprehensive language evaluation for Spanish-speaking preschool children.
Age Range: 3 years through 6 years 11 months
Testing time: 15-20 minutes for level 1
Qualification level: B
Language: Spanish
Spanish
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CELF Preschool 2 Spanish Subtests
Conceptos básicos (Basic Concepts) Estructura de palabras (Word Structure) Recordando oraciones (Recalling Sentences) Conceptos y siguiendo direcciones (Concepts and
Following Directions) Vocabulario expresivo (Expressive Vocabulary) Estructura de oraciones (Sentence Structure) Clases de palabras (Word Classes) Conocimiento fonológico (Phonological Awareness) Escala de valoración del alfabetización temprana (Early
Literacy Rating Scale) Clasifi cación pragmática (Descriptive Pragmatics Profile)
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Test of Auditory Processing, 3rd
Edition (TAPS 3) Overview: Measures how a student processes auditory
information that pertains to the cognitive and communicative aspects of language.
Age Range: 4 years through 18 years
Testing time: 60 minutes
Qualification level: B
Language: English
English
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Test of Auditory Processing 3 (TAPS 3)
Word Discrimination Phonological Segmentation Phonological Blending Number Memory Forward Number Memory Reversed Word Memory Sentence Memory Auditory Comprehension Auditory Reasoning Auditory Figure-Ground (optional)
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Test of Auditory Processing 3, Spanish Bilingual Edition (TAPS 3-SBE) Overview: Measures auditory processing in Spanish.
Age Range: 5 years through 18 years 11 months
Testing time: 60 minutes
Qualification level: B
Language: Spanish
Spanish
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TAPS 3-SBE Subtests
Word Discrimination
Phonological Segmentation
Phonological Blending
Number Memory Forward
Number Memory Reversed
Word Memory
Sentence Memory
Auditory Comprehension
Auditory Reasoning
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Test of Phonological Awareness in Spanish (TPAS) Overview: Measures phonological awareness ability in Spanish-
speaking children
Age Range: 4 years through 10 years 11 months
Testing time: 15-30 minutes
Qualification level: B
Language: Spanish
Spanish
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TPAS Subtests
Initial Sounds
Final Sounds
Rhyming Words
Deletions
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Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Overview: short (one minute) fluency measures used to regularly
monitor the development of early literacy and early reading skills
Age Range: K through 6th grade
Testing time: 10-15 minutes
Qualification level: Trained
Language: English
Criterion referenced
English
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DIBELS Subtests
Letter Naming Fluency
Initial Sound Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
Oral Reading Fluency
Retell Word Use Fluency
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IDEL
Overview: short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills in Spanish.
Age Range: K through 3rd grade
Testing time: 10-15 minutes
Qualification level: Trained Spanish speaker
Language: Spanish
Criterion referenced
Spanish
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IDEL Subtests
Fluidez en Nombrar Letras (Letter Naming Fluency)
Fluidez en la Segmentación de Fonemas (Phoneme Segmentation Fluency)
Fluidez en las palabras sin Sentido (Nonsense Word Fluency)
Fluidez en la Lectura Oral (Oral Reading Fluency)
Fluidez en el Relato Oral (Retell Fluency)
Fluidez en el Uso de las Palabras (Word Use Fluency)
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Batería III
Overview: Provides a comprehensive system for measuring general intellectual ability (including bilingual and low verbal), specific cognitive abilities, scholastic aptitude, oral language, and academic achievement.
Age Range: 2 years through 90 plus
Testing Time: 5-10 minutes per test
Qualification Level: Test specific training
Language: Spanish
Spanish
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Batería IIICognitive
Brief scale
Standard scale
Extended scale
Early development scale
Bilingual scale (w/ diagnostic supplement)
Low verbal scale (w/ diagnostic supplement)
Achievement
Five (5) tests of reading
Four (4) tests of oral language
Four (4) tests of mathematics
Four (4) tests of written language
Four (4) supplemental tests of academic language proficiency
A Comparative Language Index (CLI) that determines language dominance
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Batería IIICognitive
Test 4: Sound Blending
Test 7: Numbers Reversed
Test 8: Incomplete Words
Test 9: Auditory Working Memory
Test 12: Retrieval Fluency
Test 18: Rapid Picture Naming
Achievement
Test 1: Letter‐Word ID
Test 2: Reading Fluency
Test 3: Story Recall
Test 4: Understanding Directions
Test 7: Spelling
Test 9: Passage Comprehension
Test 13: Word Attack
Test 14: Picture Vocabulary
Test 15: Oral Comprehension
Test 20: Spelling of Sounds
Test 21: Sound Awareness Rhyming
Deletion
Substitution
Reversal
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Batería IIICognitive
Phonemic Awareness 3 Cluster Cog. Test 4: Sound
Awareness
Cog. Test 8: Incomplete Words
Ach. Test 21: Sound Awareness Rhyming
Deletion
Substitution
Reversal
Working Memory Cluster Cog. Test 7: Numbers
Reversed
Cog. Test 9: Auditory Working Memory
Cognitive Fluency Cluster Cog. Test 12: Retrieval
Fluency
Cog. Test 16: Decision Speed
Cog. Test 18: Rapid Picture Naming
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Woodcock Muñoz Language Survey--Revised, Normative Update ENGLISH
Oral Language Tests Picture Vocabulary
Verbal Analogies
Story Recall
Understanding Directions
Reading Letter-Word
Identification
Passage Comprehension
Writing DictationEnglish
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Woodcock Muñoz Language Survey--Revised, Normative Update SPANISH
Oral Language Tests Picture Vocabulary
Verbal Analogies
Story Recall
Understanding Directions
Spanish
Reading Letter-Word
Identification
Passage Comprehension
Writing Dictation
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Questions What is dyslexia? How do we identify dyslexia? Does dyslexia exist in all languages or is it distinctive to those
languages with poor grapheme-phoneme correspondence? Is the reading process is different across languages? If dyslexia is universal, but the reading process is different across
languages, how is dyslexia manifested differently from one orthographic system to another?
What tests can be used to identify dyslexia in ELLs? How is dyslexia in bilingual students identified? How is the report written? How can you tell if the student’s reading difficulties are due to
language differences or dyslexia? What interventions are appropriate for ELL students with dyslexia?
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