Early LiteracyLCD 323 Spring 2015

All Aspects of Oral Language Play a Rolein Reading Acquisition

Word Identification: Phonological Awareness

Comprehension: Morphology Syntax Semantics Pragmatics

Although Literacy is of National Concern, why is the area of reading relevant to Speech-Language Pathologists?

Research reflects that a complex reciprocal relationship exists between spoken language and reading.

What do you think?

What percentage of children with language disabilities who are seen by an SLP also have reading and writing difficulties?

20%?35%?60%?80%?

Approximately two-thirds or 65% of the

children with language disabilities seen by

SLP’s also have problems with reading

and writing.

Some More Statistics

Nearly 75% of poor readers in 2nd gradehave an early history of spoken languagedeficits (Catts, 1999)

65% of children at risk for readingdifficulties in kindergarten will continue toread with difficulty if they do not receiveearly and appropriate intervention(Torgesen et al, 2001)

Overlapping Fields

Field ofField ofSpeech- Literacy ReadingLanguage

Pathology

Fragmentation of Services for Children

Importance of a Unified Approach

Training specialists in the areas of spoken language and reading allows for a unified approach that results in more

successful development of literacy skills

New and Expanded Roles of the SLP in andLiteracy

Prevention

Identification

Assessment

Intervention

Other Roles (advocacy,education and collaboration)

ASHA Position Paper: Roles and Responsibilities of Speech-LanguagePathologists With Respect to Reading and Writing in Children and Adolescents,

2001

Types of Reading Disabilities

DYSLEXIA SLI/LLD

Word Identification Reading Comprehension

ADHD

Model by Carol

Attention

Westby

SLI/LLD Definitions

SLI may be identified on the basis of late onset anddelayed development of morphosyntactic, semantic,

phonological, or pragmatic skills relative to other areasof development. They are generally identified betweenthe ages of 3 and 5 during preschool (Tager-Flusberg &Cooper, 1999, p. 1276).

Students with LLD are described as possibly havingdeficits in “vocabulary, morphology, syntax, and /or

text-level processing . . .” (Catts and Kahmi, 1999 p.65)

Specific Language Impairment(SLI) and Language LearningDisability (LLD): RED FLAGS

JOEY

Joey is a 5 year old Kindergartner. He followsdirections given to the class; however, he alwayswatches other kids and then copies them. Hedoesn’t like story time and he is usually reluctant tojoin in. When called on during story time, he oftenresponds, “I don’t know.” It is difficult todetermine what he understands. However, he loves

drawing, playing with legos and any recessactivities that are less structured.

sy

RED FLAGS SLI/LLD: Comprehension

Difficulty understanding words assumed to be familiar Difficulty understanding words used in a definition Struggles with implicit learning of new vocabulary

and concepts Difficulty understanding and using time-sequencing

vocabulary words (first, then, next, last) Difficulty understanding lengthy or unfamiliar

directions and struggles to internalize classroomroutines

Difficulty understanding the rules of games Difficulty following a storyline in a conversation,

book, or movieSY

Jenny

Jenny, a 4 ¾ year-old, takes a very long time todescribe her toy during circle time. She starts with avery specific detail about her toy (e.g., Look…his legkicks.), then gets stuck and doesn’t know what to saynext. When describing yesterday’s field trip, shestarts in the middle and keeps starting over. Herstories are disorganized and have many grammaticalerrors (e.g., What they are?). She often substituteswords such as ‘baa’ for ‘sheep’ and frequently usesum, thingie, and stuff while speaking. She oftenpoints to objects instead of naming them.

SY

RED FLAGS SLI/LLD: LanguageFormulation and Word Retrieval

Needs extended time to formulate ideas (starts, stops,restarts, etc.); stories have no beginning, middle, end

Syntax and grammar errors – Mis-sequenced words insentences

Replaces related words for intended words

Uses fillers and non-specific words (um, thing, stuff)

Difficulty giving directions or explaining a process

Points, rather than labels

Difficulty formulating questions to clarify novelinformation

sy

SLI/LLD and Reading Disorders =Oral Written Language LD

OWL LD: have oral as well as writtenlanguage problems: significant problemsin reading comprehension, oral reading ofreal words, morphological awareness,syntactic awareness and word retrieval(Berninger & Wolf, 2009)

Types of Reading Disabilities

DYSLEXIA SLI/LLD

Word Identification Reading Comprehension

ADHD

Model by Carol

Attention

Westby

What is Dyslexia?

A specific learning disability affecting

reading that has a biological basis inthe brain.

Dyslexia

Individuals with dyslexia are generally ofaverage or above average intelligence, buttheir learning disability results in an

unexpected gap between their potentialand their performance in reading,particularly at the word level.

More on Dyslexia

Dyslexia is caused by differences inbrain structure and/or brainfunctioning. It interferes with theability to process, store, or produceinformation.

Neurobiological Basis of Dyslexia

Typical Readers Dyslexic Readers

Eden et al., Neuron, 2004

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

—Lyon, G.R., Shaywitz, S. E., Shaywitz, B.A. (2003). A Definition of Dyslexia, Annals of Dyslexia

DYSLEXIA: International Dyslexia Association

KATIE

Katie is a four and a half year old Pre-schooler. Sheloves to talk and seems to understand what she hearsas well as or better than most of the other children inthe class. She enjoys story time and is alwaysvolunteering to answer questions. However, sheseems to avoid activities that involve letters and isconfused by games where she must identify thebeginning sound in a word, clap out syllables orcome up with a word that rhymes.

Red Flags for Dyslexia (Pre-school)

Difficulty with rhyming and hearingbeginning sounds in words

Trouble naming letters

ERIK

Erik is a five and a half year old Kindergartener. Hehas always loved school but is beginning tocomplain about going. His parents note that latelyhe appears frustrated when they read together andwill not even try to read some of the simple words

they think he should know. He struggles toremember letter sounds and when he attempts tosound out words, he often says the wrong sound orcannot blend the sounds together. Every time hesees a word it seems brand new. Even words like‘the’ and ‘dog’ which he has seen over and over

again elude him.

Red Flags for Dyslexia (Grades K-1)

Trouble with phonemic awareness tasks (takingapart and putting together speech sounds in words)

Trouble learning and applying phonics (sounds ofletters)

Difficulty remembering high frequency “sight”words

Poor spelling

Poor handwriting

International Dyslexia Association (IDA) 29

What is Phonemic Awareness?

PhonologicalAwareness

Word Rhyming Syllable PhonemicAwareness Awareness

Awareness

Why is Phonemic AwarenessImportant?

Phonemic awareness is directly related tothe ability to learn sound/symbolcorrespondence and thus apply phonics toreading words.

A child’s level of phonemic awareness onentering school is widely held to be thestrongest predictor of the success he orshe will experience learning to read.(Adams and Bruck, 1995)

Developmental Milestones for Phonological Awareness Acquisition

Adapted from Crumrine, 2002

Pre-school

Rhyme: plays with words and nonsense wordsthat rhyme

Syllables: implicitly segments words intosyllables as in chants and songs, claps tosyllables

Developmental Milestones for PhonologicalAwareness Acquisition

Kindergarten

Rhyme: recognizes, completes, andproduces rhyming words

Concept of Words: identifies words in asentence

Syllables: blends, segments, counts, anddeletes syllables

Beginning Sounds: matches and isolatesbeginning sounds

Onset and Rime: blends /t/ + /ake/ Phonemes: (2 to 3 sounds) blends and

segments

Developmental Milestones for PhonologicalAwareness Acquisition

First grade Syllables: deletes final syllable Phonemes: (3 to 5 sounds) blends,

segments, deletes initial or final, substitutesphonemes

Second grade Syllables: deletes middle syllable Phonemes/Blends: (5 to 6 sounds) blends,segments, deletes or substitutes embeddedphoneme in a blend

What is involved in learningsight words?

Recognizing letter patterns thatmake up whole words or partsof words automatically by sight(orthographic reading).

Orthographic Processing

TOUSEOGGSMETHODOFILLUSTRATIONEARLYGREEKWRITINGASWELLASALLOTHEREARLYWRITINGLOOKEDSOMETHINGLIKETHISTOITSREADERS

From: The Roots of Phonics by Miriam BalmuthDonnelley & Sons, Inc., 1982

Orthographic Processing

Adams (1990)

Test of Silent Word Reading Fluency(TOSWRF)

Draw a line between words—3 minutes

oratgetruncarisfunbluebiglikeback/eachmuchthreezooapplefarflywould/wayunderbirdfoundegglunchyardlive/staygirlcakeofbutpetroomlightvery/

>>>> sullyseculargirddubcoerceguile/

epochprecludepulsearvernacularquaff/

Why can you read this?

Aoccdrnig to rscheearch at CmabrigdeUinervtisy, it deosn’t mttaer in what oredr theltteers in a word are, the olny ipromoetnt tihngis that the frist and lsat ltteer be at the rghitpclae. The rset can be a toatl mses and youcan still raed it wouthit porbelm.

This is bcuseae the huamn mnid deos not raedervey lteter by istlef, but the wrod as a wlohe.

What else is involved in fastand accurate reading?

Rapid naming skillshttp://dyslexiahelp.umich.edu/professionals/dyslexia-school/word-retrieval-fluency-and-ran

Rapid Letter Naming (CTOPP)

s t n a k c t s c

ka n c k t a n s

t k c s n a t c n

ka s n ck sta

Assessment for Early Identification ofDyslexia and SLI

Oral language comprehension and use

Emerging Literacy SkillsPhonemic awarenessPrint awareness/alphabet knowledgeAcquisition of high frequency words

Naming speed

Intervention

What do SLP’s need to know aboutinterventions for children withphonological awareness, orthographicprocessing and rapid automaticnaming?

Early intervention increases thechance that children willdevelop automatic and fluentreading with goodcomprehension.

Intervention: Principles of Instruction

In general, the best instruction forchildren with dyslexia is:

Explicit Structured and sequential Repetitive: Opportunities for

extensive review and practice Multisensory: Involves visual,

auditory and tactile/ kinestheticmodalities

-Jennings, 1999

Multisensory Structured LanguageApproaches—Two Root Programs

Orton Gillingham Lindamood PhonemeSequencing Program(LiPS)

Multi-sensory InputVisual

Auditory Tactile/Kinesthetic

Segmentation

1. Clapping syllables (good for developing asense of rhythm but hard for identifyingnumber of syllables)

2. Counting (tokens, counting board, cards,etc.)

3. Use of whole body for larger segments(wrist, elbow, shoulder, head) and fingersfor phonemes

Segmentation (Elkonin)

/t/”“/s/ /i/

“sit”

Segmentation (Elkonin)

/t/”“/s/ /i/

“sit”

Alphabetic Principle and Issues

• there are approximately 44sounds in the English language butonly 26 letters

• sounds can be spelled indifferent ways and letters can havemore than one sound

Sounds can be spelled in more than one way

What are all the ways you can spell the “long a” sound?

a baby

ai rain

ay play

ei vein

eigh eight

ea great

ey they

Alphabetic Principle

However, approximately 84%

of English words are regularfor reading if you understandthe structure of the language.

Techniques for Teaching Sound-SymbolCorrespondence

• Key Words

• Story/Picture Associations

• Mouth Placement Cues

• Multi-sensory Techniques

Key Word with Picture Cue

0

From the Orton Gillingham Program

Story/Picture with Mouth Cues

From Telian Lively Letters

Story/Picture with Mouth Cues

From Telian Lively Letters

From Telian Lively Letters

Moving to Word, Sentence andParagraph Reading

Once some letter/sound correspondences havebeen taught, begin to create words from thoseletters and introduce a few irregular highfrequency words.

m, s, t, l, a:

Words: am at Al Sam sat Sal mat

Nonsense syllables: lam mal sal lat

Sight words: a the on

Moving to Word, Sentence andParagraph Reading

Phrases and sentences for reading:

the mat

a mat

at the mat

sat on the mat

Sam sat on the mat.

Henry & Redding, Patterns for Success

Decodable Text

Jane went for a long drive. Shewas lost, but she did not care.She went down a small street.At the end, there was an oldstucco home for sale. Jane gotout to inspect it. It was such atranquil spot!

Wilson, Student Reader 5,1996

Versus Text that is Not Decodable

Morty the bear was alwaysbreaking things in his house.

He was so big, he couldn'thelp it. He broke his chair. Hebroke his table. He broke hisdoor.

Guided Reading Program, Level 1

Interventions should be organized in tiers

Layers of interventionresponding to student needsTIER I

Each tier provides moreTIER II intensive and supportive

intervention

TIERIII Aimed at preventing reading

disabilities

Torgesen & Greenberg, 2004,

New and Expanded Role of SLPs and Literacy

Prevention

Identification

Assessment

Intervention

Other Roles (advocacy,education and collaboration)

ASHA Position Paper: Roles and Responsibilities ofSpeech-Language Pathologists With Respect to Readingand Writing in Children and Adolescents, 2001

Types of Reading Disabilities

DYSLEXIA SLI/LLD

Word Identification Reading Comprehension

ADHD

Model by Carol

Attention

Westby

Resources

The International Dyslexia Association

www.interdys.orgThe Massachusetts branch of IDA

www.dyslexia-ma.orgAll Kinds of Minds

www.allkindsofminds.orgSchwab Learning

www.schwablearning.orgLearning Disabilities Association of America

www.ldanatl.org

Resources

Learning Disabilities Worldwidewww.ldam.org

Wrightslaw—special education and advocacy

www.wrightslaw.com

Recording for the Blind and Dyslexic

www.rfbd.orgHome School Legal Defense Association

www.hslda.org