Josephson & Gordon Pershey (2007)1 Language, Reading, and Spelling: The Interplay Lori Josephson, M.A. Monica Gordon Pershey, Ed.D., CCC-SLP Presented

Josephson & Gordon Pershey (2007) 1

Language, Reading, and Spelling: The Interplay

Lori Josephson, M.A.Monica Gordon Pershey, Ed.D., CCC-SLP

Presented at the Annual Symposium of the Northern Ohio Branch of the International Dyslexia Association

March 2, 2007

Cleveland, OH


Oral Language:Connection to Academics

Oral Language Forms the Underpinnings for the “Essential Components of Reading Instruction”:

– Phonemic Awareness– Phonics– Vocabulary Development– Reading Fluency (Oral & Silent)– Reading Comprehension Strategies



Development of Written Language Skills:– Spelling– Writing to the Audience– Sentence Structure (Syntax/Grammar)– Retrieval of Oral Vocabulary– Sequencing (Phonemes, Words, Ideas)– Organization of Thought– Active Working Memory: Remembering

What You’ve Written and What You Still Want to Write



Content Area Instruction– The Language of Mathematics

VocabularySyntaxMultiple Meanings

– Social Studies/ScienceVocabularyAbstract ThinkingPrecise Observation/ MeasurementDrawing Conclusions


Oral Language: Three Systems

Semantics = “Content”- Making Meaning- Vocabulary- Specialized Lexicon- Concept Development- Breadth, Depth, and Connections- Contextual Usage and Analysis

of Words- Structural Analysis of Words



Syntax = “Form”- Phonology: Phonemes, Syllables, Intonation, Stress, Pauses- Content Words: Nouns, Verbs, Adjectives, Adverbs- Function Words: Preposition, Conjunction, Auxiliary Verb, Article, Pronouns- Morphology: Affixes, Inflection, Contractions - Word Order: Clauses, Sentence Types, Question Words, Negation



Pragmatics = “Use” = In Context- Message Function: Intent and Purpose (To Inform, To Question, To Joke, To Form Attachment)- Message Cohesion: Successive Utterances Follow Logically, Maintain a Topic, Change a Topic, Lead Up to a Point, Sequence- Discourse: A Text (A Passage, A Book, An Advertisement, A Conversation, A Movie); A Genre



LinguisticClarityMeet the Informational

Needs of the Listener

Logical SequenceEconomyExpressivitySelf-MonitoringExecutive Function

Social/Cultural/Gender/Age/Setting/InterlocutorsCooperationTurn-TakingPolitenessStatus/RoleTopic SelectionNonverbal LanguageSelf-MonitoringExecutive Function



Pragmatic skill is judged by criteria of social validity - success in a social field

Listener evaluations are dependent upon culturally conditioned values that dictate credibility: wealth, appearance, physical fitness

Linguistic/cognitive competence may or may not predict social competence

Social competence may mask linguistic/cognitive deficits



Bloom, L. Pediatrics 1998;102:e1272

Copyright ©1998 American Academy of Pediatrics


Form Articulation/Auditory Discrimination Phonological Processing/Phonemic Awareness

– Manipulation Affects Reading/Spelling (Blending, Segmenting, Elision, Substitution)

– Phonological Memory Affects Retrieval (Spelling)

Receptive/Expressive Production Errors - Phonological Neighbors

Syntax (Function Words, Prepositions) Active Working Memory - Metalinguistic Long Term Memory


Components of Language and Academic Instruction - Form

Reading Readiness - Development of Phonological Awareness, Memory, Rapid Naming Ability

Reading Decoding/Spelling – Word and Sentence Level

Oral Reading Fluency Written Sentence Construction Math Formulae Sequencing of Steps in Math Calculation


Meet Matthew

Presented in Spring of Kindergarten History of Speech; Brothers

Need(ed) Intervention Poor Articulation - /k/, /g/, /l/, /r/ Poor Discrimination - k/g, f/th/v Overall Intelligibility Poor Poor Oral Language Affected Development of

Rhyming, Phonological Awareness, Sound/Symbol Relationships, Development of Sight Word Vocabulary

CTOPP (age 6): Average Phonological Awareness and Rapid Naming; Below Average Phonological Memory


Meet Matthew

DIBELS: Steady Growth Throughout 1st GradeNonsense Word Fluency: 22 (fall), 52

(winter), 94 (spring) - At BenchmarkOral Reading Fluency: 21wpm (winter);

55wpm (spring); 59wpm (fall 2nd grade) - At Benchmark

Retell Fluency: 15 (winter); 30 (spring); 15 (fall 2nd grade) - Variable

Difficulty Using Correct Syntax at Times; Irregular Past Tense Shaky: ‘Tooken Out’ for ‘Taken Out’


Meet Matthew

Results of Intervention Have Been FABULOUS!!!Articulation Correct Except /r/ Medial Decoding/Encoding VERY Good for

What Has Been Taught: 3, 4, 5 Sound Words; Suffixes s, es, er, est, ed, ing; Schwa; Nasals; Rules of Syllabication Using Closed Syllable Words

Fluency is At and Above Benchmark At Times, Difficulty Pronouncing

Multisyllable Words: Magnifying


Meet John Presented In 1st Grade: History of Speech/Language Issues; Family

History of Delayed Language/Speech– Poor Intelligibility– Poor Sound Discrimination– Poor Visual-motor Skills (Handwriting/

Motor Planning Problems)


Meet John

– Average Reading: Sound/Symbol Relationships (When

Discriminated Appropriately); Poor APPLICATION of these Skills for

Decoding Nonsense Words and Encoding;

Slow to Learn Nonphonetic Sight Words for Spelling- Poor Spelling: Phonetic Speller Based

Upon Faulty Articulations: ‘Wif’ for ‘With’


Meet John

Early Intervention: 1st and 2nd Grades– Improvement In Articulation and Intelligibility– Attended Speech Therapy - Work on

Articulation and Intelligibility, Pronunciation of Multisyllabic Words

– Impulsive Work Style: Reads Many Words Per Minute with Many Errors (Omissions of Suffix Endings/ Function Words)

– Improvement in Decoding and Encoding; Syllabication Skills- Grade Level Work


Meet John

Continued Remediation: 3rd-4th Grades– Released From Speech Therapy - 4th

Grade– Continued Improvement in All Areas– Able to Blend/Segment Sounds in up

to 6 Sound Words- Impulsive Work Style Continues to Interfere with Spelling Mastery (Sound Omissions/ Substitutions)


Meet John

Continued Remediation:– Knowledge of Syllable Types:

Closed, Open, Vowel-consonant-e, Consonant-le

– Knowledge of Rules of Syllabication– Knowledge of Basic Latin Suffixes – Improvement in Sight Word Vocabulary

for Spelling– Continued Difficulty Pronouncing

Multisyllabic Words: ‘Twists’


Meet John


Meet John


Meet John


Less Developed Oral Language Results in Persistent, Consistent Decoding Errors - Grade 5 Selection


Content

Vocabulary - One of the Best Predictors of School Success– Overall Lexicon (Academic)– Word Retrieval– Phonological Neighbors (Malapropisms)– Multiple Meanings– Antonyms/Synonyms

Overall Productivity– Spoken Language– Written Language


Content

Morphology – Affixes– Root/Combined Forms Study– Word Derivatives

Grammar/Word Function Semantic Neighbors –

Precision of Usage


Components of Language and Academic Instruction - Content

Vocabulary Meaning in All Subject Areas (Alternate Meanings, Synonyms)

Comprehension of Complex Text in Any Content Area

Comprehension of Discourse (Spoken/Written), Subject Specific or for Social Purposes

Ability to Read to Learn Vs. Read for Pleasure


Components of Language and Academic Instruction - Content

Understanding Figurative Language, Metaphors, Similes

Critical Thinking Using the Vocabulary of Instruction/Vocabulary Internalized for Discourse

Understanding the Language of Math and the Ability to Explain Solutions to Math Problems


Revisit with John

Oral Syntax has had a BIG Affect on Reading/Written Language Skills

Use of Prepositions: For/So– “I Went to the Bank for I

Could Get Money.”– Remediation Required

Oral/Written Modeling Over a Long Period of Time


Revisit with John

Omission of ‘Function Words’/Suffix Endings While Reading Orally

Ability to Create Sentences with Correct Usage Given Target Words with 1 and 2 Suffix Endings orDerivatives: Carelessly, Actively, Gracefully

“He is all the time lately.” “He destructiveness knocked the building over.”

Difficulty with Homophones, Multiple Meanings, Idioms


More children….

Phonological Neighbors:– Russell (grade 4): Budge/budget

– Alex (grade 8): Instigate/imitate

– Rachel (grade 7): anecdote/antidote


Meet Kendra

Presented in Grade 6Vocabulary/Productivity/Grammar:

- Overall Productivity In Oral Language Domain - Wordy Written Language- Poor Syntax/Low Vocabulary Level- Poor Receptive and Expressive Vocabulary due to Both Low Overall Language Skills and Reduced Reading Experience- Deficits in Word Retrieval- Poor Recognition of Patterns Affects Morphology (Affixes, Roots)- Poor Imagery- DISCONNECT Between Oral Language - Grammar - Written Language


Meet Kendra

In chapter 5 Jonas and his family talk about the dream that they had that night. JonasÕs dream was a little awkward, his parents told Jonas that it was the being of Stirrings. Stirrings begins in a dream. I think Stirrings means when a boy starts to like a girl or the other way around. Jonas has to start taking pills through his whole adult hood. Everyone has to do the same when it happens to them. In chapter 6 there is a ceremony and everyone turns a year older at the same time. When they turn a year older they get a gift. Lily is turning 9 and is getting a bicycle. Jonas is turning 12 and is getting to get a job. In chapter 5 Jonas and his family discuss the dreams they all had the previous night. It was awkward for Jonas to talk about his dream since it dealt with adolescent feelings; his parents told Jonas that it was the beginning of Stirrings. JonasÕs mother explained that Stirrings begin in a dream, and all children his age have them. I think Stirrings refers to the romantic feelings that boys and girls have toward each other. His mother goes on to explain that Jonas must take pills through his whole adulthood in order to diminish Stirrings altogether. This society requires everyone his age to take pills to eliminate Stirrings. Chapter 6 involves a ceremony when everyone turns a year older at the same time (simultaneously). When the children in the community turn a year older, they receive a gift, which is the same depending on the childÕs age. All eight year olds, such as Lily, receive a jacket with smaller buttons down the front showing her independence. Jonas, like the other twelve year olds, receives a job Assignment.


Meet Amanda

TOWL Grade Equivalent 4.4


Meet Andrew

Presented in Kindergarten- ‘Over-Focusing’- Slow to Follow Directions- Attentional Difficulties- Difficulty with Transitions- Mild Anxiety Issues- “Loses Track of Time”- Relatively Weak Handwriting Skills- ‘Phonics’ Deemed Intact


Meet Andrew

Assessment Results:– Sound/Symbol Relationships Intact; Poor

APPLICATION for Decoding/Encoding– Difficulty Recognizing and Spelling

Nonphonetic Sight Words; Both Affecting Fluency

– Underlying Difficulty with Language:Days of the Week, Months of the Year,

Seasons, HolidaysAddress, Telephone NumberOverall Weak Vocabulary


Meet Andrew

Andrew’s ‘Disconnected’ Language SkillsCREVT Scores:

Receptive Vocabulary 37th Percentile Expressive Vocabulary 19th Percentile


Meet Andrew

Receptive Errors


Meet Andrew

Expressive Errors:– ‘dog’ - “goes outside and pees”– ‘oven’ - “it’s hot”– ‘lemon’ - “put it in drinks”

Ongoing Difficulties with Categorizing/Naming, Synonyms, Antonyms, Multiple Meanings, Analogies– Naming Parts of a Car - “motor, door, air thing,

drivers plate (license)”– “Car : drive as toy : Lego” – Baseball Unit - Naming - “bat, mitt, ball,” prompt

“helmet, mask”; Multiple Meanings “park, fly, catch”– “Baseball : sport as cake : eat”


Meet Andrew

Andrew’s Handwriting/Process SpeedSlow Process Speed - Beery VMI - 55th Percentile

Summer 2006 Winter 2007


Use

Pragmatics Affect Fluency and Comprehension

Ability to Participate in Discourse - Written Language

Ability to Socially Interact Appropriately

World Knowledge


Components of Language and Academic Instruction-Pragmatics

Understanding the Implicit Meaning As Well As Explicit Meaning in Literature and in Content Area Reading

Understanding Humor Understanding Hidden Motivations of

Characters in Literature, Leaders in History, Etc.

Understanding Applications of Math Instruction in Everyday Life


More children….

Kendra and Gabe:– Retellings Low Level in Terms of

Production– Retelling Begins with the Final

Sentence Read (Typically a Detail); No Main Idea

Andrew (Grade 1): – Poor Eye Contact, Inattentive ADD,

Affective Issues– Over-Focused on Details


Meet Matt

Presented in Grade 2: - Poor Decoding/Encoding - Comprehension Intact - Poor Handwriting

Grade 5: Good Response to Tutorial - Fluency and Decoding Intact- Began to Experience Breakdown in Comprehension as Sentence Length and Text Complexity Increased (Appositives, Compound Sentences)- ‘Word-caller’- Written Language Mechanical, Wordy


Meet Matt

Cave Paintings In the Cave of Lascaux, there are many cave painting of animals made by cave men. I think the cave men must have been very intelligent to think of how to make different colors out of different berries. I think they had to be interested in drawing to take the time to draw those cave paintings when they probably had better things they could do like hunt for food. I think they may have drawn these cave paintings because they wanted to show other people that they lived here in the cave. Also, they may have wanted to keep learning about different ways they could have drawn on the cave walls. I think they tried to keep history by drawing these pictures and they did a good job. In the Cave of Lascaux, many cave painting exist of animals made by homosapiens. I think the cave men displayed intelligence by thinking of how to make different color paints out of berries. In addition, they appeared to have an interest in drawing and to take the time to draw the cave paintings when they probably had better things to do such as search for food. I believe they drew these cave paintings because they wanted to show others that they lived here in the cave. Their paintings depict various animals in existence at that time. Also, they experimented with different ways to draw on the cave walls using rocks and berries. They attempted to record history by drawing these detailed, well-done pictures on cave walls.


Meet Chris


Implications for Instruction

Task Analysis for Instruction:STRUCTURED----------------SPONTANEOUS

Oral Language Production in a Structured Situation

Oral Language Production in a Spontaneous Situation

Written Language Production in a Structured Situation

Written Language Production in a Spontaneous Situation



Provide Interactive Lessons:– Lecture Format is Often Too Fatiguing

for LD Students Speak Slowly:

– Normal Rate: 130-250 Words Per Minute (Emerick & Haynes 1986)

– Oral Reading Rate: 130-140 WPM Recommended

– Delivery of Verbal Information at <200 WPM Recommended



Directly Teach Vocabulary in EVERY Subject Area!

Anticipate Student Needs! Don’t Assume Anything!

– Consistently Review (Flash Cards, Game Format)

– Teach Parts of Speech (Word Function)

– Review Multiple Meanings as Necessary



- Have Students Repeat Words - Students Use Words in Orally

Generated Sentences- Avoid Assignments/Class Work

Involving Predominantly Copying – Require More Active Learning

Assessment:– Don’t Count Spelling Errors

on Non-spelling Tests– Oral Assessments– Vary Test Formatting


Teaching Strategies for Errors in Form

– Provide Opportunities to Practice– Ask Clarification Questions:

Do You Mean ____ Or ____?“If I Understand Correctly, You Said ___”

– Paraphrase the Response:“So You’re Saying…”

– “I’m Having Trouble Understanding”– Ask Another Student to Reverbalize– Analogy Between Handwriting Legibility

and Speech Articulation



Errors In Production:

– Provide Validation Rather Than “That’s Wrong”….That’s Very Close” Instead

– Present ‘Sound-Symbol’ Cues

– Use Gestural and/or Semantic Cues

– Use Synonyms/Antonyms as Applicable



Syntax Errors:– Simple Sentences - Complex Sentences -

Compound Sentences

– Use of Templates to Practice Correct Word Order (Structured Speech, Spontaneous Speech, Structured Writing, Spontaneous Writing)

– Gradual Elimination of the Templates

– Provide Lists of Starter Words for Adverb Phrases: A ‘Menu’


Teaching Strategies for Errors in Content

Typical Receptive and Production Errors:– Omission of Suffix Endings– Confusion of Suffix Endings– Omission of ‘Function Words’– Subject-verb Agreement– Confusion of Subject-Object Pronouns– Use of Participles– Irregular Past Tense– Pluralization– Comparative/Superlative Adjectives



Disconnect Between Receptive Language and Production

Grammar Instruction Fluency Drills - Highlight Element You

Are Trying To Remediate Provide Practice With Oral Sentence

Production/Written Sentence Production

Provide Lists Of Verb Conjugations Provide Lists Of Subject/Object

Pronouns



Fluency Drills - Highlight the Element You are Trying to Remediate

Provide Practice with Oral Sentence Production/Written Sentence Production

Provide Lists of Verb Conjugations Provide Lists of Subject/Object Pronouns Flash Cards - Matching Suffix to Word

Function Direct Instruction on Word Derivatives Provide Lists of Adjectives (Menu)



Multisensory Grammar Instruction:

Project Read Framing Your Thoughts www.projectread.com

Neuhaus Multisensory Grammar www.neuhaus.com

http://www.project/


Teaching Strategies for Errors in Content for Older Students

Directly Teach Sentence Combining: – Use of ‘And’- Compound Subject, Predicate– Use of ‘And’ ‘But’ ‘So’ - Compound

Sentences– Use of Correlative Conjunctions:

‘Neither/Nor’; ‘Not Only/But Also’; ‘Either/Or’; ‘Whether/Or’

– Use of Connectives (Transition Words/ Phrases)

– Adjective Placement Prior to Noun– Break Apart Combined Sentences into their

Component Parts


Teaching Strategies for Errors in Content for Older Students

Directly Teach Elimination of Passive Voice– Use Active Verb Instead– Introduce Use of Appositive

Use Commonly Confused Words by William W. Gentile, Sr. www.walch.com

MODEL, MODEL, MODEL!!!


Strategies to Teach Vocabulary Look IN the word, AROUND the word

– Affixes– Identification of the Part of Speech/

Function of word– Identification of Roots/Combined Forms– Use Context

Create a Semantic Map– Antonyms/Synonyms– Definition– Examples– Multiple Meanings– Linguistic Structure


Strategies to Teach Vocabulary

Oral/Written Sentence Formulation with Illustration

Collins CoBuild Dictionary www.collins.co.uk Vanilla Vocabulary www.ganderpublications.com

Roget’s Super Thesaurus by Marc McCutcheon (Writer’s Digest Books)

Getting Into Words by Shira Lubliner www.brookespublishing.com

Directly teach homophones, homographs, heteronyms (2 pronunciations - read/readAccent changes - conduct, object)

http://www.collins.co.uk/

http://www.ganderpublications.com/


Strategies to Teach Idioms andFigurative Language

What Are We Talking About??– Hyperbole – Idiom– Metaphor– Onomatopoeia– Personification– Simile– Slang– Proverb– Dialect– Figures Of Speech: Allegory, Irony,

Euphemisms


Strategies to Teach Idioms andFigurative Language

Use Literature/Other Media Formats:– Prose/Poetry– Advertisements, Newspapers

Direct Instruction/Multiple Exposures Illustrations Dictionary of Idioms by Marvin Terban

www.scholastic.com Figurative Language: A Comprehensive

Program by Kathleen A. Gorman-Gard (Thinking Publications)

Webster’s New World American Idioms Handbook by Gail Brenner (Wiley Publishing)

http://www.scholastic.com/



Teaching Strategies for Errors in Use

Improving Discourse - Written Language:– Practice in Maintenance of Discourse on

Topic - Use of Discourse Connectors, Transitions, Terminators

– Practice in Oral Summarizing - Identification of Main Idea and Supporting Details, Use of Discourse Connectors (Use of Template)

– Practice Providing Descriptive Information (Use of Template)


Teaching Strategies for Errors in Use

- Practice in expressing:Comparisons/ContrastsExplaining a ProcessDescribing Cause/EffectOpinions

- Eliminate Open-Ended Questioning, Provide Multiple Choice Responses, Cueing, Brainstorming, Modeling


Questions and Discussion

Documents

Josephson & Gordon Pershey (2007)1 Language, Reading, and Spelling: The Interplay Lori Josephson, M.A. Monica Gordon Pershey, Ed.D., CCC-SLP Presented