3/27/2011 1 1 Steven G. Feifer, D.Ed., NCSP, ABSNP Wake County, North Carolina [email protected]The Neuropsychology of Reading and Written Language Disorders: A Framework for Effective Interventions 2 PRESENTATION OF GOALS 1. Discuss the role of school neuropsychology, within an RtI framework, as a more viable means to both assess and remediate learning disorders in children. 2. Explore the neuropsychological underpinnings of reading and written language disorders by examining the underlying neural circuitry involved in processing this type of academic information. 3. Introduce a brain-based educational model of diagnosing reading and written language disorders by classifying each into four subtypes, with specific remediation strategies linked to each subtype. 4. Introduce the 90 minute LD evaluation as a more comprehensive means to assess eight core cognitive constructs associated with learning disorders in children. 3 Currently, approximately 6.7 million children receive special education services under IDEA, which corresponds to approximately 9 percent of all children aged 3-21 in public education. Approximately 40 percent of those children receiving services are classified as being “learning disabled” due primarily to reading and/or written language deficiencies. Clearly, literacy is the single most important educational attribute paving the road for not only school success, but perhaps for successful life endeavors as well. Kavale and Forness (2000) revealed nearly 50% of students classified as having a learning disability do not demonstrate a significant discrepancy between aptitude and achievement due in part to the statistical impreciseness of this method. BASIC LITERACY FACTS (National Literacy Council, 2008)
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
3/27/2011
1
1
Steven G. Feifer, D.Ed., NCSP, ABSNPWake County, North Carolina
Language Disorders: A Framework for Effective Interventions
2
PRESENTATION OF GOALS
1. Discuss the role of school neuropsychology, within an RtI
framework, as a more viable means to both assess and
remediate learning disorders in children.
2. Explore the neuropsychological underpinnings of reading and written language disorders by examining the underlying neural circuitry involved in processing this type of academic information.
3. Introduce a brain-based educational model of diagnosingreading and written language disorders by classifying each into four subtypes, with specific remediation strategies linked to each subtype.
4. Introduce the 90 minute LD evaluation as a more comprehensive means to assess eight core cognitive constructs associated with learning disorders in children.
3
Currently, approximately 6.7 million children receive
special education services under IDEA, which
corresponds to approximately 9 percent of all children
aged 3-21 in public education.
Approximately 40 percent of those children receiving services are classified as being “learning disabled”
due primarily to reading and/or written language
deficiencies.
Clearly, literacy is the single most important educational attribute paving the road for not only school success,
but perhaps for successful life endeavors as well.
Kavale and Forness (2000) revealed nearly 50% of students classified as having a learning disability do not
demonstrate a significant discrepancy between
aptitude and achievement due in part to the statistical
Bobby needs a highly structured type of reading program focusing on teaching phonics through visual cues and morphology, and not acoustically based phonics programs with numerous rules to remember (i.e. Ladders to Literacy, Road to the Code, Fundations, Alphabetic Phonics, etc.).
Recommend: Horizons Fast Track Soar to Success
Great Leaps CBM to progress monitor!
3/27/2011
13
37
WRITTEN LANGUAGE: A Survival Skill!!
38
Measuring Written Language
The National Center for Educational Statistics
administered writing samples to 276,000 students
in grades 4, 8, and 12 (2003).
Narrative Writing – involves the production of stories or personal essays to capture a reader’s imagination.
Can include responses to photographs, poems, and
cartoons.
Informative Writing – communicates information to the reader to convey a message, instruction, or an idea.
Includes reports, reviews, and letters.
Persuasive Writing – influence the reader to take action to bring about change. Should include reasons,
examples, comparisons. Examples included writing to a
friend, newspaper editor, or refute an argument in a
* 2007 data showed 8 pt increase in males (grade 12 only) ; no other differences noted.
42
Why the disconcerting trend?
Most students rely on writing,
either e-mail, text messages, word
processing, or other computerized
technology to communicate.
Downward extension of our
curriculum whereby reading and
written language are skills
emphasized in kindergarten.
Most state assessments require written language responses, short answers, and brief constructed
responses even in subjects such as mathematics.
Therefore, most school curriculums readjusted to
emphasize state testing requirements.
3/27/2011
15
43
The Cost of Poor Writing Skills
U.S. corporations spend an
estimated $3.1 billion annually
to remediate their employees’
writing skills (National Commission
on Writing, 2005).
State governments spend approximately
$221 million annually to do the same
(National Commission on Writing, 2005).
A 2005 ACT (American College Testing)
report indicated almost one-third of high
school students planning to attend
college do not meet the readiness
standards for college composition
courses.
44
Curriculum-Based Measurement: Writing
6 Components to Assess Writing:
(1) Fluency: measure the number of words written and spelled correctly in a time period.
(2) Grammar: informally assess from passage.
(3) Vocabulary: assess variety by dividingnumber of different words by total numberof words.
(4) Sentence Structure: summarize sentences as being incomplete, simple, compound, complex, run-on, or fragmented.
(5) Conventions: percent of words spelled correctly, proportion of errors per 100 words, correct writing sequence.
(6) Content: develop analytic rating scale.
45
Cognitive Constructs Involved with Written Language
Attention
– Poor planning
– Uneven tempo
– Erratic legibility
– Inconsistent spelling
– Poor self monitoring
– Impersistence
BRAIN REGION - Anterior Cingulate
3/27/2011
16
46
Spatial Production
– Poor spatial production
– Poor visualization
– Poor margination
– Organization problems
– Uneven spacing
– Poor use of lines
BRAIN REGION - Right Parietal Lobe
Cognitive Constructs Involved with Written Language
47
Sequential Production
– Poor connected writing
– Letter reversals
– Organizational deficits
– Lack of cohesive ties
BRAIN REGION - Left Prefrontal Cortex
Cognitive Constructs Involved with Written Language
48
Memory Skills
– Poor word retrieval
– Poor spelling
– Poor recall of grammar rules
– Preference for printing
– Loss of train of thought
– Deterioration of continuous writing
BRAIN REGION - Semantic memories stored in
Temporal Lobes. Retrieved by Frontal Lobes
Cognitive Constructs Involved with Written Language
3/27/2011
17
49
Language
– Poor vocabulary
– Poor written expression
– Dysphonetic spelling
– Lack of cohesive ties
– Unconventional grammar
– Simplistic sentence structure
BRAIN REGION - Left Temporal Lobe
Cognitive Constructs Involved with Written Language
50
Intelligence
– Concrete ideation
– Poor development of ideas
– Poor audience awareness
– Weak opinion development
– Simplistic sentence structure
BRAIN REGION - Inferior Parietal Lobes
Cognitive Constructs Involved with Written Language
51
Executive Functioning
– Organize and plan ideas
– Self monitor
– Task initiation
– Sustain attention to task
BRAIN REGION – Dorsolateral Prefrontal Cortex
Cognitive Constructs Involved with Written Language
3/27/2011
18
52
1. Dysphonetic dysgraphia - the hallmark feature of this disorder is an inability to spell by sound, thus rendering an over-reliance on the visual features of words.
2. Surface dysgraphia -this disorder is characterized
by a breakdown in the orthographic representation of
words. Miscues made primarily on phonologically
irregular words.
3. Mixed Dysgraphia - this disorder is characterized by a combination of both phonological errors and orthographical errors depicting faulty arrangement of letters and words.
4. Executive Dysgraphia - an inability to master the implicit rules for grammar which dictate how words and phrases can be combined. Deficits in working memory and executive functioning frontal lobe skills.
4 Subtypes of Written Language Disorders
53
UNDERSTANDING THE NOTION OF
SUBTYPING
Inferior Frontal Gyrus Supramarginal
Gyrus
Heschl’s Gyrus
Angular
Gyrus
Superior Temporal
Gyrus
54
(1) Motor Skills Automaticity: “Handwriting without tears”
(2) Spelling Automaticity: “Alphabetic Phonics”
(3) Language Automaticity: “ Scaffolding to enhance verbal fluency”
(4) Executive Functioning Automaticity: “Graphic
Organizers”
(5) Self Monitoring Automaticity: “Peer review
with COPS strategy”
5 INTERVENTION KEYS: AUTOMATICITY
3/27/2011
19
55
(1) Writing Strategies (effect size .82)
(2) Summarization (effect size .82)
(3) Collaborative Writing (effect size .75)
(4) Specific Product Goals (effect size .70)
(5) Word Processing (effect size .55)
(6) Sentence Combining (effect size .50)
(7) Prewriting (effect size .32)
(8) Inquiry activities (effect size .32)
(9) Process Writing Approach (effect size .32)
(10) Study of Models (effect size .25)
(11) Writing for Content Learning (effect size .23)
Research Based Interventions
(Graham & Perin, 2007)
56
(1) Prewriting - use graphic organizers.
(2) Drafting – use model to take notes and model how to organize in a text form using topic sentences.
(3) Revising – second draft emphasizing content, and elaboration of ideas and making connections.
(4) Editing – re-read for capitalization and punctuation errors.
(5) Publishing – peer assisted strategies and teaching students to give and receive feedback.
5 Major Steps of Writing Process (Ray, 2001)
57
Intelligence Measures
Visual-Motor Integration
Attention
*Working Memory*
*Executive Functions*
Writing and Spelling Skills
Phonological Awareness Skills
Retrieval Fluency Skills
90 Minute Dysgraphia Evaluation
3/27/2011
20
58
Visual-Motor Integration - WIAT III Alphabet Writing Fluency (30 sec), NEPSY II Design Copying, PAL II
Alphabet Writing, PAL II Handwriting Subtests
Attention - NEPSY II Auditory Attn & Response Set, NEPSY II Inhibition, Connors 3, Tea-CH, CAS-Receptive
Attention, WJIII- Auditory Attention.
Working Memory – WISC IV Integrated Subtests, PAL II Verbal Working Memory Subtests, SB5, CAS, WRAML-2.
Executive Functions - WIAT III Sentence Composition, PAL II Expository Note Taking, PAL II Narrative
Compositional Fluency, BRIEF, DKEFS, NEPSY II.
Writing and Spelling Skills – WIAT III Spelling (error
analysis) , PAL II Orthographic Spelling, WIAT III
Essay Composition, PAL II Expository Writing
Retrieval Fluency Skills - NEPSY II Word Generation, NEPSY II Speeded Naming, WJIII Retrieval Fluency.
DYSGRAPHIA ASSESSMENT INSTRUMENTS
59
1) There should be data documenting that a student’s
RATE of learning is substantially slower than grade
level peers.
2) There should be data documenting that a student
has not responded to evidenced-based
interventions over a protracted period of time.
3) There should be data from standardized testing
indicating the presence of a psychological
processing deficit associated with the academic
skill in question. This may include measures of
phonological or orthographic processing skills,
language skills, working memory skills, executive
functioning skills, and rapid naming and retrieval