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EvaluationEvaluation
Arkansas Speech and Hearing Association
October, 2014
EvaluationEvaluation
Reasons for poor reading Reasons for poor reading
achievementachievement Language impairment
Specific reading disability
Garden variety poor reader
Cognitive impairment
Inconsistent instruction
Poverty
Inattention/hyperactivity
Mental illness
EvaluateEvaluate
Cognition Receptive/Expressive language ability Attention,
behavior Phonological/phonemic awareness Rapid naming Word reading
versus decoding Oral reading fluency wcpm norms Spelling Written
expression Comprehension
Use tools that evaluate the fundamental weaknesses of reading
disability
Comprehension
Connected text
Word Level
Phonological awareness & Phonemic awareness
PhonologicalPhonological--Phonemic AwarenessPhonemic
Awareness
Phonological Awareness Test 2nd edition
Comprehensive Test of Phonological - 2
Processing PA and Rapid Naming
Test of Phonological Awareness Initial and final sound
matching
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Word Reading and DecodingWord Reading and Decoding
Formal instruments
Wechsler Individualized Achievement Test II
Woodcock-Johnson III Tests of Achievement
Kaufman Achievement Test
Test of Word Reading Efficiency
Informal instruments
Word lists (Dolch or Frys Instant Words)
Nonsense words with common phonic patterns
Oral Reading FluencyOral Reading Fluency
Grade level passage
Figure words correct per minute
Consult 2006 Hasbrouck & Tindal Oral Reading Fluency
Data
Pay attention to accuracy and types of errors
Accurate and Slow, Inaccurate and Slow
Inaccurate and Fast, Accurate and Fast
SpellingSpelling
High frequency words
Dolch words or Frys Instant Words
Words with common phonic patterns
Real and Nonsense
Rule words: Example planning and planing
Spontaneous writing
Use of writing conventions
Content
The International Dyslexia Associationdefines dyslexia as a
specific learningdisability that is neurological in origin. It
ischaracterized by difficulties with accurateand / or fluent word
recognition and bypoor spelling and decoding abilities.
Thesedifficulties typically result from a deficit inthe
phonological component of languagethat is often unexpected in
relation toother cognitive abilities and the provisionof effective
classroom instruction.
Secondary consequences may includeproblems in reading
comprehension andreduced reading experience that canimpede growth
of vocabulary andbackground knowledge. This definition,as adopted
by the IDA Board ofDirectors in 2002, is also used by theNational
Institute of Child Health andHuman Development (NICHD).
CharacteristicsCharacteristics
Struggles to learn letter names and sounds
Relies on memorization and content to read
Spelling may be phonetic long after expected
Rate and accuracy are inappropriate
Inconsistent performance
Can do well if information is read aloud
Family history of reading problems
Academic performance isnt quite right
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Underlying deficit in the phonological component of language
Results in difficulty in the mastery of basic symbol/sound
correspondence
Word recognition is often better than ability to read unfamiliar
words
Particular difficulty with spelling
ALL DYSLEXICS ARE NOT ALL DYSLEXICS ARE NOT
THE SAMETHE SAME
Most dyslexics have difficulty with
phonological/phonemic awareness
Some will have more difficulty with speed of letter naming and
word recognition
Many will have both problems
And..And..
Not all students with reading problems are dyslexic!
Primary oral language deficit
Garden variety poor reader
Cognitive deficits
Emotional disorders
Hearing/vision problems
What we know about dyslexiaWhat we know about dyslexia
Brain based and frequently inherited
Child was born with the brain difference
Equal # of girls and boys
Deficits in skill acquisition are in contrast to other
abilities
Tends to use unreliable, ineffective strategies to read
memorization, context, guessing
Often occurs with other problems AD/HD
Students with dyslexia will have Students with dyslexia will
have different characteristics different characteristics depending
on their agedepending on their age
PreschoolPreschool
Difficulty with rhyming
Difficulty pronouncing multisyllable words
Often enjoys hearing books read aloud
Not particularly interested in learning about the mechanics of
reading
May have difficulty writing name
Able to sing the ABC song but has difficulty naming letters
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KindergartenKindergarten
Slower to learn letter names and sounds
Difficulty blending sounds and/or segmenting words into
sounds
May begin to avoid reading activities
Tends to rely on memory to read simple words and texts
Uses pictures as cues
Early ElementaryEarly Elementary
Relies on guessing and/or memory to read
transpositions (left for felt)
word reversals (pit for tip)
Memorizes words for spelling tests but spells poorly in written
work
Comprehension better than single word reading
Slow and labored writing
Middle SchoolMiddle School
Difficulty copying from the board
Reading accuracy and rate inhibit comprehension
Spelling is inappropriate for age and ability
Continued difficulty with letter sequences
(soiled for solid). More guessing
Reading achievement is noticeably poorer than other skills
High School and BeyondHigh School and Beyond
Does not read for pleasure Has an inadequate store of knowledge
due to lack of reading experience
Reads slowly, inaccurately, with little inflection Misreads
words (e.g. hysterical for historical) or Has difficulty modifying
reading rate Continues to experience serious spelling difficulties
Has slow, dysfluent and/or illegible handwriting Has difficulty
planning, sequencing and organizing written text
Has difficulty skimming, scanning and/or proof reading written
text
What students with dyslexia do wellWhat students with dyslexia
do well
Often bright and creative Better than average listeners Often
talented in 3-dimensions architects surgeons engineers artists
Masters of compensatory strategies Leaders and self-starters One
out of three entrepreneurs identify themselves as dyslexic
David Arquette
Orlando Bloom
Erin Brockovich
Jim Carrey
Cher
Anderson Cooper
Patrick Dempsey
Steve Jobs Charles Schwab
Steven Spielberg
Henry Winkler
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PROFILESPROFILES
60
70
80
90
100
110
120
130
140
Pat
Amy
Will
0
10
20
30
40
50
60
70
80
90
100
GVPR
SLI
Cog. Imp
Results of an evaluation guide Results of an evaluation guide
interventionintervention Evaluation must include assessment of
phonological processing phonological / phonemic awareness
rapid naming
Evaluation must include assessment of word reading and decoding
nonsense words
Evaluation must include assessment of oral reading fluency and
accuracy
ResourcesResources
International Dyslexia Association (www.interdys.org)
Learning Disabilities Association of AR LinguiSystems
(www.linguisystems.com) Educators Publishing Company
(www.epsbooks.com)
Articles by Susan Hall www.arareading.org
www.peterswife.org/LD/ParentsandReading.pdf
www.95percentgroup.com
More ResourcesMore Resources
Overcoming Dyslexia by Sally Shaywitz,
M.D.
Educational Care by Mel Levine
Susan Bartons website: www.dys-add.com
The Bridge of Vocabulary by Judy
Montgomery
Neuhaus Education: www.neuhaus.org
The Reading Teachers Book of Lists Fry,
Kress. 2006
Accommodations/ModificationsAccommodations/Modifications
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Classroom AccommodationsClassroom Accommodations Reading
Accelerated Reader digitized versions
More time to complete tests
Read tests aloud
Poor handwriting copying and note taking may be a problem Take a
picture everyone has a camera
Carbonless paper
Lecture outline
Teach students to touch type can use word processor
Tape lectures and classroom discussions
Poor spelling No excuse words
Use of a Franklin Speller
Teach reliable rules for spelling
Dont ask her to read aloud
Find islands of competence
Arkansas Dyslexia Legislation Arkansas Dyslexia Legislation
RequirementsRequirements
No later than the 2015 school year, the Arkansas Department of
Education shall employ at least one dyslexia specialist with a
minimum of three years field experience in screening, identifying
and treating dyslexia and related disorders. This person could be a
Dyslexia therapist
Licensed psychologist
Licensed psychometrist
Licensed SLP
Certified dyslexia training specialist
His or her role will be to provide technical assistance for
dyslexia and related disorders to school districts across the
state.
He or she shall Be highly trained in dyslexia and related
disorders, including best practice
interventions and treatment models
Be responsible for the accountability of screening results &
implementation of professional awareness
Serve as the primary source of information and support for
school districts
Arkansas Dyslexia Legislation RequirementsArkansas Dyslexia
Legislation Requirements
The ADE will ensure that at least one staff member at each
education service cooperative is trained as a dyslexia specialist
to provide necessary information and support to school districts.
This person shall complete training and received certification from
a program approved by the ADE.
No later than the 2015-2016 school year, a school district shall
have individuals to serve as dyslexia interventionists (as defined
by the Dyslexia Resource Guide). These people are to be trained as
dyslexia interventionists:
By the ADE; or
Using other dyslexia training programs approved by the ADE
No later than the 2015-2016 school year, the ADE shall ensure
that each teacher receives professional awareness on:
The indicators of dyslexia
The science behind teaching a student who is dyslexic
This training may be provided:
Online
At an education service cooperative
At another venue approved by the ADE
Vicki King is our ADE dyslexia specialist. She may becontacted
through the ADE Professional Development Unitat 682-3213 or
682-4333 or by [email protected] .
The ADE professional development unit hosted a one-day seminar
on dyslexia at AETN on April 2nd. The presenters were Dr. Richard
K. Wagner and Dr. Jeanne Wanzek of the Florida Center for Reading
Research. This was an initial professional development opportunity
for ADE and education service cooperative staff. This session was
filmed and will be developed into a course for all Arkansas
educators.
Vicki D. King CALT, QIDyslexia Program Advisor
Arkansas Department of EducationFour Capital MallRoom 405-B
Little Rock, AR 72201(501)682-3213
An updated version of the Dyslexia Resource Guide is online for
your reading pleasure. Find it at www.arkansased.org
A three-part professional development series is also online.
Find it at www.ideas.aetn.org
Common Common MythsMyths
Students with dyslexia arent smart
Students with dyslexia see backwards
Students with dyslexia will outgrow their reading problems
Students with dyslexia will never learn to read
All students with reading problems are dyslexic
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+
The Speech-Language Pathologist Role in READing: Early Speech
Development and Language
Cindy A. Young MSE, CCC-SLP, NDT, CAMT Founder and CEO All
Childrens Therapy & Aspire Christian Academy
+
n Outpatient Therapy Clinic
n Speech-language Therapy
n Occupational Therapy
n Physical Therapy
n Academic Therapy
n Evaluations
n Trainings
+
n Ages 4 to 12
n Within normal limit IQs
n Diagnosis of n Dyslexia, n Language delay n ADHA n Apraxia n
Sensory Processor Disorder
n 1:6 teacher student ratio
n Highly qualified credentialed teachers
n Provide evidence-based multisensory programs
n School day holistically addresses all six domains of health
and wellness
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n The speech language pathologist job is to remediate delays in
expressive speech that includes: articulation, voice, fluency and
prosody which impacts fluent reading.
n The speech language pathologists job is to remediate delays in
receptive language which impacts reading comprehension.
n The speech language pathologists job is to address: phonology,
syntax, semantics, morphology which impacts reading.
n The speech language pathologists has a big role in a child who
qualifies for services to ensure they are able to reach their
highest academic potential.
n The speech language pathologists responsibility is to instruct
a child they serve following normal language development in order
to build the foundational skills for all academics.
n The speech language pathologists must explicitly and
incrementally deliver therapy that is multisensory because that is
the only way a child they are seeing can and will learn.
+
n Language acquisition is the process by which humans acquire
the capacity to perceive, produce, and use words to understand and
communicate.
n Language involves EXPRESSIVE speech and RECEPTIVE
comprehension
n Normal language development is the framework for all
academics
n When a child is unable to acquire language for whatever reason
then they will have language learning difficulties for their entire
life.
+
n The ability to produce speech and communicate a message.
n Production of sounds to form words into speech
n Verbal expression
n Sharing thoughts, ideas, and feelings
n Includes four aspects
n Articulation production of sounds/phonemes
n Voice respiration and phonation
n Fluency - delivery
n Prosody - intonation
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n The ability to understand and comprehend what is being said or
read.
n Comprehension and understanding of words and sentences
n Auditory comprehension
n Ability to organize thought
n Respond appropriately to commands
n Connecting words and ideas they represent
n Listening and understanding
n Ability to attend, store information correctly in the brain
and then functionally apply that information
+
n Phonology sounds of a given language
n Syntax structure and arrangement of words in language
n Semantics meaning of the words
n Morphology internal structure and forms of words
n Pragmatics social application of language
+Phonology
n Phonological Processing is one aspect of auditory
processing
n Refers to use of phonological information in processing
written and oral language
n 3 Kinds of Phonological Processing
n Phonological Awareness
n Child HEARs and DISCRIMINATEs the sounds/syllables
n Phonological Memory
n Child holds the sound in memory, manipulate to say and/or
spell
n Phonological Recoding in Lexical Access
n Rapid recall and retrieval to achieve reading fluency
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+Phonological Processing: Phonological Awareness
n Phonological Awareness awareness of and access to the sound
structure or phonology of ones language
n Spoken words of a language consist of a string of phonemes
(speech sounds that signal differences in meaning) cat bat
n Development of PA proceeds from larger units to smaller
units
n Rhyming words
n Divide or segment sentences into words
n Words into syllables
n Words into onset and rime
n One-syllable words into phonemes
+
n Birth to 1 year
n 1 year
n 2 years
n 3 and 4 years
n 5 years
+
n Cooing
n Babbling
n Sound play
n Books, book, books
n Finger plays
n Games (peek a boo)
n Songs and music (Teensy Weensy Spider)
n Toys playing with toys builds cognition
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n Says 3 to 5 words
n Uses 10 -15 words begins to combine words
n Follows directions and routines
n Uses object and action words
n Plays appropriately with objects
n Identifies 5 or more objects
n Identifies 5 or more pictures
n Identifies 4 body parts
n Imitates many words
+
n Refers to self by using name
n Sings phrases of songs
n Combines 3 or 4 words spontaneously
n Gives first and last name
n Uses different word combinations
n Understands prepositions in, on, off, out
n Recognizes action in pictures
n Uses plurals
+
n Asks many why, what, when and where questions
n Knows opposites
n Understands quantity concepts (one, some, rest, all)
n Makes inferences from pictures
n Identifies categories of objects in pictures
n Understands picture analogies
n Answers questions logically
n Tell how an object is used and when described
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n Asks meanings of words
n Understands quantity concepts to five and half/whole
n Understands time sequence concepts first and last
n Formulates meaningful, grammatically correct questions
n Describes similarities
n Names items that fit into categories
n Competes similes
Receptive Language
Expressive Speech
Written Language
Oral Language
Academics
Normal Language Development is the Key to Academics
Receptive
Expressive
Written
Oral
Academics
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n The child/student you are treating remembers:
n 10% of what they read
n 20% of what they hear
n 30% of what they see
n 50% of what they see and hear
n 70% of what they discuss
n 80% of what they experience
n 95% of what they say as they do a thing
n VAKT: Visual ~ Auditory ~ Kinesthetic ~ Tactile
+
n SLP must focus on a therapy approach that elicits a chemical
change in the brain that will allow the child to make positive and
lasting changes.
n SLP should address any speech and/or language goal with the
following attributes to increase and maximize learning
n Joyful
n Anticipatory
n Curious
n Emotional
n Involved VAKT
+
n Television
n Movies
n Computers
n Cell Phones
n IPads
n Busy life styles
n Poor Health - eating and sleeping
n Not enough time spent playing outside
n Not enough time spent exploring and discovering
n Never enough time spent in quiet to think!
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+
+
n Literacy begins at birth
n Children need help to develop a desire to read
n Children learn to read by being read to
n Children keep reading because they learn to love to read
+
n The number one predictor of reading failure is the absence of
phonemic awareness
n The number one predictor of reading success is oral
vocabulary
n The vocabulary use at age 3 can predict reading comprehension
scores at 9 and 10
n 1 in 59 school aged children have a learning disability n
Dyslexia reading, writing, spelling, speaking (1 in 5) n
Dyscalculia math (2%) n Dysgraphia writing n Dyspraxia planning and
completing fine motor tasks n Executive Functioning connect past
experience with
present action
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+
Colorado Reading First
Reading Component: Vocabulary
3-8
Recorded Vocabulary Size
0
500
1000
1500
2000
2500
# of
Wor
ds
Parent
Child
Professional Working Class
Welfare
Hart and Risley, 1995
Research on Vocabulary Development: Impact of Poverty
Preschool Children
Parents
+
n Phonemic Awareness
n Phonics and Decoding
n Fluency
n Vocabulary
n Comprehension
+
n Language precedes thought. Abstract thought requires words as
vehicles for thinking.
n Language enables us to link with thinking and experiences of
other human beings, generate new ideas and concepts, and transcend
and expand on our thoughts.
n Jerone Bruner
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+
n Dyslexia is the name for specific learning disabilities in
reading.
n Dyslexia is often characterized by difficulties with accurate
word recognition, decoding and spelling.
n Dyslexia may cause problems with reading comprehension and
slow down vocabulary growth.
n Dyslexia may result in poor reading fluency and reading out
loud.
n Dyslexia is neurological and often genetic.
n Dyslexia is not the result of poor instruction.
n With the proper support, almost all people with dyslexia can
become good readers and writers.
+
n There are children and adults who have dyslexia who also are
gifted with an exceptional talent in one area.
n Not every dyslexic is gifted
+
n Reader
n Interact with text
n Have goals for reading
n Evaluate text for important ideas
n Note structure of text before reading
n Make predictions
n Construct, revise and question as they read
n Monitor their understanding as they read
n Read different kinds of text differently
n Process text during and after reading
n Find comprehension of text to be productive
n Create visual images based on text they have read
n Draw inferences
n Synthesize information
n Repair Understanding
n Enjoy and appreciate literature
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+
n Writer
n Has clearly defined purpose
n Makes a definite point
n Supports that point with specific information
n Information is clearly connected and arranged
n The words are appropriate and the sentences are concise,
emphatic and correct
+
n Imperative that you have a evidence based multisensory(VAKT)
approach to teaching phonology: sounds/phonemes for precise
articulation decoding, and encoding.
n Imperative that you address phonological awareness due to its
impact on reading.
n Imperative that your language activities are multisensory
(VAKT) and teach syntax, semantics, morphology and pragmatics.
n Imperative that you explicitly teach skills using normal
language development so foundational skills are strong for higher
thinking required for academics.
+
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+
Stacey Mahurin, M.S., CCC-SLP,A
+
The Speech-Language Pathologist Role in READing: Translating
Assessments to Intervention
Melissa A. Hannah MA CCC-SLP
+Diagnosis
n Evaluation must be prescriptive n Use error analysis to
determine why
n Provides a clearer road map for intervention
n Confirming a diagnosis is NOT enough n The needs of a Dyslexic
are very unique to each child and
identifying the specific areas of deficit will directly impact
treatment.
n Age of child at the time of the evaluation is critical!
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+
n A label is a label, a way to categorize strengths and
weaknesses.
n A label does NOT determine treatment/intervention.
n Treatment and intervention should be designed on the childs
profile of strengths and weaknesses and NOT on the label!
+
n Treatment cannot be effective without a comprehensive
assessment.
n Treatment should be diagnostic and adjusted based on the
childs response to treatment.
n There are many programs and it can be difficult to choose the
right one and even more difficult to become trained.
+ASHA & Dyslexia: Language-Based Learning Disability
n Language-based learning disabilities are problems with
age-appropriate reading, spelling, and/or writing.
n This disorder is not about how smart a person is.
n The child with dyslexia has trouble almost exclusively with
the written (or printed) word.
n The child who has dyslexia as part of a larger language
learning disability has trouble with both the spoken and the
written word.
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+
n Vocabulary is more than noun naming and the demands and
expectations should evolve as the child progresses in school.
n Work knowledge and semantic relationships are critical for a
deeper level of comprehension.
n This has to be addressed throughout intervention regardless of
the age or skill level of the child.
n If there is a delay in oral language for comprehension and
expression of vocabulary skills how can we expect the child who is
struggling to read make the connection when the word is in
print?
+
Research on Vocabulary Development: Impact of Poverty
Colorado Reading First
Reading Component: Vocabulary
3-10
New Words Per Grade Level
Grade1
Grade2
Grade3
Disadvantaged
Middle Class
Baker, Simmons, & Kame'enui, 1997
+
n Phonology & Phonological Awareness
n Sound-Symbol Association
n Syllable Instruction
n Morphology (base words, etc)
n Syntax
n Semantics (meaning of language)
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+
n Multisensory VAKT n Visual
n Auditory
n Kinesthetic
n Tactile
nSystematic and Cumulative
n Direct Instruction
nDiagnostic Teaching
n Synthetic & Analytic Instruction
+What now???
n MSLE approaches include instruction on
nPhonology & Phonological Awareness n Sound-Symbol
Association
n Syllable Instruction
n Morphology (base words, etc.)
n Syntax
n Semantics (meaning of language)
n PRECISE ARTICULATION!!!!!
n Be careful of the southern vowels!
+
n Treatment cannot be effective without a comprehensive
assessment.
n Treatment should be diagnostic and adjusted based on the
childs response to treatment.
n There are many programs and it can be difficult to choose the
right one and even more difficult to become trained.
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+
Oral comprehension typically places an upper limit on reading
comprehension; if you dont recognize and understand the word when
you hear it, you also wont be able to comprehend it when reading.
Oral comprehension needs to be developed in our youngest students
if we want them to be good readers.
Thomas Sticht
Oral Language and Reading
+
n Capitalization
n Overall Appearance
n Punctuation
n Spelling
+
Concerns Students in early grades are moving up
reading levels, but their language isnt expanding.
Students reach a plateau in reading, and their progress
stalls.
Students are able to word call, but they arent able to retell or
talk about what they read.
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Speech and Language development
Alphabet, numbers, concepts, etc Learn to READ Read to
LEARN!!!!
Dependent Support Independent
+
n Phonology & Phonological Awareness
n Sound-Symbol Association
n Syllable Instruction
n Morphology (base words, etc)
n Syntax
n Semantics (meaning of language)
+
n Multisensory VAKT n Visual
n Auditory
n Kinesthetic
n Tactile
n Systematic and Cumulative
n Direct Instruction
n Diagnostic Teaching
n Synthetic & Analytic Instruction
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+What now???
nMSLE approaches include instruction on nPhonology &
Phonological Awareness nSound-Symbol Association nSyllable
Instruction nMorphology (base words, etc.) nSyntax nSemantics
(meaning of language)
+Phonology & Phonological Awareness
n Website Resources
n http://www.phonologicalawareness.org/
n
http://www.freereading.net/index.php?title=Phonological_Awareness_Activities
n http://www.fcrr.org/Curriculum/pdf/Gk-1/PA_Final_Part3.pdf
+Phonology & Phonological Awareness
n Development and intervention in this area CANNOT stop for the
Dyslexic child regardless of age
n Without continued instruction in this area, skills will
diminish
n Activities should change as the child get older to match the
level of instruction because you rely on Phonological awareness
skills for all reading and spelling
n DO NOT ADD A PRINTED SYMBOL!!!
n As soon as a printed symbol is added you are no longer working
on phonological awareness you are working on phonics!
n Use pictures instead of words it forces the child to hear the
sounds which is the core deficit in Dyslexia
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+What now???
n MSLE approaches include instruction on
n Phonology & Phonological Awareness
nSound-Symbol Association n Syllable Instruction
n Morphology (base words, etc.)
n Syntax
n Semantics (meaning of language)
+Sound Test
nOral Recall
nReading nRead these sounds (print & cursive)
+Sound Test
n What sound does this letter make?
A
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+Alphabet vs. Sounds/Phonemes
n The child has to know his/her sounds!!! n Rapid recall of
letters???
n Know/sing the alphabet???
n Shat sound does this letter make????
+Sound Test
A _ a _
a_e ay ai
+Short vs Long
_ a _ bat cake pay paid
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+eigh
eight neigh weight
+Orthography
n The study of spelling and how letters combine to represent
sounds and form words
n How spoken words are represented in written language.
n The 87% reliability of English orthography may make the task
of spelling an unfamiliar word that one can read seem deceptively
simple.
! ! ! ! !a! ! _!a!_! a!_!e! ! ai! ay! eigh!b! ! b! ! ! ! ! !c! !
! ! ! ! ! !d! ! d! ! ! ! ! !e! ! _!e!_! ee! ! ea! ea! ey!f! ! f! !
! ph! ! !g! ! g! ! ! ! ! !h! ! h! ! ! ! ! !i! ! _!i!_! i!_!e! !
_!y! igh! _!y!j! ! j! ! ! _!dge! _!ge! !k! ! k! ! ! c! ck! !l! ! l!
! ! ! ! !m! ! m! ! ! ! ! !n! ! n! ! ! kn! gn! !o! ! _!o!_! o!_!e! !
ow! oa! !p! ! p! ! ! ! ! !q! ! qu! ! ! ! ! !r! ! r! ! ! wr! ! !s! !
s! ! ! ce! ci! cy!t! ! t! ! ! ! ! !u! ! _!u!_! u!_!e! ! ew! ! !v! !
v! ! ! ! ! !w! ! w! ! ! ! ! !x! ! x! ! ! ! ! !y! ! y! ! ! ! ! !
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d r
ea m
_`i!`_ n c
s
ch wh ee l
k g
_`y w
_`e!`_ h
oo o!`_`e
th v f y
igh t i!`_`e b
1
1
3
1
2
+Break the Code
n Provides an opportunity for the child to compare and contrast
the number of sounds with the number of letters.
n Allows you to bring attention to certain spelling patterns and
rules without overloading the memory system with teaching the
rule.
Word # Sounds you hear # of letters you see
Sounds' Le*ers'
2' 4'
4' 5'
4' 6'
4' 4'
4' 4'
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the$ou$sound$can$be$written$two$different$ways.$$The$primary$way,$the$way$it$will$happen$most$often$is$ou.$$The$secondary$way$is$ow.$$This$is$confusing$because$ow$can$also$say$a$different$sound.$$When$practicing$these$have$him$write$the$ow$with$the$1$over$it.$$The$motor$planning$for$that$will$make$it$more$automatic$and$aide$in$differentiating$ou$from$ow.$$
Primary$spelling$ Secondary$spelling$
ou$ ow$
round$ clown$
cloud$ bow$
thousand$ power$
sound$ crown$
count$ crowd$
blouse$ powder$
pound$ frown$
house$ coward$
found$ $
mountain$ $
$Blurry$Jerky
+Write the sounds you hear!
whut what
woter water
no know
see sea
1
nurse work shirt hurt first word serve curly dirt third stir
firm turn worry her girl hamburger perfect
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``
These#`words#`have#`the#`secondary0`long$`e%`sound%`spelled%`with%`ea
`dream `increase `read each
These#`words#`have#`the#`primary&`long$`e%`sound%`spelled%`with$`ee
wheel"` creek"` greedy `weekly
This#`has#`the#`short#`vowel#`e#`spelled#``_`e!`_
when
This#`has#`the#`oo(`vowel#`sound ```school be"_fore
1
1 1
1 1
3 3
1 1
``
These#`words#`have#`the#`secondary0`long$`e%`sound%`spelled%`with%`ea
`dream `increase `read each
These#`words#`have#`the#`primary&`long$`e%`sound%`spelled%`with$`ee
wheel"` creek"` greedy `weekly
This#`has#`the#`short#`vowel#`e#`spelled#``_`e!`_
when
This#`has#`the#`oo(`vowel#`sound ```school be"_fore
1
1 1
1 1
3 3
1 1
``
These#`words#`have#`the#`secondary0`long$`e%`sound%`spelled%`with%`ea
`dream `increase `read each
These#`words#`have#`the#`primary&`long$`e%`sound%`spelled%`with$`ee
wheel"` creek"` greedy `weekly
This#`has#`the#`short#`vowel#`e#`spelled#``_`e!`_
when
This#`has#`the#`oo(`vowel#`sound ```school be"_fore
1
1 1
1 1
3 3
1 1
These#`words#`do(`not#`follow(`the#`rules#! there be"_lieve
re"_lief yield
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+What now???
n MSLE approaches include instruction on
n Phonology & Phonological Awareness
n Sound-Symbol Association
nSyllable Instruction n Morphology (base words, etc)
n Syntax
n Semantics (meaning of language)
+Syllable Instruction
n There are 6 syllable types and the sounds within those
syllables are governed by a specific set of rules.
n Hearing the separate syllables can be challenging for a number
of reasons especially dialect. Some people simply cant hear
them.
n If you can teach the child how to separate the syllable and
how to identify at least 3 of the syllable types, the sounds of the
letters will be more obvious.
+Syllable Instruction
6 Syllable Types
1. Closed Syllable rob, snap
2. Open Syllable be, ta
3. Magic E - ate, quake, make
4. Vowel Team tea, train, boil
5. R-Controlled tar, arm, earth
6. Consonant + le maple, apple, beagle
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+7 ways to divide syllables
1. Compound word - birth_day
2. Consonant + le - mar_ble
3. Prefix/Suffix un_tie, joy_ful
4. VCCCV ath_lete (leave consonant blends and diagraphs
together)
5. VCCV rab_bit (divide between two consonants)
6. VCV
1. pi_lot (divide after the 1st vowel for long vowel)
2. cab_in (to get short vowel) EXCEPT for the schwa Ja_pan
7. VV ru_in (divide between unstable diagraphs and diphthongs or
between vowels that do not form diagraphs or diphthongs)
ad_van_tage) ad_van_tage)as_ton_ish) as_ton_ish)con_firm)
con_firm)dis_tant) dis_tant)found_er) found_er)ham_let)
ham_let)host) host)
mis_giv_ing) mis_giv_ing)parch) parch)
pros_pect) pros_pect)scarce) scarce)shrewd) shrewd)sole)
sole)
tor_ment) tor_ment)typ_i_cal) typ_i_cal)
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+What now???
n MSLE approaches include instruction on
n Phonology & Phonological Awareness
n Sound-Symbol Association
n Syllable Instruction
nMorphology (base words, etc.) n Syntax
n Semantics (meaning of language)
+Morphology
n A morpheme is the smallest unit of meaning in oral and written
language. This included prefixes, root words, and suffixes.
n These greatly affect comprehension and word meaning especially
in content related subjects like math and science.
+What now???
n MSLE approaches include instruction on
n Phonology & Phonological Awareness
n Sound-Symbol Association
n Syllable Instruction
n Morphology (base words, etc.)
nSyntax n Semantics (meaning of language)
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+Syntax
n The grammatical arrangement of words in a sentence.
n The arrangement of words is affected by the overall message to
communicate, word endings like ed and plurals in order for
agreement.
+What now???
n MSLE approaches include instruction on
n Phonology & Phonological Awareness
n Sound-Symbol Association
n Syllable Instruction
n Morphology (base words, etc.)
n Syntax
nSemantics (meaning of language)
s:##ci###cy###ce# # # # j:#_ge###_dge#
age# the#length#of#time#someone#is#alive#
space#
a#blank#or#empty#area#solar#system,#the#area#around#earth#
change# to#cause#to#be#different#
jawbone# the#facial#bone#of#the#jaw#
jacket# a#type#of#clothing,#a#short#coat#
pencil#
a#device#used#for#writing,#has#lead#and#an#eraser,#it#can#be#sharpened#
circle# a#concave#shape#
once# one#time#only#
large# of#greater#size#
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an_cient( dating(from(very(long(ago(cen_tu_ry(
a(period(of(100((years(cham_ber(
a(room(in(a(house(especially(a(bedroom(de_scend(
go(down,(slope(en_try( act(of(entering(
in_te_ri_or( located(inside(in_trude( come(in(rudely(locate(
to(find(by(searching(pas_sage(
movement(from(one(place(to(another(por_tion(
a(part(of(a(whole(pre_cious( cherished(quar_ry(
a(pit(a(hunted(area(ramp( an(inclined(surface(
spa_cious( generous(or(large(area(sur_face( outer(boundary(
+In Therapy
nUse spelling and vocabulary words.
nMay the weekly spelling tests meaningful. nUse as a
phonological awareness activity nBreak the code
nStudy vocabulary making sure they can say the definition not
just give and example, etc.
nRead with your child teaching him how to think critically about
the text while reading.
+
nMore than decoding
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+
+
nListening Comprehension
nReading Comprehension
+
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+
n Many learning disabilities are not identified until after a
child has started school.
n Many are suspicious of a learning disability or challenge in
preschool, kindergarten, and even 1st grade but often nothing is
done until 2nd grade or after.
+
n What is the relationship between language and academic
success? n 15 20% of the people in the US have a language based
disability. National Institute of Health March 2010
+
!
"#$%&&%'$()&!
*+,-,$()&!
./01,')&!2#3,-4#5%#$)&!
*4',)&!
254$,4#)&!
All Childrens Academy
Therapeutically Enhanced Education
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+
www.aspirechristianacademy.org
www.allchildrenstherapy.org
2014 ArkSHA Handouts Stacey MahurinArkSHA_CY&MH_The SLP Role
in READing_ArkSHA 2014