SLp and Literacy Larisa Wilder MA CCC-SLP
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SLp and Literacy
Larisa Wilder MA CCC-SLP
Why would an SLP work with literacy?
Reading
WUG
• Orthographic Knowledge (sound/letter recognition)
• Sight Word Recognition (Learn chunks of visual information)
Word RecognitionLanguage
Comprehension
• Phonological/Phonemic Awareness
• Semantics (Vocabulary)
• Comprehend Language/Context
• Syntax, morphology
Cat/k/
/a/ /t/
Seidenberg and McClelland (1989), Plaut et al. (1996),and Harm and Seidenberg (1999, 2004).
The dog went for a _________.
Syntax
error Analysis
• Does the individual have phonological awareness/phonemic awareness?
• Does the individual have orthographic knowledge? Do they have “the code”?
ROCK
Roc
error Analysis
• Does the individual have phonological awareness/phonemic awareness?
• Does the individual have orthographic knowledge? Do they have “the code”?
Job
shob
error Analysis
• Does the individual have phonological awareness/phonemic awareness?
• Does the individual have orthographic knowledge? Do they have “the code”?
use
yz
error Analysis
• Does the individual have phonological awareness/phonemic awareness?
• Does the individual have orthographic knowledge? Do they have “the code”?
Ten
tin
Fluency
• Accurate and Automatic
• Text reading fluency highly impacted by oral language abilities.
Yesterday, I walked to school. On the way to school, I saw a bird with a broken wing. I stopped and picked up the bird while wearing my gloves. The bird was very scared, but finally relaxed after a few minutes. When I arrived at school my teacher helped me take the bird to the office where they called bird rescue. I learned later that the bird lived. The bird needed to heal his wing. I wanted to take the bird home but my mom told me I could not care for it properly and it needed to be with professionals.
Yesterday, I walked to school. On the way to school, I saw a bird with a broken wing. I stopped and picked up the bird while wearing my gloves. The bird was very scared, but finally relaxed after a few minutes. When I arrived at school my teacher helped me take the bird to the office where they called bird rescue. I learned later that the bird lived. The bird needed to heal his wing. I wanted to take the bird home but my mom told me I could not care for it properly and it needed to be with professionals.
I went to the store to buy some milk, but they did not have any 2% milk. I went to another store, but they did not have milk either. I needed to get something for my mom, but I was not sure if I should get whole milk or skim milk since they did not have any 2% milk. So, I asked a lady at the store and she told me to buy skim milk.
I went to the store to buy some milk, but they did not have any 2% milk. I went to another store, but they did not have milk either. I needed to get something for my mom, but I was not sure if I should get whole milk or skim milk since they did not have any 2% milk. So, I asked a lady at the store and she told me to buy skim milk.
Diagnosis • State of Colorado Guidelines
• Inadequate performance and lack of adequate response to intervention
• DSMV
• Specific Learning Disability: Difficulties learning and using academic skills, as indicated by the presence of at least one of he following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties.
• International Dyslexia Association
• Dyslexia 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 often 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.
Teaching Reading and Intervention
The dog went for a _________.
Syntax
National Reading Panel, 2001• Phonemic Awareness
• Phonics
• Fluency
• Comprehension: Vocabulary
• Comprehension: Text Comprehension
Response to Intervention
• The student meets the following critieria: 2.08(6)(B)(II); 300.309
1. The student does not achieve adequately for the student’s age or to meet State-approved grade-level standards in one or more of the areas identified below, when provided with experiences and instruction for their age or State-approved grade-level standards, and
2. The student does not make sufficient progress to meet age or State-approved grade-level standards in the area(s) identified when using a process based on the student’s response to scientific, research-based intervention.
-Colorado SLD Guidelines
• Is the child making progress?
• Is the child making progress at an adequate rate?
• Is the child making progress at a rate that will allow him/her to close the gap between his/her peers within a reasonable amount of time?
• Is the child making progress?
• Is the child making progress at an adequate rate?
• Is the child making progress at a rate that will allow him/her to close the gap between his/her peers within a reasonable amount of time?
• Is the child making progress?
• Is the child making progress at an adequate rate?
• Is the child making progress at a rate that will allow him/her to close the gap between his/her peers within a reasonable amount of time?
• Is the child making progress?
• Is the child making progress at an adequate rate?
• Is the child making progress at a rate that will allow him/her to close the gap between his/her peers within a reasonable amount of time?
SLP & General Education
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