ann morrison, ph.d. literacy development and disabilities
TRANSCRIPT
Ann Morrison, Ph.D.
Literacy Development and Disabilities
Expressive and Receptive Language and Literacy Processes (Language Matrix)
Receptive Expressive
Print Reading Writing
Oral Listening Speaking
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Language and Literacy Development
• Begins at birth• Language development – natural process• Literacy development – unnatural process• Image recognition• Life experience and development of a sense of how things in the world fit together• Vocabulary development• Exposure to text• Metalinguistic skills
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Some Variables in Language and Literacy Development
• Volume and sophistication of language use• Volume and variation in exposure to print• Adult and sibling modeling of text use• Access and types of life experiences• Opportunities for practice• Home-school language mismatch• Phonological awareness skills• Hearing ability• Self-regulation skills• Frequency of storybook reading• Interest and motivation• Tenacity and resilience
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Comprehensive Literacy Development Paradigm
Morrison, 2009
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Comprehensive Literacy Development Paradigm
• Phonological awareness• Concerns only sound (can be done with eyes closed)
• Print awareness• Concerns only print (can be done with the ears closed…lol)
• Phonics• The intersection of phonological awareness and print awareness.
• Vocabulary• Word meaning in all contexts
• Grammar and syntax• Sentence construction
• Reading fluency• Reading with speed, accuracy, and prosody
• Comprehension and pragmatics• Understanding of language and text in context
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Comprehensive Literacy Development Paradigm
• Bottom up and top down processes• Adjacent skills impact each other• Relative strengths in one area do not imply strengths in others, but contribute to the potential strength of neighbors• Relative needs on one skill will likely negatively impact adjacent skills
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Predominant Reading Disabilities
Dyslexia Hyperlexia
Defined as a language-based learning disability resulting in the reduced ability to hear and manipulate sounds within words
Defined as a language-based learning disability resulting in the reduced ability to make sense of oral and printed language
Usually above average IQ
Usually above average IQ
High comprehension, low decoding
Low comprehension, high decoding
Subtypes exist Subtypes exist
Relatively high prevalence
Relatively low prevalence1.3.14
Ann Morrison, Ph.D.
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Predominant Reading Disabilities: Socially, looks
like…
Dyslexia Hyperlexia
Socially, people with dyslexia are frequently very successful, have many friends
Socially, people with hyperlexia are frequently unsuccessful making and keeping friends
Confidence Anxiety and self-doubt
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Predominant Reading Disabilities: Academically,
looks like…
Dyslexia Hyperlexia
Looks like extremely poor spelling, ability to sound out words well below grade level
Looks like extremely early and successful decoding and spelling, well above grade level
Looks like high social and “big picture” comprehension
Looks like low social and “big picture” comprehension
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Predominant Reading Disabilities
Dyslexia Hyperlexia
Can be associated with attention disorders
Can be associated with autism spectrum disorders
Results in low self-esteem related to reading and writing
Results in low-self esteem in many areas
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Predominant Reading Disabilities: Teaching
Dyslexia Hyperlexia
Teach phonological awareness, phonics, use of graphs, charts, study skills, and how to use strengths in comprehension
Teach social and figurative language, visualization using dual coding, and how to use strengths in analytical thinking
Teach code-based or “bottom-up” skills
Teach meaning-based or “top down” skills
Students can successfully be taught how to hear and manipulate sounds, use spell-check, and use strategies for school success
More difficult to help children make gains than for dyslexia
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Predominant Reading Disabilities: Assessment
Dyslexia Hyperlexia
Higher scores on tests of sight words than nonsense words, lower on both, however
Relatively same scores on tests of sight words than nonsense words, high on both
Low scores on spelling and written language
High scores on spelling. Written language may be fluent yet lack depth of meaning
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• http://storycorps.org/listen/sean-plasse-and-blanche-podhajski/• http://youtu.be/zSzrYIdLFYQ
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