may 12 2016 reading league presentation
TRANSCRIPT
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SPEECH AND LANGUAGE BASIS
OF READINGJonathan Preston · Megan Leece · Meghan Lister
Syracuse UniversityREADING LEAGUE EVENT May 12, 2016
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WHAT IS DYSLEXIA?Let’s evaluate some of the conventional wisdom about
dyslexia
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Dyslexia only affects people who speak English.
False!
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Children will outgrow dyslexia.
Dyslexia is a lifelong condition that affects people into old age. A large body of evidence shows what types of instruction struggling readers need to be successful (e.g., National Institute of Child Health
and Human Development, 2000; Snow et al., 1998; Torgesen, 2000).
No EvidenceChildren with reading problems show a
continuing persistent deficit in their reading rather than just developing later than average
children (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996).
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Dyslexia is caused by problems with visual perception.
X
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Writing letters and words backwards is a symptom of dyslexia.
Reversals are normal in all
beginning readers and writers. They
last longer in children with
dyslexia because they have weaker
orthographic representations.
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Colored text overlays, eye exercises, and “dyslexia font” are beneficial strategies.
There is no strong research evidence that intervention using colored overlays or special lenses has any effect on the word reading or comprehension of children with dyslexia (American Optometric
Association, 2004; Iovino, Fletcher, Breitmeyer, & Foorman, 1998).
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What is dyslexia?
■… a specific learning disability that is neurobiological in origin. ■It 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.
International Dyslexia Association http://eida.org/definition-of-dyslexia/
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LANGUAGE FOUNDATIONS FOR
READING
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Reading and Language
dress
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Reading, Language, and the Brain
dress
dress
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THE SIMPLE VIEWInforms assessment & instruction
PhonemicProficiency
Sight Word PoolWords Mapped to
Orthographic MemoryLetter Sound Proficiency
AUTOMATICWord
Recognition
ReadingComprehension
LanguageComprehension
VocabularyKnowledge
BackgroundKnowledge
Knowledge ofText and Sentence
Structures
Based on : Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
PhonicDecoding
Spoken Language
Development
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SPEECH AND LANGUAGE
MILESTONES
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Language
Speech Print
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Early speech and language is an important indicator
Prevention
Intervention
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Infants
~10 months
Badeeeguba
Ba
Lambrecht Smith et al 2010
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24 months: • 2 word combinations• At least 50 words in expressive
vocabulary
Toddlers “Late Talking” mo dut peez dut
Preston et al, 2010; Smith et al 2008
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Strategies for improving toddler communication■ Notice and respond to your child’s communication attempts, even
when the attempts are nonverbal.■ Mirror (imitate the action) and map (provide the word) to describe
what your child is doing. – Follow your child’s lead– Language is most meaningful when it’s related to what children
are doing or in response to what the child is communicating■ Play “communication catch” to establish good turn taking skills – even
nonverballyRoberts (2015)
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Preschool[ more
dus pweez ]
[ _or _us _eez
]
Preston et al., 2013
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Some Preschool Speech and Language Disorders
Speech Impairment■ Speech sound disorder“Articulation” /“Phonological” disorders“Childhood apraxia of speech”
– Difficulty producing speech sounds
– Hard for strangers to understand
– Might sound “immature”
Language Impairment■ Receptive/ Expressive Language
Impairment, Difficulty expressing self
– Poor grammar – Restricted vocabulary
Difficulty understanding spoken language
– Trouble following directions
• StutteringThe-the-the cat sssssssays muhmuhmuh meow
Me go home
Cat say meow
I doh homeThe tat ted meow
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Speech and Language Impairment and Dyslexia
Speech Sound Disorder
(Phonological or articulation
disorder, apraxia of speech)
Trouble pronouncing sounds;
Hard to understand
Poor phonological awareness,
decoding, and spelling
Language Impairment/
Specific Language Impairment
Poor grammarWeak vocabulary
Trouble understanding
directions, stories
Poor phonological awareness,
decoding, reading fluency, reading comprehension
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I have concerns about my child’s speech or language. What do I do?Ages 0-2■ Contact county Early
Intervention Program
http://www.health.ny.gov/community/infants_children/early_intervention/county_eip.htm
Ages 3+■ Contact school district
http://cnypreschoolcoalition.org/cpse-chairs-list/
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Summary: Speech/Language development milestones relevant to reading
■ See handout
■ Checklist: http://ecdc.syr.edu/wp-content/uploads/2013/01/Developmental_checklists_Updated2012.pdf
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Preschool Speech/Language Summary
Language
Speech Print
■ Should be understood by unfamiliar listeners nearly 100% of the time by ~age 4 ■ Should be using “you” and “me”
appropriately■ Sentences should be longer than ~4
words■ Endings should be on words (-ing –ed –s)
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NATIONAL EARLY LITERACY PANEL
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Identified 6 skills in preschoolers that strongly predict later reading outcomes.■ Alphabet Knowledge ■ Phonological Awareness■ Early writing skills■ Rapid naming of letters and digits■ Rapid naming of objects and colors■ Phonological short-term memory ■ Concepts about print and books (left to right, front, back,
author, title)
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Alphabet knowledge is the ability to name letters and letter sounds.
Aa Dd
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Phonological awareness skills address smaller and smaller units of language.
■ 3;0 Rhyme awareness emerges■ 4;0 Produces rhymes
– Segments sentences into words
– Segments words into syllables
– Counts syllables (50% by age four)
■ 4;6 – Alliteration skills emerge– Recognizes/produces words
with the same beginning sound
– Segments/blends words by onset/rime (s+un=sun)
– given sounds, can blend them into a word
http://www.phonologicalawareness.org/#!-age-of-acquisition/cuq7
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Early writing skills are another way to demonstrate letter-sound knowledge.
■ Stage 1 –draw randomly – may not be able to describe
■ Stage 2 –begin to notice symbols and to make mock letters.
■ Stage 3 –write letter strings using familiar letters, usually from their own names.
■ Stage 4 –write using initial sounds
■ Stage 5 –beginning to hear and use ending sounds.
http://www2.nefec.org/erf/emergentwriting/
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Print awareness skills help children link written language to oral language. ■ Learns that reading and writing
are activities in which people engage
■ Shows interest in books, print; asks to be read to
■ Handles books with correct orientation
■ Becomes aware that books have stories; pretends to read
■ Recites phrases and/or stories■ Begins to prefer certain stories
http://literacy.nationaldb.org/index.php/literacy-development-continuum/
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During preschool, instruction in 4 skills is linked to positive reading outcomes.■ Alphabet Knowledge ■ Phonological Awareness■ Early writing skills■ Concepts about print and books
■ https://earlychildhood.ehe.osu.edu/research/research/projects/
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LANGUAGE IN SCHOOL-AGED
CHILDRENOral and Written Language Connection;
Strategies to boost reading comprehension
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4 Components of Language
Listening Speaking
Reading Writing
Comprehension Expression
Oral
Written
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• Spoken language below average
• Spoken language below average
• Spoken language average
• Spoken language average
DyslexiaAge-
Appropriate Skills
Grade-level fluency/deco
ding but Poor
comprehension
Dyslexia + Poor
comprehension
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Oral language red flags in school-age childrenComprehension
■ Responds to only part of a multiple step direction■ Requires multiple repetitions of instructions■ Difficulty understanding question forms (e.g.,
always answers what for when, where, how, why)■ Predicting, inferring, concluding are difficult■ Comprehension of complex sentences is difficult
(e.g., If you are not done, then you should not line up at the door.)
Expression■ Has difficulty retrieving specific words■ Talks in short sentences ■ Makes errors in word order, verb tense■ Uses nonspecific vocabulary (e.g.,
“good” means happy, excited, kind)■ Has difficulty giving directions or
explaining, states many revisions or “dead ends”
Appendix A. Early Identification of Language-Based Reading Disabilities: A Checklist, Catts (1997)
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National Institute for Child Health and Human Development. (2000). National Reading Panel. Available from www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf
National Reading Panel - 5 areas
1. Phonemic awareness2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension
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Vocabulary
■Explicit and implicit instruction■Intentional word selection■Knowledge networks■Repeated exposures■Not just nouns
Neuman & Wright, 2014
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Teaching “Cautious” After Reading
Example
Contextualize in story “The woman moved cautiously across the wet floor. She was very careful as she walked on the wet floor.”
Child friendly definition “Cautious people act very carefully because they want to avoid danger.”
Examples other than story “I would walk cautiously if I had bare feet and there were rocks on the ground.”
Students provide examples. “What would make you cautious?”
Semantic judgmentsTrue/false statements
The bully was calling people names so the boy went to the other side of the playground.
I would feel cautious about calling my best friend.
“Show me how to…” “...touch something cautiously, … walk cautiously.
Relate to other target words. “If someone hurls a ball, is he being cautious?”
Beck et al. 2002, Bringing Words to Life
Effective Vocabulary Instruction: Text Talk
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Morphological Awareness may boost both word attack and comprehensionPrefix Rank
un- 1re- 2
in-,im-, ir-, il- 3dis- 4
en-, em- 5non- 6
in-, im- 7over- 8
… …
Knowing many common prefixes, suffixes and root words helps children learn
the meanings of new words. (National Reading Panel, 2000)
White, T.G., Sowell, V., and Yanagihara, A. (1999). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.
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Morphological Awareness■Stories, word sorts with affixes.■“Say it another way.” Produce
new word using the affix.■Building words “jump” + “s”■Reading and writing with affixes
in tandem.
• 20 prefixes account for 97% of prefixes in English words• 20 suffixes account for 93% of suffixes in English words
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Summarizing for ComprehensionStory Grammar Marker, Moreau (1991)
Critical Thinking Triangle
http://mindwingconcepts.com/
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Sample Story Grammar Marker Lesson
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Sample Story Grammar Marker Lesson
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Summarizing Expository Text: Using Sentence Frames to Retell
Process
■Here is how a ______________________. ■First, _____________________________.■Next, _____________________________. ■Then, _____________________________. ■Finally, ____________________________.
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Summarizing: Scaffolding Strategies using Sentence Frames
Simple sentence Comparative sentence
Complex comparative
sentence
Sentence frame with vocabulary underlined
Eagles are large birds of prey.Kestrels are small birds of prey.
Eagles and kestrels are both birds of prey, but eagles are large and kestrels are small.
Sentence frame with vocabulary removed
_______are _______._______are _______.
and are both , but are , and are_____.
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Summary
■Spoken language sets the foundation for successful reading
■Delays in early speech/language milestones can help identify children who might later struggle with reading
■In preschool, focus on alphabet knowledge, phonological awareness, early writing skills, and print awareness
■Oral language strategies can be used to support reading comprehension