alison clarke speech pathologist clifton hill child and ... · pdf fileteacher as guide on the...
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Alison Clarke
Speech Pathologist
Clifton Hill Child and Adolescent Therapy Group
www.spelfabet.com.au
Learning to read changes the brain Neuronal
recycling gives us access to the spoken language system through vision
http://dana.org/Cerebrum/2013/Inside_the_Letterbox__How_Literacy_Transforms_the_Human_Brain/
Learning to readenhances speech processing
Once literate, the brain responds to speech and writing in the same way.
Comprehension of complex sentences improves
Speech sounds are encoded differently
More verbal working memory in literate people
See Stanislas Dehaene “Reading in the Brain”.
Summary of research Use of context doesn’t drive skilled reading
Context helps decipher word meanings
Good readers process every word in print
Phonemic awareness, decoding skills, and fast, accurate word recognition are most predictive of successful early reading
The primary problem in poor readers is underdeveloped word recognition (accuracy & speed)
(Kilpatrick 2015, Spear-Swerling 2015)
“There is a profound disconnection between the science of reading and educational practice.”
“The methods commonly used to teach children are inconsistent with basic facts about human cognition and development and so make learning to read more difficult than it should be. They inadvertently place many children at risk for reading failure. They discriminate against poorer children.” (Language at the Speed of Sight, p9)
Professor Mark Seidenberg, University of Wisconsin-Madison
PISA 2016 The reading literacy performance for Australia and
eight other countries declined significantly between 2009 and 2015. For Australia this decline was 12 points.
61% of Australian students achieved the National Proficient Standard in reading literacy.
Australian Adult Literacy and Life Skills Survey
44% of adults lack the literacy skills required to cope with the complex demands of modern life.
First grade students below the30th %ile after research-based instruction
Foorman et al 1998 – 5%
Mathes et al 2001 – 6%
Allor et al 2002 – 6%
Mathes et al 2006 – 5%
Felton 1993 – 3.8%
Vellutino et al 1996 – 4.5%
Torgesen et al 1999 – 4%
Torgesen et al 2002 – .7%
Teachers usually taught about John Dewey (1859-1952)
Jean Piaget (1896-1980)
Paolo Friere (1929-1997)
Lev Vygotsky (1896-1934)
Jerome Bruner (1915-2016)
Maria Montessori (1870-1952)
Marie Clay (1926-2007)
Frank Smith (1928-)
Kenneth Goodman (1927-)
But not
Anne Castles
Charles Perfetti (1948-)
James Chapman
John Sweller (1946-)
Keith Stanovich (1950-)
Linnea Ehri
Louisa Moats (1944)
Maggie Snowling (1955-)
Max Coltheart (1939-)
Marilyn Adams (1948-)
Mark Seidenberg
Maryanne Wolf
Stanislas Dehaene (1965-)
William Tunmer (1947-)
Powerful educational narratives
Progressive/liberal Conservative/traditional
We construct our own reality
Inquiry/discovery learning
School as learning wonderland for self-actualisation
Teacher as Guide on the Side or Peer at the Rear
Sitting in circles
Teaching how to learn
Assess via teacher observation
Whole Language
“Literacies” e.g. digital literacy
There is an objective reality
Direct instruction
School as factory producing workers for capitalism
Teacher as Sage on the Stage dispensing knowledge
Sitting in rows
Teaching content and skills
Assess via objective tests
Phonics
Reading and spelling
Alternative facts taught to teachers
We learn to read in much the same way we learn spoken language.
Reading is a psycholinguistic guessing game.
“Phonics is a flat-earth view of the world since it rejects modern science about reading and writing and how they develop” (1986)
Goodman and Smith on phonics Phonics is irrelevant, people read for meaning not sound.
English is too irregular.
Even the consistent patterns are too complicated to teach.
Children who learn via phonics become poor readers.
Drill-and-kill phonics methods are soul-draining and stifle children’s interest in reading, and are tedious to teach.
Marie Clay 1998 Beginning readers “need to use their
knowledge of how the world works; the possible meanings of the text; the sentence structure; the importance of order of ideas, or words, or letters; the size of words or letters; special features of sound, shape and layout; and special knowledge from past literary experiences before they resort to left to right sounding out of chunks or letter clusters, or in the last resort, single letters.”
Brian Cambourne, Wollongong Uni The ecological research I've completed in schools has convinced
me that a "reading-is-decoding" definition of reading creates teaching practices which alienate many less advantaged children from deep engagement in life-long reading. An American teacher has identified this phenomenon as "Read-i-cide" defined thus: "The systematic killing of love of reading, often exacerbated by the inane, mind-numbing practices found in schools".
Decoding demands intensive drill and practice on the small bits of language before meaningful enjoyable texts can be read. Meaning-making is put on hold until decoding skills are developed. This makes it very difficult for learners to focus on what evolution has designed them to do -- namely go straight to meaning from visual symbol using linguistic clues that are far more useful than sound.
http://www.abc.net.au/news/2009-03-24/31284
Few teachers are taught about Phonology – the 44 sounds, phonotactics
Graphemes, orthotactics
Syllable structure – what’s a CVCC? What’s an open syllable? Effect of stress e.g. record
Shared spellings e.g. soon, good, flood, brooch
Morphology: prefixes, suffixes, word roots/stems
Etymology – the stories of English
If you know it, share it Phonology
Orthography
Morphology
Scientific research about the best way to get ALL children reading
Strategies and resources that are consistent with the research
DSM5 Specific Learning DisorderA. Difficulties with learning and using at least one of
these academic skills, persisting for at least 6 months despite targeted intervention:
Word reading (inaccurate or slow and effortful).
Reading comprehension.
Spelling.
Written expression (grammar, punctuation, organisation, ideas).
Difficulties with number sense, facts, calculation.
Difficulties with mathematical reasoning.
DSM5 Specific Learning DisorderB. Substantially and quantifiably below average on
standardised measures, and causing significant interference with school, work or daily living.
C. Begin during the school-age years but may not be fully manifest till later.
D. Not better accounted for by intellectual, sensory, mental or neurological disorders, psychosocial adversity, language proficiency or inadequate instruction.
DSM5 SLD Subtypes 315.00 (F81.0) with impairment in reading (dyslexia)
315.2 (F81.81) with impairment in written expression
315.1 (F81.2) With impairment in mathematics (dyscalculia)
Mild, Moderate or Severe
Prevalence: 5-15% at school age, 4% of adults
More males (ratios between 2:1 and 3:1)
“The characterisation of developmental learning disabilities, including reading, in the current version (of the DSM-5) is idiosyncratic and does not align well with the research literature….
(DSM-5) serves important clinical and administrative functions…but it is not the best source for information about the nature and treatment of these conditions” (Seidenberg 2017)
What value does a diagnosis add?
Can be a relief for child and family -not lack of intelligence or effort.
Can take a long time, be expensive.
Informative for programming?
Extra resources?
Squarely locates problem in child not curriculum.
Key concepts Words are made of sounds, written with letters
A sound can be written with 1, 2, 3 or 4 letters, e.g. hi, tie, night, height
Most sounds are written a few different ways
Some sounds/spellings go together, or go in specific places in words/syllables
Many spellings are used for more than one sound, e.g. chips, chemist, chef (from different languages)
Word parts can have special spellings and meaning
In the 21st century, spelling is the abandoned stepchild in the family of language arts.
Joshi, Treiman, Carreker & Moats
Spelling instruction NOT memorisation of HF Words or vocabulary lists
NOT look-cover-write-check
Rules aren’t a lot of help – too metalinguistic, not accurate
Instruction should teach something about spelling: A new phoneme-grapheme correspondence,
A new word structure e.g. CVCC
A new grapheme or graphemes e.g. the que in boutique
Where to double letters, where to change y to i
The difference between homophones
How to add prefixes or suffixes
Words with the same Latin or Greek roots
1. Basic Code
All the consonant sounds except /zh/
Common variations e.g. c as in cat, k as in kit, ck as in back
5 vowels: a as in cat, e as in red, i as in bin, o as in hot, u as in cup.
VC and CVC
Then CCVC and CVCC
Maybe try CCCVC and CVCCC and longer words
Plurals e.g. cats and dogs
Past tense e.g. pact and packed
2. Extended Code
19 more vowel sounds,
first major spellings
Then additional spellings, grouped so patterns are obvious
Common consonant spellings that go with these vowels e.g. ce in voice, se in house and please, ge in large.
Homophones e.g. sale/sail, paw/poor/pour/pore
Major syllable types e.g. open/closed syllables, -ing, -le
3. Advanced Code
Unstressed vowel as in butter, actor, collar, sofa, centre, harbour, fixture…
Less common consonants e.g. ch in school, ph in phone, x in xero
Prefixes e.g. disagree, disrespect, incomplete, immortal…
Suffixes e.g. dryer, toaster; careful, hopeful; action, musician
Word parts like the “chron” in chronic, synchronise, chronicle.
Handwriting helps reading Learning how to write individual letters and words by
hand, and doing so fluently, is essential to entrench reading as an automatic skill.
Typing letters does not have the same impact.
“When writing by hand becomes both legible and fluent, reflecting a sense of automaticity, the writer is able to generate more text. Precious, scarce working memory spaces becomes available to select better vocabulary and get it into the page in interesting, organized ways.” (Dr Hetty Roessingh 2013)
Articulation and spelling
From L Twomey, adapted from Shriberg’s order.
Persistent, mild speech production difficulties beyond age 6;9 are associated with literacy acquisition difficulties. (Nathan, et al., 2004).