language-literacy evaluation and treatment in a digital age-pdf-p pt.pptx

Sandie Barrie Blackley, MA/CCC

CKO Lexercise.com The Language & Learning Clinic, PLLC

Language-Literacy Evaluation & Treatment in a Digital Age

NC Department of Public Instruction 2013 Summer Study Institute

July 24, 2013

9:00-10:00 AM

Phonology to Orthography and Beyond

10:00-10:30 AM A Language-Literacy Evaluation Battery

10:30 – 11:00 AM Break + JOIN RANKS discussion 11:00 – 12:15 AM Structured Language Intervention:

Linguistically Informed & Multisensory (a.k.a., O-G)

12:15 – 1:30 PM LUNCH

1:30-3:00 PM Language-Literacy Intervention: Is there an app for that?

3:00 – 3:30 PM Break + JOIN RANKS discussion

3:30-4:00 PM Progress Monitoring

4:00-4:30 PM Discussion, Questions, Comments

Scarborough, 2001

Components Observable

Components Not Observable

§ Decoding §  letter–sound knowledge §  based on phoneme awareness

§ Listening Comprehension

§  vocabulary §  sentence (syntax) processing

(Snowling & Hulme, 2011)

Best Predictors

Dyslexia

Non-specified

Specific Comprehension

Deficit

Poor Good

Based on Figure 4.1 Catts & Kamhi (2005)

WORD RECOGNITION

Specific Language

Impairment (SLI)

Connecticut Longitudinal Study •  Yale University School of Medicine (Sally Shaywitz, MD) •  a 20 year study- beginning in 1983 •  445 children tracked beginning in kindergarten •  dyslexia is a specific, diagnosable neurological condition •  The American Medical Association recognizes dyslexia •  1 in 5 people have some degree of dyslexia •  dyslexia is one of the most common neurological conditions

Yale Center for Dyslexia & Creativity: http://dyslexia.yale.edu/aboutcenter.html

Print Based Neural Networks

Prevalence of two main types of language-learning disorders

SLI DYSLEXIA

U.S. National Institutes of Health Connecticut Longitudinal Study

(Shaywitz, S.)

The hallmark of dyslexia is difficulty processing speech sounds:

Ø  genetically transmitted Ø  neurobiological Ø  occurs in people of all ages, races and

backgrounds and all levels of intelligence Ø  persistent (not developmental, not outgrown) Ø  improves with explicit instruction & practice Ø  causes difficulty with word reading & spelling

A dyslexic baby ?!?

Singh, L., Steven Reznick, J. and Xuehua, L. (2012),

These neurobiological differences can be detected pre-lingual babies.(e.g., Infant word segmentation abilities

at 7 months are highly correlated with productive vocabulary size at 24 months.)

For more on the neuroscience of language processing disorders watch

this lecture on YouTube:

Neurobiology of Learning Disorders - Dyslexia ADHD Dyscalculia Dysgraphia,

by Dr. Fernette Eide at the 2012 Conference of the American Academy of Child and Adolescent

Psychiatry

We now know that many of “below basic” students have neurobiological language processing deficits.

How can we identify

those with dyslexia & those with SLI?

Reading Scores

The Iceberg of Dyslexia

What & How?

Receptive Listening Comprehension Reading Comprehension

Expressive

Oral Expression Written Expression

Berninger & Abbott (2010)

Components Observable

Components Not Observable

Morris, R.A. et al. (2010)

Multi-component approach

LEVEL OF LANGUAGE

phonology orthography morphology syntax semantics pragmatics discourse structure writing

PART OF LANGUAGE STUDIED

speech sounds spelling patterns units of meaning in words phrase & sentence structure phrase & sentence meaning word choice and use in context organization of connected sentences transcription + all the above

adapted from Moats (2010), Table 1.1

The language system (from below word level to above word level)

a.k.a…. Multi-linguistic approach

A Processing-Based Evaluation (~90 minutes) Phonologic Awareness

§ Comprehensive Test of Phonological Awareness (CTOPP) Subtest I. Elision

•  Say “time” without saying /m/ •  Say “winter” without saying /t/

Subtest II. Blending Words (stimuli on a CD)

•  What word do these sounds make… •  num-ber •  n-ap •  s-t-a-m-p

A Processing-Based Evaluation (~90 minutes) Phonologic Memory

§ Comprehensive Test of Phonological Awareness (CTOPP)

Subtest III. Memory for Digits •  1-6 ….. •  5-3-1-8

Subtest V. Nonword Repetition •  jup…. •  nigong… •  voesutoov

A Processing-Based Evaluation (~90 minutes) Rapid Naming

Comprehensive Test of Phonological Awareness (CTOPP) Subtest IV. Rapid Digit Naming Subtest V. Rapid Letter Naming

(colors & objects used for 5 year olds)

A Processing-Based Evaluation (~90 minutes) Word Reading

•  Test of Word Reading Efficiency (TOWRE) •  Sight Words Subtest •  Phonemic Decoding (nonsense words) Subtest

A Processing-Based Evaluation (~90 minutes) Word Reading

•  San Diego Quick Assessment (SDQA) Pre-primer through Grade 11

A Processing-Based Evaluation (~90 minutes) Word Reading (for orthographic pattern error analysis)

•  Lexercise Z-Screener (This version with error-itemized report is free for Lexercise Clinician Partners)

A Processing-Based Evaluation (~90 minutes) Phonologic Awareness

§ Comprehensive Test of Phonological Awareness (CTOPP) 20” Phonologic Memory

§ Comprehensive Test of Phonological Awareness (CTOPP)

Rapid Naming Comprehensive Test of Phonological Awareness (CTOPP)

Word Reading •  Test of Word Reading Efficiency (TOWRE) •  San Diego Quick Assessment (SDQA) •  Z-Screener (Lexercise)

3“ 5”

A Processing-Based Evaluation (~90 minutes)

Vocabulary and Listening Comprehension •  An expressive vocabulary test (and perhaps also a

receptive vocabulary test) •  A Listening comprehension test (e.g., TAPS or CELF

subtests )

15” 15”

Morphology, Orthography, Syntax, Pragmatics §  A writing sample with descriptive analyses

Total Administration Time

90 minutes

continued

Case Study Ginny

Ginny •  age 8 • 3rd grade •  home schooled •  average intelligence (GAI = 106) • average receptive vocabulary •  low average working memory (SS: 86 ) •  history of speech & language “delay” •  persistent difficulty articulating /r/

CTOPP Phonological awareness: 5th %ile

Phonological memory: 4th %ile Rapid Naming: 12th %ile

a “double deficit”

TOWRE Sight Word Efficiency- 42nd % ile Phonemic Decoding Efficiency- 3rd % ile

The Lexercise Z-Screener Word Ginny Read: zab zag zaf zāf zas sag zap zab zik ik zip zap zep zeep zek zeek zen zing zep zap

The Lexercise Clinician’s version of the Z-Screener

had error itemization and is free for Lexercise Clinicians

SDQA Word Accuracy Primer Words 100% Independent 1st Grade Words 90% Independent 2nd Grade Words 80% Instructional 3rd Grade Words 60% Frustration

The Lexercise Clinician’s version of the SDQA

had error itemization and is free for Lexercise Clinicians

Ginny’s writing sample

Abost a elefleng They are Being mend to the elefleng. Look they are Thewing ros and packing them. That mene! Elefleng have lone nos. They have 4 legs. The End

About a Elephant They are being mean to the elephants. Look they are throwing rocks and poking them. That’s mean! Elephants have long noses. They have four legs. The End

She wrote: She read:

A CWS is two adjacent writing units (i.e., word-word or word-punctuation) that are acceptable within the context of what is written. CWS takes into account:

§  spelling §  grammar & syntax §  punctuation §  capitalization §  semantics

Correct Writing Sequences (CWS)

They are Being mend to the elefleng. Look they are Thewing ros and packing them. That mene! Elefleng have lone nos. They have 4 legs. Ginny’s Correct Writing Sequences = 9 (Average for 3rd grade: 19 – 31)

Correct Writing Sequences

Discourse Level

§  Poor narrative structure (setting, characters, problem, rising action….) §  Limited productivity impacts discourse structure

§  Limited productivity is often caused by lexical access and spelling problems (Summer, et al., 2013)

Break + JOIN RANKS discussion

JOIN RANKS….

JOIN RANKS

What do Ginny’s spelling errors reveal about her phonological processing ?

Gunny wrote Intended word observations

They They are are Being being mend mean to to the the elefleng elephants Look Look they they are are Thewing throwing ros rocks

RANKS Report (Jacks report)

Report Writing

•  Diagnosis is the first step to the efficient, effective treatment.

•  Without diagnosis treatment can not be focused.

The International Dyslexia Association’s Knowledge & Practice Standards

lists what providers need to know and be able to do.

•  Academic achievement •  Health & wellness •  Mental & emotional health •  Employment •  Family stability & parenting

Prosperity & happiness !

Dyslexia is by far the most prevalent communication disorder

Worldwide, 15- 20% of people have dyslexia

http://explore1in5.org/

(1923- 2006)

Pat Lindamood, MS/CCC

Read the Interview with Pat Lindamood at Childrenofthecode.org

History of the Controversy (Lindamood, P. et al., 1997)

1830s- Alphabetic Students were taught to say the names of the letters & pronounce the word.

1836 and forward - Phonics

Students were taught to say sound for each letters & pronounce the word (McGruffy’s Readers)

1930s and forward- Look-and-Say

Students were taught using a sight word (Dick and Jane Readers)

1960s and forward - Language Experience Students told stories and watched as the teacher wrote them.

“””“Again [and again], some children learned to read

and others didn’t.”

1940s & forward - Multisensory Phonics (Remedial) Students use senses: visual-auditory-tactile-kinesthetic

1960s & forward – Structural Linguistics

Bloomfield & Barnhart- Let’s Read Students taught syllable units of increasing complexity

1960s & forward – Whole Language

(Chomsky; Goodman) Students taught to focus on meaning and strategies

1970s & forward – Balanced Literacy

Students taught using a mix of all methods

“””“Again [and again], some children learned to read

and others didn’t.”

History of the Controversy (Lindamood, P. et al., 1997)

Patricia Lindamood’s insight:

It’s not about the general education teaching method(s).

20-30% of people have neuro-biological processing differences.

To solve the problem we must begin by understanding the individual’s language processing patterns.

Only then can we sensibly select a treatment method.

“Dyslexia is the term used to describe the difficulties of children whose reading problems are associated with basic decoding (and recoding, that is spelling) skills.”

“While for many years, the accepted view was that ‘dyslexia’ is a learning disorder defined according to the discrepancy between an individual's general cognitive ability and their measured reading attainment ……

Snowling & Hulme, 2011)

…this definition is no longer in use.”

(Snowling, 2009;

“…..there is now evidence that many children

show the characteristics of ‘dyslexia’ either in its ‘pure’ form or where there are co-occurring difficulties (usually referred to as co-morbidities).”

“Dyslexia is known to compromise reading throughout the life span…”

“Dyslexia is known to compromise reading throughout the life span with problems of reading fluency and spelling typically persisting even after reading accuracy has developed to acceptable levels.”

Dyslexia is a language-based learning

disability “that does not arise from a physical limitation or a developmental

disability.”

--International Dyslexia Association (IDA)

The hallmark of dyslexia is difficulty processing speech sounds:

Ø  genetically transmitted Ø  neurobiological Ø  occurs in people of all ages, races and

backgrounds and all levels of intelligence Ø  persistent (not developmental, not outgrown) Ø  improves with explicit instruction and

practice Ø  causes difficulty with reading & spelling

Two Eligibility Models for Public School “Learning Disability” Services

1.  Discrepancy Formula Model

2.  Response-to-Intervention Model <5%

are eligible

Two Eligibility Models for Public School Learning Disability (LD) Services

2.  Response-to-Intervention Model

A child in Alabama with an IQ of 115

and a reading achievement Scaled Score of 100 is eligible for LD services.

If he moves to California, Missouri, South Dakota, Tennessee, Vermont or Wyoming

he is no longer eligible. Ruth Colker (2013)

Two Eligibility Models for Public School Learning Disability (LD) Services

2.  Response-to-Intervention Model

"No one really knows what a learning disability is.”

The Learning Disability Mess

Prof. Ruth Colker Ohio State Univ.

http://support.lexercise.com/entries/20697306-The-Learning-Disability-Mess/edit

In 2008 Aaron, Joshi, & Quatroche suggested a 3rd way…..

to identify a reading disability:

The Componential Model of Reading (CMR)

Validity studies reviewed:

Joshi, R. M. and Aaron, P.G. (2012)

the 3rd way

CMR: 1st Component

Cognitive – 2 factors •  Word recognition •  Listening Comprehension

CMR: 2nd Component

Psychological (examples) •  Motivation & interest •  Teacher expectation •  Gender differences •  Emotional & mental health

CMR: 3rd Component Ecological (examples):

•  Teacher knowledge •  Home environment •  School environment •  ELL

Dyslexia is caused by neurobiological differences in cognitive processing (Component 1).

When it occurs in combination with other components its impact can be magnified.

See Double Jeopardy (Hernandez, D. J., 2012)

Grades K-1: Mississippi Dyslexia Screener (print materials & record online, , administer face-to-face)

Ages 6 & up: Lexercise Online Screener (administer & record online, immediate report)

2 Free Dyslexia Screeners Lexercise.com

Where?

schools

clinics

online !

Who is qualified to make a diagnosis of dyslexia?

See this Lexercise Forums article

with links to the Nat’l Ctr. For Learning Disabilities and IDA’s Knowledge & Practice Standards

A clinical professional (SLP, Psychologist & Clinical Educator)

1.  thorough 2.  uses a variety of tools 3.  valid (measures what it says it

measures) 4.  reliable (consistent results ) 5.  tailored to the individual client

A meaningful, useful assessment adheres to these five principles

Shipley & McAfee, 2004

Problems repeating nonsense words….

From Phonology to Orthography and Beyond

Say… wudoip vudoip

Say… nigong nigone

Bishop, Adams, & Norbury,2004; SLI Consortium, 2002

…and playing ‘Tendo

I like amunials…

Weak phonological awareness / memory

“phonological attunement” (Shriberg et al., 2005; Preston, J.L., 2012)

“a speech-based diagnostic marker”

of cognitive-linguistic processing

Audiologists’ term for this is an auditory processing disorder

SLPs, teachers & psychologists should call it a

language processing disorder

The Three Blind Men & The Elephant

LANGUAGE PROCESSING: •  awareness of what is heard (sound awareness ) •  memory for sounds and images •  association (e.g., speech sounds with letter symbols) •  labeling (rapid lexical access, “word finding”) •  abstract pattern recognition

Phonological awareness & memory (cognitive-linguistic)

processing deficits….

LEVEL OF LANGUAGE

phonology orthography morphology syntax semantics pragmatics discourse structure

PART OF LANGUAGE STUDIED

speech sounds spelling patterns units of meaning in words phrase & sentence structure phrase & sentence meaning word choice and use in context organization of connected sentences

adapted from Moats (2010), Table 1.1

The language system (from below word level to above word level)

Multi-linguistic approach

“Our teaching of written language can only be as good as our study of it.”

--Gina Cooke LEX Linguist Educator Exchange (personal communication)

Making Sense of Spelling - Gina’s TED-ED Talk

http://www.youtube.com/watch?feature=player_embedded&v=0mbuwZK0lr8#!

crash course

Our alphabet

§  a symbol system; §  a limited set of printed or written symbols; §  contains the “raw material” of orthography but is

not itself orthography; §  used in a linear, horizontal sequence; §  a set of symbols called letters with “names” ( not

pronounced as sounds)

Thanks to Real Spelling

We pronounce phonemes. We announce graphemes.

<ck> /k/

Our alphabet

Our alphabet does represent some aspects of pronunciation, but it cannot represent speech per se. (That’s why we need the International Phonetic Alphabet.)

Our alphabet

§  lower and upper case forms; §  reliably identified by their names without having

to commit to their meaning or function; §  often part of a grapheme that represents a

phoneme; §  may have functions that are not related to

pronunciation but are still components of orthographic units (e.g., <sign> & <signal> )

Our alphabet §  morphological elements may have varying

pronunciations (e.g., tapped, tabbed, ridded); §  graphemes represent phonemes; §  etymological markers signal connections to

meaning (e.g., <know> relates to <knowledge>) §  structural connectors (e.g., 2nd <o> in

<oceanography>) that may or may not be pronounced;

Our alphabet

§  orthographic conventions (e.g., the <e> in <lapse> signals that this is not the plural word, <laps>);

§  lexical markers distinguish lexical function words (e.g., the <e> in <one> to distinguish it from <on>)

There is wide-spread confusion about sounds and letters.

Underline the vowel: <quick>

Dimensions of structural word analysis: § morphological § phonological § orthographic

Morphology is a primary organizing concept

for spelling.

Graphemes are contained within and do not cross morpheme boundaries.

-- Real Spelling

Phonological weakness occurs ‘at the lowest level of the language system’ and in turn impairs decoding and spelling.

Direct intervention may be needed to

improve phonological awareness and memory.

See Chapter 1 in Birsh (2011)

Spelling problems often belie difficulty accessing and manipulating the sound

structure (phonemes) of language…

The first step in mature spelling is identifying & spelling a word’s base element(s).

< interrupted >

<interrupted> - a 4th grade word on the SDQA

inter-

prefix base suffix

Word analysis matrix

Word matrix method following Real Spelling

The Structured Word Inquiry Method

“English spelling is a highly ordered system for representing meaning that can be investigated and

understood through scientific inquiry.” --WordWorksKingston

base affix

free bound prefix

connector vowel

suffix

morpheme (“element”)

Contrast two types of structural analysis:

Phonological – Orthographic

& Morpho – Phonological - Orthographic

Phonological – Orthographic Analysis….

1.  Divide the word into syllables. 2.  Divide each syllable into phonemes. 3.  Decide which grapheme represents each

phoneme.

Morpho - Phono – Ortho Analysis

1.  Identify any prefix or prefixes 2.  Identify any suffix or suffixes 3.  Identify the base 4.  Divide the word into syllables 5.  Divide each syllable into phonemes 6.  Decide which grapheme represents each

phoneme. (See: English phoneme-grapheme pairs)

Morpho

To analyze the word <orthography>

where would you begin?

orthography

1.  Identify any prefix or prefixes 2.  Identify any suffix or suffixes 3.  Identify the base(s) 4.  Divide the word into syllables 5.  Divide each syllable into phonemes 6.  Decide which grapheme represents each

phoneme. (English phoneme-grapheme pairs)

Morpho

prefix base suffix

-- Real Spelling

orthography

Step 1. Identify any prefix or prefixes

or- can be used as a suffix but not as a prefix

orthography

Step 2. Identify any suffix or suffixes

YES! <-y> is a suffix It forms nouns , especially with combining forms from Greek,

Latin or French origin indicating state, condition, or quality

orthography

Step 3. Identify the base.

<orthography> has two bases (Greek combining forms):

orth(o) + graph

Origin of <ortho> or (before a vowel, < orth-> ) Online Etymology Dictionary:

a comb. element in forming scientific and technical words, from Gk. ortho-, stem of orthos "straight, true, correct, regular," from PIE *eredh- "high" (cf. Skt. urdhvah "high, lofty, steep," L. arduus "high, steep," O.Ir. ard "high").

Online Etymology Dictionary

Origin of <graph> World English Dictionary: — n combining form 1.  an instrument that writes or records: telegraph 2.  a writing, record, or drawing: autograph ; lithograph

[via Latin from Greek -graphos, from graphein to write]

Origin of

orthography

Dictionary.com: 1425–75; late Middle English ortografye < Latin orthographia correct writing, orthogonal projection < Greek orthographía. See ortho-, -graphy

Online Etymology Dictionary:

"correct or proper spelling," c.1450, from M.Fr. orthographie (O.Fr. ortografie, 13c.), from L. orthographia, from Gk. orthos "correct" (see

ortho-) + root of graphein "to write."

Step 4. Divide the word in to syllables

orth o graph y

Step 5. Divide each syllable in to phonemes.

/ɔrˈθ/ /ɒ/ /grəәf/ /i/

Orthographic phonology ….

….requires a different perspective than the one you take when you

transcribe speech.

In orthographic analysis some units (e.g., vowel glides and r-controlled vowels) are identified as single unit/

/ ˈθ/ /ɒ/ /grəәf/ /i/

For example: Is the highlighted unit in the first syllable

one or two units?

__ __ __ __ __ __ __ __

/ɔr ˈθ/ /ɒ/ /g r əә f/ /i/ __ __ __ __ __ __ __ __ or th o g r a ph y

Step 6. Decide which grapheme represents each phoneme. (….with reference to the morphological bases!)

Note this phoneme-grapheme

Note that r-controlled vowels are considered

to be one unit.

connecting vowel

orthography prefix(es) base(s) suffix(es)

orth(o)graph y

Word matrix method following Real Spelling

orthography

World English Dictionary: 1.  a writing system 2.  spelling

§  spelling considered to be correct; §  the principles underlying spelling

3.  the study of spelling 4.  orthographic projection

As illustrated by the example of <orthography>

English spelling is not strictly phonetic.

It is morphological & phonological.

The relationship between phonemes and graphemes

in English is governed by reliable morpho-phonetic patterns.

Check out these 3 Lexercise Live Broadcast Recordings about word structure & morphology:

Gina Cooke, Melvyn Ramsden & Pete Bowers

http://www.lexercise.com/category/previous-broadcasts/

…to kids with processing problems!!!???

And I’m supposed to teach this...

YOU CAN….and it starts with knowing the structure of printed English.

This requires extreme clarity with regard to terms and definitions. See “Terms” in the Appendix for explicit definitions.

What is a base element?

A word’s base(s) conveys the word’s basic meaning. (e.g., the base <graph> in the word <graphic>). There can be twin bases that both contribute equally to meaning (e.g., phono + graph = phonograph). In contrast, the term “root” connotes the etymology (history) of the word’s base element.

What is an affix?

An affix is a morpheme that is attached to a base word to form a new word. English has two kinds of affixes: •  A prefix is attached before the base element •  A suffix is attached after the base element

What is a vowel?

A vowel is an open phoneme that is the nucleus of every syllable and is classified by tongue position and height, such as high/low or front/mid/back; Linguists identify 15- 20 vowel phonemes in English.

What is a consonant?

A consonant is a phoneme that is not a vowel and is formed with obstruction of the flow of air with the teeth, lips, or tongue; also called a closed sound in some instructional programs; Most linguists identify 40 or more consonants in English.

What is a consonant blend?

A consonant blend is adjacent consonants within a syllable, before or after a vowel sound.

What is a consonant cluster?

A consonant cluster is adjacent consonants within a syllable, before or after a vowel sound; the equivalent of a

consonant blend.

What is a syllable?

A syllable is a unit of speech that contains one and only one vowel sound.

A syllable is organized around an energy peak (i.e., a

vowel). It may or may not have consonants before or after the vowel.

The 6 syllable types in English predict vowel sound-letter patterns

1.  closed sick, hut 2. r-controlled sir, hurt 3. open hi, Hugo 4. silent -e site, huge 5. vowel digraph seem, seam, heat 6. consonant +le saddle, ladle

Schwa happens…. …and it’s all about stress!

Schwa is a non-distinct vowel found in unstressed syllables in English.

Schwa only occurs in unstressed syllables

be before defect (noun) defect (verb)

conduct (noun) conduct (verb)

More examples from Peter Ladefoged

§ Pair-Share 1.  Use the Elkonin Boxes form. 2.  Count the syllables in your first name. 3.  Count the phonemes in each syllable. 4.  Specify the graphemes in the Elkonin Boxes. 5.  Tell your partner the last phoneme in your

first name. (e.g., Pronounce it , don’t announce it.)

§  example: Sandie

s� a� n � d� ie�

Elkonin Box

Pair-Share: Syllable Types Then tell your partner the syllable the type of the last syllable of your first name.

The 6 syllable types in English closed sick, hut r-controlled sir, hurt open hi, Hugo silent -e site, huge vowel digraph seem, seam, heat consonant +le saddle, ladle

Intervention

Who? What? When? Where? Why? How?

a language processing approach to intervention

a.k.a.

Multi-lingual Approach Multi-component Approach

Structured Language Approach Orton-Gillingham Approach

The Orton-Gillingham (O-G) Approach

It’s old It’s new

…and it will help you!

--The Academy of Orton-Gillingham Practitioners and Educators

“Orton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with

reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced

as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of

exceptional breadth, depth, and flexibility.”

§  Professional education O-G training

courses typically require between 60 and 90 course hours.(See Appendix.)

§ Today’s session is not O-G training. It’s an overview.

A few Orton-Gillingham published grandchildren:

² Wilson Reading ² Language! Curriculum ² Slingerland ² Lindamood-Bell LiPS ² Sonday ² Lexercise ² etc….

See the International Dyslexia Assoc.’s Matrix of Multisensory Structured Language Programs

Another term for the O-G Approach is “structured language”

Research is proving that the teacher’s knowledge about

the structure of English is a much more Important variable than what program is used.

Scarborough, 2001

A language processing evaluation:

What is an intervention approach?

1.  It is designed to support the client’s processing weaknesses, establish accuracy and build automaticity. (i.e., It is a therapeutic approach.)

2.  It has an appropriate scope & sequence. (i.e., appropriate to the client’s needs)

3.  It has organized instructional routines.

4.  It is designed to include intensive practice.

The Orton-Gillingham (O-G) Approach is an intervention approach that includes:

WHAT to teach & in what order

HOW to teach

How to Teach

Systematic: “a: methodical in procedure or plan <a systematic approach>

b : marked by thoroughness and regularity

Intensive: “ highly concentrated;”

providing for a lot of practice each day.

Multisensory: “relating to or involving several physiological senses” The activity requires an interaction of senses: Auditory-Visual-Tactile-Kinesthetic

Explicit: “fully revealed or

expressed without vagueness, implication, or ambiguity; leaving no question as to meaning or intent.” The linguistic target is: clearly defined, clearly described and isolated for practice.

Use of sensory-cognitive information

requires executive function. Consider

the use of Socratic questioning here.

HOW to teach

A scope & sequence: a guide to what to teach

Scope: The elements that are taught Sequence: The order of teaching them

§  explicitly define the essential linguistic

structures for reading and spelling §  sequence them systematically

A scope & sequence for reading & spelling intervention should:

The structure of an O-G Session Birsh, J.R. (Ed.3), 2011

ü Lasts 30 - 60 minutes

ü Includes a rapid rotation of ~6 -8 exercises, each lasting between 1 minute - 10 minutes;

ü Covers all domains of language in each session.

The domains of language

1.  Sounds & Letters 2.  Word Reading & Spelling 3.  Word Parts (morphology) 4.  Vocabulary 5.  Sentences (syntax) 6.  Listening & Reading 7.  Speaking & Writing

The structure of an O-G Session Birsh, J.R. (Ed.3), 2011

ü Review the language structure(s) practiced in

the previous session

ü Raise awareness of the current Level’s structures & patterns (e.g., <-x> = /k/+/s/ )

ü Explicitly defines each new structure / pattern

The anatomy of an O-G Session Birsh, J.R. (Ed.3), 2011

ü Practice words in reading & spelling.

ü  Practice real & nonsense words that feature the new language structure(s).

ü Practice real & nonsense words that mix

the new structure(s) with those previously learned.

The anatomy of an O-G Session Birsh, J.R. (Ed.3), 2011

ü Practice meanings of new words. ü Practice language structures in sentences (read,

write, identify, formulate)

ü Practice new language structure(s) in reading and writing text.

A Structured Language Scope & Sequence:

§  phoneme-grapheme pairs §  syllable structures (e.g. the 6 syllable types) §  morphemes (8 inflectional, many derivational)

What does the child need to know to decode & spell the word “epic” ?

WORD P-G pairs

syllable type

affix(es)

epic (ep-ic) <e>= /Ɛ/ <p>=/p/ <i>= /i/ <c>=/k/

closed closed

Meaning

prefix base suffix epi- epos= word, story, poem

Possible relatives: <epoch, epigraph, episodic>

WORD P-G pairs

syllable type

affix(es)

speech

What does the child need to know to decode the word “speech” ?

WORD P-G pairs

syllable type

affix(es)

speech

<s> = /s/ <p> = /p/ consonant blend <ee> = /i/

<ch> = /ʧ/ consonant digraph

<ee> vowel digraph

•  Middle English speche •  Old English- spǣc, variant of sprǣc •  German- sprache

prefix base suffix speech

prefix base suffix pow -er -ful

powerful ?

prefix base suffix

powerful “power” - 1250–1300; Middle English pouer ( e ), poer ( e ) Anglo-French poueir, poer “pow” - Americanism-1880-1885, an echoic interjection

Structured Word Inquiry Method

See recordings of previous Live Broadcasts

by Pete Bower’s & Gina Cooke

http://www.lexercise.com/blog/

Address all 5 critical language-literacy areas…everyday --The National Reading Panel (2000)

But here’s the challenge:

How do you set up enough practice? (e.g., 100s of response challenges daily)

Instructional Routines

face -to- face &

online

Phonological Awareness / Memory Say the sounds in “sink”. Say “sink” without /s/.

face–to-face

Phonological Awareness / Memory Isolator Game

Where is the /ŋ/ in “sink”?

online

Word Reading & Spelling

White Board Spelling: (How many sounds in “sink”? Write the graphemes.)

Flash Word Reading (Right on the 1st try)

s i n k

sing sink

bang bank

face–to-face

MatchStar Games – Word Reading

online

Morphology- Word analysis

PAST TENSE SUFFIX: <-ed> = /t/

Plural SUFFIX: <s> = /z/

linked

face–to-face

The word The category The details

Vocabulary

Define

face–to-face

Google Images: mink

Descriptor Game- Definition à Fast Word Reading

online

Sentences

1)  The dog sank his long fangs into the rat. 2) Put the pan in the sink, said Mom. 3) Peg has on a pink tank top. 4) Hank winked at Kim. 5) The bunk beds are such a mess. 6) The king is getting rich. 7) The quill pen has red ink.

face–to-face

Sentences 1 Point: for each correctly

spelled word*

1 Point: for beginning

sentence with a capital

1 Point: for ending sentence

punctuation

5 BONUS Points for no errors

TOTALS

TOTAL POINTS

*Capitalization of proper nouns is considered a spelling issue.

Listening and Reading On Saturday, October 1, hundreds of people gathered at Greeley Square, in New York City, to join the celebration of author Rick Riordan’s newest book from the best-selling Heroes of Olympus series, The Son of Neptune. The crowd was filled with Rick Riordan fans dressed as demigods, monsters and other characters from his books. Those who didn’t dress up stopped by the wrap-your-own-toga station. A toga is a type of Greek clothing. ……

face-to-face… or…online

Pragmatics http://www.timeforkids.com/news/percy-jackson-back/15166

Discourse

Describe a process Introduction: Tell the purpose Step 1: Describe the first step. Tell why it is important. Step 2: Describe the first step. Tell why it is important. Step 3: Describe the first step. Tell why it is important. Step [N] [….number of steps] Conclusion: Evaluate the process & why it is important

Writing

•  Transcription (“handwriting” or typing ) •  Spelling •  Grammar •  Sentence conventions •  Formulation & organization •  Ideas •  Proofreading

Handwritten sample by a 9 year old:

2 correct writing sequences it wus inan in^the ish tha wer thcing a spre at a elatfit ard stap it^. (It was in the ice age. They were throwing a spear at an elephant and stabbing it. )

Handwritten sample after 3 months of therapy:

The same sample typed (without help) on an iPad: This object is an electronic. It is a computer and you play games on it. This is a toy shaped like a rectangle. It is made of metal and it has an on-off button and a touch screen. You find it at the Apple store. It is an iPad.

54 correct writing sequences ^Thisôbjectîs^ an electronic. Ît^ is^ a^ computer ând ^you^ play^ games^ ôn^ it^.^ This^ is^ a^ toy^ shaped ^like^ a^ rectangle^.^ It^ is^ made^ of ^metal^ and ît^ has^ an^ on-off^ button^ and^ a^ touch^ screen^.^ You^ find^ it^ at^ the^ Apple^ store^.^ It^ is^ an^ iPad^.

Think 1st about the learning goal

& the science of learning.

Then think about the teaching & learning methods.

Before you can choose the best tool you MUST know ….

Is it a nail or a screw ?

JOIN RANKS

Develop an intervention plan for Ginny…..

•  List intervention goals

•  Describe direct services (frequency, duration)

•  Describe daily review & reinforcement

practice

•  Describe any assistive technology •  Other

SUMMARY •  3rd grade •  Average IQ & average receptive vocabulary •  Persistent misarticulation- all allophones of /r/ •  “Double deficit” (i.e., significant processing deficits)

•  phonemic awareness & memory deficits •  rapid naming deficit

•  Sight word reading- average range, decoding -impaired range •  Reading 3rd grade text in the frustration range •  Dislikes reading and does no discretionary reading •  Spelling reflects phonemic impairment •  Limited productivity in writing products •  Weak sentence and paragraph structure in writing products

Hearts Report •  Intervention goals

•  Direct services (frequency, duration) •  Daily review & reinforcement practice •  Assistive technology •  Other

§  Structured language approach §  1 (45 min.) session each week (Ginny & mom)

§  Lexercise online exercises- 5 days a week (~15“/day) §  Assistive technologies:

§  AudioBooks- Learning Ally (LearningAlly.org)

§  Type writing products- GingerSoftware (GingerSoftware.com)

Lexercise online exercises – 12 min. a day, 5 days a week Isolator MatchStar

Progress Summary

§  # clinic sessions: 18 §  period of therapy: June – January (7 mos. ) §  Lexercise Levels covered: 1 – 24

Session #4 (July)-Lexercise Level 6

Session #18 (January)-Lexercise Level 24

Progress Summary

•  7 months •  18 sessions + ~100 days of online exercises •  reading Level 24 words >90% accuracy •  spelling Level 24 words >80% accuracy •  reading 3rd grade text at 95% accuracy •  reading for pleasure •  /r/ >90% accuracy in text reading •  fewer behavior problems; less resistance to school work •  more confident, “happier”

Discussion Questions

Comments

Thank you!

Sandie@lexercise.com

References

Birsh, J.R., Editor (2011). Multisensory Teaching of Basic Language Skills, 3rd Edition. Baltimore: Paul H. Brookes Publishing Co. Breznitz, Z., Rubinsten, O., Molfese, V.J. and Molfese, D. L., Eds. (2012). Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Springer Science+ Business Media. Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C. and Snowling, M. J. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. Wiley-Blackwell, p. 33/ Crowe, E.C., Connor, C. M., Petscher, Y. (2009). Examining the Core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, Vol. 47(3), 187–214

References Eide, F. (2012). Neurobiology of Learning Disorders - Dyslexia ADHD Dyscalculia Dysgraphia. Lecture at American Academy of Child and Adolescent Psychiatry Conference. https://www.youtube.com/watch?v=CNTNypAG4S0 Fletcher, J.M., Lyon, G. R., Fuchs, L.S., Barnes, M.A. (2007). Learning Disabilities: From Identification to Intervention, New York: The Guilford Press. Hernandez, D. J. (2012). Double Jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore: The Annie E. Casey Foundation. Retrieved March 24, 2013: http://www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid={8E2B6F93-75C6-4AA6-8C6E-CE88945980A9} International Dyslexia Association Conference (October, 2012) – Neuroscience in the 21st Century: Where are we going? Web Conference: http://www.webable.tv/Events/63rdIDA.aspx?VID=/webable/121024_IAD_W3_0945.flv#anchor

References Joshi, R. M. and Aaron, P.G. (2012). Componential Model of Reading (CMR): Validation Studies. Journal of Learning Disabilities 45(5) 387–390. Lindamood, P., Bell, N., & Lindamood, P. (1997). Sensory-Cognitive Factors in the Controversy over Reading Instruction. The Journal of Developmental and Learning Disorders. Vol. 1 (1), pp. 143-182. Moats, L. C. (2010). Speech to Print, Ed. 2.Baltimore: Paul H Brookes Publishers. Moats, L.C. , Dakin, K.E. and Joshi, R. M. (2012). Expert Perspectives on Intervention for Reading: A Collection of Best-Practice Articles from the International Dyslexia Association. Baltimore: The International Dyslexia Association.

References Morris, R.D., Lovett, M.W., Wolf, M., Sevcki, R.A., Steinbach, K.A.,

Frijters, J.C., Shapiro, M.B. (2010). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome.J. Learning Disabilities. http://www.ncbi.nlm.nih.gov/pubmed/20445204?dopt=Abstract

National Institutes of Health, Statistics on Voice, Speech, and

Language: http://www.nidcd.nih.gov/health/statistics/vsl.asp Preston, J.L.(2012). Functional Brain Activation Differences in School Age Children With Speech Sound Errors: Speech and Print Processing. Journal of Speech, Language, and Hearing Research. Vol.55. 1068-1082 Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Retrieved from http://www.teachernet.gov.uk/wholeschool/sen/

References

Shaywitz , S.E., Shaywitz , B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., Shankweiler, D.E., Liberman, A.M., Skudlarski, P. Fletcher, J.M., Katz, L., Marchione, K.E., Lacadie, C., Gatenby, C. and Gore, J.C. (1998). Proceedings of the National Academy of Sciences of the United States of America, Vol. 95 (5). Shaywitz, S.E. (2003). Overcoming Dyslexia: A New and Complete

Science-Based Program for Reading Problems at Any Level. Toronto: Random House.

Shriberg et al. (2005). Toward Diagnostic and Phenotype Markers for

Genetically Transmitted Speech Delay. Journal of Speech, Language, and Hearing Research Vol. 48 834–852.

http://www.waisman.wisc.edu/phonology/pubs/PUB3.pdf Singh, L., Steven Reznick, J. and Xuehua, L. (2012), Infant word segmentation and childhood vocabulary development: a longitudinal analysis. Developmental Science, 15: 482–495.

References

Snowling, M.J. (2009). Changing concepts of dyslexia: nature, treatment and comorbidity. Journal of Child Psychology & Psychiatry, Virtual Issue. Retrieved from: http://www.wiley.com/bw/vi.asp?ref=0021--9630&site=1#436

Snowling, M.J. and Hume, C. (2011). Evidence-based interventions for

reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, Vol. 81 (1), pp.1–23. Retrieved from:http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.2010.02014.x/full

Snowling, M.J. and Hume, C. (2012). Annual Research Review: The

nature and classification of reading disorders- a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry 53:5, pp 593–607, Retrieved from: http://onlinelibrary.wiley.com/store/10.1111/j.1469-7610.2011.02495.x/asset/j.1469-7610.2011.02495.x.pdf?v=1&t=h7bqjshr&s=b9c418ddc9f8a74e9c34c3a262c1e20a3609d442

References

Summer, E. Connelly, V. and Barnett, A.L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), pp. 991-1008. http://link.springer.com/article/10.1007/s11145-012-9403-6?no-access=true

Appendix A- Web-based Resources

§ Lex (blog): http://linguisteducatorexchange.wordpress.com/ Gina Cooke’s Linguist Teacher Exchange § Lexercise (website): http://www.lexercise.com/

(Online services for struggling readers, Professional Forum, Public Blog, Two Free Online Screeners, Digital Games for daily practice, Clinical Partners Program )

§ Real Spelling & Real Script (website):http://www.realspelling.fr/Welcome_to_Real_Spelling/Choose-New.html (Melvyn Ramsden’s website)

§ Real Spellers (wiki): http://www.realspellers.org/

§ Word Works Literacy Centre (blog): http://www.wordworkskingston.com/WordWorks/Home.html

Pete Bowers website

Appendix B School & Class Blogs

§ Grade 3- Mrs.McGrath (blog): http://mcgrathi.ism-online.org/

Llana McGrath- 3rd grade- Manila International School § Grade 4- Sarah Pickles (blog):

http://tpackedpickles.weebly.com/index.html Sarah Pickles- 4th grade- Lincoln Community School-Ghana § Grade 5-Mr. Allen (blog): http://blogs.zis.ch/dallen/category/languagespellingword-study/ Dan Allen -5th grade- Zurich International School § Grade 7-Ms. Whiting’s Word Nerds (blog):

http://wordsavviness.wordpress.com/ - Ann Whiting’s 7th grade -Kuala Lumpur International School

Fletcher, J.M., Lyon, G. R., Fuchs, L.S., Barnes, M.A. (2007). Learning Disabilities: From Identification to Intervention , New York: The Guilford Press.

Appendix C Intervention Meta Analysis

1. Increases time on task. ✔2. Scope & sequence is explicit, organized & cumulative. ✔3. Teaches self-regulation. ✔4. Considers…..‘scaffolding. ✔5. Integrated & systematic scope & sequence; top-down & bottom-up. ✔6. Addresses specific reading and writing skills. ✔7. Focuses on the ultimate competencies, not just isolated skills. ✔8. Customized for each individual. ✔9. Includes ongoing progress monitoring. ✔10. Systematically integrated with general education. ✔

Appendix C (2) Fletcher, J.M., et al. (2007) SUMMARY

For In-Depth Professional Education

On the Lexercise Forums- search: Lexercise Professional Education Courses

Courses Hours

Lexercise Professional Courses (for SLPs) #1: Structure of Written English (prerequisite for #2*) #2: Orton-Gillingham for Clinical Professionals

25-30 hrs. 25-30 hrs. 50-60 hrs.

Appendix D

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.

Appendix E-1 The definition of dyslexia

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

Appendix E-2

§  Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.

§ Many people who are dyslexic are of

average to above average intelligence.

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

Appendix E-3

Terms Phonemes- speech sounds; used to express meaning (e.g., /k/) Graphemes- the choice of graphemes that represent phonemes (e.g. <c>, <k>, <-ck> for /k/) Morphemes- units of spoken language that express meaning

Appendix F-1

Terms (continued) §  syllable (and syllable types) §  semivowel §  glide §  consonant cluster (vs. blend) §  allophone §  flap

Appendix F-2

Terms (continued) §  grapheme §  digraph (e.g., <sh>, <-ck>) §  trigraph (e.g. <eau>) §  stress §  schwa §  voiced & unvoiced (consonants) §  rhotic vowels

Appendix F-3

vowels: phonic symbols

Appendix G-1 The English vowel system

“short” or lax vowels, closed syllables

but ow,ou

ur, ir, er

her, sir, fur

car port

r-controlled vowels

“long” / tense vowels, open syllables

bivalve

tube “long” / tense vowels,

silent –e syllables

see eat

chief weird key

rain play eight vein they great

straight pie

boat show toe

moo chew blue suit

“long” / tense vowels, vowel digraph syllables

about lesson elect

definition circus

schwa vowel in an unaccented syllable

oy / oi

ou / ow

boy boil

out cow

diphthong* vowels, vowel digraph syllables

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