Language, literacy and the APPlication

CSHA District 2Saturday, April 25, 2015Robert A. Pieretti, Ph.D., CCC-SLP

California State University, SacramentoSacramento City Unified School District

Jackie Bryla, BA, SLPARoseville City School District

Goals for This Morning……….

1. Review and refine definitions of language based reading problems

2. Outline Practical strategies for clinical assessment of literacy

3. Discuss the Language, Speech, and Hearing Specialist’s role in literacy in the public schools and how to build bridges among special educators in the assessment process: LSHS/RSP/School Psychologist

Role of the SLP: Language and Literacy• Mastery of the sounds of our language, the words of

our language, and the way we put sentences together in our language, combined with our background and experiences, correspond directly to our ability to decode and comprehend text.

How many people have reading disorders???• 15 percent of the population has specific reading

disorders. Of these 15 percent as many as 1/3 may show change in the brain structure.

• ReferenceReading Statistics Reference InformationAlbert M. Galaburda, M.D., Beth Israel Hospital, Harvard Medical School.

One World Literacy Foundation. Illiteracy/Reading statistics. Retrieved April 6, 2015 at:

http://www.1worldliteracy.org/index.php/why-support-owl/iliteracy-statisctics.html

How many people have reading disorders???• Dyslexia affects one out of every five children - ten

million in America alone.

• ReferenceLiteracy Statistics Reference InformationSally Shaywitz, M.D.,2004

One World Literacy Foundation. Illiteracy/Literacy statistics. Retrieved April 6, 2015 at http://www.1worldliteracy.org/index.php/why-support-owl/iliteracy-statisctics.html

READ OR GO TO JAIL???According to the One World Literacy Foundation, The Department of justice reports:

• The link between academic failure and delinquency, violence, and crime is related to reading failure

• Over 70% of inmates in America’s prisons cannot read above a 4th grade level

One World Literacy Foundation. Illiteracy Statistics/US Literacy Statistics. Retrieved April 6, 2015 at

http://www.1worldliteracy.org/index.php/why-support-owl/iliteracy-statisctics.html

The hard facts……• The One World Literacy Foundation has found that

2/3 of students who cannot read proficiently by the end of 4th grade will end up in jail or on welfare. The 4th grade is the watershed year. We can predict that if a child is not reading proficiently in the 4th grade, he or she will have approximately a 78% chance of not catching up.

One World Literacy Foundation. Illiteracy/U.S. literacy Statistics. Retrieved April 6 2015 at: http://www.1worldliteracy.org/index.php/why-support-owl/iliteracy-statisctics.html

And yet………….• Learning disabilities (LD) are fairly common! As

many as 1 out of every 5 people in the United States has a learning disability. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, one-third of all children who receive special education have a learning disability (Twenty-Ninth Annual Report to Congress, U.S. Department of Education, 2010).

• LD varies from person to person. One person with LD may not have the same kind of learning problems as another person with LD. Some may have trouble with reading and writing. Another person with LD may have problems with understanding math. Still another person may have trouble in both of these areas, as well as with understanding what people are saying

• Center for Parent Information and Resources (funded through Office of Special Education Programs/U.S. Dept of Ed. Learning disabilities. Retrieved April 6, 2015 at: http://www.parentcenterhub.org/repository/ld/#def

How does this affect “Our” Kids?? What does it have to do with Speech-Language Pathology?

Language problems and LD• Approximately 85% of children with Learning

Disabilities have difficulty learning and using symbols—Some professionals consider this group to have a language learning disability (Owens, 2014).

• Even children with a Specific Language Impairment who are not diagnosed with LD can have literacy problems. Early language skills that affect later reading (decoding and comprehension) and writing are affected and oral errors appear in their writing (Owens, 2014).

Special Education Students Accessing the “Common Core” Curriculum

• Some of “our” kids will receive only Speech and Language Services

• Some of “our” kids will be enrolled in the general education classroom receiving support: RSP, Speech and Language, etc.

• Some are enrolled in special day classrooms

• All are faced with curriculum that is being aligned to the common core state standards

Special Education Students Accessing the “Common Core” Curriculum• Whether “our” kids are college-bound or not, the

Standards focus on college and career readiness (College and Career Anchor Standards)

• We need to help them negotiate these standards without failing

• Recommendations include presenting information in multiple ways and allowing for multiple ways of expression; accommodations that do no alter the standards or lower the expectations; assistive technology devised and services that enable access (Frank Donovan, Ed.D. Common core and the special educator: making the transition. Presentation to yolo county office of education May 9, 2013)

In the words of Pieretti & Stage:The Power of Narrative in the age of Expository TextPieretti, R. and Stage, T. CSHA Magazine Winter 2014

• “The Common Core Standards, adopted by California in 2010, are expected to be fully implemented in our schools during the 2013-14 academic year. The standards emphasize the critical relationship between oral language development, specifically listening and speaking, and the successful acquisition of reading and writing. They also stress the importance of developing students’ ability to work with informational text at all grade levels and with increasing levels of complexity as they progress through school. Because of this, there has been renewed focus on teaching expository text structures to promote successful reading comprehension.”

The SLP and the Academic Climate……• I choose “C” video

http://www.bing.com/videos/search?q=you+tube+I+choose+C&FORM=VIRE1#view=detail&mid=9BAA9774F85A18D3CA169BAA9774F85A18D3CA16

• Laura Justice Article from the Asha Leader

October 2013:

From My Perspective: A+ Language Goals.

Role of the SLP: Language and Literacy• So, in terms of language and literacy, the “heat” is

on…………..and more eyes are on us than ever before……..particularly in public school settings….

Early success in school is closely linked to success in the language arts—specifically reading and reading comprehension

• If you don’t, you’re pressured

• Don’t fit in

• Traditionally, there have been 2 words for a student who falls behind in the Language Arts: SPECIAL ED!

Who are “our” kids?

•Where do they come from?

•Where do they go?

What happens to children with early speech and language problems?

•40-100% of these children have persistent language problems

•50-75% of these children have academic problems

(Lewis et al., 2000)

What does the research say?• Longitudinal studies have consistently shown that children with language impairment often have reading disabilities

• In fact, comprehensive research indicates that 50 percent or more of children with language impairment in preschool or kindergarten go on to have a reading disability in primary or secondary grades (Catts, Fey, Tomblin, & Zhang, 2002)

EARLY LANGUAGE PROBLEMS TO WATCH FOR: Red Flags! 3 YEARS:

*receptive vocab. problems

*naming problems

*may have phonological

processing problems

(Scarborough, 1998; Stackhouse, 1997)

EARLY LANGUAGE PROBLEMS

4 YEARS:

*word junction problems (Wells, 1994)

*problems differentiating similar-sounding words

*problems distinguishing/producing words with complex sound clusters & more complex words (Stackhouse, 1997)

EARLY LANGUAGE PROBLEMS

5 YEARS:*poor naming

*poor rhyming

*poor letter-sound knowledge

*poor phonemic awareness

5 KINDERGARTEN VARIABLES THAT PREDICT 2ND GR. READING (Catts, Fey, Zhang, & Tomblin, 2001)• LETTER IDENTIFICATION

• SENTENCE IMITATION

• PHONOLOGICAL AWARENESS

• RAPID NAMING

• MOTHER’S EDUCATION

• THIS IS JUST ONE LIST

MORE READING PROBLEM PREDICTORS• Phonological PROCESSING PROBLEMS PAST 5 1/2 yrs

• Phonemic AWARENESS problems in kindergarten

• Will usually have phonics & spelling problems

• Naming problems

MORE READING PROBLEM PREDICTORS• Significant language problems at 4-5 yrs.

likely to have learning problems

• Verbal expressive problems past 6 yrs.

• “Somewhere between a small vocabulary at 2 and serious expressive language difficulties at 6 we may find an early, reliable predictor of school-age language performance” (Paul, 1997)

SO!!! Many of these children will be diagnosed with language-based reading disabilities:The oral-written language continuum

• Think about preschoolers who graduate from speech and language services and later diagnosed with a reading disability in 2-4th grades…

• Different names by virtue of time and learning context. Demonstrates the virtues of time and the learning context. Demonstrates the continuum deficits in language learning. (Bashir & Scavuzzo, 1992)

A critical question!

What are the links to early literacy?????

Early Oral Language Problems & Later Reading Problems:Missing Links to Literacy

Phonology: Phonological Processing/ Phonological Awareness

Word Finding

Memory

Syntax

Semantics

Morphology

Phonology: A Critical Link To Decoding……

• Phonological Processing:

“using phonological information to process oral & written language”

• Phonological Processing Difficulties:

“problems with phonological input (auditory processing), lexical representation, &/or phonological output-speech” (Hodson/Edwards, 1997)

**Phonology: Phonological Awareness

• Phonological Awareness: breaking speech into smaller units: words, syllables, sounds

– Phonemic Awareness: sounds

• Not to be confused with phonics: Sound-symbol connections; phonology-orthography connections.

“Fuzzy” Phonemes Impact Phonics Development and Decoding

“Did he say pin or pen?”

“Did she say dot or got?”

More “Fuzzy Phonemes…..”

Word Finding and Memory: Critical Links to RAN and Reading Comprehension

• Efficient Word Finding and Memory promotes Rapid Automatic Naming (RAN)

• Efficient Word Finding and Memory is an integral part of effective language processing, ultimately promoting reading comprehension

The Umbrella of Phonological Awareness

P word umbrella

• many ribs of umbrella

• Weakness in the system of phonology can have a domino effect

• Can impact any of the “p” ribs of the umbrella!!!

• Weak “ribs” impact the ability to decode

Syntax, Semantics, Morpology and Adequate decoding: Critical Links To Reading Comprehension……

• PA + RAN = Efficient decoding. Being able to read rapidly enough to “hold onto” the meaning.

• Well developed systems of language (syntax, semantics, morphology) leads to good language processing and, ultimately, the ability to understand what has been read.

**Summary**Key Components Of Reading Instruction

Successful

Reading Fluency

AND

Text Comprehension

are dependent upon:

Phonemic Awareness

Phonics

Vocabulary and Language Development

Language Delay, SLI, LLD, Dyslexia: A Continuum

• All three will benefit from language-literacy activities…….

• Language Delay: Talking Twins https://www.youtube.com/watch?v=ocjWFGIQr3s

• SLI (More subtle: Syntax and morphology stand out….) https://www.youtube.com/watch?v=JAsf_Wqjz4g

• LLD (More widespread language deficits in the presence of other deficits) (JZ and the Bird)

• Dyslexia (Phonology Deficits) (Mato)

Video Clips: You know these kids!!

As you swim through your daily routine…….

The idea of taking on more, like reading, can make you want to “come up for air!!!”

But I’m here to tell you…………You’re already supporting literacy!!!!!

We just have to make sure we have our language and literacy “lens” on…….• Writing Goals to the common core standards

English Language Arts Standards » Reading: Literature » Grade 2: CCSS.ELA-Literacy.RL.2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

• Actively talking about how our goals will impact literacy

-Any work on the sound system supports the ability to decode words

-Any work on language supports the ability to comprehend what is read

• Choosing targets strategically (classroom vocabulary)

• Collaborating with parents and teachers

• Profile A: Dyslexia (Decoding and its effect on comprehension. Phonologic core deficits.)

• Profile B: Generalized Reading Problem (Language Comprehension and-often-decoding problems secondary to multiple systems of language in deficit.) Also called mixed decoding/comprehension Deficit or specific comprehension deficit, depending on the areas of deficit.

Reading Problems and the LSHS: A Tale of Two Profiles……….

• The Simple View of Reading (Hoover & Gough, 1990; Catts & Kamhi, 2005; Kamhi & Catts, 2012) provides a good model for differentiating typical readers from those with deficits leading to dyslexia or a more generalized reading problem. It suggests that reading comprehension is dependent upon both intact decoding and listening comprehension abilities. The following table highlights readers by subtype according to the Simple View:

The Simple View of Reading…….

    Word Recognition

Poor Good

Language Comprehension Good Dyslexia Typical Reading or Nonspecified

Poor Mixed Decoding/Comprehension Deficit

Specific Comprehension Deficit

The Simple View of Reading….

Profile A: Dyslexia

Owens (2014) mentions two types that we frequently discuss:

1. Language Based that may affect reading comprehension and/or speech sound discrimination (SLP involved—today’s focus)

2. Visuospatial disorder that may affect letter-form discrimination with relatively unaffected language overall (not SLP focus)

Profile A: Dyslexia

• A specific Language Learning Disability (LLD). Definitely related to the “symbol” category. Specific to the phonologic core.

• Characterized by difficulties in accurate, fluent word recognition when decoding words and spelling difficulties

• Often associated with phonological awareness, phonological memory, and Rapid Automatic Naming (RAN) deficits.

• Single or Double Deficit Hypothesis (Wolf & Bowers, 1999) PA/RAN/PA + RAN

Profile A: Dyslexia

• Phonological awareness deficits lead to trouble with phonics(sound-symbol correspondence)

• This leads to decreased word attack, which leads to decreased reading fluency, which impacts reading comprehension…….

Profile A: Dyslexia

• Phonological memory deficits lead to trouble with phonics (sound-symbol correspondence)

• This leads to decreased word attack, which leads to decreased reading fluency, which impacts reading comprehension…….

Profile A: Dyslexia

• RAN deficits lead to trouble with retrieving oral labels for visual forms

• This leads to decreased word identification of orthographic patterns, which impacts reading fluency, which impacts reading comprehension…….

Dyslexia vs. Generalized Reading Problem • ASHA (2010) reminds us that language-based

learning disability (LLD) is an even better title than dyslexia because of the relationship between spoken and written language.

• Dyslexia is a specific LLD

• The child with dyslexia has trouble almost exclusively with the written (or printed) word.

• The child with a decoding problem/reading fluency problem as part of a larger language learning disability has trouble with both the spoken and written word. Many in the field would consider this a more generalized or “garden variety” reading problem…..not as specific as dyslexia.

Two Paths to reading comprehension……

Profile A: Dyslexia Vital Statistics

Comparing children with dyslexia to their Typically Developing peers, the following are often noted:

Listening Comprehension: At or above grade level (If someone else reads the passage to them, they understand it)

Reading Comprehension: Below grade level

Oral language skills: Average to above average scores

Word Attack (decoding) & Spelling to Dictation: Below grade level

Nonsense or non-real word reading: Often below real word reading (word attack skills)

Phonological Processing: PA and/or RAN: Decreased scores

Intelligence: Average to above average

Profile B: Generalized Reading Problem Vital Statistics

Comparing children with generalized reading problems to their Typically Developing peers, the following are often noted:

Listening Comprehension: At or below grade level

Reading Comprehension: Below grade level

Oral language skills: Phonology, Morphology, Syntax, and/or semantics deficits

Word Attack (decoding) and Spelling to Dictation: Deficits may be noted

Phonological Awareness and/or RAN: Deficits may be noted.

Intelligence: Average to below average

In Sum: Diffuse language deficits across the systems of language (phonology, morphology, syntax, semantics)

  Dyslexia Specific Comprehension Deficit Mixed Decoding/ Comprehension Deficit

Listening Comprehension Average to above average Below average Below average

Reading Comprehension Below grade level Below grade level Below grade level

Oral Language Skills Average to above average Deficits in one or more systems of language

Deficits in one or more systems of language

Decoding/Spelling Below grade level At or above grade level Below grade level

Reading nonsense words Below grade level At or above grade level Below grade level

Phonological Processing Below average Average to above average Below average

Cognitive Ability Average to above average Average to below average Average to below average

Comparing individuals with dyslexia to typical developing peers

THE “D” WORD!!!!!!!!!

• Use of the term in school settings………

The LSHS has a lot to say about both profiles, whatever we decide to call them!!

• PHONOLOGICAL AWARENESS PROBLEMS

• RAPID NAMING PROBLEMS

• LANGUAGE PROBLEMS

• Hello LSHS!!

• Many SLPs typically assess with:

Clinical Evaluation of Language Fundamentals (CELF-5) (Wiig, Semel, & Secord, 2013)

This test “is an individually administered clinical tool for the identification, diagnosis, and follow-up evaluation of language and communication disorders in students 5-21 years.”

ASSESSMENT WITH LITERACY IN MIND

Subtests commonly given for Receptive and Expressive Language Composites:

• Sentence Comprehension

• Linguistic Concepts

• Word Structure

• Word Classes

• Following Directions

• Formulated Sentences

• Recalling Sentences

• Understanding Spoken Paragraphs

CELF-5

Subtests commonly given as part of the Receptive and Expressive Language Composites:

• Sentence Comprehension

• Linguistic Concepts

• Word Structure

• Word Classes

• Following Directions

• Formulated Sentences

• Recalling Sentences

• Understanding Spoken Paragraphs

• Word Definitions

• Sentence Assembly

• Semantic Relationships

CELF-5

Pause……………………and think!• What have we actually tested here?

• Which elements can help us define a student referred to the IEP team for reading problems?

• This information is helpful, particularly if we anticipate a more generalized reading problem. It can also rule out oral language problems (which fits with a Dyslexic profile).

• But, it is not enough. WE NEED TO GET AT THE ROOT: IS THERE ALSO AN UNDERLYING PHONOLOGICAL PROCESSING PROBLEM???

CELF-5

• Phonology is the traditionally the MOST under-assessed system of language….it is often the “root” of the problem!

• How do we do “get to the root?”

CELF-5

• If short on time, add in the Phonological Awareness and Rapid Automatized Naming Composites from the CELF-4.

ASSESSMENT WITH PHONOLOGY IN MIND!!!!

If short on time, add in the Phonological Awareness and Rapid Automatized Naming Composites from the CELF-4.

PA Composite: 85 items in 17 sections, word, syllable and sound level, including:

• Sentence Segmentation (The rabbit is jumping around) (5)

• Syllable Blending (sail boat)

• Initial Phoneme Id (sit)

• Phoneme Segmentation (s-t-r-a-p)

• Final Phoneme Substitution lo(g), (t), lo(t)

Administration time: Less than 10 minutes

ASSESSMENT WITH PHONOLOGY IN MIND!!!!

• RAN Composite: Criterion Referenced.

• Rapid Alternating Sequences of color and shape, six rows by six columns: Green Circle, Blue Triangle, Yellow Square, Red Circle……..

ASSESSMENT WITH PHONOLOGY IN MIND!!!!

• Best Alternative: Give the Comprehensive Test of Phonological Processing-2 (CTOPP-2) (Wagner, Torgesen, Rashotte, & Pearson 2013)…Ages 4-24…..…or strike a deal with the psychologist on the team! Take turns and share in interpretation!

ASSESSMENT WITH PHONOLOGY IN MIND!!!!

Four Composite Scores:

• Phonological Awareness• Phonological Memory• Rapid Symbolic Naming• Alternate Phonological Awareness

Or

• Rapid Non-Symbolic Naming

CTOPP-2

Some subtests and sample items:

1. Elision: “Say toothbrush without

saying tooth.”

2. Blending Words: “What words do

these sounds make?” ham-er n-o

3. Phoneme Isolation: “What is the first sound in

the word fan?

4. Memory for Digits: 2-9 #s

CTOPP-2

5. Nonword Repetition: sart; lis-e-

shrul

6. Rapid Digit Naming

7. Rapid Letter Naming

Sample supplemental Subtests:

1. Blending Nonwords: lan-der: z-I-g-o-p-l

2. Segmenting Nonwords: ip: /I/ /p/

CTOPP-2

I like to see results from selected subtests from the Woodcock-Johnson (WJIV) (Schrank, McGrew, & Mather, 2014).

Ages 2-90+, Time varies—5-10 minutes per subtest.

Woodcock-Johnson (WJIV) Tests of Achievement:

• Letter-Word Identification

• Passage Comprehension

• Word Attack

Woodcock-Johnson (WJIV) Tests of Oral Language:

• Oral Comprehension

Clinic Based: SLP can give them

School Based: Consult with RSP

****In some school districts, these measures would be obtained with the Wechsler Individual Achievement Test (WIAT)

ASSESSMENT WITH READING PROBLEM PROFILES IN MIND!!!!

• The WJIV Tests of Achievement is a norm-referenced measure of academic achievement in the areas of reading fluency, reading comprehension, written language, and mathematics.

• The WJIV Tests of Oral Language is a norm-referenced measure of oral language in the areas of listening comprehension, oral expression, phonetic coding, speed of lexical access, vocabulary, and auditory memory.

• While many of the subtests are relevant, the subtests selected for this presentation were chosen because they measure skills that relate to a student’s ability to understand spoken and printed language and to decode words.

WJIV

Subtests in detail:

1. Letter-Word Identification: Measures the ability to identify letters and words, a reading and writing ability. (Decoding) (Often below average for both profiles)

2. Word Attack: Measures the ability to apply phonic and structural analysis skills in order to read unfamiliar printed words, a reading/writing ability. (Decoding) (Often below average for both profiles)

3. Passage Comprehension: Reading comprehension (Often below average for both profiles)

4. Oral Comprehension: Listening Comprehension (Often below average for generalized BUT average to above average for Dyslexic)

WJIV

• Wechsler Individual Achievement Test (WIAT-III) (Wechsler, 2009):

“An individually administered clinical instrument designed to measure the achievement of students who are in Grades Pre-K through 12 or ages 4 years 0 months through 19 years 11 months. It is used to evaluate listening, speaking, reading, writing, and mathematics skills.”

Some school districts use the WIAT-III

The student is asked to identify written letters and words:

• Point to the “A”

• What is the name of these letters: R, F, P, J

• Point to the word “car”

• What is this word: “the”

• Lists of words in sets to read:

from simple to more complex: at, cup, have, become, imagine, ferocious, aggrandizement

WJIV: Letter Word Identification

• Word Reading (Grades 1-12+)

“I want you to read these words out loud. Start here and read across this way. If you finish the page, turn to the next page:”

in to my

they cow when

posed budge ruin

vicissitude vitiatequincuncial

Similar WIAT-III Subtest

The student is required to decode phonically regular nonsense words:

• I want you to read some words that are not real words and tell me how they would sound:

wab ib zoop wugs

mip bine artible saist

intestationing sylibemeter armophodelictedness

WJIV: Word Attack

• Pseudoword Decoding: (Grades 1-12+)

“I want you to read some words that are not real words, but read them as if they were. Start hear and read across this way. If you finish this page, turn to the next page:”

ik ab fip

rix seb zad

clurt plid caft

purellian psibertarian apturarial

Similar WIAT-III Subtest

• The student is required to apply a variety of vocabulary and comprehension skills in order to supply a missing word in a passage through the use of syntactic and semantic cues:

• “Point to the picture (3 shown) these words tell about.” yellow bird

• Read this to yourself and tell me one word that goes in the blank space: She loves to play the ______ (drum based on picture prompt)

• I went to the dentist. He pulled out my ____. (tooth—no picture prompt)

WJIV: Passage Comprehension

• Reading Comprehension: (Grade 1 and up)

“I have some stories and passages for you to read. You can choose to read out loud or silently. After each one, I will ask you questions about what you read.”

What color was the frog?

Which animal can student bring to school on pet day?

When does the tree get leaves?

Similar WIAT-III Subtest

The student is asked to complete an oral cloze procedure (Simple analogies to complex passages) requiring listening, reasoning, and vocabulary abilities.

• “Finish what I say. Use only one word:”

Candy tastes _____ (good, sweet)

A bird flies, a fish _____ (swims)

Cereal is for breakfast; a sandwich is for (lunch, dinner, a snack, supper)

Observation of behavior when errors are made can lead to hypotheses regarding learning characteristics. Some people become so frustrated that their emotions cause them to quit. The rigid persist with a strategy that has _____. (failed)

WJIV: Oral Comprehension

• Listening Comprehension: (Grades PK-12+)

Three sections

1. Receptive Vocabulary

“Empty. Point to the picture that shows empty.”

2. Oral Discourse Comprehension

“Listen….I will ask you questions about what you have heard.”

The Bird sings in the tree. Where does the bird sing?

This section begins with simple sentence prompts, as above, and moves up to paragraph prompts.

Similar WIAT-III Subtest

Some RSPs may not give Oral Comprehension/Listening Comprehension subtests. What are other good measure of oral comprehension????• CELF-5 Understanding Spoken Paragraphs

• Adding a few elements to your battery and/or helping interpret the findings of other team members with your unique “language lens” is invaluable when defining the existence of and type of reading problem

• This benefits students, families, teachers, and special educators

• Appropriate assessment

is just as important as

direct intervention!!!!!

Language: The Keys to the Kingdom of Reading……

Language!!!!!

• PHONOLOGICAL AWARENESS: DECODING

• RAPID AUTOMATIZED NAMING: DECODING AND READING COMPREHENSION

• LANGUAGE PROBLEMS: ORAL AND READING COMPREHENSION

IN SUM: WHAT’S THE CONNECTION?

• Dyslexia: Assessment (Entire team. SLP findings are KEY!!!)

• Dyslexia: Intervention (Often RSP, sometimes SLP involvement)

• Generalized reading problem: Assessment (Entire team. SLP is KEY!!)

• Generalized reading problem: Intervention (Often both RSP and SLP…..and sometimes SDC Teacher)

So who does what in the schools???

Intervention: It still all comes down to collaboration………

  PhonologicalAwareness

Phonics Vocab Reading Fluency

Text Comprehension

Teacher X X X X X

Resource Specialist (RSP)

  X X X X

SLP X   X X X

Shaywitz (2004): Essential, scientifically-proven elements of reading programs for children at-risk for reading difficulties

• Systematic and direct instruction in Phonemic Awareness

• Systematic and direct instruction in phonics

• Practice applying phonics in reading and writing

• Reading fluency training

• Enriched language experiences (such as oral narratives or expository scaffolding)

Ritter and Saxon (2011)

• Ritter and Saxon (2011) demonstrated that the use of Sourcebook of Phonological Awareness Activities Volume II: Children’s Core Literature (Goldsworthy, 2001; ) was shown to be a key element in increasing phonological sensitivity with a moderate effect size for the treatment group over the control group. The study was published in Communication Disorders Quarterly in November 2011……

GOLDSWORTHY and GOLDSWORTHY/PIERETTI SOURCEBOOKS for PHONOLOGICAL AWARENESS I (2012), II (2012), III (2012), AND IV (2013)

• Delmar/Cengage Pub. Group

• Activities at word, syllable, sound levels

• 36 activities/story

• 10 stimulus items/activity

• 6 Phonological Awareness into print activities/story

• 5 stimulus items/activity

A Hierarchical Phonological Awareness Training Program

• Program Levels:

1. Word Awareness

2. Syllable Awareness

3. Sound Awareness

Sample Word Level Activities:• “How many words do you hear?” three plums (2)

• “Tell me which word is missing?” salami, nice salami (nice)

• “Supply missing word.” He nibbled a _____ (hole)

• “Rearrange these words.” through ate he (he ate through)

Sample Syllable Level ActivitIes:• Delete syllables: “Say strawberries without straw” (berries)

• Adding syllables: “Add pop to the end of lolli” (lollipop)

• Substituting syllables: “Say strawberries. Instead of straw say blue” (blueberries)

Sample Sound/Phoneme Level Activities:

• Guess which word doesn’t rhyme with the other 3: leaf, thief, warm, chief

• Blending sounds: sl + ice; gr + een

• Substituting initial sound: “Say pickle. Instead of /p/ say /t/” (tickle)

• Say the word backwards: ice (sigh)

• Switch 1st phonemes: big fat = fig bat

Sample Phonological Awareness Into Print Activities:

1. Substituting initial sound/letter in words.

NOTE: Use lined paper or copy the sheet of lined paper at end of this chapter.

Stimulus items:1.1. do/to

• Task a. Say “‘do.’ Instead of /d/ say /t/. What’s your new word?”(to). “Write/copy ‘do’ and ‘to.’”

• Task b. Say “Circle the letters that make the words different.” ([d], [t])

• Task c. Ask “What sounds do these letters make?” (/d/, /t/)

Sample Phonological Awareness Into Print Activities:5. Switching first sound and letter in words ADVANCED)

NOTE: Use lined paper or copy the sheet of lined paper at end of this chapter.

• Stimulus items:

billy goat

• Task a. Say “‘billy,’ say ‘goat.’ What sound do you hear in the beginning of ‘billy?’” (/b/). “What sound do you hear in the beginning of ‘goat?’” (/g/) “Switch the first sounds in those words.” (gilly boat) “Now we’ll change the letters. Write/copy ‘billy goat’ and ‘gilly boat.’”

• Task b. Say “Circle the beginning letters that change the words. ([b] [g])

• Task c. Ask “What sounds do those letters make?” (/b/ /g/)

• Dyslexia: Assessment (Entire team. SLP findings are KEY!!!)

• Dyslexia: Intervention (Often RSP, sometimes SLP involvement)

• Generalized reading problem: Assessment (Entire team. SLP is KEY!!)

• Generalized reading problem: Intervention (Often both RSP and SLP…..and sometimes SDC Teacher)

So who does what in the schools???

Early Oral Language Problems & Later Reading Problems:Missing Links to Literacy

• It is harder for disabled readers than for normal readers to acquire phonological awareness skills, but even they can improve their phonemic awareness with training [National Reading Panel (NRP), 2000]

• Children with phonological disorders have better outcomes than children with phonological disorders AND an additional language problem (Lewis et al., 2000)

All of this information allows a team to design intervention with the language/literacy philosophy at Sacramento State in mind:

• Don’t keep putting out all small fires!

• Strengthen key concepts/core literacy foundation

• Early intervention is vital…

IEP Activity……………..

• Let’s form IEP teams at your tables…..

• Your Goal: Given some data, design a team plan for student success

In Sum…..

• We hold the keys to language and literacy……the keys are the systems of language!!!!

Role of the SLP: Language and Literacy

• SLP training leads to heightened awareness of social and cultural issues and linguistic differences

• SLPs are the professionals among the inter-disciplinary special education teams whose expertise is in the area of language development and literacy

• SLPs are well-placed for intervention and/or consultation, collaboration, and follow-up with students diagnosed with language-based reading disorders

Role of the SLP: Language and Literacy• But we are also well-placed for prevention via

education and information-sharing…..

-Early intervention programs

-Community outreach

-Clinics & Hospitals

-Local Public Agencies

We can make a difference!!!

Talking to and reading with children promotes kindergarten readiness!!!

94,000 books have been donated to the local and international communities courtesy of Dr. Celeste Roseberry-McKibbin’s Book Drive: Love,Talk, Read: lovetalkread.com

Handouts and parent training courtesy of Dr. Robert Pieretti and the

The Sac State Literacy Connection• Student Coordinators: Gianna

James Libby Ferris

The Sacramento State Story Time Connection provides weekly literacy enhancement for low-income children and their families who participate in Sacramento Food Bank & Family Services (SFBFS) programs…………………..

The group also teaches a series of four parent literacy enhancement training courses in Enlish and Spanish each semester at SFBFS: Reading to Engage Children, Reading for sounds, Reading for Words, and Reading to Understand

The Sac State Literacy ConnectionA website dedicated to parent-friendly literacy enhancement:

Sacramento State Literacy Connection:www.csus.edu/hhs/spa

Link: Clinical Research: Sacramento State Literacy Connection

A Website Dedicated to Literacy Enhancement• Reading to Children questions in 11 languages

• Techniques to elicit language growth at home in several languages

• Community links and resources regarding language and literacy

• Red flags indicating language/literacy assessment

Onward…………• Jackie Bryla and the APPlication!!!!!!!!!!!!!!!!!!

References

American Speech-Language-Hearing Association. Language Based Learning Disabilities. Retrieved 1/28/2010 from www.asha.org/public/speech/disorders/LBLD.htm.

Bashir, A., & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic success. Journal of learning disabilities, 25, 53-65.

Catts, H.. W., Fey, M.E., Tomblin, J.B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of speech, Languge, and Hearing Research, 45, 1142-1157.

Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language, Speech, and Hearing Services in Schools, 32, 38-50.

Catts, H. & Kamhi, A. (2005). The connections between language and reading disabilities. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Goldsworthy, C. (2003). Developmental reading disabilities: A language-based treatment approach (2nd ed.). Clifton Park, New York: Thomson Delmar Learning.

Goldsworthy, C. (2001; 2012). Sourcebook of Phonological Awareness Activities Volume II: Children’s Core Literature. Clifton Park: Delmar/Cengage Learning.

Hoover, W.A. & Gough, P.B. (1990). The simple view of reading. Reading and writing: An interdisciplinary journal, 2, 127-160.

Hodson, B.W., & Edwards, M.L. (1997). Perspectives in applied phonology. Gaithersburg, MD: Aspen Publishers, Inc.

Justice, L. (2013). From My Perspective: A+ Speech-Language Goals. The ASHA Leader,18, 10-11.

Kamhi, A. G. & Catts, H.W. (2012). Language and Reading Disabilities. Third Edition. Boston: Pearson.

References (cont’d.)

Kamhi, A., Catts, H., & Mauer, D. (1990). Explaining speech production deficits in poor readers. Journal of Learning Disabilities, 23, 632-636.

Lewis, B., Freebairn, L., & Taylor, H. (2000). Follow–up of children with early expressive phonology disorders. Journal of Learning Disabilities, 33, 433-444.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved March 10, 2009, from: http://nichd.nih.gov/publications/nrp/report.cfm.

Owens, R. E. (2014). Language Disorders: A Functional Approach to Assessment and Intervention. 5th edition. Boston: Pearson.

Pieretti, R.A., & Stage, T. (Winter 2014). The power of narrative in the age of expository text. CSHA Magazine, 43(3), 16-19.

Ritter, M.J., & Saxon, T.F. (2011). Classroom-based phonological sensitivity intervention (PSI) using a narrative platform: An experiemental study of first graders at risk for reading disability. Communication Disorders Quarterly 33(1), 3-12.

Scarborough, H. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48, 115-136.

Schrank, F.A., Mather, N. & McGrew, K. S. (2014a). Woodcock-Johnson IV Tests of Achievement. Rolling Meadows: The Riverside Publishing Company.

Schrank, F.A., Mather, N. & McGrew, K. S. (2014b). Woodcock-Johnson IV Tests of Oral Language. Rolling Meadows: The Riverside Publishing Company.

Schrank, F.A., McGrew, K.S., & Mather, N. (2014). Woodcock-Johnson IV. Rolling Meadows: The Riverside Publishing Company.

Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred K. Knopf.

Stackhouse, J. (1997). Phonological awareness: Connecting speech and literacy problems. In B. Hodson & M.L. Edwards (Eds.), Perspectives in Applied Phonology (pp. 157-196). Gaithersburg, MD: Aspen Publishers.

Wagner, R.K., Torgesen, J.K.,Rashotte, C.A., & Pearson, N.A. (2013). The Comprehensive Test of Phonological Processing. Austin: ProEd.

Wechsler, D. (2002). Wechsler Individual Achievement Test (Second Edition). San Antonio: The Psychological Corporation.

Wiig, E.H., Semel, E., & Secord W.A. (2013). Clincial Evaluation of Language Fundamentals-5. Bloomington, MN: Pearson

Wolf, M., and Bowers, P. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 1-24.