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Ellen Kester, Ph.D.

Kara Anderson, M.A.Scott Prath, M.A.

Region 13 ESC February 9, 2010 – Austin, TX

Learner ObjectivesLearner Objectives

�Participants will:• Discuss typical reading development in monolingual

and bilingual speakers

• Identify relationships between oral language and reading

• Identify language foundations for reading

• Identify speech and language difficulties that contribute to reading difficulties

• Identify speech-language intervention techniques for children with reading difficulties

Why should we consider Why should we consider

reading development when reading development when

planning speech and planning speech and

language therapy?language therapy?ASHA Guidelines

Research on Reading DevelopmentSpeech vs. Language Disorder and Reading

English and Spanish Acquisition

ASHA GuidelinesASHA Guidelines

�SLPs play a critical and direct role in literacy

development, due to established connections between spoken and written language.

• Spoken language is the foundation for reading/writing

• Spoken language and reading/writing build on each other

• Children with speech-language impairment often have difficulty reading

• Instruction in spoken language can affect growth in

reading/writing

SLP roles & responsibilities SLP roles & responsibilities

in reading and writingin reading and writing

• Preventing written language problems by fostering language acquisition and emergent literacy

• Identifying children at risk for reading and writing problems

• Assessing reading and writing

• Providing intervention and documenting outcomes for reading and writing

• Providing assistance to general education teachers, parents,…

• Advancing the knowledge base

• Advocating for effective literacy programs

The Ultimate Goal in Reading: The Ultimate Goal in Reading:

ComprehensionComprehension

�Two aspects of reading development• Word recognition/decoding words/reading fluency

� Children are learning to decode in the first two years of

school

� Phonological awareness, phoneme discrimination tasks,

rhyming, onset-rime, syllable awareness

• Reading comprehension

� Children are reading to learn in later elementary years

(second grade and up).

� Syntax, semantics, and discourse skills required

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Components of ReadingComponents of Reading

Reading Comprehension ModelReading Comprehension Model

Reading Fluency ModelReading Fluency Model

Two route decoding modelTwo route decoding model

Reading Comprehension

Reading Fluency

Phonological Awareness

Syllable ID (Spn)

Rhyming

Onset-Rime

Phonemic Awareness

Syllable Blending/Segmentation

Orthographic Coding

Rapid Automatic Naming

Letter-Sound Correspondence

Rapid Serial Naming

Listening ComprehensionListening Comprehension

MorphologyMorphology Oral VocabularyOral Vocabulary

Word MeaningsWord Meanings

Word RelationshipsWord Relationships

SyntaxSyntax DiscourseDiscourse

Narrative StructureNarrative Structure

Conversational PatternsConversational Patterns

ExpositoryExpository

Procedural Procedural

Phonological MemoryPhonological Memory

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English and Spanish English and Spanish

systemssystems

�English is opaque (orthographically

inconsistent)• Onset-rime

�Spanish is transparent (orthographically consistent)• Syllable

Research on the Research on the

relationship between oral relationship between oral

language and reading language and reading

“Reading development is a multi-faceted,

multidimensional, cognitive process involving the dynamic interaction of a

range of related variables” (Stanovich &

Beck, 2000)

Statistics on Reading DeficitsStatistics on Reading Deficits

�52% of children with language impairment

also have reading difficulties (Tomblin, Zhang,

Backwalter & Catts, 2000).

�Poor reading skills have an ongoing, negative

influence on vocabulary and language development (Catts & Kamhi, 2005).

�Reading comprehension skills in 3rd grade

were the best predictors of high school dropouts (California Dept. of Education).

SES as a factorSES as a factor

�Children from higher SES homes (due to

social, language, and literacy enhancement abilities) are advanced in later reading

achievement (Raz & Bryant, 1990; Wasik & Bond, 2001; White,

1982)

�Children from higher SES homes are more

successful in making the transition from

“learning to read” to “reading to learn” (Campbell,

Kelly, Mullis, Martin & Sainsbury, 2001)

Research on reading Research on reading

development in children development in children

� Frost, et.al, reported the following processes

necessary for reading

�Memory

�Comprehension

�Language

�Motivation

�Attention

�Imagination

Which processes are also

necessary for communication?

Research looking at reading Research looking at reading

fluencyfluency

�There is a strong relationship between early

language and phonological awareness/sensitivity and later reading and

spelling development (Joshi & Hulme, 1998; Lipka & Siegel,

2007; Snowling ,Adams, Bishop & Stothard, 2001)

�RAN is significant predictor of reading fluency

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Research looking at Reading Research looking at Reading

FluencyFluency

�Phonological Awareness� Is a strong predictor of reading fluency, especially in

orthographically inconsistent systems

� Is more taxed in orthographically inconsistent systems (e.g.

English) than in orthographically consistent systems

(Spanish, Greek).

� Phonological awareness and letter naming in kindergarten

predicted at-risk or typical reading development in Grade 3

for ESL and monolingual students1

Research looking at Research looking at

Reading ComprehensionReading Comprehension

� Early language development is a developmental

precursor and good predictor of children’s early reading development (Teal & Sulzby, 1986)

� Improving vocabulary and word knowledge is an

important part of developing reading comprehension (Vaughn et al, 2006)

� Processing resources, such as working memory, may

more strongly influence word learning and reading ability than the availability or knowledge of language structures (Gilliver & Byrne, 2009)

Research Looking at Reading Research Looking at Reading

ComprehensionComprehension

�Semantic skills at age 3 and phonological

awareness at age 6 both predicted reading skills at age 16 (Frost, et. al., 2005)

�Letter identification, working memory, rhyme

detection and phoneme deletion (phonological awareness) in kindergarten

predicted fourth-grade word reading. (Lesaux,

Rupp, & Siegel, 2007)

Efficacy of InterventionEfficacy of Intervention

�Children with language delays are likely to

need more frequent instruction that is shorter in duration (Cook, 2000; Verhoeven & Van Balkom, 2004)

�Language of instruction should be kept at a

suitable level of complexity and clarification to better accommodate children’s speed of oral

language processing (Bishop & Leonard, 2000; Nation, 2005)

Efficacy of InterventionEfficacy of Intervention

� Engaging children in reciprocal verbal interactions that support the child in producing more linguistically complex dialogues directly facilitates the development of children’s language proficiency and indirectly the development of their reading skills

� Both visual and verbal models of intervention resulted in gains in reading comprehension for adequate decoders/poor comprehenders2

9 common traits of 9 common traits of

effective interventioneffective intervention

�They are comprehensive

�Varied teaching methods�Provide sufficient dosage

�Theory driven

�Opportunities for positive relationships to develop

�Appropriately timed

� Include outcome evaluation� Implemented by well-trained staff

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A word on dyslexiaA word on dyslexia

�A disorder in reading and writing despite

ostensibly normal oral language abilities.

Language Impairment Dyslexia

Specific Language Impairment Typical Development

Language Difficulties

Yes

Yes

No

No

Reading Difficulties

Speech vs. LanguageSpeech vs. Language

Speech Impairment

� Articulation Disorder� Phonological Delay

� Phonological Disorder

Language Impairment

� Expressive Language Impairment

� Receptive Language Impairment

� Impaired Discourse

skills

Reading Comprehension

Reading Fluency

Phonological Awareness

Syllable ID (Spn)

Rhyming

Onset-Rime

Phonemic Awareness

SyllableBlending/Segmentation

Orthographic Coding

Rapid Automatic Naming

Letter-SoundCorrespondence

Rapid Serial Naming

Listening ComprehensionListening Comprehension

MorphologyMorphology Oral VocabularyOral Vocabulary

Word MeaningsWord Meanings

Word RelationshipsWord Relationships

SyntaxSyntax DiscourseDiscourse

Narrative StructureNarrative Structure

Conversational PatternsConversational Patterns

ExpositoryExpository

Procedural Procedural

Phonological MemoryPhonological Memory

SpeechSpeech--Language Language

Intervention options that Intervention options that

support children with support children with

reading difficultiesreading difficultiesOngoing Collaboration between Educators

and SLPs

Reading Programs in Spanish Reading Programs in Spanish

and Englishand English

Spanish English

Pasaporte Voyager

Esperanza Dibels

Estrellitas ISonidos iniciales) 6 minute reading solution

Syllable cards for reading in Spanish TAKS accelerated program

Overview of Reading ProgramsOverview of Reading Programs

Esperanza Estrellitas Voyager/Pasa

porte

Visualizing &

Verbalizing

Attention Low High Moderate High

Motivation Low High Moderate High

Memory High High Moderate Moderate

Imagination Low Low Low High

Language High Low High High

Spanish Yes Yes Yes No

English No No Yes Yes

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Activity 1: Reading FluencyActivity 1: Reading Fluency

Esperanza Estrellitas Voyager/Pasa

porte

Visualizing &

Verbalizing

Phonological

manipulation

High Moderate Moderate Low

Phonemic

awareness

High High Moderate Low

Letter sounds

correspondence

High Moderate Low Low

Segmenting and

blending

Moderate High Moderate Low

Onset-rime Low Low

Rapid Automatic

Naming

High Low Low Low

Activity 2: Reading Activity 2: Reading

ComprehensionComprehension

Esperanza Estrellitas Voyager/Pasa

porte

Visualizing &

Verbalizing

Sentence

structure

High Moderate Moderate High

Morphology High High Moderate High

Vocabulary and

word associations

High Moderate High High

Discourse skills Moderate High High High

Activity 3: Case StudyActivity 3: Case Study

�Review the writing sample from student who

is:

• 3rd grader

• Bilingual

• LD/SI

Activity 4: Case studyActivity 4: Case study

�Review the CELF-4

results

• 3rd grader

• Bilingual

• LD/SI

• Reading level ranges

from 6-12

Activity 4: Case studyActivity 4: Case study

Activity 5: Case StudyActivity 5: Case Study

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ConclusionsConclusions

� Overall goal: academic success

� Our current intervention often addresses reading and writing foundations and it is important for us to be able to explain how.

� Knowing that our students may additionally have reading difficulties, we can more efficiently address their difficulties, we benefit by providing them with

academic success, giving them more opportunities to practice what we teach them and gain knowledge for themselves.

Thank

you!