Dyslexia: Multisensory Techniques for Reading, Writing, and Comprehension for SLPs

SHAA Summer SeminarJune 3, 2019

Kristi Moncrief, M.Ed., CALT Special Education Teacher, Brookwood Forest Elementary School

Kim Polson, M.Ed.,CALT Special Education Teacher, Vestavia Hills Elementary Cahaba Heights

Claire Tynes, M.S.,CCC-SLP, CALT Academic Interventionist, Brookwood Forest Elementary School

Go to: kahoot.itSupporting Literacy

https://play.kahoot.it/#/?quizId=2c2fce1c-5457-4af6-94c4-cb0920a8a7f0

ObjectivesLearners will be able to:

● Define dyslexia● Demonstrate multisensory techniques to support decoding● Demonstrate multisensory techniques to support reading

comprehension● Demonstrate multisensory techniques to support spelling● Demonstrate multisensory techniques to support written language

What is Dyslexia?

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. 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

AAC codeThe Alabama Administrative Code defines dyslexia as a “challenge” rather than “disability.”

Dyslexia is a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

-Alabama Administrative Code, Oct. 8, 2015

Sally Shaywitz describes dyslexia as: “Developmental Dyslexia is described as an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading and who also have had reasonable reading instruction.”

- The ASHA Leader, September 2007, Vol. 12, 20-21.

Characteristics of dyslexia● Preschool children ● School age children● Use of non-specific language● Difficulty with right-left, up-down, front-back● Difficulty with clapping syllables

Secondary Consequences● Reading comprehension● Reading experience● vocabulary

Myths about Dyslexia● Letter or number reversals are the best indicator of

dyslexia- ● Eye exercises or colored lenses will cure it- ● Students with dyslexia will outgrow it-

- The Shelton Way. MSLE-SARA

FALSE!FALSE!

FALSE!

Kahoot.itDo you notice any of these characteristics with students you work with? If so, what characteristics do you see?

https://play.kahoot.it/#/?quizId=98bf18e7-3b9c-426d-adc2-e5f3a74109b9

ASHA: Roles and Responsibilities of SLPs with Respect to Reading and Writing in Children and Adolescents

As with difficulty in learning to listen and speak, difficulty in learning to read and write can involve any of the components of language- phonology, morphology, syntax, semantics, and pragmatics. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. These fundamental connections necessitate that intervention for language disorders target written as well as spoken language needs.

-ASHA Position Statement, 2001

The Many Strands That Are Woven Into Skilled Readers

Turn and TalkHow do you support literacy with your students?

Why Multisensory?“Multisensory teaching links listening, speaking, reading, and writing. The simultaneous deployment of visual, auditory, kinesthetic, and tactile sensory modalities used in multisensory instruction has traditionally been a staple of remedial and preventive intervention for students with learning disabilities and/or dyslexia.”

Judith Birsh, Multisensory Teaching of Basic Language Skills

Multisensory Introduction of Letter or Concept

● Auditory discovery ● Visual discovery

latch pitch hutch

Sequence and StructureFor example:

Monday- alphabet, instant words (sight words), new learning

Tuesday- alphabet, handwriting, review/application of previous learning

Wednesday- alphabet, spelling practice, new learning

Thursday- alphabet, fluency practice, review/application of previous learning

AlphabetActivities:

3-D letters

Alphabetize Words on Cards

Alpha-tent

Missing Letter Deck (I, M, F)

Concept Cards

Alphabet Why is it important to incorporate alphabet skills into your instruction?

Students will learn…..

● Spatial orientation and sequence● The letter names are the only stable property of letters● Rapid naming of letters● Leads students to “instant, automatic, and reliable” use of the alphabet as a tool● Gives students access to dictionary

- The Shelton Way. MSLE-SARA

Alphabet Concepts: The initial letter of the alphabet is ... Initial means

The final letter of the alphabet is ... Final means

The medial letters are B-Y. These are letters between the Initial and Final. medial.

Middle letters of the alphabet are

How many letters in the alphabet?

Two types of letters:

M and N

26

V and C

first.

last.

Alphabet ArcMatching

Sequence

Before/After Games

Alphabet Strip

Touch and name

Missing Letter DeckAB___ FG___ KL___

BC___ GH___ LM___

CD___ HI___ MN___

DE___ IJ___ NO___

EF___ JK___ OP___

Turn and Talk and ShareCould you incorporate some of these activities in your therapy?

Phonemic Awareness Activities:

Nursery Rhymes

Elkonin Boxes

Auditory Activities

Colored Squares

Phonemic AwarenessPA is an important component in the early stages of learning to read.

PA skills include the following:

1. Rhyming2. Matching by rhyme and alliteration3. Syllable splitting4. Full Phoneme segmentation5. Manipulation of phonemes

PA Activities● Rhyming

○ Recognition of rhyme○ Generation of rhyme

● Matching with rhyme and alliteration○ Odd man out task

Example rhyming activityRhymingRhyme Away

Example matching with rhyme and alliteration

Matching with Rhyme and Alliteration

Alliteration

PA Activities● Syllable Blending and Splitting

○ Start with compound words○ Syllables○ Longer multisyllable words

Example syllable blending

Syllable Blending

Example syllable splitting

Syllable Splitting

PA Activities● Full Phoneme Segmentation

○ Begin with manipulatives (tiles, pennies, etc.)○ Simple to more complex words

PA ActivitiesElkonin Boxes

PA Activities● Manipulation of sounds in words.

○ Begin with the deletion of initial sounds○ Deletion of final sounds○ Exchanging sounds○ CVC words○ Individual sounds

Manipulation of Sounds in Words(all auditory)

Say “play’ Now say “play” again but don’t say /p/

Say “like” Now say “like” again but don’t say /k/

Say “cat” Now say “cat” again but instead of /k/ say /b/

Say “cat” Now say “cat” again but instead of /t/ say /p/

Manipulation with Colored Squares

Show me:

camp

cap

pack

sack

stack

Sounds Abound● Rhyming

○ identify rhymes○ supply rhyming words with and without

cues○ play games and sing songs to practice

saying words that rhyme● Beginning and Ending Sounds

○ identify sounds at the beginning and end of words

○ produce words that begin with the same sound as target words

○ play games and sing songs to practice saying words with the same sounds

● Segmenting and Blending○ segment the syllables in words○ blend syllables into words○ segment the phonemes in words○ blend phonemes into words

● Putting Sounds Together with Letters○ learn that letters represent phonemes○ use letters of the alphabet to make

words

Phonemic Awareness❏ Level 1

❏ Rhythm and Rhyme

❏ Level 2❏ Parts of a Word

❏ Level 3❏ Sequence of Sounds

❏ Level 4❏ Separation of Sounds

❏ Level 5❏ Manipulation of Sounds

Turn and Talk and Share

How can you write an IEP goal to target PA? How do these activities support PA goals?

Syllable Types

A syllable is a word or part of a word with one vowel sound.

1. Closed stop2. Open she3. Vowel Team sweep4. Vowel-e kite5. Final, Stable Syllable bumble, station6. R-controlled Syllable fern

Name the Syllable Types! Kahoot.ithttps://play.kahoot.it/#/?quizId=8290d339-9fd8-4d3b-9b2b-dc42679b343b

book fable thing he I make talk

her target tray saucer rope rumble

paper

Socratic Teaching MethodBased on the work of Socrates, this method employs the tactic of asking open ended questions and then leading the student to the answer from previously presented concepts.

”There are two types of letters, vowels and ________.”

● Builds confidence● Emphasizes accuracy● Strengthens weak areas ● Increases positive engagement

Vocabulary: Must be on-going, engaging, and relevant to the students’ need

Fiction: preselect the words

Word/What I think/What I Know

Predict and Find Out

Nonfiction: preselect the words

Word/ Student-Friendly Definition/Example

Discuss the word’s definition BEFORE you read

Concept Maps

Fiction: Word/What I think/What I Know chart

Word What I think it means

What I know

Hoist No clue

timid Something you clean with

bicuspid A cupcake

Nonfiction: look up and discuss words before reading selected text

WORD DEFINITION EXAMPLE

domesticated tame Cats were domesticated 10,00 years ago.

comfort

Concept Maps

Turn and talk and ShareHow do vocabulary activities support your language goals?

Morphology Base words

Affixes

Roots

Derivatives

Base WordA base word is the simplest form of an English word. For example, “cat” or “consonant.” In speaking and writing, we add affixes to base words. Studying morphology supports growth in vocabulary as well as spelling skills.

Why is this important? Take my student Sally…

Box bocks

New Derivative Discovery - Let’s try it! ● BW● An affix is …..● BW +

Repeat these words

What do you hear that is the same? Where do you hear it?

What do you see the same? Let’s check to see if it an affix.

Let’s determine the meaning.

Joyful painful mouthful

Affixes: prefixes and suffixesChanges a word’s meaning or the way it is used

Common prefixes: PREFIX MEANING EXAMPLE

un- not unfriendly

re- again return

im-, in-, il- not Injustice, impossible, illegal

dis- Not, opposite of disagree

Common SuffixesSUFFIX MEANING EXAMPLE

-s, -es plural Books, boxes

-ed Past tense Landed, jumped, sailed

-ing Present participle Landing, jumping

-ly Characteristic of quietly

-er, -or Agent, a person who Worker, actor

Latin Roots85% of multisyllabic words in English come from Latin. Latin roots rarely stand alone. Words of Latin origin become affixed by adding a prefix and/or suffix to the root. Common Latin roots:

ROOT MEANING EXAMPLE

port carry Portable, transportation

struct build Construction, instruct

dict Say, talk Dictate, dictionary

tract pull Tractor, attraction

Greek Roots (or combining forms)With words of Greek origin, the two (or more) roots are of equal stress and importance.

ROOT MEANING EXAMPLE

Phon sound Phonics, telephone, phonology

graph writing Autograph, photograph

photo light Photograph, telephoto

auto self Autobiography, automatic

Fun with MorphologyBuild as many whole words as you can!

Re geo auto tract bio port graph

tele ex phono able logy trans photo

DerivativesA derivative is a base word plus an affix. It can be as simple as suffix-s or prefix-un. Or as lengthy as “unreadable” that has both!

Turn and Talk:Thinking about morphology, in what way is instruction different for ELLs or students with language-based learning disabilities?

Comprehension Vocabulary knowledge is a strong predictor of reading comprehension!

Comprehension StrategiesActivate Prior Knowledge

● Preview● Title, Author, illustrations

Address Vocabulary

● Pull words that you anticipate will be problematic

● Discuss words● Make a chart (Word, What I

think, What I know)

Promote Self-monitoring

● Use a “W-Chart” or other questioning prompt

● Review Vocabulary chart● Code and Annotate (underline,

circle, star)

Summarize

● Review what was read● Write a summary

Activate Prior KnowledgePicture Walk

Make predictions about the characters, setting, theme based on the Title and Cover

What other stories have you read by this author?

Text Features and Text Structure Walk

K W L chart

Make predictions about the Author’s purpose based on the Text features

Vocabulary Organizers for Fiction and NonfictionFICTION VOCAB NONFICTION VOCAB

Word What I think What I know Word Definition Example

Comprehension Strategies with Colored TabsTitle: ___________________________________________ Genre: _____________________________

Author: __________________________________________

Who? What? Characters Problem:

Where? Why? Setting: Climax:

When? How? Solution:

Summary: Summary:

Interactive strategies for students for Monitoring

Character

Character description

Vocabulary

*important events

Setting- where, when

HIGHLIGHTING and ANNOTATING ONLINE

Use the toolbar on ReadWrite Use comments and highlighting on Google Doc Use features within your app (like Readworks) - older students can adapt and come up with a code to monitor comprehension

SummarizingFrom Jennifer Serravallo:

● Somebody wanted...but...so ● Ws Chart for summarizing● Sequence the main events● Main Ideas - Important Details - So What

Model Model Model and Practice Practice Practice!

On-line Comprehension Resources● Readworks

www.readworks.org

● Reading A to Z

www.readinga-z.com

Additional Comprehension Resource - Turn and Talk and ShareNo Glamour Language Cards

Spelling What is involved with spelling? Why is it so hard for some students? In order to spell a student must:

1. Discriminate the individual sounds or chunks

2. Attach meaning to the sound pattern

3. Translate the sound to a symbol4. Hold the sequence in memory5. Produce written symbols.

Strategies to Support Spelling1. Phoneme to Grapheme (written symbol of a phoneme) practice2. Explicit teaching in the rules and patterns for spelling (NOT MEMORIZING A

LIST) 3. Multisensory Strategies - Colored Squares and Dots

Dots for Spelling

Dots for Spelling

Turn and TalkIn what ways do you support spelling with your students?

kahoot.ithttps://play.kahoot.it/#/?quizId=d43aa37f-69a3-49ce-91ae-f411e04fab60

Final Thoughts and Take-aways! Questions?

ReferencesThe ASHA Leader, September 2007, Vol. 12, 20-21. doi:10.1044/leader.FTR7.12122007.20

https://dyslexiaida.org/definition-of-dyslexia. November 12, 2002

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents[Position Statement]. Available from www.asha.org/policy.

Nancy Coffman; The Shelton Way. Shelton Academic Reading Approach (SARA). 2016 June Shelton School and Evaluation Center

Birsh, Judith. Multisensory Teaching of Basic Language Skills, 3rd Edition. Paul H. Brookes Publishing Co. 2011

Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Heinemann, 2015

Heather Koepke. No Glamour Reading: Basic Comprehension. LinguiSystems, Inc. 2002

References continuedMoats, Louisa. Speech to Print, 2nd Edition. Paul H. Brookes Publishing Co., 2010

Catts, Hugh., Williamson, Tina. Sounds Abound. Pro-Ed, 1993

Fitzpatrick, Jo. Phonemic Awareness. Creative Teaching Press, Inc., 1997