Evaluation - ArkSHA Handouts... · Evaluation Arkansas Speech and Hearing Association ... Nonsense words with common phonic patterns Oral Reading Fluency ... Lecture outline

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EvaluationEvaluation

Arkansas Speech and Hearing Association

October, 2014

EvaluationEvaluation

Reasons for poor reading Reasons for poor reading achievementachievement Language impairment

Specific reading disability

Garden variety poor reader

Cognitive impairment

Inconsistent instruction

Poverty

Inattention/hyperactivity

Mental illness

EvaluateEvaluate

Cognition Receptive/Expressive language ability Attention, behavior Phonological/phonemic awareness Rapid naming Word reading versus decoding Oral reading fluency wcpm norms Spelling Written expression Comprehension

Use tools that evaluate the fundamental weaknesses of reading disability

Comprehension

Connected text

Word Level

Phonological awareness & Phonemic awareness

PhonologicalPhonological--Phonemic AwarenessPhonemic Awareness

Phonological Awareness Test 2nd edition

Comprehensive Test of Phonological - 2

Processing PA and Rapid Naming

Test of Phonological Awareness Initial and final sound matching

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Word Reading and DecodingWord Reading and Decoding

Formal instruments

Wechsler Individualized Achievement Test II

Woodcock-Johnson III Tests of Achievement

Kaufman Achievement Test

Test of Word Reading Efficiency

Informal instruments

Word lists (Dolch or Frys Instant Words)

Nonsense words with common phonic patterns

Oral Reading FluencyOral Reading Fluency

Grade level passage

Figure words correct per minute

Consult 2006 Hasbrouck & Tindal Oral Reading Fluency Data

Pay attention to accuracy and types of errors

Accurate and Slow, Inaccurate and Slow

Inaccurate and Fast, Accurate and Fast

SpellingSpelling

High frequency words

Dolch words or Frys Instant Words

Words with common phonic patterns

Real and Nonsense

Rule words: Example planning and planing

Spontaneous writing

Use of writing conventions

Content

The International Dyslexia Associationdefines dyslexia as a specific learningdisability that is neurological in origin. It ischaracterized by difficulties with accurateand / or fluent word recognition and bypoor spelling and decoding abilities. Thesedifficulties typically result from a deficit inthe phonological component of languagethat is often unexpected in relation toother cognitive abilities and the provisionof effective classroom instruction.

Secondary consequences may includeproblems in reading comprehension andreduced reading experience that canimpede growth of vocabulary andbackground knowledge. This definition,as adopted by the IDA Board ofDirectors in 2002, is also used by theNational Institute of Child Health andHuman Development (NICHD).

CharacteristicsCharacteristics

Struggles to learn letter names and sounds

Relies on memorization and content to read

Spelling may be phonetic long after expected

Rate and accuracy are inappropriate

Inconsistent performance

Can do well if information is read aloud

Family history of reading problems

Academic performance isnt quite right

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Underlying deficit in the phonological component of language

Results in difficulty in the mastery of basic symbol/sound correspondence

Word recognition is often better than ability to read unfamiliar words

Particular difficulty with spelling

ALL DYSLEXICS ARE NOT ALL DYSLEXICS ARE NOT

THE SAMETHE SAME

Most dyslexics have difficulty with

phonological/phonemic awareness

Some will have more difficulty with speed of letter naming and word recognition

Many will have both problems

And..And..

Not all students with reading problems are dyslexic!

Primary oral language deficit

Garden variety poor reader

Cognitive deficits

Emotional disorders

Hearing/vision problems

What we know about dyslexiaWhat we know about dyslexia

Brain based and frequently inherited

Child was born with the brain difference

Equal # of girls and boys

Deficits in skill acquisition are in contrast to other abilities

Tends to use unreliable, ineffective strategies to read memorization, context, guessing

Often occurs with other problems AD/HD

Students with dyslexia will have Students with dyslexia will have different characteristics different characteristics depending on their agedepending on their age

PreschoolPreschool

Difficulty with rhyming

Difficulty pronouncing multisyllable words

Often enjoys hearing books read aloud

Not particularly interested in learning about the mechanics of reading

May have difficulty writing name

Able to sing the ABC song but has difficulty naming letters

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KindergartenKindergarten

Slower to learn letter names and sounds

Difficulty blending sounds and/or segmenting words into sounds

May begin to avoid reading activities

Tends to rely on memory to read simple words and texts

Uses pictures as cues

Early ElementaryEarly Elementary

Relies on guessing and/or memory to read

transpositions (left for felt)

word reversals (pit for tip)

Memorizes words for spelling tests but spells poorly in written work

Comprehension better than single word reading

Slow and labored writing

Middle SchoolMiddle School

Difficulty copying from the board

Reading accuracy and rate inhibit comprehension

Spelling is inappropriate for age and ability

Continued difficulty with letter sequences

(soiled for solid). More guessing

Reading achievement is noticeably poorer than other skills

High School and BeyondHigh School and Beyond

Does not read for pleasure Has an inadequate store of knowledge due to lack of reading experience

Reads slowly, inaccurately, with little inflection Misreads words (e.g. hysterical for historical) or Has difficulty modifying reading rate Continues to experience serious spelling difficulties Has slow, dysfluent and/or illegible handwriting Has difficulty planning, sequencing and organizing written text

Has difficulty skimming, scanning and/or proof reading written text

What students with dyslexia do wellWhat students with dyslexia do well

Often bright and creative Better than average listeners Often talented in 3-dimensions architects surgeons engineers artists

Masters of compensatory strategies Leaders and self-starters One out of three entrepreneurs identify themselves as dyslexic

David Arquette

Orlando Bloom

Erin Brockovich

Jim Carrey

Cher

Anderson Cooper

Patrick Dempsey

Steve Jobs Charles Schwab

Steven Spielberg

Henry Winkler

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PROFILESPROFILES

60

70

80

90

100

110

120

130

140

Pat

Amy

Will

0

10

20

30

40

50

60

70

80

90

100

GVPR

SLI

Cog. Imp

Results of an evaluation guide Results of an evaluation guide interventionintervention Evaluation must include assessment of phonological processing phonological / phonemic awareness

rapid naming

Evaluation must include assessment of word reading and decoding nonsense words

Evaluation must include assessment of oral reading fluency and accuracy

ResourcesResources

International Dyslexia Association (www.interdys.org)

Learning Disabilities Association of AR LinguiSystems (www.linguisystems.com) Educators Publishing Company (www.epsbooks.com)

Articles by Susan Hall www.arareading.org www.peterswife.org/LD/ParentsandReading.pdf

www.95percentgroup.com

More ResourcesMore Resources

Overcoming Dyslexia by Sally Shaywitz,

M.D.

Educational Care by Mel Levine

Susan Bartons website: www.dys-add.com

The Bridge of Vocabulary by Judy

Montgomery

Neuhaus Education: www.neuhaus.org

The Reading Teachers Book of Lists Fry,

Kress. 2006

Accommodations/ModificationsAccommodations/Modifications

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Classroom AccommodationsClassroom Accommodations Reading Accelerated Reader digitized versions

More time to complete tests

Read tests aloud

Poor handwriting copying and note taking may be a problem Take a picture everyone has a camera

Carbonless paper

Lecture outline

Teach students to touch type can use word processor

Tape lectures and classroom discussions

Poor spelling No excuse words

Use of a Franklin Speller

Teach reliable rules for spelling

Dont ask her to read aloud

Find islands of competence

Arkansas Dyslexia Legislation Arkansas Dyslexia Legislation RequirementsRequirements

No later than the 2015 school year, the Arkansas Department of Education shall employ at least one dyslexia specialist with a minimum of three years field experience in screening, identifying and treating dyslexia and related disorders. This person could be a Dyslexia therapist

Licensed psychologist

Licensed psychometrist

Licensed SLP

Certified dyslexia training specialist

His or her role will be to provide technical assistance for dyslexia and related disorders to school districts across the state.

He or she shall Be highly trained in dyslexia and related disorders, including best practice

interventions and treatment models

Be responsible for the accountability of screening results & implementation of professional awareness

Serve as the primary source of information and support for school districts

Arkansas Dyslexia Legislation RequirementsArkansas Dyslexia Legislation Requirements

The ADE will ensure that at least one staff member at each education service cooperative is trained as a dyslexia specialist to provide necessary information and support to school districts. This person shall complete training and received certification from a program approved by the ADE.

No later than the 2015-2016 school year, a school district shall have individuals to serve as dyslexia interventionists (as defined by the Dyslexia Resource Guide). These people are to be trained as dyslexia interventionists:

By the ADE; or

Using other dyslexia training programs approved by the ADE

No later than the 2015-2016 school year, the ADE shall ensure that each teacher receives professional awareness on:

The indicators of dyslexia

The science behind teaching a student who is dyslexic

This training may be provided:

Online

At an education service cooperative

At another venue approved by the ADE

Vicki King is our ADE dyslexia specialist. She may becontacted through the ADE Professional Development Unitat 682-3213 or 682-4333 or by [email protected] .

The ADE professional development unit hosted a one-day seminar on dyslexia at AETN on April 2nd. The presenters were Dr. Richard K. Wagner and Dr. Jeanne Wanzek of the Florida Center for Reading Research. This was an initial professional development opportunity for ADE and education service cooperative staff. This session was filmed and will be developed into a course for all Arkansas educators.

Vicki D. King CALT, QIDyslexia Program Advisor

Arkansas Department of EducationFour Capital MallRoom 405-B

Little Rock, AR 72201(501)682-3213

An updated version of the Dyslexia Resource Guide is online for your reading pleasure. Find it at www.arkansased.org

A three-part professional development series is also online. Find it at www.ideas.aetn.org

Common Common MythsMyths

Students with dyslexia arent smart

Students with dyslexia see backwards

Students with dyslexia will outgrow their reading problems

Students with dyslexia will never learn to read

All students with reading problems are dyslexic

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The Speech-Language Pathologist Role in READing: Early Speech Development and Language

Cindy A. Young MSE, CCC-SLP, NDT, CAMT Founder and CEO All Childrens Therapy & Aspire Christian Academy

+

n Outpatient Therapy Clinic

n Speech-language Therapy

n Occupational Therapy

n Physical Therapy

n Academic Therapy

n Evaluations

n Trainings

+

n Ages 4 to 12

n Within normal limit IQs

n Diagnosis of n Dyslexia, n Language delay n ADHA n Apraxia n Sensory Processor Disorder

n 1:6 teacher student ratio

n Highly qualified credentialed teachers

n Provide evidence-based multisensory programs

n School day holistically addresses all six domains of health and wellness

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n The speech language pathologist job is to remediate delays in expressive speech that includes: articulation, voice, fluency and prosody which impacts fluent reading.

n The speech language pathologists job is to remediate delays in receptive language which impacts reading comprehension.

n The speech language pathologists job is to address: phonology, syntax, semantics, morphology which impacts reading.

n The speech language pathologists has a big role in a child who qualifies for services to ensure they are able to reach their highest academic potential.

n The speech language pathologists responsibility is to instruct a child they serve following normal language development in order to build the foundational skills for all academics.

n The speech language pathologists must explicitly and incrementally deliver therapy that is multisensory because that is the only way a child they are seeing can and will learn.

+

n Language acquisition is the process by which humans acquire the capacity to perceive, produce, and use words to understand and communicate.

n Language involves EXPRESSIVE speech and RECEPTIVE comprehension

n Normal language development is the framework for all academics

n When a child is unable to acquire language for whatever reason then they will have language learning difficulties for their entire life.

+

n The ability to produce speech and communicate a message.

n Production of sounds to form words into speech

n Verbal expression

n Sharing thoughts, ideas, and feelings

n Includes four aspects

n Articulation production of sounds/phonemes

n Voice respiration and phonation

n Fluency - delivery

n Prosody - intonation

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n The ability to understand and comprehend what is being said or read.

n Comprehension and understanding of words and sentences

n Auditory comprehension

n Ability to organize thought

n Respond appropriately to commands

n Connecting words and ideas they represent

n Listening and understanding

n Ability to attend, store information correctly in the brain and then functionally apply that information

+

n Phonology sounds of a given language

n Syntax structure and arrangement of words in language

n Semantics meaning of the words

n Morphology internal structure and forms of words

n Pragmatics social application of language

+Phonology

n Phonological Processing is one aspect of auditory processing

n Refers to use of phonological information in processing written and oral language

n 3 Kinds of Phonological Processing

n Phonological Awareness

n Child HEARs and DISCRIMINATEs the sounds/syllables

n Phonological Memory

n Child holds the sound in memory, manipulate to say and/or spell

n Phonological Recoding in Lexical Access

n Rapid recall and retrieval to achieve reading fluency

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+Phonological Processing: Phonological Awareness

n Phonological Awareness awareness of and access to the sound structure or phonology of ones language

n Spoken words of a language consist of a string of phonemes (speech sounds that signal differences in meaning) cat bat

n Development of PA proceeds from larger units to smaller units

n Rhyming words

n Divide or segment sentences into words

n Words into syllables

n Words into onset and rime

n One-syllable words into phonemes

+

n Birth to 1 year

n 1 year

n 2 years

n 3 and 4 years

n 5 years

+

n Cooing

n Babbling

n Sound play

n Books, book, books

n Finger plays

n Games (peek a boo)

n Songs and music (Teensy Weensy Spider)

n Toys playing with toys builds cognition

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n Says 3 to 5 words

n Uses 10 -15 words begins to combine words

n Follows directions and routines

n Uses object and action words

n Plays appropriately with objects

n Identifies 5 or more objects

n Identifies 5 or more pictures

n Identifies 4 body parts

n Imitates many words

+

n Refers to self by using name

n Sings phrases of songs

n Combines 3 or 4 words spontaneously

n Gives first and last name

n Uses different word combinations

n Understands prepositions in, on, off, out

n Recognizes action in pictures

n Uses plurals

+

n Asks many why, what, when and where questions

n Knows opposites

n Understands quantity concepts (one, some, rest, all)

n Makes inferences from pictures

n Identifies categories of objects in pictures

n Understands picture analogies

n Answers questions logically

n Tell how an object is used and when described

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n Asks meanings of words

n Understands quantity concepts to five and half/whole

n Understands time sequence concepts first and last

n Formulates meaningful, grammatically correct questions

n Describes similarities

n Names items that fit into categories

n Competes similes

Receptive Language

Expressive Speech

Written Language

Oral Language

Academics

Normal Language Development is the Key to Academics

Receptive

Expressive

Written

Oral

Academics

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n The child/student you are treating remembers:

n 10% of what they read

n 20% of what they hear

n 30% of what they see

n 50% of what they see and hear

n 70% of what they discuss

n 80% of what they experience

n 95% of what they say as they do a thing

n VAKT: Visual ~ Auditory ~ Kinesthetic ~ Tactile

+

n SLP must focus on a therapy approach that elicits a chemical change in the brain that will allow the child to make positive and lasting changes.

n SLP should address any speech and/or language goal with the following attributes to increase and maximize learning

n Joyful

n Anticipatory

n Curious

n Emotional

n Involved VAKT

+

n Television

n Movies

n Computers

n Cell Phones

n IPads

n Busy life styles

n Poor Health - eating and sleeping

n Not enough time spent playing outside

n Not enough time spent exploring and discovering

n Never enough time spent in quiet to think!

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+

+

n Literacy begins at birth

n Children need help to develop a desire to read

n Children learn to read by being read to

n Children keep reading because they learn to love to read

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n The number one predictor of reading failure is the absence of phonemic awareness

n The number one predictor of reading success is oral vocabulary

n The vocabulary use at age 3 can predict reading comprehension scores at 9 and 10

n 1 in 59 school aged children have a learning disability n Dyslexia reading, writing, spelling, speaking (1 in 5) n Dyscalculia math (2%) n Dysgraphia writing n Dyspraxia planning and completing fine motor tasks n Executive Functioning connect past experience with

present action

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Colorado Reading First

Reading Component: Vocabulary

3-8

Recorded Vocabulary Size

0

500

1000

1500

2000

2500

# of

Wor

ds

Parent

Child

Professional Working Class

Welfare

Hart and Risley, 1995

Research on Vocabulary Development: Impact of Poverty

Preschool Children

Parents

+

n Phonemic Awareness

n Phonics and Decoding

n Fluency

n Vocabulary

n Comprehension

+

n Language precedes thought. Abstract thought requires words as vehicles for thinking.

n Language enables us to link with thinking and experiences of other human beings, generate new ideas and concepts, and transcend and expand on our thoughts.

n Jerone Bruner

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n Dyslexia is the name for specific learning disabilities in reading.

n Dyslexia is often characterized by difficulties with accurate word recognition, decoding and spelling.

n Dyslexia may cause problems with reading comprehension and slow down vocabulary growth.

n Dyslexia may result in poor reading fluency and reading out loud.

n Dyslexia is neurological and often genetic.

n Dyslexia is not the result of poor instruction.

n With the proper support, almost all people with dyslexia can become good readers and writers.

+

n There are children and adults who have dyslexia who also are gifted with an exceptional talent in one area.

n Not every dyslexic is gifted

+

n Reader

n Interact with text

n Have goals for reading

n Evaluate text for important ideas

n Note structure of text before reading

n Make predictions

n Construct, revise and question as they read

n Monitor their understanding as they read

n Read different kinds of text differently

n Process text during and after reading

n Find comprehension of text to be productive

n Create visual images based on text they have read

n Draw inferences

n Synthesize information

n Repair Understanding

n Enjoy and appreciate literature

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n Writer

n Has clearly defined purpose

n Makes a definite point

n Supports that point with specific information

n Information is clearly connected and arranged

n The words are appropriate and the sentences are concise, emphatic and correct

+

n Imperative that you have a evidence based multisensory(VAKT) approach to teaching phonology: sounds/phonemes for precise articulation decoding, and encoding.

n Imperative that you address phonological awareness due to its impact on reading.

n Imperative that your language activities are multisensory (VAKT) and teach syntax, semantics, morphology and pragmatics.

n Imperative that you explicitly teach skills using normal language development so foundational skills are strong for higher thinking required for academics.

+

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+

Stacey Mahurin, M.S., CCC-SLP,A

+

The Speech-Language Pathologist Role in READing: Translating Assessments to Intervention

Melissa A. Hannah MA CCC-SLP

+Diagnosis

n Evaluation must be prescriptive n Use error analysis to determine why

n Provides a clearer road map for intervention

n Confirming a diagnosis is NOT enough n The needs of a Dyslexic are very unique to each child and

identifying the specific areas of deficit will directly impact treatment.

n Age of child at the time of the evaluation is critical!

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n A label is a label, a way to categorize strengths and weaknesses.

n A label does NOT determine treatment/intervention.

n Treatment and intervention should be designed on the childs profile of strengths and weaknesses and NOT on the label!

+

n Treatment cannot be effective without a comprehensive assessment.

n Treatment should be diagnostic and adjusted based on the childs response to treatment.

n There are many programs and it can be difficult to choose the right one and even more difficult to become trained.

+ASHA & Dyslexia: Language-Based Learning Disability

n Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing.

n This disorder is not about how smart a person is.

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

n The child who has dyslexia as part of a larger language learning disability has trouble with both the spoken and the written word.

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n Vocabulary is more than noun naming and the demands and expectations should evolve as the child progresses in school.

n Work knowledge and semantic relationships are critical for a deeper level of comprehension.

n This has to be addressed throughout intervention regardless of the age or skill level of the child.

n If there is a delay in oral language for comprehension and expression of vocabulary skills how can we expect the child who is struggling to read make the connection when the word is in print?

+

Research on Vocabulary Development: Impact of Poverty

Colorado Reading First

Reading Component: Vocabulary

3-10

New Words Per Grade Level

Grade1

Grade2

Grade3

Disadvantaged

Middle Class

Baker, Simmons, & Kame'enui, 1997

+

n Phonology & Phonological Awareness

n Sound-Symbol Association

n Syllable Instruction

n Morphology (base words, etc)

n Syntax

n Semantics (meaning of language)

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n Multisensory VAKT n Visual

n Auditory

n Kinesthetic

n Tactile

nSystematic and Cumulative

n Direct Instruction

nDiagnostic Teaching

n Synthetic & Analytic Instruction

+What now???

n MSLE approaches include instruction on

nPhonology & Phonological Awareness n Sound-Symbol Association


n Morphology (base words, etc.)

n Syntax


n PRECISE ARTICULATION!!!!!

n Be careful of the southern vowels!

+

n Treatment cannot be effective without a comprehensive assessment.

n Treatment should be diagnostic and adjusted based on the childs response to treatment.

n There are many programs and it can be difficult to choose the right one and even more difficult to become trained.

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+

Oral comprehension typically places an upper limit on reading comprehension; if you dont recognize and understand the word when you hear it, you also wont be able to comprehend it when reading. Oral comprehension needs to be developed in our youngest students if we want them to be good readers.

Thomas Sticht

Oral Language and Reading

+

n Capitalization

n Overall Appearance

n Punctuation

n Spelling

+

Concerns Students in early grades are moving up

reading levels, but their language isnt expanding.

Students reach a plateau in reading, and their progress stalls.

Students are able to word call, but they arent able to retell or talk about what they read.

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Speech and Language development

Alphabet, numbers, concepts, etc Learn to READ Read to

LEARN!!!!

Dependent Support Independent

+




n Morphology (base words, etc)

n Syntax


+

n Multisensory VAKT n Visual

n Auditory

n Kinesthetic

n Tactile

n Systematic and Cumulative

n Direct Instruction

n Diagnostic Teaching

n Synthetic & Analytic Instruction

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+What now???

nMSLE approaches include instruction on nPhonology & Phonological Awareness nSound-Symbol Association nSyllable Instruction nMorphology (base words, etc.) nSyntax nSemantics (meaning of language)

+Phonology & Phonological Awareness

n Website Resources

n http://www.phonologicalawareness.org/

n http://www.freereading.net/index.php?title=Phonological_Awareness_Activities

n http://www.fcrr.org/Curriculum/pdf/Gk-1/PA_Final_Part3.pdf

+Phonology & Phonological Awareness

n Development and intervention in this area CANNOT stop for the Dyslexic child regardless of age

n Without continued instruction in this area, skills will diminish

n Activities should change as the child get older to match the level of instruction because you rely on Phonological awareness skills for all reading and spelling

n DO NOT ADD A PRINTED SYMBOL!!!

n As soon as a printed symbol is added you are no longer working on phonological awareness you are working on phonics!

n Use pictures instead of words it forces the child to hear the sounds which is the core deficit in Dyslexia

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+What now???



nSound-Symbol Association n Syllable Instruction


n Syntax


+Sound Test

nOral Recall

nReading nRead these sounds (print & cursive)

+Sound Test

n What sound does this letter make?

A

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+Alphabet vs. Sounds/Phonemes

n The child has to know his/her sounds!!! n Rapid recall of letters???

n Know/sing the alphabet???

n Shat sound does this letter make????

+Sound Test

A _ a _

a_e ay ai

+Short vs Long

_ a _ bat cake pay paid

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+eigh

eight neigh weight

+Orthography

n The study of spelling and how letters combine to represent sounds and form words

n How spoken words are represented in written language.

n The 87% reliability of English orthography may make the task of spelling an unfamiliar word that one can read seem deceptively simple.

! ! ! ! !a! ! _!a!_! a!_!e! ! ai! ay! eigh!b! ! b! ! ! ! ! !c! ! ! ! ! ! ! !d! ! d! ! ! ! ! !e! ! _!e!_! ee! ! ea! ea! ey!f! ! f! ! ! ph! ! !g! ! g! ! ! ! ! !h! ! h! ! ! ! ! !i! ! _!i!_! i!_!e! ! _!y! igh! _!y!j! ! j! ! ! _!dge! _!ge! !k! ! k! ! ! c! ck! !l! ! l! ! ! ! ! !m! ! m! ! ! ! ! !n! ! n! ! ! kn! gn! !o! ! _!o!_! o!_!e! ! ow! oa! !p! ! p! ! ! ! ! !q! ! qu! ! ! ! ! !r! ! r! ! ! wr! ! !s! ! s! ! ! ce! ci! cy!t! ! t! ! ! ! ! !u! ! _!u!_! u!_!e! ! ew! ! !v! ! v! ! ! ! ! !w! ! w! ! ! ! ! !x! ! x! ! ! ! ! !y! ! y! ! ! ! ! !

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d r

ea m

_ì!`_ n c

s

ch wh ee l

k g

_`y w

_è!`_ h

oo o!`_è

th v f y

igh t i!`_è b

1

1

3

1

2

+Break the Code

n Provides an opportunity for the child to compare and contrast the number of sounds with the number of letters.

n Allows you to bring attention to certain spelling patterns and rules without overloading the memory system with teaching the rule.

Word # Sounds you hear # of letters you see

Sounds' Le*ers'

2' 4'

4' 5'

4' 6'

4' 4'

4' 4'

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the$ou$sound$can$be$written$two$different$ways.$$The$primary$way,$the$way$it$will$happen$most$often$is$ou.$$The$secondary$way$is$ow.$$This$is$confusing$because$ow$can$also$say$a$different$sound.$$When$practicing$these$have$him$write$the$ow$with$the$1$over$it.$$The$motor$planning$for$that$will$make$it$more$automatic$and$aide$in$differentiating$ou$from$ow.$$

Primary$spelling$ Secondary$spelling$

ou$ ow$

round$ clown$

cloud$ bow$

thousand$ power$

sound$ crown$

count$ crowd$

blouse$ powder$

pound$ frown$

house$ coward$

found$ $

mountain$ $

$Blurry$Jerky

+Write the sounds you hear!

whut what

woter water

no know

see sea

1

nurse work shirt hurt first word serve curly dirt third stir firm turn worry her girl hamburger perfect

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`` These#`words#`have#`the#`secondary0`long$è%`sound%`spelled%`with%èa

`dream ìncrease `read each These#`words#`have#`the#`primary&`long$è%`sound%`spelled%`with$èe

wheel"` creek"` greedy `weekly

This#`has#`the#`short#`vowel#è#`spelled#``_è!`_

when

This#`has#`the#òo(`vowel#`sound ```school be"_fore

1

1 1

1 1

3 3

1 1





when


1

1 1

1 1

3 3

1 1





when


1

1 1

1 1

3 3

1 1

These#`words#`do(`not#`follow(`the#`rules#! there be"_lieve re"_lief yield

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+What now???




nSyllable Instruction n Morphology (base words, etc)

n Syntax


+Syllable Instruction

n There are 6 syllable types and the sounds within those syllables are governed by a specific set of rules.

n Hearing the separate syllables can be challenging for a number of reasons especially dialect. Some people simply cant hear them.

n If you can teach the child how to separate the syllable and how to identify at least 3 of the syllable types, the sounds of the letters will be more obvious.

+Syllable Instruction

6 Syllable Types

1. Closed Syllable rob, snap

2. Open Syllable be, ta

3. Magic E - ate, quake, make

4. Vowel Team tea, train, boil

5. R-Controlled tar, arm, earth

6. Consonant + le maple, apple, beagle

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+7 ways to divide syllables

1. Compound word - birth_day

2. Consonant + le - mar_ble

3. Prefix/Suffix un_tie, joy_ful

4. VCCCV ath_lete (leave consonant blends and diagraphs together)

5. VCCV rab_bit (divide between two consonants)

6. VCV

1. pi_lot (divide after the 1st vowel for long vowel)

2. cab_in (to get short vowel) EXCEPT for the schwa Ja_pan

7. VV ru_in (divide between unstable diagraphs and diphthongs or between vowels that do not form diagraphs or diphthongs)

ad_van_tage) ad_van_tage)as_ton_ish) as_ton_ish)con_firm) con_firm)dis_tant) dis_tant)found_er) found_er)ham_let) ham_let)host) host)

mis_giv_ing) mis_giv_ing)parch) parch)

pros_pect) pros_pect)scarce) scarce)shrewd) shrewd)sole) sole)

tor_ment) tor_ment)typ_i_cal) typ_i_cal)

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+What now???





nMorphology (base words, etc.) n Syntax


+Morphology

n A morpheme is the smallest unit of meaning in oral and written language. This included prefixes, root words, and suffixes.

n These greatly affect comprehension and word meaning especially in content related subjects like math and science.

+What now???






nSyntax n Semantics (meaning of language)

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+Syntax

n The grammatical arrangement of words in a sentence.

n The arrangement of words is affected by the overall message to communicate, word endings like ed and plurals in order for agreement.

+What now???






n Syntax

nSemantics (meaning of language)

s:##ci###cy###ce# # # # j:#_ge###_dge#

age# the#length#of#time#someone#is#alive#

space# a#blank#or#empty#area#solar#system,#the#area#around#earth#

change# to#cause#to#be#different#

jawbone# the#facial#bone#of#the#jaw#

jacket# a#type#of#clothing,#a#short#coat#

pencil# a#device#used#for#writing,#has#lead#and#an#eraser,#it#can#be#sharpened#

circle# a#concave#shape#

once# one#time#only#

large# of#greater#size#

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an_cient( dating(from(very(long(ago(cen_tu_ry( a(period(of(100((years(cham_ber( a(room(in(a(house(especially(a(bedroom(de_scend( go(down,(slope(en_try( act(of(entering(

in_te_ri_or( located(inside(in_trude( come(in(rudely(locate( to(find(by(searching(pas_sage( movement(from(one(place(to(another(por_tion( a(part(of(a(whole(pre_cious( cherished(quar_ry( a(pit(a(hunted(area(ramp( an(inclined(surface(

spa_cious( generous(or(large(area(sur_face( outer(boundary(

+In Therapy

nUse spelling and vocabulary words.

nMay the weekly spelling tests meaningful. nUse as a phonological awareness activity nBreak the code

nStudy vocabulary making sure they can say the definition not just give and example, etc.

nRead with your child teaching him how to think critically about the text while reading.

+

nMore than decoding

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+

+

nListening Comprehension

nReading Comprehension

+

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+

n Many learning disabilities are not identified until after a child has started school.

n Many are suspicious of a learning disability or challenge in preschool, kindergarten, and even 1st grade but often nothing is done until 2nd grade or after.

+

n What is the relationship between language and academic success? n 15 20% of the people in the US have a language based

disability. National Institute of Health March 2010

+

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All Childrens Academy

Therapeutically Enhanced Education

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+

www.aspirechristianacademy.org

www.allchildrenstherapy.org

2014 ArkSHA Handouts Stacey MahurinArkSHA_CY&MH_The SLP Role in READing_ArkSHA 2014

Documents

Evaluation - ArkSHA Handouts... · Evaluation Arkansas Speech and Hearing Association ... Nonsense words with common phonic patterns Oral Reading Fluency ... Lecture outline