H860 Reading Difficulties
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Transcript of H860 Reading Difficulties
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H860 Reading Difficulties
Week 11
RD and Linguistic Diversity
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Today’s session
1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. Break5.
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Online memo
In terms of getting to grips with the topic, was the online memo more or less useful than the offline memos?
A. I learnt more through the online memo
B. I learnt more through the offline memos
C. I learnt about the same
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Thoughts about posting to the group
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A. Think more about the assignment than usual, in a productive way
B. Think more about the assignment than usual, in a stressful way
C. Didn’t really change how I approached the assignment
D. Other
Knowing the class would read my contribution made me:
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Final projects update
• Poster day• Paragraph plan checking
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Today’s session
1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. Break5.
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Today’s session
1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. The wider demands of academic
language
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Our collective experiences of language diversity
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Some wider, sobering background
• Language minorities are under-represented in programs for gifted and talented
• Language minorities are over-represented in certain special education categories: – Learning disabilities– Mental retardation– Emotional disturbance
• BUT, they are identified for special ed. 2-3 years later than language majority students
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Reading Disability or ELL difficulty?
• Identifying specific reading disabilities in a monolingual context is easy, right?!
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Reading Disability or ELL difficulty?
Enter the English-language-learner (ELL)…
• Reading is behind their native English peers• Is a specific reading disability present?
Geva: phonological processing difficulties are a hallmark of dyslexia across languages…
…so we just administer the CTOPP?
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CTOPP recap
For ages 5-6 For ages 7-24
Phonological awareness: •Elision•Blending words•Sound matching
Phonological memory:•Memory for digits•Nonword repetition
Rapid naming:•Rapid Color Naming•Rapid Object Naming
Phonological memory:•Memory for digits•Nonword repetition
Phonological awareness: •Elision•Blending words•Blending Nonwords•Segmenting Nonwords
Supplemental Subtests:•Phoneme Reversal•Segmenting Words
Rapid Naming:•Rapid Digit Naming•Rapid Letter Naming•Rapid Color Naming•Rapid Object Naming
Supplemental Subtest:•Blending Nonwords
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How helpful would the CTOPP be in determining whether my ELL student has dyslexia?
Bec
ause
it is
larg
ely.
..
Giv
en th
e Englis
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..
I’m
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ure!
33% 33%33%1. Because it is largely
based on sounds, not large chunks of language, it would be a fair (not perfect) measure of my student’s PA
2. Given the English-base of the test, it would be really hard to interpret, thus not so useful
3. I’m not sure!
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TOPPS
• Spanish version matched on:- number of syllables and phonemes- position of manipulation
• http://www.cal.org/acquiringliteracy/assessments/index.html
• What kind of Spanish?
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Specific Reading Disability vs. ELL diffs?
• We can start to approximate phonological processing skills
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Other (proximal) things to consider when assessing…
• Fatigue• Multiple assessment/portfolio approach• Rigby• Error analysis e.g.
– Decoding• Grammar/phonics mistakes that are
language based• Native pronunciation of identically spelled
words
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Other (proximal) things to consider when assessing…
• Emerging cognate assessments
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Week 7
Recap from HT-820
• The Bilingual Verbal Ability Tests (BVAT)
• Translated into: Arabic, Chinese (Simplified and Traditional), English, French, German, Haitian-Creole, Hindi, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish, Turkish, and Vietnamese
• Based on the Woodcock-Johnson-Revised (1989) Cognitive Battery:
– Picture Vocabulary– Oral Vocabulary: Synonyms– Oral Vocabulary: Antonyms– Verbal Analogies
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Week 7
Half-way-there solution
• Administration of all the subtests in the English language first.
• Each item failed in English is re-administered in the
native language. • Total score is items correct from both languages
combined.
• Sadly, still issues e.g. - Cultural bias in some pictures
- Norms compiled from administration of all items, but some translations have reduced item numbers
- Complexity across tests very uneven, causing content validity issues
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Week 7
Going Further
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Week 7
Dynamic assessment revisited
• Goal of DA: “to establish the amount of change that can be induced during interactions with the examiner during the assessment process”
• Methods for DA of language:
a) Testing the limitsb) Graduated prompting
c) Test-teach-retest
Determine readiness for progress In intervention
Differentiate disorders fromdifferences
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Week 7
Case Studies
Child A, 4 years• Spoke mainly Spanish, using single words• EOWPVT-R SS = 67, Preschool Language
Scales (adapted), 4/10 items
Child B, 4;6years• Spoke mainly Spanish, using words, phrases
and sentences• EOWPVT-R SS = 71, PLS 7/10
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Week 7
Case Studies
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Week 7
Learning Strategies Checklist
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Week 7
Case Studies
Child A• Motivated and attentive, but little quantitative change
in pre/post test scores (some qualitative change). Little generalization so future goals were to work on this, as well as helping A understand her correct vs. incorrect responses
• Probable language-learning problem and inconsistent use of strategies
Child B
• Gained maximum modifiability score. DA enabled her to expressive vocabulary performance and demonstrate
true abilities
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Week 7
DA Summary
• Measures of change such as gain scores, modifiability and qualitative change are extremely useful in differentiating language difference from disorder
• But remember gain scores may not be equal across the same test and in normal distributions, the centre point is more stable than the tails.
****
• DA results in high validity, low reliability (same issue with reading comprehension)
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Other (distal) things to consider when assessing…
• Consider background knowledge of child• Get perspective from parents • Has the child has gaps in schooling?
• http://www.ldldproject.net/model.html
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Summary so far
• Phonological difficulties across languages is red flag for specific reading disability
• BUT, certainty of identification is hard…
…Response-to-Intervention may be a particularly useful model as a result
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And what is our intervention?
The favorite five:
1. Phonemic awareness2. Phonics3. Fluency4. Vocabulary5. Text comprehension
…with adjustments
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The challenges of academic language
Schleppegrell
‘‘tell about one thing only and in such a way that it sounds important’’
• Formal style that is very different to conversational style
• Most familiar to children from middle-class homes
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Teaching academic language in schools
• http://dww.ed.gov/see/see.cfm?PA_ID=6&T_ID=13&P_ID=23&rID=2
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Academic language
• Also a challenge for some African-American students – see Charity article.
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Peer learning
• HGSE twist – using virtual worlds to intensify/specialize the learning experience
• River City Project• Open example: Second Life
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Break