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Transcript of Language-Literacy Evaluation and Treatment in a Digital Age-pdf-p pt.pptx
Sandie Barrie Blackley, MA/CCC
CKO Lexercise.com The Language & Learning Clinic, PLLC
Language-Literacy Evaluation & Treatment in a Digital Age
NC Department of Public Instruction 2013 Summer Study Institute
July 24, 2013
Language-Literacy Evaluation & Treatment in a Digital Age
9:00-10:00 AM
Phonology to Orthography and Beyond
10:00-10:30 AM A Language-Literacy Evaluation Battery
10:30 – 11:00 AM Break + JOIN RANKS discussion 11:00 – 12:15 AM Structured Language Intervention:
Linguistically Informed & Multisensory (a.k.a., O-G)
12:15 – 1:30 PM LUNCH
Language-Literacy Evaluation & Treatment in a Digital Age
1:30-3:00 PM Language-Literacy Intervention: Is there an app for that?
3:00 – 3:30 PM Break + JOIN RANKS discussion
3:30-4:00 PM Progress Monitoring
4:00-4:30 PM Discussion, Questions, Comments
Scarborough, 2001
Components Observable
Components Not Observable
§ Decoding § letter–sound knowledge § based on phoneme awareness
§ Listening Comprehension
§ vocabulary § sentence (syntax) processing
(Snowling & Hulme, 2011)
Best Predictors
Dyslexia
Non-specified
Mixed
Specific Comprehension
Deficit
Poor Good
Good
Poor
Based on Figure 4.1 Catts & Kamhi (2005)
WORD RECOGNITION
LIST
ENIN
G C
OM
PREH
ENSI
ON
Specific Language
Impairment (SLI)
Connecticut Longitudinal Study • Yale University School of Medicine (Sally Shaywitz, MD) • a 20 year study- beginning in 1983 • 445 children tracked beginning in kindergarten • dyslexia is a specific, diagnosable neurological condition • The American Medical Association recognizes dyslexia • 1 in 5 people have some degree of dyslexia • dyslexia is one of the most common neurological conditions
Yale Center for Dyslexia & Creativity: http://dyslexia.yale.edu/aboutcenter.html
Print Based Neural Networks
Prevalence of two main types of language-learning disorders
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
SLI DYSLEXIA
U.S. National Institutes of Health Connecticut Longitudinal Study
(Shaywitz, S.)
The hallmark of dyslexia is difficulty processing speech sounds:
Ø genetically transmitted Ø neurobiological Ø occurs in people of all ages, races and
backgrounds and all levels of intelligence Ø persistent (not developmental, not outgrown) Ø improves with explicit instruction & practice Ø causes difficulty with word reading & spelling
A dyslexic baby ?!?
Singh, L., Steven Reznick, J. and Xuehua, L. (2012),
These neurobiological differences can be detected pre-lingual babies.(e.g., Infant word segmentation abilities
at 7 months are highly correlated with productive vocabulary size at 24 months.)
For more on the neuroscience of language processing disorders watch
this lecture on YouTube:
Neurobiology of Learning Disorders - Dyslexia ADHD Dyscalculia Dysgraphia,
by Dr. Fernette Eide at the 2012 Conference of the American Academy of Child and Adolescent
Psychiatry
We now know that many of “below basic” students have neurobiological language processing deficits.
How can we identify
those with dyslexia & those with SLI?
Reading Scores
The Iceberg of Dyslexia
What & How?
Receptive Listening Comprehension Reading Comprehension
Expressive
Oral Expression Written Expression
Berninger & Abbott (2010)
Components Observable
Components Not Observable
Slide 30
Morris, R.A. et al. (2010)
Multi-component approach
LEVEL OF LANGUAGE
phonology orthography morphology syntax semantics pragmatics discourse structure writing
PART OF LANGUAGE STUDIED
speech sounds spelling patterns units of meaning in words phrase & sentence structure phrase & sentence meaning word choice and use in context organization of connected sentences transcription + all the above
adapted from Moats (2010), Table 1.1
The language system (from below word level to above word level)
a.k.a…. Multi-linguistic approach
A Processing-Based Evaluation (~90 minutes) Phonologic Awareness
§ Comprehensive Test of Phonological Awareness (CTOPP) Subtest I. Elision
• Say “time” without saying /m/ • Say “winter” without saying /t/
Subtest II. Blending Words (stimuli on a CD)
• What word do these sounds make… • num-ber • n-ap • s-t-a-m-p
A Processing-Based Evaluation (~90 minutes) Phonologic Memory
§ Comprehensive Test of Phonological Awareness (CTOPP)
Subtest III. Memory for Digits • 1-6 ….. • 5-3-1-8
Subtest V. Nonword Repetition • jup…. • nigong… • voesutoov
A Processing-Based Evaluation (~90 minutes) Rapid Naming
Comprehensive Test of Phonological Awareness (CTOPP) Subtest IV. Rapid Digit Naming Subtest V. Rapid Letter Naming
(colors & objects used for 5 year olds)
A Processing-Based Evaluation (~90 minutes) Word Reading
• Test of Word Reading Efficiency (TOWRE) • Sight Words Subtest • Phonemic Decoding (nonsense words) Subtest
A Processing-Based Evaluation (~90 minutes) Word Reading
• San Diego Quick Assessment (SDQA) Pre-primer through Grade 11
A Processing-Based Evaluation (~90 minutes) Word Reading (for orthographic pattern error analysis)
• Lexercise Z-Screener (This version with error-itemized report is free for Lexercise Clinician Partners)
A Processing-Based Evaluation (~90 minutes) Phonologic Awareness
§ Comprehensive Test of Phonological Awareness (CTOPP) 20” Phonologic Memory
§ Comprehensive Test of Phonological Awareness (CTOPP)
Rapid Naming Comprehensive Test of Phonological Awareness (CTOPP)
Word Reading • Test of Word Reading Efficiency (TOWRE) • San Diego Quick Assessment (SDQA) • Z-Screener (Lexercise)
2”
3“ 5”
A Processing-Based Evaluation (~90 minutes)
Vocabulary and Listening Comprehension • An expressive vocabulary test (and perhaps also a
receptive vocabulary test) • A Listening comprehension test (e.g., TAPS or CELF
subtests )
15” 15”
15”
Morphology, Orthography, Syntax, Pragmatics § A writing sample with descriptive analyses
15“
Total Administration Time
90 minutes
continued
Case Study Ginny
Ginny • age 8 • 3rd grade • home schooled • average intelligence (GAI = 106) • average receptive vocabulary • low average working memory (SS: 86 ) • history of speech & language “delay” • persistent difficulty articulating /r/
CTOPP Phonological awareness: 5th %ile
Phonological memory: 4th %ile Rapid Naming: 12th %ile
a “double deficit”
TOWRE Sight Word Efficiency- 42nd % ile Phonemic Decoding Efficiency- 3rd % ile
The Lexercise Z-Screener Word Ginny Read: zab zag zaf zāf zas sag zap zab zik ik zip zap zep zeep zek zeek zen zing zep zap
The Lexercise Clinician’s version of the Z-Screener
had error itemization and is free for Lexercise Clinicians
SDQA Word Accuracy Primer Words 100% Independent 1st Grade Words 90% Independent 2nd Grade Words 80% Instructional 3rd Grade Words 60% Frustration
The Lexercise Clinician’s version of the SDQA
had error itemization and is free for Lexercise Clinicians
Ginny’s writing sample
Abost a elefleng They are Being mend to the elefleng. Look they are Thewing ros and packing them. That mene! Elefleng have lone nos. They have 4 legs. The End
About a Elephant They are being mean to the elephants. Look they are throwing rocks and poking them. That’s mean! Elephants have long noses. They have four legs. The End
She wrote: She read:
A CWS is two adjacent writing units (i.e., word-word or word-punctuation) that are acceptable within the context of what is written. CWS takes into account:
§ spelling § grammar & syntax § punctuation § capitalization § semantics
Correct Writing Sequences (CWS)
They are Being mend to the elefleng. Look they are Thewing ros and packing them. That mene! Elefleng have lone nos. They have 4 legs. Ginny’s Correct Writing Sequences = 9 (Average for 3rd grade: 19 – 31)
Correct Writing Sequences
Discourse Level
§ Poor narrative structure (setting, characters, problem, rising action….) § Limited productivity impacts discourse structure
§ Limited productivity is often caused by lexical access and spelling problems (Summer, et al., 2013)
Break + JOIN RANKS discussion
JOIN RANKS….
JOIN RANKS
What do Ginny’s spelling errors reveal about her phonological processing ?
Gunny wrote Intended word observations
They They are are Being being mend mean to to the the elefleng elephants Look Look they they are are Thewing throwing ros rocks
RANKS Report (Jacks report)
Report Writing
• Diagnosis is the first step to the efficient, effective treatment.
• Without diagnosis treatment can not be focused.
The International Dyslexia Association’s Knowledge & Practice Standards
lists what providers need to know and be able to do.
• Academic achievement • Health & wellness • Mental & emotional health • Employment • Family stability & parenting
Prosperity & happiness !
Dyslexia is by far the most prevalent communication disorder
Worldwide, 15- 20% of people have dyslexia
http://explore1in5.org/
(1923- 2006)
Pat Lindamood, MS/CCC
Read the Interview with Pat Lindamood at Childrenofthecode.org
History of the Controversy (Lindamood, P. et al., 1997)
1830s- Alphabetic Students were taught to say the names of the letters & pronounce the word.
1836 and forward - Phonics
Students were taught to say sound for each letters & pronounce the word (McGruffy’s Readers)
1930s and forward- Look-and-Say
Students were taught using a sight word (Dick and Jane Readers)
1960s and forward - Language Experience Students told stories and watched as the teacher wrote them.
“””“Again [and again], some children learned to read
and others didn’t.”
1940s & forward - Multisensory Phonics (Remedial) Students use senses: visual-auditory-tactile-kinesthetic
1960s & forward – Structural Linguistics
Bloomfield & Barnhart- Let’s Read Students taught syllable units of increasing complexity
1960s & forward – Whole Language
(Chomsky; Goodman) Students taught to focus on meaning and strategies
1970s & forward – Balanced Literacy
Students taught using a mix of all methods
“””“Again [and again], some children learned to read
and others didn’t.”
History of the Controversy (Lindamood, P. et al., 1997)
Patricia Lindamood’s insight:
It’s not about the general education teaching method(s).
20-30% of people have neuro-biological processing differences.
To solve the problem we must begin by understanding the individual’s language processing patterns.
Only then can we sensibly select a treatment method.
“Dyslexia is the term used to describe the difficulties of children whose reading problems are associated with basic decoding (and recoding, that is spelling) skills.”
(Snowling & Hulme, 2011)
“While for many years, the accepted view was that ‘dyslexia’ is a learning disorder defined according to the discrepancy between an individual's general cognitive ability and their measured reading attainment ……
Snowling & Hulme, 2011)
…this definition is no longer in use.”
(Snowling, 2009;
“…..there is now evidence that many children
show the characteristics of ‘dyslexia’ either in its ‘pure’ form or where there are co-occurring difficulties (usually referred to as co-morbidities).”
(Snowling & Hulme, 2011)
“Dyslexia is known to compromise reading throughout the life span…”
“Dyslexia is known to compromise reading throughout the life span with problems of reading fluency and spelling typically persisting even after reading accuracy has developed to acceptable levels.”
(Snowling & Hulme, 2011)
Dyslexia is a language-based learning
disability “that does not arise from a physical limitation or a developmental
disability.”
--International Dyslexia Association (IDA)
The hallmark of dyslexia is difficulty processing speech sounds:
Ø genetically transmitted Ø neurobiological Ø occurs in people of all ages, races and
backgrounds and all levels of intelligence Ø persistent (not developmental, not outgrown) Ø improves with explicit instruction and
practice Ø causes difficulty with reading & spelling
words
Two Eligibility Models for Public School “Learning Disability” Services
1. Discrepancy Formula Model
2. Response-to-Intervention Model <5%
are eligible
Two Eligibility Models for Public School Learning Disability (LD) Services
1. Discrepancy Formula Model
2. Response-to-Intervention Model
A child in Alabama with an IQ of 115
and a reading achievement Scaled Score of 100 is eligible for LD services.
If he moves to California, Missouri, South Dakota, Tennessee, Vermont or Wyoming
he is no longer eligible. Ruth Colker (2013)
Two Eligibility Models for Public School Learning Disability (LD) Services
1. Discrepancy Formula Model
2. Response-to-Intervention Model
"No one really knows what a learning disability is.”
The Learning Disability Mess
Prof. Ruth Colker Ohio State Univ.
http://support.lexercise.com/entries/20697306-The-Learning-Disability-Mess/edit
In 2008 Aaron, Joshi, & Quatroche suggested a 3rd way…..
to identify a reading disability:
The Componential Model of Reading (CMR)
Validity studies reviewed:
Joshi, R. M. and Aaron, P.G. (2012)
the 3rd way
CMR: 1st Component
Cognitive – 2 factors • Word recognition • Listening Comprehension
CMR: 2nd Component
Psychological (examples) • Motivation & interest • Teacher expectation • Gender differences • Emotional & mental health
CMR: 3rd Component Ecological (examples):
• Teacher knowledge • Home environment • School environment • ELL
Dyslexia is caused by neurobiological differences in cognitive processing (Component 1).
When it occurs in combination with other components its impact can be magnified.
See Double Jeopardy (Hernandez, D. J., 2012)
Grades K-1: Mississippi Dyslexia Screener (print materials & record online, , administer face-to-face)
Ages 6 & up: Lexercise Online Screener (administer & record online, immediate report)
2 Free Dyslexia Screeners Lexercise.com
Where?
schools
homes
clinics
online !
Who is qualified to make a diagnosis of dyslexia?
See this Lexercise Forums article
with links to the Nat’l Ctr. For Learning Disabilities and IDA’s Knowledge & Practice Standards
A clinical professional (SLP, Psychologist & Clinical Educator)
1. thorough 2. uses a variety of tools 3. valid (measures what it says it
measures) 4. reliable (consistent results ) 5. tailored to the individual client
A meaningful, useful assessment adheres to these five principles
Shipley & McAfee, 2004
Problems repeating nonsense words….
From Phonology to Orthography and Beyond
Say… wudoip vudoip
Say… nigong nigone
Bishop, Adams, & Norbury,2004; SLI Consortium, 2002
…and playing ‘Tendo
I like amunials…
.
Weak phonological awareness / memory
Ginny
“phonological attunement” (Shriberg et al., 2005; Preston, J.L., 2012)
“a speech-based diagnostic marker”
of cognitive-linguistic processing
Audiologists’ term for this is an auditory processing disorder
SLPs, teachers & psychologists should call it a
language processing disorder
The Three Blind Men & The Elephant
LANGUAGE PROCESSING: • awareness of what is heard (sound awareness ) • memory for sounds and images • association (e.g., speech sounds with letter symbols) • labeling (rapid lexical access, “word finding”) • abstract pattern recognition
Phonological awareness & memory (cognitive-linguistic)
processing deficits….
LEVEL OF LANGUAGE
phonology orthography morphology syntax semantics pragmatics discourse structure
PART OF LANGUAGE STUDIED
speech sounds spelling patterns units of meaning in words phrase & sentence structure phrase & sentence meaning word choice and use in context organization of connected sentences
adapted from Moats (2010), Table 1.1
The language system (from below word level to above word level)
Multi-linguistic approach
“Our teaching of written language can only be as good as our study of it.”
--Gina Cooke LEX Linguist Educator Exchange (personal communication)
Making Sense of Spelling - Gina’s TED-ED Talk
http://www.youtube.com/watch?feature=player_embedded&v=0mbuwZK0lr8#!
crash course
Our alphabet
§ a symbol system; § a limited set of printed or written symbols; § contains the “raw material” of orthography but is
not itself orthography; § used in a linear, horizontal sequence; § a set of symbols called letters with “names” ( not
pronounced as sounds)
Thanks to Real Spelling
We pronounce phonemes. We announce graphemes.
<ck> /k/
Our alphabet
Our alphabet does represent some aspects of pronunciation, but it cannot represent speech per se. (That’s why we need the International Phonetic Alphabet.)
Our alphabet
§ lower and upper case forms; § reliably identified by their names without having
to commit to their meaning or function; § often part of a grapheme that represents a
phoneme; § may have functions that are not related to
pronunciation but are still components of orthographic units (e.g., <sign> & <signal> )
Our alphabet § morphological elements may have varying
pronunciations (e.g., tapped, tabbed, ridded); § graphemes represent phonemes; § etymological markers signal connections to
meaning (e.g., <know> relates to <knowledge>) § structural connectors (e.g., 2nd <o> in
<oceanography>) that may or may not be pronounced;
Our alphabet
§ orthographic conventions (e.g., the <e> in <lapse> signals that this is not the plural word, <laps>);
§ lexical markers distinguish lexical function words (e.g., the <e> in <one> to distinguish it from <on>)
There is wide-spread confusion about sounds and letters.
Underline the vowel: <quick>
s
Dimensions of structural word analysis: § morphological § phonological § orthographic
Morphology is a primary organizing concept
for spelling.
Graphemes are contained within and do not cross morpheme boundaries.
-- Real Spelling
Phonological weakness occurs ‘at the lowest level of the language system’ and in turn impairs decoding and spelling.
Direct intervention may be needed to
improve phonological awareness and memory.
See Chapter 1 in Birsh (2011)
Spelling problems often belie difficulty accessing and manipulating the sound
structure (phonemes) of language…
The first step in mature spelling is identifying & spelling a word’s base element(s).
< interrupted >
<interrupted> - a 4th grade word on the SDQA
inter-
rupt
-ed
prefix base suffix
Word analysis matrix
Word matrix method following Real Spelling
The Structured Word Inquiry Method
“English spelling is a highly ordered system for representing meaning that can be investigated and
understood through scientific inquiry.” --WordWorksKingston
base affix
free bound prefix
connector vowel
suffix
morpheme (“element”)
Contrast two types of structural analysis:
Phonological – Orthographic
& Morpho – Phonological - Orthographic
Phonological – Orthographic Analysis….
1. Divide the word into syllables. 2. Divide each syllable into phonemes. 3. Decide which grapheme represents each
phoneme.
Phono
Ortho
Morpho - Phono – Ortho Analysis
1. Identify any prefix or prefixes 2. Identify any suffix or suffixes 3. Identify the base 4. Divide the word into syllables 5. Divide each syllable into phonemes 6. Decide which grapheme represents each
phoneme. (See: English phoneme-grapheme pairs)
Morpho
Phono
Ortho
To analyze the word <orthography>
where would you begin?
orthography
1. Identify any prefix or prefixes 2. Identify any suffix or suffixes 3. Identify the base(s) 4. Divide the word into syllables 5. Divide each syllable into phonemes 6. Decide which grapheme represents each
phoneme. (English phoneme-grapheme pairs)
Morpho
Phono
Ortho
prefix base suffix
-- Real Spelling
<orthography>
orthography
Step 1. Identify any prefix or prefixes
or-
or- can be used as a suffix but not as a prefix
NO!
orthography
Step 2. Identify any suffix or suffixes
-y
YES! <-y> is a suffix It forms nouns , especially with combining forms from Greek,
Latin or French origin indicating state, condition, or quality
orthography
Step 3. Identify the base.
<orthography> has two bases (Greek combining forms):
orth(o) + graph
Origin of <ortho> or (before a vowel, < orth-> ) Online Etymology Dictionary:
a comb. element in forming scientific and technical words, from Gk. ortho-, stem of orthos "straight, true, correct, regular," from PIE *eredh- "high" (cf. Skt. urdhvah "high, lofty, steep," L. arduus "high, steep," O.Ir. ard "high").
Online Etymology Dictionary
Origin of <graph> World English Dictionary: — n combining form 1. an instrument that writes or records: telegraph 2. a writing, record, or drawing: autograph ; lithograph
[via Latin from Greek -graphos, from graphein to write]
Origin of
orthography
Dictionary.com: 1425–75; late Middle English ortografye < Latin orthographia correct writing, orthogonal projection < Greek orthographía. See ortho-, -graphy
Online Etymology Dictionary:
"correct or proper spelling," c.1450, from M.Fr. orthographie (O.Fr. ortografie, 13c.), from L. orthographia, from Gk. orthos "correct" (see
ortho-) + root of graphein "to write."
Step 4. Divide the word in to syllables
<orthography>
orth o graph y
Step 5. Divide each syllable in to phonemes.
/ɔrˈθ/ /ɒ/ /grəәf/ /i/
NOTE!
Orthographic phonology ….
….requires a different perspective than the one you take when you
transcribe speech.
In orthographic analysis some units (e.g., vowel glides and r-controlled vowels) are identified as single unit/
/ ˈθ/ /ɒ/ /grəәf/ /i/
For example: Is the highlighted unit in the first syllable
one or two units?
__ __ __ __ __ __ __ __
/ɔr ˈθ/ /ɒ/ /g r əә f/ /i/ __ __ __ __ __ __ __ __ or th o g r a ph y
Step 6. Decide which grapheme represents each phoneme. (….with reference to the morphological bases!)
Note this phoneme-grapheme
pair.
Note that r-controlled vowels are considered
to be one unit.
connecting vowel
orthography prefix(es) base(s) suffix(es)
orth(o)graph y
Word matrix method following Real Spelling
orthography
World English Dictionary: 1. a writing system 2. spelling
§ spelling considered to be correct; § the principles underlying spelling
3. the study of spelling 4. orthographic projection
As illustrated by the example of <orthography>
English spelling is not strictly phonetic.
It is morphological & phonological.
The relationship between phonemes and graphemes
in English is governed by reliable morpho-phonetic patterns.
Check out these 3 Lexercise Live Broadcast Recordings about word structure & morphology:
Gina Cooke, Melvyn Ramsden & Pete Bowers
http://www.lexercise.com/category/previous-broadcasts/
…to kids with processing problems!!!???
And I’m supposed to teach this...
YOU CAN….and it starts with knowing the structure of printed English.
This requires extreme clarity with regard to terms and definitions. See “Terms” in the Appendix for explicit definitions.
What is a base element?
A word’s base(s) conveys the word’s basic meaning. (e.g., the base <graph> in the word <graphic>). There can be twin bases that both contribute equally to meaning (e.g., phono + graph = phonograph). In contrast, the term “root” connotes the etymology (history) of the word’s base element.
What is an affix?
An affix is a morpheme that is attached to a base word to form a new word. English has two kinds of affixes: • A prefix is attached before the base element • A suffix is attached after the base element
What is a vowel?
A vowel is an open phoneme that is the nucleus of every syllable and is classified by tongue position and height, such as high/low or front/mid/back; Linguists identify 15- 20 vowel phonemes in English.
What is a consonant?
A consonant is a phoneme that is not a vowel and is formed with obstruction of the flow of air with the teeth, lips, or tongue; also called a closed sound in some instructional programs; Most linguists identify 40 or more consonants in English.
What is a consonant blend?
A consonant blend is adjacent consonants within a syllable, before or after a vowel sound.
What is a consonant cluster?
A consonant cluster is adjacent consonants within a syllable, before or after a vowel sound; the equivalent of a
consonant blend.
What is a syllable?
A syllable is a unit of speech that contains one and only one vowel sound.
A syllable is organized around an energy peak (i.e., a
vowel). It may or may not have consonants before or after the vowel.
The 6 syllable types in English predict vowel sound-letter patterns
1. closed sick, hut 2. r-controlled sir, hurt 3. open hi, Hugo 4. silent -e site, huge 5. vowel digraph seem, seam, heat 6. consonant +le saddle, ladle
Schwa happens…. …and it’s all about stress!
Schwa is a non-distinct vowel found in unstressed syllables in English.
Schwa only occurs in unstressed syllables
be before defect (noun) defect (verb)
conduct (noun) conduct (verb)
More examples from Peter Ladefoged
§ Pair-Share 1. Use the Elkonin Boxes form. 2. Count the syllables in your first name. 3. Count the phonemes in each syllable. 4. Specify the graphemes in the Elkonin Boxes. 5. Tell your partner the last phoneme in your
first name. (e.g., Pronounce it , don’t announce it.)
§ example: Sandie
s� a� n � d� ie�
Elkonin Box
Pair-Share: Syllable Types Then tell your partner the syllable the type of the last syllable of your first name.
The 6 syllable types in English closed sick, hut r-controlled sir, hurt open hi, Hugo silent -e site, huge vowel digraph seem, seam, heat consonant +le saddle, ladle
Intervention
Who? What? When? Where? Why? How?
a language processing approach to intervention
a.k.a.
Multi-lingual Approach Multi-component Approach
Structured Language Approach Orton-Gillingham Approach
The Orton-Gillingham (O-G) Approach
It’s old It’s new
…and it will help you!
--The Academy of Orton-Gillingham Practitioners and Educators
“Orton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with
reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced
as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of
exceptional breadth, depth, and flexibility.”
--The Academy of Orton-Gillingham Practitioners and Educators
“Orton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with
reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced
as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of
exceptional breadth, depth, and flexibility.”
§ Professional education O-G training
courses typically require between 60 and 90 course hours.(See Appendix.)
§ Today’s session is not O-G training. It’s an overview.
A few Orton-Gillingham published grandchildren:
² Wilson Reading ² Language! Curriculum ² Slingerland ² Lindamood-Bell LiPS ² Sonday ² Lexercise ² etc….
See the International Dyslexia Assoc.’s Matrix of Multisensory Structured Language Programs
Another term for the O-G Approach is “structured language”
Research is proving that the teacher’s knowledge about
the structure of English is a much more Important variable than what program is used.
--The Academy of Orton-Gillingham Practitioners and Educators
“Orton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with
reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced
as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of
exceptional breadth, depth, and flexibility.”
Scarborough, 2001
A language processing evaluation:
What is an intervention approach?
1. It is designed to support the client’s processing weaknesses, establish accuracy and build automaticity. (i.e., It is a therapeutic approach.)
2. It has an appropriate scope & sequence. (i.e., appropriate to the client’s needs)
3. It has organized instructional routines.
4. It is designed to include intensive practice.
The Orton-Gillingham (O-G) Approach is an intervention approach that includes:
WHAT to teach & in what order
HOW to teach
The Orton-Gillingham (O-G) Approach is an intervention approach that includes:
WHAT to teach & in what order
HOW to teach
How to Teach
Systematic: “a: methodical in procedure or plan <a systematic approach>
b : marked by thoroughness and regularity
Intensive: “ highly concentrated;”
providing for a lot of practice each day.
Multisensory: “relating to or involving several physiological senses” The activity requires an interaction of senses: Auditory-Visual-Tactile-Kinesthetic
Explicit: “fully revealed or
expressed without vagueness, implication, or ambiguity; leaving no question as to meaning or intent.” The linguistic target is: clearly defined, clearly described and isolated for practice.
Use of sensory-cognitive information
requires executive function. Consider
the use of Socratic questioning here.
The Orton-Gillingham (O-G) Approach is an intervention approach that includes:
WHAT to teach & in what order
HOW to teach
A scope & sequence: a guide to what to teach
Scope: The elements that are taught Sequence: The order of teaching them
§ explicitly define the essential linguistic
structures for reading and spelling § sequence them systematically
A scope & sequence for reading & spelling intervention should:
The structure of an O-G Session Birsh, J.R. (Ed.3), 2011
ü Lasts 30 - 60 minutes
ü Includes a rapid rotation of ~6 -8 exercises, each lasting between 1 minute - 10 minutes;
ü Covers all domains of language in each session.
The domains of language
1. Sounds & Letters 2. Word Reading & Spelling 3. Word Parts (morphology) 4. Vocabulary 5. Sentences (syntax) 6. Listening & Reading 7. Speaking & Writing
The structure of an O-G Session Birsh, J.R. (Ed.3), 2011
ü Review the language structure(s) practiced in
the previous session
ü Raise awareness of the current Level’s structures & patterns (e.g., <-x> = /k/+/s/ )
ü Explicitly defines each new structure / pattern
The anatomy of an O-G Session Birsh, J.R. (Ed.3), 2011
ü Practice words in reading & spelling.
ü Practice real & nonsense words that feature the new language structure(s).
ü Practice real & nonsense words that mix
the new structure(s) with those previously learned.
The anatomy of an O-G Session Birsh, J.R. (Ed.3), 2011
ü Practice meanings of new words. ü Practice language structures in sentences (read,
write, identify, formulate)
ü Practice new language structure(s) in reading and writing text.
A Structured Language Scope & Sequence:
§ phoneme-grapheme pairs § syllable structures (e.g. the 6 syllable types) § morphemes (8 inflectional, many derivational)
What does the child need to know to decode & spell the word “epic” ?
WORD P-G pairs
syllable type
affix(es)
epic (ep-ic) <e>= /Ɛ/ <p>=/p/ <i>= /i/ <c>=/k/
closed closed
none
Meaning
prefix base suffix epi- epos= word, story, poem
-ic
Possible relatives: <epoch, epigraph, episodic>
WORD P-G pairs
syllable type
affix(es)
speech
What does the child need to know to decode the word “speech” ?
WORD P-G pairs
syllable type
affix(es)
speech
<s> = /s/ <p> = /p/ consonant blend <ee> = /i/
<ch> = /ʧ/ consonant digraph
<ee> vowel digraph
none
• Middle English speche • Old English- spǣc, variant of sprǣc • German- sprache
prefix base suffix speech
prefix base suffix pow -er -ful
powerful ?
prefix base suffix
power
-ful
powerful “power” - 1250–1300; Middle English pouer ( e ), poer ( e ) Anglo-French poueir, poer “pow” - Americanism-1880-1885, an echoic interjection
Structured Word Inquiry Method
See recordings of previous Live Broadcasts
by Pete Bower’s & Gina Cooke
http://www.lexercise.com/blog/
Address all 5 critical language-literacy areas…everyday --The National Reading Panel (2000)
But here’s the challenge:
How do you set up enough practice? (e.g., 100s of response challenges daily)
Instructional Routines
face -to- face &
online
Phonological Awareness / Memory Say the sounds in “sink”. Say “sink” without /s/.
face–to-face
Phonological Awareness / Memory Isolator Game
Where is the /ŋ/ in “sink”?
online
Word Reading & Spelling
White Board Spelling: (How many sounds in “sink”? Write the graphemes.)
Flash Word Reading (Right on the 1st try)
s i n k
sing sink
bang bank
face–to-face
MatchStar Games – Word Reading
online
Morphology- Word analysis
link
PAST TENSE SUFFIX: <-ed> = /t/
ed
sink
Plural SUFFIX: <s> = /z/
s
linked
sinks
face–to-face
The word The category The details
Vocabulary
Define
mink
face–to-face
Google Images: mink
Descriptor Game- Definition à Fast Word Reading
online
Sentences
1) The dog sank his long fangs into the rat. 2) Put the pan in the sink, said Mom. 3) Peg has on a pink tank top. 4) Hank winked at Kim. 5) The bunk beds are such a mess. 6) The king is getting rich. 7) The quill pen has red ink.
face–to-face
Sentences 1 Point: for each correctly
spelled word*
1 Point: for beginning
sentence with a capital
1 Point: for ending sentence
punctuation
5 BONUS Points for no errors
TOTALS
1.
2.
3.
4.
5.
6.
7.
TOTAL POINTS
*Capitalization of proper nouns is considered a spelling issue.
Listening and Reading On Saturday, October 1, hundreds of people gathered at Greeley Square, in New York City, to join the celebration of author Rick Riordan’s newest book from the best-selling Heroes of Olympus series, The Son of Neptune. The crowd was filled with Rick Riordan fans dressed as demigods, monsters and other characters from his books. Those who didn’t dress up stopped by the wrap-your-own-toga station. A toga is a type of Greek clothing. ……
face-to-face… or…online
Pragmatics http://www.timeforkids.com/news/percy-jackson-back/15166
face-to-face… or…online
Discourse
Describe a process Introduction: Tell the purpose Step 1: Describe the first step. Tell why it is important. Step 2: Describe the first step. Tell why it is important. Step 3: Describe the first step. Tell why it is important. Step [N] [….number of steps] Conclusion: Evaluate the process & why it is important
face-to-face… or…online
Writing
• Transcription (“handwriting” or typing ) • Spelling • Grammar • Sentence conventions • Formulation & organization • Ideas • Proofreading
Handwritten sample by a 9 year old:
2 correct writing sequences it wus inan in^the ish tha wer thcing a spre at a elatfit ard stap it^. (It was in the ice age. They were throwing a spear at an elephant and stabbing it. )
Handwritten sample after 3 months of therapy:
The same sample typed (without help) on an iPad: This object is an electronic. It is a computer and you play games on it. This is a toy shaped like a rectangle. It is made of metal and it has an on-off button and a touch screen. You find it at the Apple store. It is an iPad.
54 correct writing sequences ^This^object^is^ an electronic. ^It^ is^ a^ computer ^and ^you^ play^ games^ ^on^ it^.^ This^ is^ a^ toy^ shaped ^like^ a^ rectangle^.^ It^ is^ made^ of ^metal^ and ^it^ has^ an^ on-off^ button^ and^ a^ touch^ screen^.^ You^ find^ it^ at^ the^ Apple^ store^.^ It^ is^ an^ iPad^.
Think 1st about the learning goal
& the science of learning.
Then think about the teaching & learning methods.
Before you can choose the best tool you MUST know ….
Is it a nail or a screw ?
JOIN RANKS
Develop an intervention plan for Ginny…..
• List intervention goals
• Describe direct services (frequency, duration)
• Describe daily review & reinforcement
practice
• Describe any assistive technology • Other
SUMMARY • 3rd grade • Average IQ & average receptive vocabulary • Persistent misarticulation- all allophones of /r/ • “Double deficit” (i.e., significant processing deficits)
• phonemic awareness & memory deficits • rapid naming deficit
• Sight word reading- average range, decoding -impaired range • Reading 3rd grade text in the frustration range • Dislikes reading and does no discretionary reading • Spelling reflects phonemic impairment • Limited productivity in writing products • Weak sentence and paragraph structure in writing products
Hearts Report • Intervention goals
• Direct services (frequency, duration) • Daily review & reinforcement practice • Assistive technology • Other
§ Structured language approach § 1 (45 min.) session each week (Ginny & mom)
§ Lexercise online exercises- 5 days a week (~15“/day) § Assistive technologies:
§ AudioBooks- Learning Ally (LearningAlly.org)
§ Type writing products- GingerSoftware (GingerSoftware.com)
Lexercise online exercises – 12 min. a day, 5 days a week Isolator MatchStar
Progress Summary
§ # clinic sessions: 18 § period of therapy: June – January (7 mos. ) § Lexercise Levels covered: 1 – 24
Session #4 (July)-Lexercise Level 6
Session #18 (January)-Lexercise Level 24
Progress Summary
• 7 months • 18 sessions + ~100 days of online exercises • reading Level 24 words >90% accuracy • spelling Level 24 words >80% accuracy • reading 3rd grade text at 95% accuracy • reading for pleasure • /r/ >90% accuracy in text reading • fewer behavior problems; less resistance to school work • more confident, “happier”
Discussion Questions
Comments
Thank you!
References
Birsh, J.R., Editor (2011). Multisensory Teaching of Basic Language Skills, 3rd Edition. Baltimore: Paul H. Brookes Publishing Co. Breznitz, Z., Rubinsten, O., Molfese, V.J. and Molfese, D. L., Eds. (2012). Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Springer Science+ Business Media. Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C. and Snowling, M. J. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. Wiley-Blackwell, p. 33/ Crowe, E.C., Connor, C. M., Petscher, Y. (2009). Examining the Core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, Vol. 47(3), 187–214
References Eide, F. (2012). Neurobiology of Learning Disorders - Dyslexia ADHD Dyscalculia Dysgraphia. Lecture at American Academy of Child and Adolescent Psychiatry Conference. https://www.youtube.com/watch?v=CNTNypAG4S0 Fletcher, J.M., Lyon, G. R., Fuchs, L.S., Barnes, M.A. (2007). Learning Disabilities: From Identification to Intervention, New York: The Guilford Press. Hernandez, D. J. (2012). Double Jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore: The Annie E. Casey Foundation. Retrieved March 24, 2013: http://www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid={8E2B6F93-75C6-4AA6-8C6E-CE88945980A9} International Dyslexia Association Conference (October, 2012) – Neuroscience in the 21st Century: Where are we going? Web Conference: http://www.webable.tv/Events/63rdIDA.aspx?VID=/webable/121024_IAD_W3_0945.flv#anchor
References Joshi, R. M. and Aaron, P.G. (2012). Componential Model of Reading (CMR): Validation Studies. Journal of Learning Disabilities 45(5) 387–390. Lindamood, P., Bell, N., & Lindamood, P. (1997). Sensory-Cognitive Factors in the Controversy over Reading Instruction. The Journal of Developmental and Learning Disorders. Vol. 1 (1), pp. 143-182. Moats, L. C. (2010). Speech to Print, Ed. 2.Baltimore: Paul H Brookes Publishers. Moats, L.C. , Dakin, K.E. and Joshi, R. M. (2012). Expert Perspectives on Intervention for Reading: A Collection of Best-Practice Articles from the International Dyslexia Association. Baltimore: The International Dyslexia Association.
References Morris, R.D., Lovett, M.W., Wolf, M., Sevcki, R.A., Steinbach, K.A.,
Frijters, J.C., Shapiro, M.B. (2010). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome.J. Learning Disabilities. http://www.ncbi.nlm.nih.gov/pubmed/20445204?dopt=Abstract
National Institutes of Health, Statistics on Voice, Speech, and
Language: http://www.nidcd.nih.gov/health/statistics/vsl.asp Preston, J.L.(2012). Functional Brain Activation Differences in School Age Children With Speech Sound Errors: Speech and Print Processing. Journal of Speech, Language, and Hearing Research. Vol.55. 1068-1082 Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Retrieved from http://www.teachernet.gov.uk/wholeschool/sen/
References
Shaywitz , S.E., Shaywitz , B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., Shankweiler, D.E., Liberman, A.M., Skudlarski, P. Fletcher, J.M., Katz, L., Marchione, K.E., Lacadie, C., Gatenby, C. and Gore, J.C. (1998). Proceedings of the National Academy of Sciences of the United States of America, Vol. 95 (5). Shaywitz, S.E. (2003). Overcoming Dyslexia: A New and Complete
Science-Based Program for Reading Problems at Any Level. Toronto: Random House.
Shriberg et al. (2005). Toward Diagnostic and Phenotype Markers for
Genetically Transmitted Speech Delay. Journal of Speech, Language, and Hearing Research Vol. 48 834–852.
http://www.waisman.wisc.edu/phonology/pubs/PUB3.pdf Singh, L., Steven Reznick, J. and Xuehua, L. (2012), Infant word segmentation and childhood vocabulary development: a longitudinal analysis. Developmental Science, 15: 482–495.
References
Snowling, M.J. (2009). Changing concepts of dyslexia: nature, treatment and comorbidity. Journal of Child Psychology & Psychiatry, Virtual Issue. Retrieved from: http://www.wiley.com/bw/vi.asp?ref=0021--9630&site=1#436
Snowling, M.J. and Hume, C. (2011). Evidence-based interventions for
reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, Vol. 81 (1), pp.1–23. Retrieved from:http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.2010.02014.x/full
Snowling, M.J. and Hume, C. (2012). Annual Research Review: The
nature and classification of reading disorders- a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry 53:5, pp 593–607, Retrieved from: http://onlinelibrary.wiley.com/store/10.1111/j.1469-7610.2011.02495.x/asset/j.1469-7610.2011.02495.x.pdf?v=1&t=h7bqjshr&s=b9c418ddc9f8a74e9c34c3a262c1e20a3609d442
References
Summer, E. Connelly, V. and Barnett, A.L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), pp. 991-1008. http://link.springer.com/article/10.1007/s11145-012-9403-6?no-access=true
Appendix A- Web-based Resources
§ Lex (blog): http://linguisteducatorexchange.wordpress.com/ Gina Cooke’s Linguist Teacher Exchange § Lexercise (website): http://www.lexercise.com/
(Online services for struggling readers, Professional Forum, Public Blog, Two Free Online Screeners, Digital Games for daily practice, Clinical Partners Program )
§ Real Spelling & Real Script (website):http://www.realspelling.fr/Welcome_to_Real_Spelling/Choose-New.html (Melvyn Ramsden’s website)
§ Real Spellers (wiki): http://www.realspellers.org/
§ Word Works Literacy Centre (blog): http://www.wordworkskingston.com/WordWorks/Home.html
Pete Bowers website
Appendix B School & Class Blogs
§ Grade 3- Mrs.McGrath (blog): http://mcgrathi.ism-online.org/
Llana McGrath- 3rd grade- Manila International School § Grade 4- Sarah Pickles (blog):
http://tpackedpickles.weebly.com/index.html Sarah Pickles- 4th grade- Lincoln Community School-Ghana § Grade 5-Mr. Allen (blog): http://blogs.zis.ch/dallen/category/languagespellingword-study/ Dan Allen -5th grade- Zurich International School § Grade 7-Ms. Whiting’s Word Nerds (blog):
http://wordsavviness.wordpress.com/ - Ann Whiting’s 7th grade -Kuala Lumpur International School
Fletcher, J.M., Lyon, G. R., Fuchs, L.S., Barnes, M.A. (2007). Learning Disabilities: From Identification to Intervention , New York: The Guilford Press.
Appendix C Intervention Meta Analysis
1. Increases time on task. ✔2. Scope & sequence is explicit, organized & cumulative. ✔3. Teaches self-regulation. ✔4. Considers…..‘scaffolding. ✔5. Integrated & systematic scope & sequence; top-down & bottom-up. ✔6. Addresses specific reading and writing skills. ✔7. Focuses on the ultimate competencies, not just isolated skills. ✔8. Customized for each individual. ✔9. Includes ongoing progress monitoring. ✔10. Systematically integrated with general education. ✔
Appendix C (2) Fletcher, J.M., et al. (2007) SUMMARY
For In-Depth Professional Education
On the Lexercise Forums- search: Lexercise Professional Education Courses
Courses Hours
Lexercise Professional Courses (for SLPs) #1: Structure of Written English (prerequisite for #2*) #2: Orton-Gillingham for Clinical Professionals
25-30 hrs. 25-30 hrs. 50-60 hrs.
Appendix D
Dyslexia 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.
Appendix E-1 The definition of dyslexia
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. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).
Appendix E-2
§ Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.
§ Many people who are dyslexic are of
average to above average intelligence.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).
Appendix E-3
Terms Phonemes- speech sounds; used to express meaning (e.g., /k/) Graphemes- the choice of graphemes that represent phonemes (e.g. <c>, <k>, <-ck> for /k/) Morphemes- units of spoken language that express meaning
Appendix F-1
Terms (continued) § syllable (and syllable types) § semivowel § glide § consonant cluster (vs. blend) § allophone § flap
Appendix F-2
Terms (continued) § grapheme § digraph (e.g., <sh>, <-ck>) § trigraph (e.g. <eau>) § stress § schwa § voiced & unvoiced (consonants) § rhotic vowels
Appendix F-3
ĭ
ē
ā
ĕ
ă
ī
ŏ
ŭ
oo
oo
ō
aw
er
ar
or
əә
vowels: phonic symbols
o
oy/oi
ow/ou
Appendix G-1 The English vowel system
ĭ
ē
ā
ĕ
ă
ī
ŏ
ŭ
oo
oo
ō
aw
er
ar
or
əә
“short” or lax vowels, closed syllables
bit
bet
bat
bot
but ow,ou
oy/oi
Appendix G-2 The English vowel system
ur, ir, er
ar
or
her, sir, fur
car port
r-controlled vowels
Appendix G-3 The English vowel system
ĭ
ē
ā
ĕ
ă
ī
ŏ
ŭ
oo
oo
ō
aw
əә
oy/oi
ou/ow
er
ar
or
“long” / tense vowels, open syllables
he
baby
bivalve
go
ruby
Appendix G-4 The English vowel system
ē
ā
ī
ō
Pete
make
time
vote
oo
tube “long” / tense vowels,
silent –e syllables
Appendix G-5 The English vowel system
ē
ā
ī
ō
see eat
chief weird key
rain play eight vein they great
straight pie
right
boat show toe
moult
oo
moo chew blue suit
soup
“long” / tense vowels, vowel digraph syllables
Appendix G-6 The English vowel system
əә
about lesson elect
definition circus
schwa vowel in an unaccented syllable
Appendix G-7 The English vowel system
oy / oi
ou / ow
əә
boy boil
out cow
diphthong* vowels, vowel digraph syllables
Appendix G-8 The English vowel system