1
Q
Controversy
A
- “most reading disabilities [are] best viewed as a developmental language disorder” (p. 1)
- Proposed about 15 years ago
- Catts & Kamhi say it is more accepted now, but my personal belief is that it is
- Far from universally accepted
- outside of comfort zone for practice by clinicians whether or not they accept the notion that is is our scope of practice
- Everyday notion of dyslexia is that there is a reversal of letters (they see things backwards). This isn’t true they really haven’t mapped what letters look like and how to read them, a lot of time it has to do with weak visual and spatial skills.
- Mostly comprehension piece is a language disorder
2
Q
Parts of Language
A
- Listening, Speaking, Reading, Writing are all part of language.
- Lots of print around
- Make sense of graphemes, semantics, syntax
- Write, pre-write, draft, conference, revise, edit (publish)
- Low risk, child in control of learning, assume an increase in self-esteem.
3
Q
School DIscourse Problems
-print awareness
A
- Print Awareness- knowledge that print carries meaning
- 60% of 3 yr olds read labels and signs
- 80% of 4 and 5 yr olds read labels and signs.
- How do you identify children at risk?
- Kids in kindergarten who cannot read labels and signs, they are at risk
4
Q
Key Points about reading and language
A
- Reading & language SHARE processes, background knowledge bases but also have many differences
- Good spoken language doesn’t ensure good reading
5
Q
After 3rd grade, need reading and writing to:
A
- Give and receive information
- Understand and use a variety of genre
- Increase knowledge
- Comprehend and use figurative and nonliteral language
- Metalinguistic awareness
- Accuracy in grammar, style, and mechanics
6
Q
Why reading and writing? 1
A
- Children with language difficulties tend to have less cohesive written or oral discourse.
- Word finding difficulties
- word identification difficulties (decoding)
- Invented spelling-more important for kids to write than to worry about spelling. Important diagnostic skill because it allows us to see how kids have mapped the words and how they hear sounds
- Yuns a lade (once a lady) y is a problem because it starts with the /w/ sound
- Eventually the inability to spell affects reading.
- Poor phonological awareness
- Poor graphophonic (graphophonemic representation (spelling and writing)
- If kids are still using invented spelling by 8th grade, they are not using auditory decoding skills.
7
Q
Why reading and writing? 2
A
- Learning about narratives assists in organization of complex discourse, and increases semantic complexity and syntax complexity.
- Reading requires oral foundation, pragmatic skills & problem solving.
- Start forming narratives at 3.
- Narratives are culturally based, African Americans are episodic and white American narratives (beginning, middle, and end)
8
Q
Rules for Literacy
A
- Reading aloud —vocabulary & syntactic constructions (Purcell & Gates 1988)- gives you the 25 repetitions
- Children in literate homes are better readers & writers (Wells, 1986)- literate families-kids hear 80,000 more words
- Children with no bedtime story have problems in school (Heath, 1982)
- When kids don’t get bed time stories they are exposed to less vocabulary
9
Q
Rules for Literacy (Joint book reading)
A
- Joint book reading teaches book handling skills
- Read books, don’t manipulate them
- Book is in control-determines topic of conversation via picture & joint attention
- Read words/name pictures
- Book events are not in real time
- Books create autonomous, fictional world
10
Q
Reading- Broad definition
Catts and Kahmi
A
- Broad definition = higher level thinking
- “evaluating, judging, imagining, reasoning, and problem solving (Gates, 1949, p. 3, in Catts & Kahmi, 2005, p. 3)
- Imaginative process-need to make pictures in their head
- LI kids do not understand that they are reading for meaning
11
Q
Sanders: Reading: Broad vs simple
A
- According to Sanders (2001), the broad definition of dyslexia = reading disability; includes “word identification, reading comprehension, associated difficulties in spelling and writing, and a wide range of difficulties with spoken language” (p. 2)
12
Q
Simple definition
Catts and Kahmi
A
- Simple definition = 2 components
- Decoding (Dr. Katzman uses the term “word calling”; Sanders says word identification (really need to be able to decode)
- Linguistic comprehension (not according to Sanders)
- Decoding (Dr. Katzman uses the term “word calling”; Sanders says word identification (really need to be able to decode)
- (We’ll use C & K definitions, but need to understand that we will typically need to define our terms for parents, educators and peers)
- Linguistic and auditory decoding
13
Q
Broad vs. Simple definition
A
- Both are probably correct, with broad definition applying to individuals who read to learn, and simple definition applying to individuals learning to read
- Learn to read and then reading to learn (starting in second grade now) kids need to read at primer level by the end of kindergarten
-Rake- e is silent, a says its name
If there are two vowels in a row, when two vowels go walking, the first says its name.
14
Q
Models
A
- Bottom-up- language, reading. APD- heard a sound, see a letter, detect, but you need to keep adding in a process. I see a /b/ and I know it says /bʌ/
- Top-down
- interactive
15
Q
Bottom-up
A
- Language, reading, auditory processing…
- Process begins with detection of stimulus, adds in linear fashion “up” to cognition:
16
Q
Reductionism (Bottom-up): One theory
A
- Writing and reading are discrete, orderly fashion.
1. Master one step before going to next-requires break down skill into component parts.
2. Sum=Whole /b/ /ɛ/ /d/–> bed
3. Teacher and curriculum control learning
4. Proficiency comes out of practice
5. Possible to evaluate skills objectively
6. Right and wrong ways to process, do tasks, answer/asks questions
17
Q
Bottom-up
A
- b + e + d
“bed”
_ _ _ bed_ _ (each _ by sound, then synthesized)
-Meaning! John went to bed last night.
18
Q
Reductionism-Bottom-up
IRE
A
- Reductionism (bottom-up) = traditional classroom
- IRE framework : Initiation, reply, evaluation- traditional classroom
19
Q
Holism- Top Down (2nd theory)
A
- Language-based process- learn to read and write; literacy learning
- Parallels language learning
- Makes sense of whole, develop contextualized understanding of individual skills.
- Holistic approach-integrate pictures and words and how they relate
- Site reading-bottom up
20
Q
Contextualized (top down)
A
- Learn to read and write by reading and writing.
- Meaning, social function are focus over form at first.
- Literacy learning is important, concrete, anxiety free.
- Contexts always expand
Bottom up approach can cause anxiety
- Intuition is primarily responsible for print conversations. (name beings with S so they think a stop sign says their name)
- Abstract the rules from print, apply them.
- Self-directed
- Development can be varied in rate by not conditions needed for language learning.
21
Q
Top-Down
A
- Higher level processes assist in determining meaning:
- World knowledge (scripts, schemes) + specific context + picture, etc.
- Meaning!
- Top-down allows you to “skip” inaudible, illegible content; you can “fill-in” via inferencing
- scripts
- schemes
22
Q
Holism-Top Down
A
- Child-centered- Child creates own understanding by doing-discussion and exchange of ideas-conversational, not IRE
- Miscue analysis- ask child: what makes sense here? And wait longer to cue
- Anecdotal records, portfolios-process of learning is an important as how much learned.
- Teachers wait less than 4 seconds to wait to respond (takes LI kids longer)
- Cochlear implant is an electrical signal
- Ask them if their answers make sense.
23
Q
Interactive
A
- Bottom-up and Top-down processes co-occur
- Not sequential
- parallel
24
Q
What do you think about discrimination
A
- C & K review phonetic discrimination vs. phonemic discrimination (and allophonic variation along the way)
- We seem to need to discriminate phonemes in order to acquire phonemic discrimination, BUT we don’t need to do it as tested
- C & K example: discrimination of pin vs. bin not required in day to day tasks (that is, context and linguistic redundancy help us figure out which word we heard
- So, should we have these discrimination tasks? Is that what C & K are implying?
25
Sanders (2001) Cognitive Skills for Reading (p.45)
Perception / Memory
Awareness: / Recognition:
1. Phonological (A) / 1. Whole words (V)
```
2. Print (V) / 2. ID words from
blended letters (A)
```
26
Sanders (2001) Cognitive Skills (p.45)
- Perception / Memory
Discrimination / Recall
Look-alike letters / Paired associates words
(V) (A+V)
Sound-alike letters,/
words (A)
27
Definitions specific to reading
1. discrimination
2. identification
- Discrimination: recognizing visual differences (i.e., visually differentiating letters
-Identification: matching letter to phoneme
C & K say that most kids who confuse “b” and “d” are not confusing the letter
28
Mental lexicon
- Phonological form
- Visual form (after literacy begins)
- Meaning
- Semantic network (the connections)
- Superordinate, subordinate & basic level
- Syntactic
- Experiences (e.g., “robin” for me brings up bird information but also Robin Wallace, the friend that I played paper dolls with in elementary school)
29
Reading: Word Recognition
1. whole word
2. decoding
- Whole word (visual representation-learn the shape of the word)
- Decoding (phonological, involves sound-symbol matching)
- “The ability to decode printed words phonologically allows children to read words they know but have never seen in print.” (p. 9)
- Decoding without whole word approach they may say the for I.
- Site words-20% of all words we read
30
Sound-symbol association
- “print-to-sound conversion” (p. 9)
- We don’t know the mechanism by which this is accomplished but most evidence suggests it is required
- Too many low frequency words that can’t be accessed by visual representation only
- Frequency seems to be required for visual representation
31
Discourse Level Processes
- Apply to auditory and reading comprehension
- Structural (syntax & morphology)
- World knowledge
- Neither top-down or bottom-up is enough to explain reading; theories of interactive are complex
- Use portions of these complex models
- Wall words (sight words the students should know)
32
Scripts & Schemes
- Schemes (schema, in C & K) are more global—an understanding of how things work
- Scripts are more specific to an particular event
- Overall structure
- Flexible “slots”
- Story grammar is a schema for narratives
33
Understanding requires
- Working memory
- Inferences
- “predictions, associations or explanations” (p. 14)
- Explanatory inferences seem to be correlated with reading comprehension (as compared to predictive or associative inferences)
- “easiest” inferences derive from application of world knowledge; these are “online” inferences
34
Self-Teaching
- Four stages:
1. Role of item (not a specific stage of development)
2. Early onset
3. Word recognition due to “lexicalization”, a progressive process
4. Relating orthography & phonological information
- What does all this mean?
35
Word Recognition- come in as early as 2
- Logos
- Alphabet recognition seems to involve stages (pre-recognition to actual recognition- automatic)
- Text cites Ehri & McCormick for 5 stages (1998, in C & K, 2005), from pre-to automatic
- Literature gives us letter recognition in print examples (scribble in separate “letters”) as well as initial letter shape (Sally says “that’s my name!” when she sees a stop sign)
- Some of this seems to be “stage 1”
36
Word Recognition (Sanders,2001)
- Global, holistic
- Logos, name
- Phonic, both analysis and synthesis (know what the letters look like and that they make up the word)
- Mature reading
- Always have some of global and phonic level reading—the Russian novel example
37
Automaticity
- Goal of good readers
- Enables attention to content (comprehension)
- Metaphor: learning to drive, from conscious verbal mediation to automatic pilot
38
Comprehension
- C & K report Chall (no date) says schools don’t introduce social studies & science until grade 3/4 (as actual subjects?) because aren’t proficient enough as readers until then
- “Chall’s ‘reading to learn’ stage” (p.42)
- Rapid word calling
- Good access to linguistic info (all areas)
- Look up Chall’s stages of reading
39
Dyslexia vs. Reading Disorder
- Poor readers with word identification difficulties only = dyslexia
- Poor word ID + poor listening comprehension = mixed (LLD in earlier version of text)
40
Beyond Phonemic Awareness
- Don’t forget to assess & teach Phonemic awareness tasks
- Elision/deletion- pat without /t/
- Segmentation
- Synthesis
- Sound families
- Some children need EXPLICIT instruction: this is “A” it says /ae/ (short often first)….
- Enter kindergarten able to do these things
- Pa is quiet- voiceless
- Ba is noisy- voiced
41
Oral & Written Language
- Oral language first—use it to learn to read
- Later, reading & writing allow language for learning (Paul’s L4L)--
- Requires metacognitive skills
----Decode
----Language structures
----Background knowledge
42
Literate Language
- Complex sentences- LI kids do not use complex sentences when speaking
- New words
- Text genre- specific vocabulary that is essential to the subject
- Background knowledge
- Students “must …expect texts to make sense” (p. 158)- LI kids do not expect to get any information from text
43
Good vs. Poor Readers
- Good readers expect “sense” out of reading; expect to learn when reading
- Poor readers see task as sounding out words; doing this well (fast, fluent, expressively)
- “Critical literacy”—beyond sounding out and remembering words: “reading between the lines” (p. 158)
44
“Dynamic Literacy”
- Across the lines (may even be across texts)- integrated across all texts
- Beyond the lines
- Dynamic literacy requires comparison, integration and application of information
45
Schemas & Text Comprehension
- Schemas are the background knowledge that help reading make sense
- Prediction, inferences, attention to detail all hang on schema
- Readers must differentiate own experiences from those in the text for recall
46
Narrative vs. Expository Text
- Basic difference:
- Narrative entertains; expository informs
- Narratives decrease after early grades
- Expository genres are more difficult than narrative
- Narratives are entertaining
- Expository- informative fashion
47
Narrative Genres
- Story Grammar = rules for narrative schema
- Children with reading disability show poor story grammar ability in all aspects of narratives: creating own narratives, re-telling and understanding in both oral and written tasks
- Story grammar- western narratives ( beginning- introduces setting, characters, middle- plot, end) a good narrative has a plan
- You are able to find out what they understand about discourse
48
Narratives in Children with Reading Disability
- Shorter stories
- Incomplete stories
- Unorganized stories
- Less memory for stories
- Poorer ability to make inferences
- Less comprehension of stories
49
Reading
- Phonological awareness best predictor of children with reading delay (should be established before kindergarten)
- Phonological awareness deficits continue into adulthood
- Rhyming is 1st step in phonemic awareness, which in turn leads to decoding
- Phonemic segmentation predicts reading achievement in early grades
- Phonemic deletion task also predicts early elementary reading skill
50
Expository Text
- Must combine facts and then find a pre-existing schema (if one exists)
- No single text grammar
- Rely on bottom up process to understand text
- Requires more memory load
- Across lines and across texts, there are key words
51
Types of Expository Text
- Refer to R. Paul for good examples of “grammars”; key words
- Compare-contrast- science
- Cause-effect- social studies, neuro
- Problem-solution
- Temporal
- Describe
- Enumerate- neuro
52
Theory of Mind: Landscapes of Narratives
- Action
- Consciousness
------Must comprehend what makes humans “tick”
-----Intentionality, motivation
- Uses figurative language
- Differentiates ASD and typical kids
*** The ability to take someone else’s perspective
53
Role of Metacognition in Text Comprehension
- Self appraisal
- ----Knowing how you do what you do
- Self management
- ----Ensuring that you do what you need to do (e.g., plan, organize, evaluating strategies, execution of strategies that work)
54
Assessment
- The Listening Test (The Listening Comprehension Test 2)
- Test of Problem Solving (Elementary 3 & Adolescent 2)
------Real life situations, need to understand the schema
- Comprehensive Assessment of Spoken Language
- Test of Narrative Language
- Criterion referenced tasks
- ------telling a narrative, make sure typical kids can do this
----phonemic awareness tasks
- Checklists (see Bashir & Singer, also Larson & McKinley)
55
Intervention
- Programs? They’re out there, but may not match client interests, levels, needs
- See Larson & McKinley
- Intervention CDs now available for TOPS, Listening Test
- TONS of ideas in your R. Paul book
- See Carol Westby (2005) ASHA schools presentation
- Aerobics
- Visualize and verbalize
56
Info on Macrostructure
- Present tense= information books
- Past tense = stories
- Vary reading materials
- As early as kindergarten, children discriminate informational books from stories
- Boys like information books over stories.
57
Semantic network connections
- Superordinate- bird, animal (can have more than 1)-----furniture (tier 2 or 3 words)
- Subordinate- (usually adjectives)--- rocking chair, stool
- Basic- robin (specific example) prototypical, common, first learned, best learned (tier 1 vocab words) ---- chair
School Age Language
flashcards
Decks in class (20)
# Cards
-
School Age Overview23
-
School-Age Communication DIsorders (The population)20
-
Vocabulary Development & Word-Finding Difficulty33
-
School Age Child & Adolescent19
-
Language and Reading57
-
L4L: Assessment51
-
APD and ELL46
-
Adolescence19
-
Nonverbal Learning Disability (NLD)30
-
Aural Rehab51
-
idioms and slang17
-
Persuasion, Negotiation, and Explanation21
-
Service Delivery Issues20
-
Workload Analysis15
-
KY Core Content Standards6
-
Syllogisms20
-
Analogies15
-
Proverbs and Fables13
-
Sarcasm & Ambiguity21
-
Metaphors and Similes12
