Reading Fluency Model Components of Reading Two route decoding model Reading Comprehension Model Reading Comprehension Reading Fluency Listening Compr

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1 ASHA Guidelines Region 13 ESC February 9, 2010 Austin, TX Ellen Kester, Ph.D. Kara Anderson, M.A. Scott Prath, M.A. SLPs play a critical and direct role in literacy development, due to established connections between spoken and written language. Spoken language is the foundation for reading/writing Spoken language and reading/writing build on each other Children with speech-language impairment often have difficulty reading Instruction in spoken language can affect growth in reading/writing Learner Objectives Participants will: Discuss typical reading development in monolingual and bilingual speakers Identify relationships between oral language and reading Identify language foundations for reading Identify speech and language difficulties that contribute to reading difficulties Identify speech-language intervention techniques for children with reading difficulties SLP roles & responsibilities in reading and writing Preventing written language problems by fostering language acquisition and emergent literacy Identifying children at risk for reading and writing problems Assessing reading and writing Providing intervention and documenting outcomes for reading and writing Providing assistance to general education teachers, parents, Advancing the knowledge base Advocating for effective literacy programs Why should we consider reading development when planning speech and language therapy? ASHA Guidelines Research on Reading Development Speech vs. Language Disorder and Reading English and Spanish Acquisition The Ultimate Goal in Reading: Comprehension Two aspects of reading development Word recognition/decoding words/reading fluency Children are learning to decode in the first two years of school Phonological awareness, phoneme discrimination tasks, rhyming, onset-rime, syllable awareness Reading comprehension Children are reading to learn in later elementary years (second grade and up). Syntax, semantics, and discourse skills required 1

2 Reading Fluency Model Components of Reading Two route decoding model Reading Comprehension Model Reading Comprehension Reading Fluency Listening Comprehension Phonological Awareness Orthographic Coding Morphology Oral Vocabulary Syntax Discourse Phonological Memory Syllable ID (Spn) Rapid Automatic Naming Word Meanings Narrative Structure Rhyming Letter-Sound Correspondence Word Relationships Conversational Patterns Onset-Rime Rapid Serial Naming Expository Phonemic Awareness Procedural Syllable Blending/Segmentation 2

3 English and Spanish systems English is opaque (orthographically inconsistent) Onset-rime Spanish is transparent (orthographically consistent) Syllable SES as a factor Children from higher SES homes (due to social, language, and literacy enhancement abilities) are advanced in later reading achievement (Raz& Bryant, 1990; Wasik& Bond, 2001; White, 1982) Children from higher SES homes are more successful in making the transition from learning to read to reading to learn (Campbell, Kelly, Mullis, Martin & Sainsbury, 2001) Research on the relationship between oral language and reading Reading development is a multi-faceted, multidimensional, cognitive process involving the dynamic interaction of a range of related variables (Stanovich& Beck, 2000) Research on reading development in children Frost, et.al, reported the following processes necessary for reading Memory Comprehension Language Motivation Attention Imagination Which processes are also necessary for communication? Statistics on Reading Deficits 52% of children with language impairment also have reading difficulties (Tomblin, Zhang, Backwalter & Catts, 2000). Poor reading skills have an ongoing, negative influence on vocabulary and language development (Catts& Kamhi, 2005). Reading comprehension skills in 3 rd grade were the best predictors of high school dropouts (California Dept. of Education). Research looking at reading fluency There is a strong relationship between early language and phonological awareness/sensitivity and later reading and spelling development (Joshi & Hulme, 1998; Lipka& Siegel, 2007; Snowling,Adams, Bishop & Stothard, 2001) RAN is significant predictor of reading fluency 3

4 Research looking at Reading Fluency Phonological Awareness Is a strong predictor of reading fluency, especially in orthographically inconsistent systems Is more taxed in orthographically inconsistent systems (e.g. English) than in orthographically consistent systems (Spanish, Greek). Phonological awareness and letter naming in kindergarten predicted at-risk or typical reading development in Grade 3 for ESL and monolingual students 1 Efficacy of Intervention Children with language delays are likely to need more frequent instruction that is shorter in duration (Cook, 2000; Verhoeven & Van Balkom, 2004) Language of instruction should be kept at a suitable level of complexity and clarification to better accommodate children s speed of oral language processing (Bishop & Leonard, 2000; Nation, 2005) Research looking at Reading Comprehension Early language development is a developmental precursor and good predictor of children s early reading development (Teal & Sulzby, 1986) Improving vocabulary and word knowledge is an important part of developing reading comprehension (Vaughn et al, 2006) Processing resources, such as working memory, may more strongly influence word learning and reading ability than the availability or knowledge of language structures (Gilliver& Byrne, 2009) Efficacy of Intervention Engaging children in reciprocal verbal interactions that support the child in producing more linguistically complex dialogues directly facilitates the development of children s language proficiency and indirectly the development of their reading skills Both visual and verbal models of intervention resulted in gains in reading comprehension for adequate decoders/poor comprehenders 2 Research Looking at Reading Comprehension Semantic skills at age 3 and phonological awareness at age 6 both predicted reading skills at age 16 (Frost, et. al., 2005) Letter identification, working memory, rhyme detection and phoneme deletion (phonological awareness) in kindergarten predicted fourth-grade word reading. (Lesaux, Rupp, & Siegel, 2007) 9 common traits of effective intervention They are comprehensive Varied teaching methods Provide sufficient dosage Theory driven Opportunities for positive relationships to develop Appropriately timed Include outcome evaluation Implemented by well-trained staff 4

5 A word on dyslexia A disorder in reading and writing despite ostensibly normal oral language abilities. Reading Difficulties Yes No Yes Language Impairment Language Difficulties Dyslexia No Specific Language Impairment Typical Development Speech-Language Intervention options that support children with reading difficulties Ongoing Collaboration between Educators and SLPs Speech vs. Language Reading Programs in Spanish and English Speech Impairment Articulation Disorder Phonological Delay Phonological Disorder Language Impairment Expressive Language Impairment Receptive Language Impairment Impaired Discourse skills Spanish Pasaporte Esperanza EstrellitasISonidos iniciales) Syllablecards for reading in Spanish English Voyager Dibels 6 minute reading solution TAKS accelerated program ReadingComprehension Overview of Reading Programs ReadingFluency Listening Comprehension PhonologicalAwareness Syllable ID (Spn) Rhyming Onset-Rime OrthographicCoding RapidAutomaticNaming Letter-Sound Correspondence Rapid Serial Naming Morphology Oral Vocabulary Word Meanings Word Relationships Syntax Discourse NarrativeStructure ConversationalPatterns Expository PhonologicalMemory Esperanza Estrellitas Voyager/Pasa porte Visualizing& Verbalizing Attention Low High Moderate High Motivation Low High Moderate High Memory High High Moderate Moderate Imagination Low Low Low High Language High Low High High Spanish Yes Yes Yes No English No No Yes Yes Phonemic Awareness Procedural Syllable Blending/Segmentation 5

6 Activity 1: Reading Fluency Phonological manipulation Phonemic awareness Lettersounds correspondence Segmenting and blending Esperanza Estrellitas Voyager/Pasa porte Visualizing& Verbalizing High Moderate Moderate Low High High Moderate Low High Moderate Low Low Moderate High Moderate Low Onset-rime Low Low Rapid Automatic Naming High Low Low Low Activity 4: Case study Review the CELF-4 results 3 rd grader Bilingual LD/SI Reading level ranges from 6-12 Activity 2: Reading Comprehension Activity 4: Case study Sentence structure Esperanza Estrellitas Voyager/Pasa porte Visualizing& Verbalizing High Moderate Moderate High Morphology High High Moderate High Vocabularyand word associations High Moderate High High Discourseskills Moderate High High High Activity 3: Case Study Activity 5: Case Study Review the writing sample from student who is: 3 rd grader Bilingual LD/SI 6

7 Conclusions Overall goal: academic success Our current intervention often addresses reading and writing foundations and it is important for us to be able to explain how. Knowing that our students may additionally have reading difficulties, we can more efficiently address their difficulties, we benefit by providing them with academic success, giving them more opportunities to practice what we teach them and gain knowledge for themselves. Thank you! 7