Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
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Where Communication and Reading Difficulties Meet
1. Where Communication and
Reading Difficulties Meet
The crossroads of speech and
reading intervention
Kristin Sankovich, M.S., CCC-SLP
Lauren Castro M.S., CCC-SLP
Webinar Series
November 8th, 2013
2. 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
3. What is our goal today?
• Relating Speech-language intervention to
reading development
▫ Discuss the SLP’s role
▫ Review/introduce reading development
▫ Present research and statistics on reading
▫ Show the relationship between speech and reading
Reading development models
▫ Support for why we should intervene
▫ How to intervene
▫ Conclude with case studies as examples
4. ASHA Guidelines
Research on Reading Development
Speech vs. Language Disorder and Reading
English and Spanish Acquisition
7. ASHA Guidelines
• 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
8. 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
9. “Reading development is a multi-
faceted, multidimensional, cognitive
process involving the dynamic
interaction of a range of related
variables” (Stanovich & Beck, 2000)
11. 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 3rd grade were
the best predictors of high school dropouts
(California Dept. of Education).
12. SES as a factor
• Children from higher SES homes (due to social,
language, and literacy enhancement abilities)
are advanced in later reading achievement ( Wasik
& Bond, 2001)
• 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)
• Matthew effect
13. Research on reading development in
children
• Frost, et.al, reported the following processes
necessary for reading
Memory
Comprehension
Language
Motivation
Attention
Imagination
14. 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?
15. 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?
16. Research looking at reading fluency
• There is a strong relationship between early
language and phonological awareness/sensitivity
and later reading and spelling development (Lipka
& Siegel, 2007; Snowling ,Adams, Bishop & Stothard, 2001)
• RAN is significant predictor of reading fluency
17. 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
students1
18. 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)
19. 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)
20. The Ultimate Goal in Reading:
Comprehension & Fluency
• 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
26. English and Spanish systems
• English is opaque (orthographically
inconsistent)
▫ Onset-rime
• Spanish is transparent (orthographically
consistent)
▫ Syllable
27. Efficacy of Intervention
• 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)
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
comprehenders2
28. Common traits of effective intervention
• They are comprehensive
• Varied teaching methods
• Theory driven
• Opportunities for positive relationships to
develop
29. A word on dyslexia
• A disorder in reading and writing despite
ostensibly normal oral language abilities.
Language Impairment Dyslexia
Specific Language
Impairment
Typical Development
Language Difficulties
Yes
Yes
No
No
ReadingDifficulties
31. Speech and Language Interventions:
Supporting Reading Fluency
• Phonological Awareness Intervention
▫ Blending and Segmenting Syllables
▫ Phonological Sound Inventory-take words from a story
for the child to blend and segment
• Minimal Pairs
▫ Distinguish between rake/wake or huele/duele
• High Frequency Word Lists
▫ Support sight word recognition
32. Speech and Language Interventions:
Supporting Reading Fluency
• Core Vocabulary Model
▫ Relating concepts through categories
• Story Grammar Instruction
▫ Teaching identification of characters, setting,
initiating event, a sequence of events and a
resolution
33. Speech and Language Interventions:
Supporting Reading Fluency
• Literacy Kits
▫ Pre-teach story vocabulary/articulation word lists
▫ Create games to provide additional exposure to
content
• Graphic Organizers for Story Comprehension
▫ Semantic mapping
▫ Venn Diagram
34. Overview of Reading Programs
Esperanza Estrellitas Voyager/
Pasaporte
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
35. Speech vs. Language
Speech Impairment
• Articulation Disorder
• Phonological Delay
• Phonological Disorder
Language Impairment
• Expressive Language
Impairment
• Receptive Language
Impairment
• Impaired Discourse skills
36. Case Study:
• 2nd grader
▫ Significant phonological and articulation delays
▫ Highly unintelligible
▫ Higher language/highly verbal
▫ Low reading fluency -> Decreased reading
comprehension
▫ High comprehension of material read to him
▫ Intervention targeting core vocabulary and high
frequency word lists paired with a phonological
approach
37. Case Study:
• Kindergartener
▫ Phonological awareness difficulties
▫ Needs help identifying story grammar
components and answering questions about
stories appropriately.
▫ Incomplete syntax
▫ Limited vocabulary in amount and variety
▫ Audio File
38. 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.
Frost, J., Madsbjerg, S., Niedersoe, J., Olofosson, A., & Sorensen, P.M. (2005). Semantic and Phonological Skills in Predicting Reading Development: From 3-16 Years of Age.
Phonological memory is only weakly correlated with reading abilitiy (de Jong & Van derLeij, 1999; Dufva, Niemi & Voeten, 2001; Muter & Snowling, 1998; Parila et al, 2004; Scarborough)RAN is a significant predicory of
In a study by frost he cited that the following processes are necessary for reading. Click one:So which processes are also involved in communication?Click two:So obviously we deal with the first three componentsClick three:An argument can also be made that ALL of the components needed for reading are also needed to provide full rich, communication. We are going to use these areas that Frost suggested and dig deeper into each area as it relates to cognitive abilities and what we address in therapy.
1 Lipka, O. & Siegel, L. S. (2007). The Development of Reading Skills in Children with English as a Second Language. Scientific Studies of Reading, 11, 2, 105-131.2 Rapid automatized naming is a timed task, where students are required to name different shapes, colors, as fast as possible
Gilliver & Byrne (2009) found that
1Hay, Elias, Fielding-Barnley, Homel & Freiberg, 2007; Nation, 20032 Johnson-Glenberg, M. C. (2000). Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Hays, Elias, Fielding-Barnly,Homel & Freiberg, 2007; M. Nation, 2003
Pick a good sentence from article that is beyond comprehension. To demonstrate high fluency-low comprehension.Kid with phonological impairment (Saul video) cannot decode and therefore doesn’t comprehend.LI – Jocelyn or Daniel – fluent reader, poor comprehensionModerate to severe articulation (Miguel & Ismael) with great fluency and reading comprehension.