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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 SeriesNovember 8th, 2013
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
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
ASHA GuidelinesResearch on Reading DevelopmentSpeech vs. Language Disorder and ReadingEnglish and Spanish Acquisition
ASHA Guidelines
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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
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
“Reading development is a multi-faceted, multidimensional, cognitive process involving the dynamic interaction of a range of related variables” (Stanovich & Beck, 2000)
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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).
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
Research on reading development in children
• Frost, et.al, reported the following processes necessary for readingMemoryComprehensionLanguageMotivationAttentionImagination
Research on reading development in children
• Frost, et.al, reported the following processes necessary for readingMemoryComprehensionLanguageMotivationAttentionImagination
Which processes are also necessary for communication?
Research on reading development in children
• Frost, et.al, reported the following processes necessary for readingMemoryComprehensionLanguageMotivationAttentionImagination
Which processes are also necessary for communication?
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
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
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)
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)
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
Reading Comprehension Model
Reading Comprehension Model
Reading Fluency Model
Reading ComprehensionReading Comprehension
Reading FluencyReading Fluency
Phonological Awareness
Phonological Awareness
Syllable ID (Spn)
Syllable ID (Spn)
RhymingRhyming
Onset-RimeOnset-Rime
Phonemic AwarenessPhonemic Awareness
Syllable Blending/Segmentation
Syllable Blending/Segmentation
Orthographic Coding
Orthographic Coding
Rapid Automatic
Naming
Rapid Automatic
Naming
Letter-Sound Correspondence
Letter-Sound Correspondence
Rapid Serial NamingRapid Serial Naming
Listening ComprehensionListening Comprehension
MorphologyMorphology Oral Vocabulary
Oral Vocabulary
Word Meanings
Word Meanings
Word RelationshipsWord Relationships
SyntaxSyntax DiscourseDiscourse
Narrative StructureNarrative Structure
Conversational Patterns
Conversational Patterns
ExpositoryExpository
Procedural Procedural
Phonological Memory
Phonological Memory
English and Spanish systems
• English is opaque (orthographically inconsistent)▫ Onset-rime
• Spanish is transparent (orthographically consistent)▫ Syllable
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
Common traits of effective intervention
• They are comprehensive• Varied teaching methods• Theory driven• Opportunities for positive relationships to
develop
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
Rea
ding
Diff
icul
ties
Ongoing Collaboration between Educators and SLPs
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
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
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
Overview of Reading ProgramsEsperanza Estrellitas Voyager/
PasaporteVisualizing & 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
Speech vs. LanguageSpeech Impairment
• Articulation Disorder• Phonological Delay• Phonological Disorder
Language Impairment
• Expressive Language Impairment
• Receptive Language Impairment
• Impaired Discourse skills
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
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
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.
Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language patterns related to second language acquisition to distinguish difference from disorder.