DISTINGUISHING BETWEEN TYPICALLY … presentations/raynolds...• Limited vocabulary in nave...

DISTINGUISHING BETWEEN TYPICALLY DEVELOPING ENGLISH LEARNERS AND THOSE WITH READING AND LEARNING

DIFFICULTIES

Informa=on about Dyslexia

• Pleasefamiliarizeyourselfwithknowledgeaboutdyslexia.• h9p://www.ctserc.org/index.php/dyslexia/item/91-increasing-awareness-of-sld-dyslexia-webinar

Can a student be classified as both and English Learner and a student who has dyslexia? Yes.Dyslexiaisneurobiologicalinoriginandisthereforeintrinsictotheindividual.ThesamepercentageofEnglishlearnerswillhavetheseneurobiologicaldifferencesasnaGveEnglishspeakers.“Itismanifestedineverylanguage;however,theincidence,theproporGon,theseverityofthevariousdeficittypes,andthesourcesofimpairmentvarybylanguage”(Linan-Thompson,2014)

What literacy skills transfer across languages?

• Phonologicalawarenessatthephonemelevelwithphonemesthatexistinbothlanguages(Raynolds,Lopez-Velasquez,Olivo-ValenGn,2016)•  SyntacGcawareness,theabilitytoreflectonthegrammaGcalstructureofalanguagetransfersfromL1toL2• KnowledgeofwriGngconvenGons• Knowledgeofreadingcomprehensionstrategies(Linan-Thompson,2014)

Dyslexia Across Languages: Deep Orthography

• Dyslexiaisexpresseddifferentlyindifferentlanguagesdependingonthatlanguagesorthographicstructure.•  Inlanguageswithadeeporthography,suchasEnglish,childreno\enneedatleastthreeyearstolearnbasicdecoding.•  No1:1correspondencebetweenle9ersandsounds

•  IndividualswithdyslexiamayhavedifficulGeswithbothdecodingaccuracyandfluency

Dyslexia Across Languages: Shallow Orthography

•  Inlanguageswithshalloworthographies(suchasSpanish,whereeachle9eronlyrepresentsonesound)individualswithdyslexiamaynothavetroublewithdecodingaccuracy,butmayhavetroublewithautomaGcity,whichwouldaffecttheirreadingfluency(Serrano&Defior,2008).•  InteresGngly,spellingofSpanishconsonantclustersbySpanish-speakingchildrenwithdyslexiapresentsdifficulGesinspellingdespitethisstructurebeingorthographicallyconsistent(Serrano,&Defior2012).

Know your student to determine reasons for your student’s difficul=es •  PriorEducaGon•  Language•  FirstLanguageDevelopment–InformaGonfromfamilies•  PersonalCharacterisGcs•  CulturalExpectaGons

Prior Educa=on

•  WhendidthestudentbegintolearnEnglish?•  WhendidthestudentlearntoreadandwriteinEnglish?

•  IsthestudentliterateinthenaGvelanguage?•  Inwhatlanguage/sisthestudentbeinginstructed?•  Whathasthestudent’slinguisGcpathwaybeensofar?

•  HistoryandlanguageofpriorintervenGon?•  AbsenteeismorinterruptedformaleducaGon?

Language

• WhatisnaGvelanguage?• WhatisthenaGvelanguageproficiency?• Whatisdominantlanguage?

•  Maydependoncontext•  WasthestudentexposedtobothEnglishandSpanishfrombirth?

• WhatisEnglishlanguageproficiency?•  Havetheyhadopportuni=estodevelopna=velanguage?•  BICSvsCALP•  Havetheyhadopportuni=estolearnanduseAcademicEnglish?•  LASLinksscoresover=me-Usuallyincreases1levelperyear

Language and Culture

•  Languageandculturearestronglyinterrelated(Bernhardt,200;Ovando,2005).•  SchoolsmaynotofferaculturallyresponsiveinstrucGonthatrecognizestheknowledgethestudentsbring.• Canaffectthestudents’learning“…muchofwhatthey(thestudents)bringtoschoolformtheirprimarylanguageisapartofthebeliefs,altudes,behaviors,andvaluesoftheirprimarycultureaswell.Toteachbi-andmulGlingualstudentseffecGvely,weneedknowledgeandunderstandingoftheirlanguageandculture,andtherelaGonshipbetweenthetwo”(Rudell,1993,ascitedinLipson&Wixson,2013)

(AdaptedfromLipson,Wixson2013)

ATer building student profile, consider explana=ons for student’s difficul=es •  SomeGmescharacterisGcsoftypicalELLreadingdevelopmentlooksimilartocharacterisGcsofstudentswithalearningdisability.•  ItisimportanttodiscoverthecauseofstudentdifficulGes,sothatweunderstandhowtoprovideremediaGon!

Student Difficul=es Explained Through an ELL And Special Educa=on Lens

BEHAVIOROBSERVEDINTHESTUDENT

REASONTHEDIFFICULTYMAYBEEXPERIENCEDBYANELL

POSSIBLESPECIALEDUCATIONEXPLANATION

Difficultyinreadingandspellingwords

LackofexposuretoEnglishwordreadingandspelling;unfamiliaritywithEnglishwords

Memoryproblems;phonologicalprocessingdeficits;difficulGesreadingattheword-level(i.e.,dyslexia)

Difficultyincomprehendingtext

KnowledgeofEnglishlanguageskills(sentencestructure,vocabulary,grammar,morphology,pragmaGcs)underdeveloped;lackofrelevantbackgroundknowledge)

Languageprocessingproblems;sequencingproblems;memoryproblems;difficultydrawinginferences;difficultywithconnecGves

PoorwriLngskills Developsintandemwithlanguage;studentdoesnothavetheEnglishlanguageskillstoexpressthinking

OrganizaGonorprocessingproblems;memoryproblems;finemotorskillsormotor-sequencingproblems;slowprocessingspeed;difficultydevelopinglanguageskills

Easilydistracted Doesn’tunderstand;requiresmorevisual/concretesupport;isoverwhelmedandexhaustedbylanguagelearningprocess

Auditoryprocessingdifficulty;a9enGonproblems,includingADHD;processingspeeddifficulty

(AdaptedfromAdelson,Geva,Fraser,2014)

Simple View of Reading Gough & Tunmer, 1986

DecodingofText

ComprehensionofLanguage

ReadingtoGainMeaning

TypicalELLprofileELLswithDyslexia

TypicalDyslexiaProfileNaLveEnglish-Speaker

TypicalNaLveEnglish-Speaker

To assess whether your student may have dyslexia • NeedassessmentswhichseparatelanguageproficiencyfromwordrecogniGonability.• Mustensurethatstudenthashadexplicit,comprehensible,instrucGoninEnglishwordidenGficaGon.

What does typical ELL literacy development look like? •  ALLELLscanbeexpectedtoexperiencesomeacademicdifficulty.•  AdolescentELLsmayfacemorechallengesastheylearncomplexacademiccontentaswellasnewlanguage.•  Steadyprogressismadeinalllanguagesspokenwhenacademicsupportisgiven.•  IfstudentbeginsschoolinEnglishinpre-korkindergarten,shouldperformsimilarlytopeersa\eraround3years.• Word-levelreadingandspellingsimilartopeersa\erafewyearsofexplicit,systemaGcinstrucGon.•  Developsreadingcomprehensionasorallanguagedevelops,butmayconGnuetolagbehindpeers.WillconGnuetoneedsupportinvocabulary,grammarandsyntaxformulGpleyears.


ELLs with Word Level Reading Difficul=es

•  **DonotmakethesameprogressasotherstudentswithsimilarlinguisGcandacademicbackgrounds-truepeers•  DifficulGesarepersistentandpervasivedespiteconsistentandtargetedinstrucGon• Persistentproblemsinwordreading,fluencyandinspelling• WriGngisverychallenginganddoesnotreflectorallanguageproficiency•  IndicaGonsofacademicdifficulGespriortoimmigraGon(ifapplicable)


Components of Literacy Instruc=on for Typically Developing ELLs • DecodingInstrucGon:PhonologicalAwareness,Phonics,Fluencyatwordandtextlevels,• ASWELLASEXPLICITINSTRUCTIONINLANGUAGEDEVELOPMENT:CommonandAcademicVocabulary,Syntax,MorphologyandtheirrelaGonshiptoReadingComprehension

Phonological Processing Skills

• UnderlyingbasiccogniGveprocessessuchasworkingmemory,phonologicalshort-termmemory,andphonologicalawarenessandRANcanbeassessedandusedtodisGnguishELLsatriskforreadingdifficulGes(Geva&Ryan,1993).•  TypicallyDevelopingELLswillperformsimilarlytonaGvespeakersonmeasuresofphonologicalawareness,memory,andprocessingspeed-withthefollowingcaveat:•  ELLmayhavedifficultywithnon-naGvesoundsandrhymingifrhymingstructuresisdifferentinSpanish(Raynolds,Lopez-Velasquez&OlivoValenGn,2016).

Assessing Phonological Awareness

•  ELLswithpossiblereadingdifficulGesmayhaveon-goingweaknessinphonologicalawareness(e.g.,inabilitytomatchsoundstole9ers,toreplaceonesoundwithanother,toseparatewordsintosounds,blendssoundstogether).• Keypredictorofdyslexia• CanbeassessedwithDIBELS;IDEL;Roswell-ChallAuditoryBlendingTests;Yopp-SingerTestofPhonemicSegmentaGon;InformalphonologicalsegmentaGon,matchingandblendingsounds.


Word Level Reading Skills

•  Ingeneral,overtheearlyelementaryyears,L2childrenwhoreceiveadequateexposure,support,andinstrucLontolanguageandliteracyintheL2canachieveword-readingskillsthatarewithintheaveragerange(Lesaux&Siegel,2003).• GrowthassociatedwithaccuracyinwordandpseudowordreadingoverGmedoesnotdifferforEnglishmonolingualandELLstudentswhohavebeenexposedtoadequateinstrucGonintheL2sincetheearlyprimarygrades(Lesaux&Geva,2006).

Word Reading Skills: sight vocabulary and decoding skills TypicallyDevelopingELLs•  Makesteadyprogress• Word-levelreadingatparwithpeersa\erafewyears•  Readwords*withreasonablefluency•  Textreadingfluencymaybeslowerthanmonolingualpeersduetodownbyunfamiliarvocabularyandsyntaxstructures

Indicatorsofpossiblelearningdifficulty• WordreadingdifficulGes*•  Difficultyrememberingornamingle9ers,sounds,andsightwords•  NotprogressingdespitetargetedinstrucGoninwordreading

(AdaptedfromGeva,E.,&Wiener,J.,2014)

*CanbeassessedwithDolchwordlists,readingwordsoutofcontextwithaccuracy,soundingoutunfamiliarwords,orpseudowords.

Fluency and ELLs

•  Fluencyatthewordlevelreflectsdecodingability•  Fluencyatthetextlevelreflectsbothdecodingabilityandorallanguageproficiency(Crosson&Lesaux,2009)•  EllsinGrade2wereabletoreadsinglewordsasfluentlyastheirmonolingualEL1peers;however,EL1peershadbe9ertext-readingfluencybecauseoftheirmoredevelopedorallanguageproficiencyandabilitytoaccessmeaningmoreeasily(Geva&Yaghoub-Zadeh,2006)•  FluencyatthewordlevelmaybeappropriatetodisGnguishthoseELLswithwordleveldifficulGesand/ordyslexia

Fluency for students receiving bilingual literacy instruc=on

•  StudentswithdyslexiamaynothavetroubledecodingwordsinSpanishorotherlanguageswithashalloworthography.Howevertextreadingfluency(rate)inSpanishwillbeimpaired.•  StudentswithdyslexiawillhavetroubledecodingsinglewordsandpseudowordsinEnglish.

Spelling: At the sound, pa\ern, and morpheme levels WithgoodinstrucLon,ELLs:• Makesteadyprogress•  LearnfrominstrucGon• Applyrulesandpa9ernstonewwords• Mayhaveerrorsthatoriginateintheinfluenceoffirstlanguage•  SpellaswellasnaGvespeakerswithsufficientclassroominstrucGon

Indicatorsofpossiblelearningdifficulty• Persistentspellingerrors•  Spellingerrorswhicharenota9ributedtoinfluenceofthefirstlanguage

• Difficultyrememberinghowcommonwordsarespelled


Vocabulary Typically Developing ELLs Indicators of Possible LD

•  LimitedEnglishvocabularywhenenteringschool• GradualimprovementoverGme,buta9enGonneededtoacademicvocabulary• WithinstrucGon,gradualimprovementinmorphologicalskills;abletomanipulatewordparts(fail,failure)

•  LimitedvocabularyinnaGvelanguagewhenenteringschool• Difficultyrememberingoraccessingwordsthathavebeentaught•  Li9leprogressoverGme•  FailuretoseeconnecGonsbetweenwords(medicine,medicinal)evena\erinstrucGon


Assessment in Vocabulary

•  Shouldbeconductedinbothlanguages•  StudentsmayhavehomelexiconinnaGvelanguage(stove,broom,mailbox)andschoollexiconinEnglish(journal,cafeteria)• Needtoconsiderthetotalofbothtogetatruemeasureofvocabulary.• CanbeinformallydoneforinstrucGonbyobservaGonandanalysisofreadingandwriGng.

•  Studentsneedtounderstand90-95%ofvocabularytocomprehendatext(Nagy&Sco9,2000).

Syntac=c (Grammar) Skills Typically Developing ELLs Indicators of a Possible Learning Difficulty

• PossibledifficulGesunderstandingandproducing,orallyandinwriGng,complexgrammaGcalstructures(condiGonals,passivevoice,complexsentences)•  ImprovementoverGme

• Poorsentencestructureinfirstlanguage• Usesunusuallanguagepa9ernsthatdifferfromothersfromsimilarlanguagebackground•  Li9leimprovementoverGme


Assessing Reading through Running Records

Caveats• Whenreadingaloudformeaningitisnaturalandappropriatetoproducewordsandphrasesinthewayinwhichtheyarespoken(Scarborough,2004)• Childrenwhohavenotacquiredcertaintensesmaynotreadthoseendings.Example:“Heruntothefence.”“Yesterdayhemakehisstory”.Shouldnotbecountedasareadingerror.• Unknownvocabularymayaffectdecoding.

Reading Comprehension Typically Developing ELLs Indicators of a Possible Learning Difficulty

• Growthinreadingcomprehensionlinkedtoorallanguageandvocabularyknowledge• Havemisunderstandingduetolackofpriorknowledge• Matchoralskillswithreadingcomprehension;asorallanguageimproves,soshouldreadingcomprehension

• ReadingcomprehensionskillsarelowerthanwhatwouldbeexpectedbasedonorallanguageanddecodingabiliGes.•  Failuretomakeprogressandapplyskillsandstrategiesbeingtaught.• DifficulGesinretelling• Absenceofevidenceofproblem-solvingskills,higher-orderthinking


Reading Comprehension and ELLs with Dyslexia •  Listeningcomprehensionskillsarecommensuratewithorallanguageproficiency.• DecodingdifficulGesandfluencyareimpedingreadingcomprehension.• NeedintensivedecodinginstrucGonaswellasinstrucGonincomprehensionstrategies,vocabulary,andbackgroundknowledge

• Canbeassessedusinginformalreadinginventories(QRI),askingstudentstoorallygiveasummarya\erreading,observaGons.

Skills needed in Wri=ng

• Pulngideasonpaperorcomputerindifferentgenres(narraGves,expository).• Combinesspelling,vocabulary,syntax,finemotorskillsandstyle.• WriGngproceedsfromorallanguageandisdirectlyrelatedtoreading.


Wri=ng Typically Developing ELLs Indicators of a Possible Learning Difficulty

• WriGngreflectsorallanguagedevelopment,knowledgeofspellingpa9ernsandapplicaGonofwriGngconvenGons.•  Reflectsdevelopmentofsentencestructureandgrammar,vocabulary,cohesion,familiaritywithgenre•  Asorallanguagesyntaxandvocabularyimproves,soshouldwriGngwhenaccompaniedbydirectinstrucGoninneededskills

•  Failuretoapplyskillsusedinorallanguage•  StrugglestogetideasonthepageorpiecesofwriGngdonotincreasewithGme.•  ObviousdifficulGesinspelling(e.g.samewordspelleddifferently)andorganizingthoughts• Minimalimprovementofskillstaught


Resources to Determine Whether Special Ed Referral is Appropriate •  ExcellentresourceattheStateDepartmentofEducaGonwebsite:• h9p://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/bilingual/CAPELL_SPED_resource_guide.pdf•  Parent/CaregiverInterviewforDeterminingStudent’sLanguageDominanceandPastSchoolHistory•  Bilingualtestsavailable•  AChecklisttoDetermineSpecialEducaGonReferralAppropriateforanEnglishLanguageLearner

References •  Adelson,V.,Geva,E.,&Fraser,C.(2014).IdenGficaGon,assessmentandinstrucGonofEnglishlanguagelearnersat-riskforlearningdifficulGesintheelementaryandintermediategrades.OISE/UniversityofToronto,Toronto,ON.

•  Geva,E.,&Wiener,J.(2014).Psychologicalassessmentofculturallyandlinguis=callydiversechildrenandadolescents:Aprac==oner'sguide.SpringerPublishingCompany.

•  Gough,P.,&Tunmer,W.(1986).Decoding,reading,andreadingdisability.Remedialandspecialeduca=on,7(1),6-10.Retrievedfromh9p://www.oise.utoronto.ca/gevalab/UserFiles/File/ELLManualFINALApril2014colour.pdf

•  Linan-Thompson,S.(2014).UnderstandingtheNeedsofEnglishLanguageLearnerswithDyslexia:IssuesinAssessmentandInstrucGon.Perspec=vesonLanguageandLiteracy,40(4),19.

•  Lipson,M.Y.,&Wixson,K.K.(2013).Assessmentofreadingandwri=ngdifficul=es:Aninterac=veapproach.Pearson.

•  Raynolds,L.B.,López-Velásquez,A.&OlivoValen|n,L.E.(2016).ReadingandWri=ng.doi:10.1007/s11145-016-9696-y

•  Scarborough,H.S.,Hannah,D.,Charity,A.H.,Shore,J.,&Pincus,A.(2004).DisGnguishingdialectdifferencesfromreadingerrorsinoraltextreadingbyspeakersofAfrican-AmericanVernacularEnglish(AAVE).Tipsfromtheexperts:Acompendiumofadviceonliteracyinstruc=onfromeducatorsandresearchers,113-117.

•  Serrano,F.,&Defior,S.(2008).Dyslexiaspeedproblemsinatransparentorthography.Annalsofdyslexia,58(1),81-95.

•  Serrano,F.,&Defior,S.(2012).SpanishdyslexicspellingabiliGes:Thecaseofconsonantclusters.JournalofResearchinReading,35(2),169-182.

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