Early Identification and Intervention to Prevent Reading Difficulties Linda Siegel University of...
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Transcript of Early Identification and Intervention to Prevent Reading Difficulties Linda Siegel University of...
Early Identification and Intervention to Prevent
Reading Difficulties
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
Critical Issues
• Recognize and treat dyslexia (reading disability) early
• Understand ESL reading difficulties – dyslexia or not
Why Early Identification + Intervention
• 82 % of the street youth in Toronto had undetected and unremediated learning disabilities
• All the adolescent suicides in a 3 year period in Ontario had undetected and unremediated learning disabilities
We are missing many children with learning
problems!!!!!!!
Traditional Model
• Detailed Assessment
• Classification
• Resources only if criteria are met
• Reliance on the discrepancy definition
Response to InstructionModel (RTI)
–Initial Assessment–Classroom Based Instruction –Evaluation of Progress–Individual Instruction if
needed
Aims of the Study• Identify children at risk for
literacy difficulties
• Provide an appropriate intervention
• Assess the effectiveness of the intervention
Longitudinal Study• Screening at age 5 when
children enter school• Tested every year on
reading, spelling, arithmetic, language and memory skills
• Results at grade 6 – age 12
Longitudinal Sample
• All the children in the North Vancouver School District
• 30 schools• Varying SES levels• 20% English as a Second
Language (ESL)
• Arabic• Armenian• Bulgarian• Cantonese• Croatian• Czech• Dutch• Farsi
• Japanese• Korean• Kurdish• Mandarin• Norwegian• Polish• Punjabi• Romanian
LANGUAGES IN THE STUDY
GermanGreekHindiHungarianIndonesianItalianFinnish
RussianSerbianSlovakSpanishSwedishTagalogTamilTurkish
normales
L1 English ESL
Kindergarten
Dyslexic
Normal
Dyslexic
Normal
Grade 6
L1 English ESL
Why is the North Vancouver School District
so successful?
Kindergarten Screening
•Letter identification
•Memory
•Phonological processing
•Syntax
•Spelling
Letter Identification
c r m k b w os y t a u d qx l g e z n jp h v i f
Sentence RepetitionSentences are spoken orally to the child and
the child is required to repeat them exactly.
Examples.Drink milk.I like ice cream.The boy and girl are walking to school.The girl who is very tall is playing
basketball.
Reading Test
the
and
sit
when
book
anacampersote
mithridatism
qualtagh
ucalegon
groak
Phonological Awareness
• Ability to break speech down into smaller units
words syllables phonemes
Terminology
• Phonological Awareness – the ability to break down speech into smaller segments
• Phoneme – the smallest unit of sound
• Phonics – a method of teaching reading that emphasizes the association of sounds with letters
SYLLABLE IDENTIFICATION
RHYME IDENTIFICATION
PHONEME IDENTIFICATION
ORAL CLOZE
• Jane ____her sister went up the hill.
• Dad ____ Bobby a letter yesterday.
Oral cloze
• child’s name
• mom
• dad
• cat
• I
• no
SIMPLE SPELLING
Firm Foundations
• Activities and games designed to develop
–Phonological awareness
–Letter sound relationships
–Vocabulary
–Syntactic skills
• Circle Skills -Teaching the whole class
• Centre Skills – Practicing in small groups
• Resource Withdrawl - Working with
individual students
Firm Foundations
• Rhyme detection• Initial sounds • Segmentation• Blending• Sound discrimination
Terminology
• Phonological awareness training – teaching the sound structure of words– Auditory training
• Phonics training – teaching the connection between sounds and letters– Training with print
Literacy ActivitiesListening to stories
Acting out stories
Singing songs
Letter of the week
Letter cookies
SES & Reading
0
0.1
0.2
0.3
0.4
0.5
0.6
K-97 K-98 Grade 1 Grade 2 Grade 3
SES & Spelling
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
K-97 K-98 Grade 1 Grade 2 Grade 3
Other Important Abilities
• Vocabulary – understanding and producing the meanings of words
• Syntax – understanding the basic grammar of the language– Differences between Chinese and English
• Verb tenses• Plurals • Articles
Reading 44
• Training reading comprehension strategies
• Vocabulary
• Syntax
Conclusions
• It is possible to identify children at risk for reading disabilities in kindergarten.
• It is possible to provide a classroom based intervention to bring these children to at least average levels of reading.
• Children learning English as a second language can perform at L1 levels and bilingualism may be an advantage.
Internet Resources
http://www.nvsd44.bc.ca
–Click on Firm Foundations
–Click on Reading 44