How Phonological and How Phonological and Language Deficits Impact Language Deficits Impact

Literacy ProficiencyLiteracy Proficiency

Sherry ComercheroASHA Certified Speech-Language Pathologist

April 4, 2007

Definition of Language:Definition of Language:An organized system of symbols used to An organized system of symbols used to

communicate thoughts, feelings, ideas, and communicate thoughts, feelings, ideas, and information. This system further includes a information. This system further includes a

variety of modes such as spoken/oral variety of modes such as spoken/oral language, written language, sign language and language, written language, sign language and

augmentative/alternative communication augmentative/alternative communication systemssystems

“An individual’s ability to read, write, and speak ...and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals, and to develop one’s knowledge and potential”.

(National Literacy Act of l99l, Public Law 102-73)

WHAT IS LITERACY?WHAT IS LITERACY?

Receptive Language: The language one hears/reads, processes and understands

Expressive Language: The language one speaks, writes, types or signs as a means of expression

Reading… Written receptive languageWriting… Written expressive languageUnderstanding… Verbal receptive languageSpeaking… Verbal expressive language

Critical Elements of Language

Content – semantics (vocabulary, basic concepts – spatial, quantitative, qualitative, temporal, etc.)

Form – syntax (grammar, sentence structure, morphology)

Use – pragmatics (social rules of language and conversing – includes initiating & maintaining a

conversation; nonverbal means of communication including eye contact and body language, etc.)

Phonological ProcessesPhonological Processes

Phonological Awareness Phonological Awareness Refers to an individual’s awareness of and access to the sound Refers to an individual’s awareness of and access to the sound

structure of his or her oral languagestructure of his or her oral language

Phonological Memory Phonological Memory Refers to coding information phonologically for temporary storage in Refers to coding information phonologically for temporary storage in

working or short-term memory; stores brief, verbatim auditory working or short-term memory; stores brief, verbatim auditory informationinformation

Rapid Naming Rapid Naming Requires efficient retrieval of phonological information from long-term Requires efficient retrieval of phonological information from long-term

or permanent memory or permanent memory

How do deficits in phonological processing How do deficits in phonological processing and language impact literacy development?and language impact literacy development?

Phonological Memory Phonological Memory Impairs decoding of new words, particularly those long enough to Impairs decoding of new words, particularly those long enough to

decode bit by bit as a means of storing intermediate soundsdecode bit by bit as a means of storing intermediate sounds

Phonological AwarenessPhonological AwarenessViewed as the hallmark of reading disability or dyslexiaViewed as the hallmark of reading disability or dyslexia

Rapid NamingRapid NamingDeficits relate to reading fluency problemsDeficits relate to reading fluency problems

Language DeficitsLanguage DeficitsDeficits in content and form impact decoding of new vocabulary, Deficits in content and form impact decoding of new vocabulary,

fluency, and comprehensionfluency, and comprehension

What can we do to help students who have language

deficits associated with literacy acquisition?

Language Content Deficits:Pre-teach new text and curriculum related vocabulary

Language Form Deficits:Systematically instruct (i.e. teach meanings associated with grammatical endings “ed” for past tense, “ing” for present tense)

Comprehension Deficits:Teach metacognitive strategies -thinking about thinking while reading

How can we help students with deficits in phonological processes?

Phonological Awareness: Highly responsive to direct intervention; teach discreet skills such as segmenting/blending, initial sound

identification, manipulating sounds/syllables in words; tracking sound changes in increasingly complex syllable sequences

Phonological Memory: Pre-teach new reading vocabulary involving multi-syllabic words and longer words; strengthen fluency and sight

word recognition

Rapid Naming: Enhance fluency by reading easier books, use of repeated readings (audio-taped stories read along with text) and Readers

Theatre

Levels of Phonemic Awareness

• Awareness of rhyming words (age 3-4)• Awareness of syllables (age 4-5)• Awareness of onsets and rimes-sound substitution (age 6)• Sound Isolation-Awareness of beginning, middle, and ending sounds (age 6)• Phonemic Blending (age 6)• Phoneme segmentation (age 6-7)• Phoneme manipulation (age 7+)

Developmental Influences

• Letter knowledge and phonological sensitivity are much stronger influences on reading achievement in Grades 1 & 2

• Conceptual and vocabulary skills become important in later elementary grades once children have cracked the alphabetic code

Comments by Grover Whitehurst, Asst. Secy. Of Education, at White House Summit on Early Childhood and Cognitive Development, July 26, 2001

Literacy Risk Factors• Nature of language impairment

Diffuse language problems Vocabulary and Grammar Severe phonological impairment

• History of language impairment Unresolved entering kindergarten

• Presence of associated risk factors Child based

• Attentional deficits• Behavioral/Conduct problems• Cognitive Impairment

Family Based• Socioeconomic status (maternal education/household income)• Family history of reading difficulties

Primary predictors of literacy achievement

• Written language awareness• Phonological awareness• Letter name knowledge • Grapheme-phoneme correspondence• Literacy motivation • Home literacy

(Justice et al.: Early Literacy Screening)