1 early identification and intervention to prevent reading difficulties linda siegel university of...
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Early Identification and Intervention to Prevent
Reading Difficulties
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
Identifying Learning Disabilities Is Important
• 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
• 75-95% of the people in prisons have unidentified and unremediated learning disabilities
Learning Disabilities and Mental Health
• Children with learning disabilities are at risk for mental health problems
• Anxiety, depression, oppositional/defiant and conduct disorder may be a result of learning disabilities
• It is important to identify and treat learning disabilities
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Prison Costs - Canada
• $215,000 per year for each year for each youth in custody
• $70,000 per year – the cost of a special education teacher- 3 special education teachers for $210,000
• Where should we spend the money?– Prisons or– Special Education teachers
Prevention
• Early identification
• Early intervention
• Evidence based reading programs
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Response to Intervention Model (RTI)
• 3 tier model• Emphasis on intervention, not
diagnosis• Interventions tailored to the
level of the child• Frequent monitoring of skills
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3 tier model
• Tier 1 - Good classroom instruction
• Tier 2 - Pullout (Withdrawal) Programs for children who are not making progress
• Tier 3 - Intensive intervention – possibly part-time in a small classroom designed specifically for children with SPLD
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Aims of the Study• Identify children at risk for reading
difficulties– English first language– English as a second language (ESL)
• Provide an appropriate intervention• Assess the effectiveness of the
intervention
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Longitudinal Study• Screening at age 5 when
children enter school• Tested every year on
reading, spelling, arithmetic, language and memory skills
• Results at grade 7 – age 13
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Longitudinal Sample
• All the children in the North Vancouver School District
• 30 schools
• 1000 children enter school each year
• Varying SES levels
• 20% English Language Learners (ELL)– Speak no English when the enter school
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• Arabic• Armenian• Bulgarian• Cantonese• Croatian• Czech• Dutch• Farsi
• Japanese• Korean• Kurdish• Mandarin• Norwegian• Polish• Punjabi• Romanian
LANGUAGES IN THE STUDY
GermanGreekHindiHungarianIndonesianItalianFinnish
RussianSerbianSlovakSpanishSwedishTagalogTamilTurkish
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normales
L1 English ELL
Kindergarten
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Dyslexic
Good Readers
Dyslexic
Good Readers
Grade 2
L1 English ELL
4.2% Rdg Disability 3.72 % Rdg. Disability
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Dyslexic
Good Readers
Dyslexic
Good Readers
Grade 7- Age 13 years
L1 English ELL
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Results
• The children in the study improved very significantly after good reading instruction.
• The percentage of dyslexics decreased to a small number from those at risk for a disability.
• The children who were ELL had reading and spelling skills equal to native English speakers
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Screening
• Effective
• Brief – 15-20 minutes
• Done by teachers, speech pathologists, psychologists
• Provide useful information
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Screening
•Letter identification – orthographic and print exposure
•Phonological processing
•Syntax
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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
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Phonological Awareness
• Ability to break speech down into smaller units
words syllables phonemes
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Syllable Identification
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RHYME IDENTIFICATION
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PHONEME IDENTIFICATION
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ORAL CLOZE
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• Jane ____her sister went up the hill.
• Dad ____ Bobby a letter yesterday.
Oral cloze
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Intervention Programs
Mostly in the classroom – these are good classroom teaching with following programs.
• Firm Foundations- teaches pre-reading and early phonics skills
• Reading 44 – teaches reading comprehension skills
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Firm Foundations
• Activities and games designed to develop
–Phonological awareness
–Letter sound relationships
–Vocabulary
–Syntactic skills
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Firm Foundations
• Rhyme Detection• Initial Sounds • Segmentation and Blending• Concepts of Print• Letter-Sound Correspondences
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• Circle Skills -Teaching the whole class
• Centre Skills – Practicing in small groups
• Assessment - Working with individual
students
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Phonological Awareness Training
• Phonological awareness training aims to give children conscious access to the sounds within words.
• Sounds of words are introduced and reinforced utilizing a variety of strategies such as rhyming, clapping, games, etc.
• Children will develop better listening skills and to hear distinctly the sounds within spoken words
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Why Phonological Awareness?
Direct instruction in phonological awareness is important for reading.
A. Lack of phonological awareness is a barrier to learning to read.
B. Instruction in phonological awareness is especially important for children with reading difficulties and children learning English as a second language, but beneficial for ALL children.
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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
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Terminology
• Phonological awareness training – teaching the sound structure of words– Auditory training
• Phonics training – teaching the connection between sounds and letters– Training with print
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Literacy ActivitiesListening to stories
Acting out stories
Singing songs
Letter of the week
Letter cookies
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Closer Examination of Results at Grade 7
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Word Identification
0
10
20
30
40
50
60
70
80
90
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Word Attack
0
10
20
30
40
50
60
70
80
90
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Word Reading Fluency
0
5
10
15
20
25
30
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Stanford Reading Comprehension
0
10
20
30
40
50
60
70
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Spelling
0
10
20
30
40
50
60
70
80
90
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Oral Cloze
0
2
4
6
8
10
12
14
16
18
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Morphological Task- Words
0
1
2
3
4
5
6
7
8
9
10
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Morphology
• Related to reading comprehension
• Related to spelling
• A very good predictor of reading comprehension and spelling
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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
Correlation
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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
Correlation
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Schooling Effects
• Children from lower socioeconomic backgrounds have less developed skills when they enter school.
• Good teaching can greatly reduce the differences between children of different economic backgrounds.
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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 most of 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 on some tasks.
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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 most of 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.
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Caveats
• The development of language and literacy skills in ESL students requires good teaching
• First language maintenance is important wherever possible
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Internet Resourceshttp://www.nvsd44.bc.ca
–Click on Firm Foundations–Click on Reading 44