disclosure - neoncrm · module 1 – sounds to syllable types in monosyllabic words builds skills...

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Dyslexia Intervention

Using the DuBard

Association Method®:

An After-School Model

Missy Schraeder, CCC-SLP, CALT, QI

Mississippi Speech-Language

Hearing Association

April 1, 2015

DuBard School for

Language Disorders

• Missy Schraeder is employed as a professional development coordinator, DuBard School for Language Disorders; course development and presentations are included in salaried duties. She is a co-author of DuBard Association Method® therapy materials and receives royalty payments. There are no other non-financial relationships.

relationships.

Disclosure

Questions to be Addressed?

• What is dyslexia?

• What is MSLE?

• What are the standards for MSLE instruction?

• How can decoding skills be improved

significantly for students with dyslexia in one

semester (48 hours) of intervention?

What is dyslexia?

International Dyslexia Association

Dyslexia is a language-based learning disability.

Dyslexia refers to a cluster of symptoms which

result in people having difficulties with specific

language skills, particularly reading.

http://eida.org/frequently-asked-questions-2/

What is dyslexia?

Students with dyslexia usually experience

difficulties with other language skills such as

spelling, writing, and pronouncing words.

Dyslexia affects individuals throughout their

lives; however, its impact can change at different

stages in a person’s life.


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What is dyslexia?

Dyslexia is referred to as a learning disability

because dyslexia can make it very difficult for a

student to succeed academically in the typical

instructional environment, and in its more severe

forms, will qualify a student for special

education, special accommodations, or extra

support services.
























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What is MSLE?

Multisensory Structured Language

Education (MSLE) programs are those that

engage all avenues of learning to remediate

dyslexia and other disorders of written

language.

www.imslec.org

What are the standards for MSLE instruction?

IMSLEC – The International Multisensory

Structured Language Education Council is

the accrediting body for MSLE programs.

Principles of Instruction

Content: Structure of the

English Language

Simultaneous Multisensory

VAKT

Systematic & Cumulative

Direct Instruction

Diagnostic Teaching to

Automaticity

Synthetic/ Analytic

Instruction

Phonology & phonological

awareness

Sound/symbol association:

visual to auditory, auditory to

visual, blending and

segmenting

Syllables: types and patterns

for division

Morphology: base words,

roots, affixes

Syntax: grammar, sentence

variation, mechanics of

language.

Semantics: meaning

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MSLE: Content

What is taught:

Phonology and Phonological Awareness

Sound-Symbol Association

Syllable Instruction

www.imslec.org

What is taught:

Morphology

Syntax

Semantics (Comprehension)

www.imslec.org

MSLE: Content MSLE: Principles of Instruction

How it is taught:

Simultaneous, Multisensory (VAKT)

Systematic and Cumulative

Direct Instruction

www.imslec.org

http://www.imslec.org/




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How it is taught:

Diagnostic Teaching to Automaticity

Synthetic and Analytic Instruction

www.imslec.org

MSLE: Principles of Instruction International Dyslexia Association

Training courses that meet the IMSLEC

standards are accredited by IDA as meeting

the Knowledge and Practice Standards for

Teachers of Reading.

IDA refers to this type of

instruction as Structured Literacy.

www.eida.org

www.altaread.org

The Academic Language Therapy Association

(ALTA)

ALTA is the certifying organization for

individuals trained to work with students

with written language disorders.

Certified Academic Language Therapists

are these professionals.

“Academic Language” denotes that

services offered to clients are educational

and emphasize reading, spelling,

handwriting, and written expression.

www.altaread.org

Certification as a Certified Academic

Language Therapist is based on four very

important components.

• Coursework

• Demonstration lessons

• Supervised clinical experience

• Successful completion of a national

certification exam

www.altaread.org

There are numerous phonetic, multisensory

structured language approaches that are based on

sound, research-based principles. Selection of a

specific methodology should be based on the

needs of a particular student.

Regardless of the methodology used, extensive

training and supervised practicum is essential for

effective intervention.



http://www.altaread.org/



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The DuBard School for Language

Disorders at The University of Southern

Mississippi has on staff 11 Certified

Academic Language Therapists (CALT)

and 3 Qualified Instructors (CALT, QI), all

of whom are trained in the

DuBard Association Method®.

Overview of The DuBard Association Method®

The DuBard Association Method® is:

phonetic

multisensory

linguistic

structured

and is used to teach:

oral language speech written language

systematic

cumulative

to students with multiple

difficulties in language learning.

The DuBard Association Method®

Has been used by the DuBard School for

Language Disorders at The University of

Southern Mississippi since 1962

Originally developed by the late Mildred

McGinnis, teacher of students who were

deaf or hard of hearing, Central Institute

for the Deaf, St. Louis, MO


Benefits students with severe language-

speech disorders, hearing impairments,

learning disabilities, dyslexia, autism

spectrum disorders, and other issues

May be used with students in general

education to establish a code-breaking

system for reading skills


• Has been accredited at all four IMSLEC

levels since 1998 – Teaching, Instructor of

Teaching, Therapy, Instructor of Therapy

• Was accredited by IDA in 2014


Meets the criteria of the National Reading

Panel (2000) for a scientifically-based

reading program for including instruction in

phonemic awareness

phonics

vocabulary

fluency

text comprehension

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Specific Skills

Recognizing (reading) the written

grapheme

Producing, with precise articulation,

the phoneme while looking at the

grapheme


Specific Skills

Making an association between/among the

written forms of the English language with

the spoken form of the object, item, action

or placement of the language being taught

Learning to copy the written form correctly


Specific Skills

Establishing recall of the spoken

form and written form

Auditory-visual association between

and among spoken and written

linguistic forms


Specific Skills

Auditory identification: Identifying the

linguistic form from an auditory

stimulus only

This the acoustic step. Auditory training

is implemented for all students very

systematically and consistently to

improve a student’s auditory channel.


Distinctive Features

1. There is no program to buy or sell;

program effectiveness depends on

professional training.



2. Use of Northampton symbols

organized into primary and

secondary spellings

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2. Use of Northampton symbols

1’s and 2’s are used to differentiate

between sounds that are written the

same but said differently.



3. Precise articulation is required

from the beginning.



4. Cursive script

More visual differences are present

in cursive writing vs. manuscript.



4. Cursive script

Letters in syllables and words are

connected so they are seen as units.

Cursive writing flows.



5. Color differentiation is used initially

as an attention-getter. Later it is used

to highlight the number of phonemes

in a syllable or word and then used

to highlight verbs and new concepts.



6. Teaching begins with phonemes

and progresses to syllables,

words of gradually increasing length,

sentences/questions,

stories/questions.

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7. Modification of temporal rate

A slower rate of speech is used so

that a student has

more processing time and is given a

better model for articulation.



8. Individual practice book is made

as the student progresses through

the DuBard Association Method®.



9. Instruction in rules for advanced

decoding and spelling is delayed

until the upper levels of the

DuBard Association Method®.

DuBard School for

Language Disorders

Therapy Model:

LEAP

(Language Enhancement

and Achievement Program)

The DuBard School for Language Disorders

LEAP

The Language Enhancement and

Achievement Program (LEAP) is a division

of the DuBard School’s Outclient Program

that is designed for students with

challenges in reading, spelling,

and written language.

LEAP is for children who:

1. Have difficulty

• rhyming

• sounding out words

• blending sounds into words

• spelling

• reading

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LEAP is for children who:

2. May or may not have a diagnosis

of dyslexia or specific language

disability in reading.

3. Have average speech and oral

language skills.

LEAP is Presented in Modules

One LEAP module

provides 48 hours

of intervention.


Module 1 – Sounds to Syllable Types

in Monosyllabic Words

Builds skills in reading, writing,

spelling and listening from sounds to

single-syllable words

Includes high-frequency words


Module 2 – Sounds to Multisyllabic Words

Includes high-frequency words

Includes review of Module 1 content,

syllable types, syllable division rules

for multisyllabic words, and prefixes

and suffixes

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Assessment of Skills

Decoding Skills Test

Richardson and DiBenedetto (1985)

Western Psychological Services

Decoding Skills Test (DST)

The Decoding Skills Test (DST) is a

criterion-referenced instrument which

identifies students with reading disabilities

and provides a diagnostic profile of their

decoding skill development.


Subtest II – Phonic Patterns:

Tests recognition of phonetically regular words that

conform to three common orthographic patterns of

vowel pronunciation (short vowel, long vowel

signaled by silent e, vowel digraph)

Consists of four sections each containing six lists



Each vowel pattern is tested in conjunction with

two consonant arrangements (single and multiple),

two syllabic forms (monosyllabic and polysyllabic),

and in both real words and nonsense word

conditions.

Subtest II – Phonic Patterns – Section 1 Monosyllabic Real Words

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Subtest II – Phonic Patterns – Section 2 Polysyllabic Real Words

Subtest II – Phonic Patterns – Section 3 Monosyllabic Nonsense Words

Subtest II – Phonic Patterns – Section 4 Polysyllabic Nonsense Words Decoding Skills Test (DST)


The real and nonsense word conditions enable the

tester to derive Phonic Transfer Indexes (PTIs) that

yield information regarding the rate of application

of known phonic patterns (those contained in real

words) to the decoding of unknown (nonsense)

words.



PTIs of .6 or below indicate poor application of

phonic knowledge when reading.

PTIs of .7 or above indicate good application

of phonic knowledge when reading.

DuBard School for

Language Disorders

Research Data

LEAP Students

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LEAP Students – Module 1

Decoding Skills Test Subtest II – Raw Scores Maximum Raw Score = 120

N = 67

Pre-test Raw Score Mean = 36.61

Post-test Raw Score Mean = 72.91

t(66) = -2.726

Significance p <.008


Decoding Skills Test Subtest II

Phonic Transfer Scores For Monosyllabic Words Maximum Score = 1.0

N = 49**

Pre-test PTIms Mean = .548

Post-test PTIms Mean = .750

t(48) = -5.438

Significance p <.001


Decoding Skills Test Subtest II

Phonic Transfer Scores For Polysyllabic Words Maximum Score = 1.0

N = 49**

Pre-test PTIps Mean = .274

Post-test PTIps Mean = .424

T(48) = -4.059

Significance p < .001

Summary of Data

DST Subtest II

Raw Scores PTIms

PTIps**

Pre-test Mean 36.61 0.548 .274

Post-test Mean 72.91 0.750 .424

t -2.726 -5.438 -4.059

Significance p <.008 <.001 <.001

** note: Improvement in decoding for polysyllabic words was significant even

though polysyllabic decoding is not addressed in Module 1 instruction.

Conclusion

Students with difficulties in reading and written

language made significant improvement in

decoding of monosyllabic and polysyllabic words

following 48 hours of intervention using the

DuBard Association Method® in an after school

model of intervention .

For more information:

DuBard School for Language Disorders

The University of Southern Mississippi

www.usm.edu/dubard

disclosure - neoncrm · module 1 – sounds to syllable types in monosyllabic words builds skills...

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