Ann Morrison, Ph.D.

Language and Literacy

Expressive and Receptive Language and Literacy Processes (Language Matrix)

Receptive Expressive

Print Reading Writing

Oral Listening Speaking

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Auditory Discrimination

• http://www.sounddogs.com/sound-effects/59/mp3/607974_SOUNDDOGS__su.mp3 • http://www.sounddogs.com/previews/25/

mp3/229550_SOUNDDOGS__vo.mp3 • What are the people saying in the clips? • If this was the way your brain processed

language, how would it impact your daily life?

Case Study: Clay

• How did Clay’s APD present itself?• What did Clay’s family think?• What was Clay’s family’s response?• How was Clay’s APD diagnosed?

APD Definition

• The American Speech-Language-Hearing Association (ASHA) describes APD as occurring when difficulties in one or more of the following areas are observed: auditory discrimination; sound localization; auditory pattern recognition; decreased auditory performance in the presence of background noise, competing acoustic signals and/or degraded acoustic signals (ASHA, 1996)

Principles of APD

(also called Central Auditory Processing Disorder)1.Auditory processing disorders take place in the brain, not in the ear2.Often impacts a student’s phonological awareness which is one of the primary skills used in sounding words out and spelling

Assessing APD

• Assessing APD• http://www.youtube.com/watch?v=90ZC2rztnyQ• What are some of the key distinctions that need

to be made in order to diagnose APD?• What other disabilities can it appear to be?

Summary of APD

• Can present as other disabilities such as phonological processing, hearing impairment, and autism spectrum disorders• Requires assessment by an audiologist and

specialist in speech and language disorders• Requires specialized speech and language

therapy for remediation• Impacts multiple areas of a person’s life

Comprehensive Literacy Development Paradigm

Morrison, 2009

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Comprehensive Literacy Development Paradigm

• Phonological awareness• Concerns only sound (can be done with eyes closed)

• Print awareness• Concerns only print (can be done with the ears closed…lol)

• Phonics• The intersection of phonological awareness and print

awareness.• Vocabulary• Word meaning in all contexts

• Grammar and syntax• Sentence construction

• Reading fluency• Reading with speed, accuracy, and prosody

• Comprehension and pragmatics• Understanding of language and text in context

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Comprehensive Literacy Development Paradigm

• Bottom up and top down processes• Adjacent skills impact each other• Relative strengths in one area do not imply

strengths in others, but contribute to the potential strength of neighbors• Relative needs on one skill will likely negatively

impact adjacent skills

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What Do You Notice?

• Here is a video of a 7 year-old reading• http://youtu.be/cBIK0XVPbXo• What do you notice about his reading?• What are some of the errors he makes?• If you were him, how would you feel about

reading?• Discuss these questions at your tables

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What do You Notice?

• This is a video of a 3 year-old boy writing words• As you watch, consider how his speaking,

spelling, and handwriting compare to other 3 year-olds• http://youtu.be/zSzrYIdLFYQ• At your tables, talk about what you noticed with

this young boy

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Predominant Reading Disabilities

Dyslexia Hyperlexia

Defined as a language-based learning disability resulting in the reduced ability to hear and manipulate sounds within words

Defined as a language-based learning disability resulting in the reduced ability to make sense of oral and printed language

Usually above average IQ Usually above average IQ

High comprehension, low decoding

Low comprehension, high decoding

Subtypes exist Subtypes exist

Relatively high prevalence Relatively low prevalence

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Ann Morrison, Ph.D.

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Predominant Reading Disabilities: Socially, looks like…

Dyslexia Hyperlexia

Socially, people with dyslexia are frequently very successful, have many friends

Socially, people with hyperlexia are frequently unsuccessful making and keeping friends

Confidence Anxiety and self-doubt

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Predominant Reading Disabilities: Academically, looks like…

Dyslexia Hyperlexia

Looks like extremely poor spelling, ability to sound out words well below grade level

Looks like extremely early and successful decoding and spelling, well above grade level

Looks like high social and “big picture” comprehension

Looks like low social and “big picture” comprehension

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Predominant Reading Disabilities

Dyslexia Hyperlexia

Can be associated with attention disorders

Can be associated with autism spectrum disorders

Results in low self-esteem related to reading and writing

Results in low-self esteem in many areas

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Predominant Reading Disabilities: Teaching

Dyslexia Hyperlexia

Teach phonological awareness, phonics, use of graphs, charts, study skills, and how to use strengths in comprehension

Teach social and figurative language, visualization using dual coding, and how to use strengths in analytical thinking

Teach code-based or “bottom-up” skills

Teach meaning-based or “top down” skills

Students can successfully be taught how to hear and manipulate sounds, use spell-check, and use strategies for school success

More difficult to help children make gains than for dyslexia

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Predominant Reading Disabilities: Assessment

Dyslexia Hyperlexia

Higher scores on tests of sight words than nonsense words, lower on both, however

Relatively same scores on tests of sight words than nonsense words, high on both

Low scores on spelling and written language

High scores on spelling. Written language may be fluent yet lack depth of meaning

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