Developmental Reading Disabilities Flashcards
How much of a greater risk do children with a history of s/l problems have when it comes to reading problems?
4-5x
What do child language assessment tools dictate?
-what we select as therapy targets
What do assessment tools divide language up into?
what the test authors believe to be important to examine: pronouns, opposites, MLU, etc….
Is oral language separate from written language?
NO!
oral evolves into written language, they support/strengthen each other
In terms of a tree, describe the oral-written language continuum
trunk: oral language, must be solid/strong
branches: reading & writing
leaves: spelling
Who develops language based reading problems?
40-100% have persistent language problems
50-75% have academic problems
What is the outcome of children who have phonological disorders?
phonological disorders have better outcomes than phonological disorders + additional language problem
What oral language problems are later reading problems?
- rule-based errors are associated with reading problems than articulation problems alone
- oral motor problems… slower rapid naming in poor readers
- phonological deviations… spelling problems
What are 5 kindergarten variables that predict 2nd grade reading?
- letter identification
- sentence imitation
- phonological awareness
- rapid naming
- mother’s education
What is the “Nichd predictor” in kindergarten/1st grade of 3rd grade reading?
- poor phonemic awareness
- slow naming of letters/numbers/objets
- poor print awareness
How may the same S/L diagnosis change over time? (think: language delay-SLI–LLD)
- may begin as phonological processes… may become syntax problem
- delayed oral language… ay become reading problem
What do Early language problems look like at 2 1/2 years?
ON EXAM
- produce shorter, simpler sentences
- less accurate word pronunciations
What do Early language problems look like at 3 years?
ON EXAM
-receptive vocal problems
naming problems
may have phonological processing problems
What do Early language problems look like at 4 years?
ON EXAM
- word junction problems
- problems differentiating similar sounding words
- problems distinguishing/producing words with complex sound clusters & more complex words
What do Early language problems look like at 5 years?
ON EXAM
poor naming
poor rhyming
poor phonemic awareness
poor letter sound knowledge
How do SLPs treat language based reading problems?
as itinerant: pull, push-in, consult, collaborate
as SDC teacher
Define a learning disability
- significant difficulty in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities
- intrinsic to the individual, presumed to be related to CNS dysfunction
- may occur across the lifespan
What are the six categories of characteristics associated with LD?
- motor
- attention
- perception
- SYMBOL** (Pay particular attention to this for LLD)
- memory
- emotion
So what’s an LLD?
-most children with LD do not have all of the characteristics listed in the previous card (motor, attention, perception, symbol, memory, emotion) BUT
> 75% have difficulty learning and using symbols
What characteristics are affected for a kid with LLD?
a variety of the 6 ld characteristics are present, with PERCEPTION & SYMBOL DEFINITELY AFFECTED
What’s the difference between an LLD & SLI?
LLD is more widespread in terms of number of systems of language affected.
systems of language that are affected are also usually more deeply affected.
Phonology is often particularly more deeply affected.
Morphology and syntax deficits stand out much more in children with SLI.
For a child with SLI, may their difficulties impact reading & writing?
yes, it definitely can
For SLI what is affected?
-all systems of language can be affected but syntax and morphology (form of language) problems stand out..
Milder phonology issues than LLD.. less perceptual difficulties than LLD
Do children with SLI always qualify for services?
not always, they may or may not be severe enough to qualify for SLP services in public schools.
in the schools what does SLI mean?
speech or language impaired
all SLI labels are NOT THE SAME
is an LLD a team diagnosis or SLP diagnosis?
TEAM
What are some clear landmarks of developmental reading disabilities?
verbal expressive problems past 6 years
children with significant language problems at 4-5 years are likely to have learning problems
somewhere between a small vocabulary at 2 and serious expressive language difficulties at 6.
How is phonology processed in the brain?
- nerve impulses to brain
- phones processed at thalamus to the auditory cortex
- auditory cortex matches incoming signals with stored patterns
- repeated exposure to spoken language allows neurons to form phonic bins /g/ /b/ /d/.. etc…
For children who have trouble distinguish rapid acoustic cues, what happens to their “phonologic”/”phonic” bins?
they overlap
lack of stored “chrystallized phonemes” = fuzzy phonemes/blurred phonemes
Describe the chain reaction if phonology is weak
if phonology is weak, morphology is at risk/weak
which then affects syntax
weak phonology affects semantics as well
a weak phonological system can lead to weak phonological awareness
=problems w/ reading!
How does a child learn to read?
when the child learns to read they see the printed word, they must recode the symbols into sound (phonological recoding) to obtain meaning
if phonic bins overall, there can be trouble superimposing this visual code onto a weak phonological code
What is the 1st phase of Locke’s 4 phases of language development?
birth–5-7 months
learns vocal characteristics
prosody and phonology are developing
What is the 2nd phase of Locke’s 4 phases of language development?
5-7 months–18-20months
holopharases starter set stored
“shoesnsox” “gotobed”
phonology, semantics developing
What is the 3rd phase of Locke’s 4 phases of language development?
18-20 months –36 months
words decompose to syllables
What is the 4th phase of Locke’s 4 phases of language development?
36 months ++
vocabulary grows
syntax more automatic
more consistent speech
Are Locke’s phases “flexible”?
NO
the phases are fixed (must happen on time) and sequential (in order)
What happens if there’s a delay in phase 2?
not enough stored utterances to move forward at optimal biological moment
limited # of gestalts to move to analysis phase
What happens if there’s a delay in phase 3?
fewer words-syllables-sounds to increase vocabulary or glue syntax
neurolingustic resources for phonological operations=inadequate
decreased phonological encoding/decoding needed for spoken/written language can be a big part of this…
take a look at the information processing system on slide 50
…
What is the result a weak information processing system?
too much bottom language processing
Describe how speech develops through phonology
- articulatory gestures get integrated into automatic phonetic routines
- become efficient code for encoding/receiving structures in verbal working memory
- The more phoneme melds as crystallized perceptual-motor structure–the more the child is aware of structures
- object of speech perception is to ID phonetic units
How do children identify phonetic units? (wasn’t sure how to word this)
Possibly through establishing templates representing sound categories (bins)
templates have a perceptual magnetic effect: patterns near category center perceived as similar variations of a sound
How does phonology affect reading?
the ability to form accurate phonologically based memory codes in a basic cognitive process that explains difficulties in phonological processing tasks and early reading
Describe the development of speech
- string words together (learns about word junctions & morphological markers)
- fine tunes articulation
- problems here: don’t know where spoken words begin/end (students with dyslexia often have persisting problems at this stage)
- applies phonological processing skills to phonological awareness tasks
- print exposure helps phonological awareness (child MUST become aware of the word/syllable/phoneme structure
- these must become crystallized…not fuzzy, wobbly, blurred, inaccurate representations/entries in lexicon
give examples of “beginnings of problems” with oral production
- “wobble” (H2o bottle)
- Tracket (tennis racket)
- corporator (corporate lawyer)
- graham crapper
- oh my goodnitch
- emote controle
- citadel of “fake” for “faith”
Give an example of perceptual “beginnings of problems”
I said “let’s take a break” he said “sure, I’d like a grape”
What are some possibilities for how the LLD brain processes bigger language chunks?
- do our language kids perceive language at word/syllable levels too long? and not phonemic chunks?
- do our language kids segment new words correctly but form inadequate phonological representation
(think holophrases)
How do LI kids acquire phonological skills?
- tend to learn words phonologically similar to words already stored in their expressive vocabulary
- kids with phonological deviations store more words with the same deviations they produce
- don’t learn many new words different from what they can produce.. limits vocabulary development
What problems/deficits contribute to reading problems?
- deficits in phonological awareness
- deficits in orthographic awareness
- deficits in morphological awareness
- deficits in comprehension
What must we consider when determining if it’s a difference vs. a disorder?
- grounded in what phonological system?
- language development? when? how long? at home? at school?
- hybridity of cultural-linguistic experiences
- you must be a detective
Reading is an active process in which readers use their background knowledge, the situational context, and cues provided by the author to construct an interpretation of the meaning of a text, BUT what is the problem with this when it comes to school curriculum?
it doesn’t always provide cultural familiar materials
What’s the “big take-away” forELL kids and reading?
- background/history makes a difference (don’t diagnose a difference as a disorder, don’t attribute the problem to other language background)
- language development takes longer for students whose first language is not english… reading and writing in english will also take longer
cannot compare to english norms
a different path is NOT a language impairment or a developmental reading disability
What are the 4 processors from Adam’s simple model of reading?
- orthographic (visual input from page)
- phonological (auditory images of words, syllables, and phonemes)
- meaning (stores word meanings)
- context (constructs interpretation)
What’s the link between phonological development and phonics?
phonological development sets the stage for phonological awareness and phonics
What is successful reading fluency and text comprehension dependent upon?
- phonemic awareness
- phonics instructions
- vocabulary and language development
What does memory have to do with reading/phonological awareness?
- working memory is a workspace.. we juggle information there
- working memory: interconnected systems in different brain parts
What is our job in terms of working memory and phonological storage?
working memory is like a computers RAM… if it disappears our job is to pinpoint how to increase phonological storage, to stimulate visual sketchpad, to increase efficiency of central executive functioning.
