Literacy Impairment Flashcards
What is literacy ?
The use of visual modes of communication
*READING AND WRITING
Encompasses language, academic, and cognitive processes.
Spoken versus Written Language
*Reading and writing are not just speech in
print.
*Must be able to encode and decode as well as comprehend.
Literacy
60% of children with language impairments may have difficulties with literacy.
*May lack preliteracy skills
Deficits can occur in adulthood
Illiteracy
Acquired loss of language from
neuropathology such as dementia and aphasia.
Role of SLP in literacy development
SLP is interested in children’s language deficits and the ways in which these deficits influence the acquisition of literacy.
ASHA: SLPs have the following responsibilities
*Educate teachers and parents in the oral
language-literacy relationship
*Identify children at risk
*Make referrals to literacy-rich programs
*Recommend assessment and treatment in preliteracy skills
SLP is a part of a team.
Decoding
DECODING
*Segmenting a word into its component
sounds and blending together to form a word
*Phonological skills essential.
Text comprehension
Text Comprehension
*Syntax, morphology, semantics, pragmatics
areneededforcomprehension
*Language and experience needed to interpret message
Phonological awareness
Knowledge of sounds, syllables, and sound structure of words
Phonemic awareness
PHONEMIC AWARENESS
*Ability to manipulate sounds (blending,
segmenting)
Related to reading and spelling skills
Determine when sound or syllable deleted, to blend, and to compare initial phonemes
Comprehension
Combination of text, text grammar, and world knowledge/experience
Several levels *BASIC LEVEL
Concernedwithdecoding
Critical literacy
Active analysis and synthesis,ableto explain the content
Dynamic literacy
*Dynamic Literacy
Relatecontenttoknowledgethrough reasoning
Metacognition
Self-appraisal
*Knowledge of one’s own cognitive processes
Executive function
EXECUTIVE FUNCTION
*Self-regulation *Ability to:
Attend
Set reasonable goals
Plan and organize
Initiate, monitor, and evaluate Revise plans and strategies
Emerging literacy
Begins within social interaction
*Shared book reading
Dialogic reading
DIALOGIC READING
*Interactive method of reading picture books
Print awareness
PRINT AWARENESS
*Knowledge that print has function and meaning
*Later,recognizing words as discrete units, identifying letters and using terminology
Reading development
Children with good language seem to enjoy reading and pretending to read
Around age 4
*Notice phonological similarities and appreciate
rhyming
*Develop reading skills rapidly at early ages
Phonics
*Sound-letter correspondence
*Reading becomes more automatic or fluent
Third Grade
*A shift from learning to read to reading to learn
Mature literacy
Little energy spent determining pronunciation
of words
Language and world knowledge used to understand text
Monitor for understanding
Use prediction
Reading is interactive
Adults use reading as a primary means
Reading problems
Risk of reading difficulties is high in those with articulation or language impairments
DYSLEXIA
*Poor word recognition
*Problems with phonological processing
HYPERLEXIA
* Poor comprehension
*Typical to above average word recognition.
Dyslexia
DYSLEXIA
*Poor word recognition
*Problems with phonological processing
Hyperlexia
HYPERLEXIA
* Poor comprehension
*Typical to above average word recognition.
Reading problems
Pervasive developmental delay
PERVASIVE DEVELOPMENTAL DELAY (PDD)
* Delayed vocabulary
*Oral narratives are challenging
*Often excluded from reading curriculum
Reading problems
Learning disabled
LEARNING DISABLED
*Acquire reading typically
*Fall substantially behind by fifth grade
*May recognize word shapes rather than decoding
Reading problems
Children with language impairments are at risk for reading impairments
*Begin with less language and have difficulty catching up
Poor comprehension because of lack of language knowledge
Poor metalinguistic abilities
Linguistic processing difficulties
Reading problems
Causal factor
Intrinsic
Causal Factors
*INTRINSIC
*Genetics
*Vision-based deficits
*Auditory Processing Problems *Attention Deficits
*Language Impairments
*Neurological Problems
Reading problems
Causal factors
Extrinsic
EXTRINSIC
*Experience and the manner of instruction
Assessments of developmental reading
Begin
Begins with
*Questionnaires, interviews, referrals, and
screenings
*Reading Assessment
*Standardize reading assessment
*Oral Language Samples
*Analysis of miscues or mistakes
*Written story retelling
*Comprehension measures
Assessment of developmental reading
Phonological Awareness *Rhyming
*Syllabication
*Segmentation
*Phoneme Isolation *Deletion
*Substitution
*Blending
Assessments of developmental reading
Word recognition
Word Recognition
Principles
*Materials should be age appropriate
*Use various tasks
*Use several measures
*Consider cultural and linguistic background
*Demonstrate unfamiliar tasks
*Reading deficits not limited to those with emergent literacy
*Observations and interpretation is extremely important.
Curriculum-based measures and dynamic assessment may
be more appropriate
Should be done with and without clues
Note all errors, error types, and attempts to cut out w
Assessment of developmental reading
Text comprehension
TEXT COMPREHENSION
ASSESS
*Oral Language
*Knowledge of narrative schemes and text grammar
Metacognition
*Standardize tests should be supplemented by other naturalistic observation/measures
Assessment of developmental reading
Executive function
EXECUTIVE FUNCTION
*Self-regulation can be assessed by
*Interview questions about strategies used for reading tasks
*Think-alouds or verbalizing thoughts accompany reading
*Error or inconsistency detection during reading.
Intervention
SLP supports classroom teacher and reading specialist
Embedded/explicit model of intervention
*Literacy-rich experiences embedded in daily
curriculum
*Explicit, focused, and therapeutic teaching
Two-prong intervention model
*Meaning foundation
*Form foundation
Intervention
Phonological awareness
Phonological Awareness
*Begin Early
*Teach within meaningful context
*Work with one or two sounds at a time
*Work on concept syllable
*Children who receive phonological awareness training have higher
—Phonemic awareness
—Work Attack
—Word identification skills
Intervention
Word recognition
Word Recognition
GOALS
*Teach Phonemic Decoding Skills *Develop a rich sight vocabulary *Improve reading comprehension
Context can be used to help predict words
Intervention
Text comprehension
TEXT COMPREHENSION
*Begin intervention with oral narration
*Progress to oral and written interpretation
*Comprehension can be improved before, during, and after reading activities
* Comprehension training addresses character motivation
*Explicitly teach language style found in written text
Ideally, students internalize strategies and use them as they read.
Intervation
Executive function
EXECUTIVE FUNCTION
Areas Targeted:
*Working memory
*Self-directed speech
*Problem Solving
Distancing from the text and toward independent thought
*Important for older students
