Spelling Decoding Flashcards
SLP Scope of Practice
- have the responsibility to support reading when a language disorder affects the ability to learn to decode words
- need to be able to differentiate decoding difficulties due to poor instruction from decoding difficulties secondary to a disorder
Spelling Decoding Instruction
- First: ensure everyone is receiving high quality instruction
- Second: look for places where you expertise adds unique value
Structured Literacy
- focus is on teaching kids HOW to read
- phonemic
-phonics
-fluency - vocabulary
- comprehension
Alternatives
Focus on making reading fun or on the appearance of reading
- whole language
- balanced literacy
3- cueing or MSV
Whole language
- focus on meaning exclusively; wants reading to be fun
Balanced Literacy
- focus is on getting kids reading fast via memorized high frequency words: limited explicit instruction
3-Cueing or MSV (meaning, syntax, visual)
- cues
- focus is on how kids respond to reading errors
- strategies rapidly become less useful
Balanced Literacy
- haphazard approach to phonemic awareness instruction
- phonics may be taught, but lessons are short and do not necessarily follow a scope and sequence
- rote memorization of high frequency words
- read leveled texts using the 2-cueing system
- greater focus on the meaning of the text rather than accuracy of what is read
- “students get better at reading by reading”
Structured Library
- explicit, systematic, sequential instruction in phonemic awarenss
- phonics is taught through explicit, systematic, sequential instruction
- high frequency words are taught according to their phonics patterns;irregular words are taught explicitly
- read decodable texts that include already-learned phonics patterns
- misread words are corrected: focus is on sounding them out
-“ students get better at reading by learning and practicing the code”
Structured Literacy
- explicit teaching of systematic word identification and decoding strategies
Evidence-based elements + evidence-based teaching principles+ effective reading instruction
Intervention Packages for Dyslexia
- Orton-Gillingham
-Wilson (Foundations) - Lindamood-Bell
- Handwriting without tears
-SPELL
-Language!
Intervention package charactersitics
- multi-sensory
-phonics based - structured, hierarchial program
- explicit individual and small-group instruction
- require trained providers
- clear data-based practices for advancement through a hierarchy
Assessment for Decoding
- DIBELS
- Woodcock Johnson Achievement Test
- Gray Oral Reading Test
- Test of Word REading Efficiency
- Comprehensive Test of Phonological Processing
DIBELS
progress monitoring tool that tests both decoding and comprehension
- critereon referenced
- grade and season
Woodcock Johnson Achievement Test
subtests include phonemic awareness, reading & nonwords, fluency
- norm referenced
- grade season and age
Gray Oral Reading Test
reading fluency and comprehension
Test of Word Reading Efficiency
pronounce real and nonwords
Comprehensive Test of Phonological Processing
phonological awareness, working memory, rapid naming
CTOPP-2 Subtests- Phonological Awareness
Elison
:measures the ability to remove phonological segments from spoken words to form other words
CTOPP-2 Subtests- Phonological Awareness Blending words
measures the ability to synthesize sounds to form words
CTOPP-2 Subtests- Phonological Awareness: sound matching
measures the ability to select words with the same initial and final sounds
CTOPP-2 Subtests- Phonological Awareness
Phoneme Isolation
measures the ability to isolate individual sounds within words
CTOPP-2 Subtests- Phonological Awareness
Blending Non words
measures the ability to synthesize sounds to form nonwords
CTOPP-2 Subtests- Phonological Awareness:
Segmenting nonwords
measures the ability to segment nonwords onto phonemes
CTOPP-2 Subtests- Working Memory
Memory for digits
measures the ability to repeat numbers accurately
CTOPP-2 Subtests- Working Memory
Nonword Repetition
measures the ability to repeat nonwords accurately
CTOPP-2 Subtests-Rapid Automatic NAMING
- Rapid Digit Naming measures the ability to rapidly name numbers.
- Rapid Letter Naming measures the ability to rapidly name letters.
- Rapid Color Naming measures the ability to rapidly name colors.
- Rapid Object Naming measures the ability to rapidly name objects.
RAN
- visual recognition and naming
- interference accumulates with time
Vocab Assessments
- PPVT, ROWPVT, Word Classes subtest of the CELF
- EVT, EOWPVT
- norm referenced
- help to determine if the child know the vocabulary words expected for his/her age
- decoding words initially goes better if the child knows more words
Articulation and phonology Assessments
-SPAT, GFTA, HAPP-3, McArthur Deep Test
- norm referenced
- help to determine if the child can produce sounds as expected for his/her age
- SSD can interfere with letter-sound mapping
5 Levels of Phonological Awareness
- rhyming and alliteration
- sentence segmentation
- syllables; segmenting and blending
- onsets and rimes; blending and segmenting
- phonemic awareness; blending sounds into words, segmenting words into sounds, deleting and manipulating sounds in spoken words
What predicts reading skill in emergent blingual
- English decoding
- English semantics
- Spanish semantics
- Spanish decoding
- Spanish morphosyntax
- English exposure
Alphabetic principle & emergent bilinguals
- not all languages use the alphabetic principle
- alphabetic principle may word, but letter sound mappings likely differ
- identify which sounds overlap between the child’s two languages- teach the alphabetic principle with those first
- ask the child to tell you what sounds non-overlapping letters make
- look for phoneme approximations to scaffold from
Lexical Quality
- enriching representations of form and meaning
- Form-phonology
-Form- orthography - From- morphology
- meaning-semantics, including primary and secondary senses
Lexical Tuning
- frequency of exposure
- effortful attention
- role of neighborhoods in tuning process
