Session 3 Handout
4/14/15 Dyslexia/Reading Disabilities Update and Case Study Reviews Karen T. Kimberlin, MS CCC-SLP Speech Language Learning Connection, LLC Tinton Falls, NJ speechllc@gmail.com NJSHA 3-Hour Workshop April 2015 Learner Outcomes: Participants will be able to: • “Define” dyslexia and list several “language based” early warning signs of Dyslexia and other reading disabilities. • Describe the relationship between “oral language structures” and the “simple view of reading” and how this model can be used to guide assessment and intervention of reading disabilities. • Describe the role of Speech-Language Pathologists in assessing students for a Specific Reading Comprehension Deficit. What are the cognitive and language processes that need to be considered for diagnosis? Agenda To meet the 2 hour NJ Professional Development Reading Disabilities/Dyslexia Criteria, Participants will be able to: • List important components of a screener and name 3 different screening tools. • List 3 resources for assistive technology. • Describe 3 possible accommodations for reading/ spelling/and or writing. • Describe the most important components of effective, research-supported reading instruction. I. Dyslexia Legislation Update II. Oral – Written Language Connection III. Dyslexia: Definition and Types IV. Specific Reading Comprehension Deficit V. Case Studies 1 4/14/15 NJ Dyslexia Laws PL 2013 c. 105 Professional Development • 2014-2015 School Year PL 2013 c. 105 Professional Development http://www.njleg.state.nj.us/2012/Bills/PL13/105_.PDF • For K-3 general education, special education, basic skills, and ESL teachers; reading specialists, LDTCs and SLSs PL 2013 c. 210 • 2 hours of PD each year on the following topics: Dyslexia/Reading Screener http://www.njleg.state.nj.us/2012/Bills/PL13/210_.PDF ü Screening PL 2013 c. 131 ü Intervention Dyslexia Definition http://www.njleg.state.nj.us/2012/Bills/PL13/131_.PDF ü Accommodations ü Technology PL 2013 c. 210 Dyslexia/Reading Screener • Requires the NJDOE: • Provide districts with information on screening instruments • Appropriate for K-2 and older students • Develop and distribute appropriate intervention strategies • Students who have exhibited one or more potential indicators of dyslexia or other reading disabilities • No later than the student’s completion of the first semester of second grade. • “The screening shall be administered by a teacher or other teaching staff member properly trained in the screening process for dyslexia and other reading disabilities.” 2 4/14/15 What are the Potential Indicators? • Difficulty in acquiring language skills • Inability to comprehend oral or written language • Difficulty in rhyming words blending sounds when speaking and reading words • Difficulty in naming letters • Difficulty recognizing letters, matching letters to sounds • Difficulty recognizing and remembering sight words • Consistent transposition of number sequences, letter reversals, inversions, and substitutions • Trouble in replication of content Resources: Early Warning Signs Who screens? www.asha.org Barton: http://www.bartonreading.com/pdf/Dys%20warning %20signs.pdf Dyslexia Fact Sheets: www.interdys.org “The screening shall be administered by a teacher or other teaching staff member properly trained in the screening process for dyslexia and other reading disabilities.” http://www.ncld.org/types-learning-disabilities/dyslexia/ common-dyslexia-symptoms-warning-signs-in-children-pre-kto-grade-2 www.understood.org 3 4/14/15 Screening: Trends/Questions: Examples of Screeners DOE:Leaving the choice of screener up to districts • Aimsweb.com (Pearson) Can a student be screened earlier? Yes! • Colorado Learning Disabilities QuestionnaireReading Subscale www.interdys.org (free!) Can an upper school student be screened? Yes! • Dibels Next Should we have universal screeners? • Mississippi Screener www.lexercise.com (free!) What are cutoffs? • Phonological Awareness Literacy Screening (PALS) Virginia Intervention? • Prescriptive Assessment of Reading http://redesetgrow.com What is your district doing? PL 2013 c. 131 Dyslexia Definition • The IDA definition will be incorporated into Chapter 14 of Title 6A of the Administrative Code. • When Chapter 6A:14 is amended. • This definition will not establish another category of disability, it will help to clarify Specific Learning Disability 4 4/14/15 IDA Definition of Dyslexia • www.interdys.org • Dyslexia is a specific learning disability that is neurological in origin… (There are differences in the structure and function of the brain.) • It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Dyslexia is not tied to IQ!!! http://www.nih.gov/news/health/nov2011/ nichd-03.htm • These difficulties typically result from a deficit in the phonological component of language • Difficulties are unexpected in relation to other cognitive abilities and effective classroom instruction. • Secondary consequences: • reading comprehension • reduced reading experience that can impede growth of vocabulary and background knowledge. Federal Level • How many states are pursuing legislation? 13 • How many states have dyslexia laws? 18 • “The Science of Dyslexia” 09/18/2014 US House of Representatives Committee on Science, Space, and Technology HR 456 (Bill for research funding) • Hon. Bill Cassidy, Co-Chair of Bipartisan Congressional Dyslexia Caucus (Louisiana) • Hon. Julia Brownley, Co-Chair of Bipartisan Congressional Dyslexia Caucus (California) 5 4/14/15 ASHA and Dyslexia Language-Based Learning Disabilities www.asha.org/public/speech/disorders/LBLD.htm Dyslexia: Why is this Diagnosis so Challenging? http://sig1perspectives.pubs.asha.org/article.aspx? articleid=1901131 Additional information about Reading and Writing: ASHA's Literacy Gateway. • The percentage of children at risk for reading failure is higher in high poverty, language-minority populations who attend ineffective schools. • Causes for a reading disability: • Neurobiological • Experiential • Instructional Dyslexia Statistics • Dyslexia is the most common cause of reading, writing and spelling difficulties. • One in five students, or 15-20% of the population, has a language based learning disability. Dyslexia is the most common of the language based learning disabilities. • Nearly the same percentage of males and females • Nearly the same percentage of people from different ethnic and socioeconomic backgrounds have dyslexia Oral to Written Language Connection • The NAEP, National Assessment of Educational Progress, is a measure used across most of the United States. 6 4/14/15 Important Differences • Oral Language • Written Language _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Oral Language Structures Discourse Syntax (grammar) Morphology (vocabulary) Phonology Phonology: the sound system of a language and Morphology: the rules that govern the sound combinations: governs the structure of words and the construction of word forms • The lowest level of the language system • The smallest meaningful unit of speech • Pronunciation/Articulation (place/manner) • Root words, affixes, parts of speech • Word study/Vocabulary • How sounds are organized into words • Phonological Processing and Phonemic Awareness 7 4/14/15 Syntax: the arrangement or order of words or phrases to create well-formed sentences Discourse: a unit of language longer than a single sentence • Oral Language: • The study of the rules that govern the ways words combine to form phrases, clauses, and sentences • The relationships among the elements within a sentence Narratives, conversation, discussion, dialogue • Written Language (Reading/Writing) Paragraphs, essays, research papers, journal articles, newspaper articles, books, poetry, etc. • Consider social context, audience Semantics: the system that governs the meanings of words and sentences: • Changes in meaning; impacted by many factors (stress, prosody, timing, punctuation….) Pragmatics • Language use • Functional and appropriate communication • Multiple meaning words (crash, bat, file) • Homophones (to, two, too; way, weigh) • Figurative language What does pragmatics have to do with reading?? Or writing? 8 4/14/15 The Simple View of Reading Word Recognition X Language Comprehension = Reading Comprehension Simple View of Reading was first introduced by Gough & Tunmer and Hoover & Gough in 1986 and 1990 (Catts and Kamhi, 2005). Reading Terms Dyslexia Subtypes • http://www.fcrr.org/Curriculum/glossary/ glossaryOfReading.pdf • Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, Maryland: Paul H. Brookes Publishing Co. • National Reading Panel (2000). Report of the National Reading Panel: Reports of the subgroups. Washington, DC: U.S. Department of Health and Human Services, National Institute of Health. • Phonological Deficit Subtype • Naming Speed/Fluency Deficit Subtype O’Brien, B. A., Wolf, M., and Lovett, M. W., 2012, A taxometric investigation of developmental dyslexia subtypes. Dyslexia, Vol. 18, No. 1. 9 4/14/15 Phonologic Deficit Subtype • Marked difficulty decoding words • Lack of phoneme awareness of the sound Naming Speed/Fluency Deficit • “Markedly slower at naming a sequence of serially presented visual stimuli, such as letters, or numbers, or objects.” structure of words • Characterized by difficulties with: • Phonemic awareness tasks • Grapheme-phoneme correspondence • “This deficit is believed to be an index of automatic or rapid processing within one or more of the components necessary for the development of fluent reading and ultimately comprehension.” • Pseudo-word reading Double Deficit Hypothesis Phonological Deficit + Rapid Naming Deficit = Double Deficit Other Names for Subtypes: Dyseidetic/Dysphonetic Surface Dyslexia Acquired Dyslexia Phonological/Visual http://ldx.sagepub.com/content/early/ 2014/11/13/0022219414558123?papetoc 10 4/14/15 Thoughts on Fluency Stuttering and Reading Fluency: Considerations for screenings and rapid naming testing www.weStutter.org www.stutteringhomepage.com http://leader.pubs.asha.org/Article.aspx?articleid=1885600 http://www.ncbi.nlm.nih.gov/pmc/articles/ PMC2934874/ Dr. Laura Cutting, "S-RCD: I can read Spanish, because I know what sounds the letters make and how the words are pronounced, but I couldn't tell you what the words actually mean.” "When a child is a good reader, it's assumed their comprehension is on track. But 3 to 10 percent of those children don't understand most of what they're reading. By the time the problem is recognized, often closer to third or fourth grade, the disorder is disrupting their learning process." Specific Reading Comprehension Deficit Dyslexia: • Difficulty with word reading/phonology • Specific Reading Disability S-RCD • Less known; less research than phonology/ dyslexia • Executive function/working memory Referral/Diagnostic Considerations • Speech Sound Disorders/Apraxia • Oral Language Development/Late Talker • Family History • Age and Grade Differences • Cognitive Skills • Vision/OT • Handwriting • Hearing/APD • ELL 11 4/14/15 Intervention Components of Effective, Research-Supported Reading Instruction: • National Reading Panel recommendations: • Phonemic Awareness • Phonics (letter knowledge) • Fluency • Vocabulary • Text Comprehension Intervention (continued) • Spelling and Handwriting • Continuous assessment to inform instruction • Generate motivation, enthusiasm, and an appreciation for reading For more information, see www.learningfirst.org Assistive Technology • http://www.atdyslexia.com/assistive-technology/ • Bdmtech.blogspot.com Accommodations www.interdys.org/ewebeditpro5/upload DyslexiaInThe Classroom.pdf • www.LearningAlly.org • www.bookshare.com • www.gh-accessibility.com 12 4/14/15 Case Study 1 Case Studies • Student 1 • Decisions about testing/What else do I want to know? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 1 • Reason for Referral/Background Information _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ • Student 1 • Testing/Results ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 13 4/14/15 • Student 1 • Findings/Diagnoses ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 1 • Recommendations ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Case Study 2 • Student 2 • Reason for Referral/Background Information ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 2 • Decisions about testing/What else do I want to know? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 14 4/14/15 • Student 2 • Testing/Results ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 2 • Findings/Diagnoses ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Case Study 3 • Student 2 • Recommendations ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 3 • Reason for Referral/Background Information ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 15 4/14/15 • Student 3 • Decisions about testing/What else do I want to know? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 3 • Testing/Results ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 3 • Findings/Diagnoses ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 3 • Recommendations ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 16 4/14/15 Case Study 4 • Student 4 • Reason for Referral/Background Information ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 4 • Decisions about testing/What else do I want to know? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 4 • Testing/Results ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 4 • Findings/Diagnoses ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 17 4/14/15 Case Study 5 • Student 4 • Recommendations ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 5 • Reason for Referral/Background Information ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 5 • Decisions about testing/What else do I want to know? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 5 • Testing/Results ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 18 4/14/15 • Student 5 • Findings/Diagnoses ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ • Student 5 • Recommendations ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ References: NJSHA website Thank you! 19
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