Language and Literacy

1. Language and Literacy Ann Morrison, Ph.D.

2. Expressive and Receptive Language and Literacy Processes (Language Matrix) Ann Morrison, Ph.D.

3. 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?

4. 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?

5. 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)

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

7. 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?

8. 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

9. Top Down and Whole to Part Comprehensive Literacy Development Paradigm Morrison, 2009 Bottom Up and Part to Whole Ann Morrison, Ph.D.

10. 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 Ann Morrison, Ph.D.

11. 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 Ann Morrison, Ph.D.

12. 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 Ann Morrison, Ph.D.

13. 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 Ann Morrison, Ph.D.

14. Predominant Reading Disabilities Ann Morrison, Ph.D.

15. Predominant Reading Disabilities: Socially, looks like… Ann Morrison, Ph.D.

16. Predominant Reading Disabilities: Academically, looks like… Ann Morrison, Ph.D.

17. Predominant Reading Disabilities Ann Morrison, Ph.D.

18. Predominant Reading Disabilities: Teaching Ann Morrison, Ph.D.

19. Predominant Reading Disabilities: Assessment Ann Morrison, Ph.D.