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H860 Reading Difficulties

H860 Reading Difficulties. Week 11 RD and Linguistic Diversity. Today’s session. Online memo feedback Brief return to fluency ELLs and RD Break. Online memo. In terms of getting to grips with the topic, was the online memo more or less useful than the offline memos?.

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H860 Reading Difficulties

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  1. H860 Reading Difficulties Week 11 RD and Linguistic Diversity

  2. Today’s session • Online memo feedback • Brief return to fluency • ELLs and RD • Break

  3. Online memo In terms of getting to grips with the topic, was the online memo more or less useful than the offline memos? • I learnt more through the online memo • I learnt more through the offline memos • I learnt about the same

  4. Thoughts about posting to the group Knowing the class would read my contribution made me: • Think more about the assignment than usual, in a productive way • Think more about the assignment than usual, in a stressful way • Didn’t really change how I approached the assignment • Other

  5. Final projects update • Poster day • Paragraph plan checking

  6. Today’s session • Online memo feedback • Brief return to fluency • ELLs and RD • Break

  7. Today’s session • Online memo feedback • Brief return to fluency • ELLs and RD • The wider demands of academic language

  8. Our collective experiences of language diversity

  9. Some wider, sobering background • Language minorities are under-represented in programs for gifted and talented • Language minorities are over-represented in certain special education categories: • Learning disabilities • Mental retardation • Emotional disturbance • BUT, they are identified for special ed. 2-3 years later than language majority students

  10. Reading Disability or ELL difficulty? • Identifying specific reading disabilities in a monolingual context is easy, right?!

  11. Reading Disability or ELL difficulty? Enter the English-language-learner (ELL)… • Reading is behind their native English peers • Is a specific reading disability present? Geva: phonological processing difficulties are a hallmark of dyslexia across languages… …so we just administer the CTOPP?

  12. CTOPP recap For ages 5-6 For ages 7-24 • Phonological awareness: • Elision • Blending words • Sound matching • Phonological awareness: • Elision • Blending words • Blending Nonwords • Segmenting Nonwords • Phonological memory: • Memory for digits • Nonword repetition • Phonological memory: • Memory for digits • Nonword repetition • Rapid naming: • Rapid Color Naming • Rapid Object Naming • Rapid Naming: • Rapid Digit Naming • Rapid Letter Naming • Rapid Color Naming • Rapid Object Naming • Supplemental Subtest: • Blending Nonwords • Supplemental Subtests: • Phoneme Reversal • Segmenting Words

  13. How helpful would the CTOPP be in determining whether my ELL student has dyslexia? • Because it is largely based on sounds, not large chunks of language, it would be a fair (not perfect) measure of my student’s PA • Given the English-base of the test, it would be really hard to interpret, thus not so useful • I’m not sure!

  14. TOPPS • Spanish version matched on: - number of syllables and phonemes - position of manipulation • http://www.cal.org/acquiringliteracy/assessments/index.html • What kind of Spanish?

  15. Specific Reading Disability vs. ELL diffs? • We can start to approximate phonological processing skills

  16. Other (proximal) things to consider when assessing… • Fatigue • Multiple assessment/portfolio approach • Rigby • Error analysis e.g. • Decoding • Grammar/phonics mistakes that are language based • Native pronunciation of identically spelled words

  17. Other (proximal) things to consider when assessing… • Emerging cognate assessments

  18. Recap from HT-820 • The Bilingual Verbal Ability Tests (BVAT) • Translated into: Arabic, Chinese (Simplified and Traditional), English, French, German, Haitian-Creole, Hindi, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish, Turkish, and Vietnamese • Based on the Woodcock-Johnson-Revised (1989) Cognitive Battery: • Picture Vocabulary • Oral Vocabulary: Synonyms • Oral Vocabulary: Antonyms • Verbal Analogies

  19. Half-way-there solution • Administration of all the subtests in the English language first. • Each item failed in English is re-administered in the native language. • Total score is items correct from both languages combined. • Sadly, still issues e.g. - Cultural bias in some pictures - Norms compiled from administration of all items, but some translations have reduced item numbers - Complexity across tests very uneven, causing content validity issues

  20. Going Further

  21. Dynamic assessment revisited • Goal of DA: “to establish the amount of change that can be induced during interactions with the examiner during the assessment process” • Methods for DA of language: • Testing the limits • Graduated prompting • Test-teach-retest Determine readiness for progress In intervention Differentiate disorders from differences

  22. Case Studies Child A, 4 years • Spoke mainly Spanish, using single words • EOWPVT-R SS = 67, Preschool Language Scales (adapted), 4/10 items Child B, 4;6years • Spoke mainly Spanish, using words, phrases and sentences • EOWPVT-R SS = 71, PLS 7/10

  23. Case Studies

  24. Learning Strategies Checklist

  25. Case Studies Child A • Motivated and attentive, but little quantitative change in pre/post test scores (some qualitative change). Little generalization so future goals were to work on this, as well as helping A understand her correct vs. incorrect responses • Probable language-learning problem and inconsistent use of strategies Child B • Gained maximum modifiability score. DA enabled her to expressive vocabulary performance and demonstrate true abilities

  26. DA Summary • Measures of change such as gain scores, modifiability and qualitative change are extremely useful in differentiating language difference from disorder • But remember gain scores may not be equal across the same test and in normal distributions, the centre point is more stable than the tails. **** • DA results in high validity, low reliability (same issue with reading comprehension)

  27. Other (distal) things to consider when assessing… • Consider background knowledge of child • Get perspective from parents • Has the child has gaps in schooling? • http://www.ldldproject.net/model.html

  28. Summary so far • Phonological difficulties across languages is red flag for specific reading disability • BUT, certainty of identification is hard… …Response-to-Intervention may be a particularly useful model as a result

  29. And what is our intervention? The favorite five: • Phonemic awareness • Phonics • Fluency • Vocabulary • Text comprehension …with adjustments

  30. The challenges of academic language Schleppegrell ‘‘tell about one thing only and in such a way that it sounds important’’ • Formal style that is very different to conversational style • Most familiar to children from middle-class homes

  31. Teaching academic language in schools • http://dww.ed.gov/see/see.cfm?PA_ID=6&T_ID=13&P_ID=23&rID=2

  32. Academic language • Also a challenge for some African-American students – see Charity article.

  33. Peer learning • HGSE twist – using virtual worlds to intensify/specialize the learning experience • River City Project • Open example: Second Life

  34. Break

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