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Early Identification and Intervention to Prevent Reading Difficulties

Early Identification and Intervention to Prevent Reading Difficulties. Linda Siegel University of British Columbia Vancouver, CANADA linda.siegel@ubc.ca. Critical Issues. Recognize and treat dyslexia (reading disability) early Understand ESL reading difficulties – dyslexia or not.

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Early Identification and Intervention to Prevent Reading Difficulties

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  1. Early Identification and Intervention to Prevent Reading Difficulties Linda Siegel University of British Columbia Vancouver, CANADA linda.siegel@ubc.ca

  2. Critical Issues • Recognize and treat dyslexia (reading disability) early • Understand ESL reading difficulties – dyslexia or not

  3. Why Early Identification + Intervention • 82 % of the street youth in Toronto had undetected and unremediated learning disabilities • All the adolescent suicides in a 3 year period in Ontario had undetected and unremediated learning disabilities

  4. We are missing many children with learning problems!!!!!!!

  5. Traditional Model • Detailed Assessment • Classification • Resources only if criteria are met • Reliance on the discrepancy definition

  6. Response to InstructionModel (RTI) • Initial Assessment • Classroom Based Instruction • Evaluation of Progress • Individual Instruction if needed

  7. Aims of the Study • Identify children at risk for literacy difficulties • Provide an appropriate intervention • Assess the effectiveness of the intervention

  8. Longitudinal Study • Screening at age 5 when children enter school • Tested every year on reading, spelling, arithmetic, language and memory skills • Results at grade 6 – age 12

  9. Longitudinal Sample • All the children in the North Vancouver School District • 30 schools • Varying SES levels • 20% English as a Second Language(ESL)

  10. Arabic Armenian Bulgarian Cantonese Croatian Czech Dutch Farsi Japanese Korean Kurdish Mandarin Norwegian Polish Punjabi Romanian LANGUAGES IN THE STUDY • German • Greek • Hindi • Hungarian • Indonesian • Italian • Finnish • Russian • Serbian • Slovak • Spanish • Swedish • Tagalog • Tamil • Turkish

  11. Kindergarten KINDERGARTEN L1 English ESL GRADE 5

  12. Grade 6 KINDERGARTEN L1 English ESL Dyslexic Dyslexic Normal Normal GRADE 5

  13. Why is the North Vancouver School District so successful?

  14. Kindergarten Screening • Letter identification • Memory • Phonological processing • Syntax • Spelling

  15. Letter Identification c r m k b w o s y t a u d q x l g e z n j p h v i f

  16. Sentence Repetition Sentences are spoken orally to the child and the child is required to repeat them exactly. Examples. Drink milk. I like ice cream. The boy and girl are walking to school. The girl who is very tall is playing basketball.

  17. Reading Test

  18. the and sit when book

  19. anacampersote mithridatism qualtagh ucalegon groak

  20. Phonological Awareness • Ability to break speech down into smaller units  words  syllables  phonemes

  21. Terminology • Phonological Awareness – the ability to break down speech into smaller segments • Phoneme – the smallest unit of sound • Phonics – a method of teaching reading that emphasizes the association of sounds with letters

  22. SYLLABLE IDENTIFICATION

  23. RHYME IDENTIFICATION

  24. PHONEME IDENTIFICATION

  25. ORAL CLOZE

  26. Oral cloze • Jane ____her sister went up the hill. • Dad ____ Bobby a letter yesterday.

  27. SIMPLE SPELLING • child’s name • mom • dad • cat • I • no

  28. Firm Foundations • Activities and games designed to develop • Phonological awareness • Letter sound relationships • Vocabulary • Syntactic skills

  29. Circle Skills -Teaching the whole class • Centre Skills – Practicing in small groups • Resource Withdrawl - Working with individual students

  30. Firm Foundations • Rhyme detection • Initial sounds • Segmentation • Blending • Sound discrimination

  31. Terminology • Phonological awareness training – teaching the sound structure of words • Auditory training • Phonics training – teaching the connection between sounds and letters • Training with print

  32. Literacy Activities Listening to stories Acting out stories Singing songs Letter of the week Letter cookies

  33. SES & Reading

  34. SES & Spelling

  35. Other Important Abilities • Vocabulary – understanding and producing the meanings of words • Syntax – understanding the basic grammar of the language • Differences between Chinese and English • Verb tenses • Plurals • Articles

  36. Reading 44 • Training reading comprehension strategies • Vocabulary • Syntax

  37. Conclusions • It is possible to identify children at risk for reading disabilities in kindergarten. • It is possible to provide a classroom based intervention to bring these children to at least average levels of reading. • Children learning English as a second language can perform at L1 levels and bilingualism may be an advantage.

  38. Internet Resources http://www.nvsd44.bc.ca • Click on Firm Foundations • Click on Reading 44

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