H860 Reading Difficulties Week 5 Fluency Difficulties.

Slides:



Advertisements
Similar presentations
Parent and Educator Information Dyslexia
Advertisements

Students with Learning Disabilities Reading. Dyslexia Severe difficulty learning to read Behavioral manifestations of central nervous system deficits.
© Crown copyright 2006 CPD session for teachers, practitioners and teaching assistants The simple view of reading.
Stages of Literacy Ros Lugg. Beginning readers in the USA Looked at predictors of reading success or failure Pre-readers aged 3-5 yrs Looked at variety.
Dyslexia. Aims To raise your awareness and understanding of Dyslexia and other specific learning difficulties To understand how Martock School identifies.
Reading Fluency According to The American Heritage Dictionary of English Language (2006) fluent reading is reading in which words are recognized automatically.
Addressing Issues in Braille Reading Fluency. Reading Fluency Reading fluency refers to a level of reading accuracy and rate where decoding is relatively.
Understanding Reading / Writing Problems of Students with ADHD Workshop on Students who are gifted and /or have ADHD Rudolf Stockling MSc (Psych) MAPS.
SLp and Literacy Larisa Wilder MA CCC-SLP. Why would an SLP work with literacy?
Handwriting performance of children with dyslexia
DYSLEXIA Raising Awareness 27 th March 2014 Pupil and School Support.
 Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language,
Components important to the teaching of reading
St Andrew's C E Primary School Oxford Reading Difficulties & How To Overcome Them.
Why Is Integrated Writing-Reading Important? Completion of written school assignments, grade advancement, and school completion require that children integrate.
Reading Disabilities Sousa Chapter 5. Learning to Read Reading is probably the most difficult task for the young brain to do. 50% of children make the.
 Language involves the use of vocal sounds and written symbols to comprehend, form, and express thoughts and feelings (Raymond, 2012).  Any code employing.
H860 Reading Difficulties Week 4 Developmental Dyslexia I: Beyond Phonology.
Reading First and Interventions Stuart Greenberg Georgia Reading First Conference.
Unit 4 Reading Difficulties Prepared by: Cicilia Evi GradDiplSc., M. Psi.
Supporting Literacy for Students with Developmental Disabilities Literacy Development.
Keely Swartzer, Special Education Coordinator Megan Anderson, School Psychologist.
Michael C. McKenna University of Virginia Sharon Walpole University of Delaware Differentiating Instruction: Planning with the 2/3 Team.
Specific Learning Disabilities in Plain English Specific Learning Disabilities in Plain English Children with specific learning disabilities (SLD) have.
Dyslexia and the Brain Dys= poor Lexis = words/language
The Language, Phonology and Reading Connection: Implications for Teaching Practice Dr Valerie Muter Great Ormond St Hospital for Children May 2009.
Classroom Support of Literacy Development for Students Demonstrating Underlying Language and Phonological Deficits.
Allyson Dawson. Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent.
Working with Students with Learning Disabilities By: Amanda Baker.
1 Preventing Reading Difficulties with DIBELS Assessment.
Brain Differences in Pre-readers Predicting Future Reading Difficulty Discussant - Kimberly Ketchen, Reading Teacher, Lowell Elementary School, Watertown,
Dyslexia: What is it exactly?. Definition of Dyslexia Dyslexia is a specific learning disability that is neurological in origin. It is characterized by.
Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary.
Phonological Awareness (Blevins, Rosner and Words their Way)
Examining Word Reading Efficiency Among Struggling Readers: Does Slow and Steady Win the Race? M. Pierce 1, T. Katzir 1, M. Wolf 2, G. Noam 3 1 Harvard.
Professional Development by Johns Hopkins School of Education, Center for Technology in Education Exploring Learning Domains.
1 Chapter 7 ~~~~~ ReadingAssessment. 2 Early Literacy Assessment Oral Language Oral Language Assess receptive and expressive vocabulary Assess receptive.
Dyslexia Defined: ‘All you need to know in 15 minutes!’ Mark Sherin School Radio 4 Learning Comenius Regio
| pag. 1 Dyslexia in Late Adolescence : How to Diagnose Diagnosis at the Level of Classification, Causes and Treatment Pieter Depessemier Caroline Andries.
Language and Phonological Processes
Day 1. Literacy development Why are we here? Historical trends in beginning reading. Language and reading development.
ELLA Module 3 Assessments and Interventions. Goals for Today: Participants will be able to: Identify the four purposes for assessment. Align DIBELS assessments.
H860 Reading Difficulties Week 1. Today’s session 1.Introductions 2.Housekeeping 3.What factors ‘cause’ reading difficulties? 4.Philosophical bit 5.Break.
CHAPTER 8 DEVELOPMENTAL CHANGES IN READING COMPREHENSION: IMPLICATIONS FOR ASSESSMENT AND INSTRUCTION AUTHORS: SUZANNE M. ADLOF, CHARLES A. PERFETTI, AND.
Decoding Dyslexia Parent Support Group October,
Tara Wagg and Miranda Barry YRDSB Student Services.
DEFINING DYSLEXIA 1. Specific Learning Disabilities Under IDEA, “Specific Learning Disability (SLD) means a disorder in one or more of the basic psychological.
Introductions. Specialized instruction in Written Expression: The challenges of Learning to Write.
What is dyslexia?. Definition of Dyslexia adopted by IDA Dyslexia is a specific learning disability that is neurological in origin. It is characterized.
How Phonological and Language Deficits Impact Literacy Proficiency Sherry Comerchero ASHA Certified Speech-Language Pathologist April 4, 2007.
1 Applying Principles To Reading Presented By Anne Davidson Michelle Diamond.
Root Cause Analysis DSST Special Education Teachers Copy of this presentation is at
INTERVENING WITH DYSLEXIA IN SCHOOLS Joseph Simoni, Director of Special Education & Student Services Beth DeArce, Intensive Reading Specialist Wappingers.
Victor J Ramirez Patricial Lomeli Kimberly Kimura Dyslexia.
The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 1:Dyslexia: Understanding and supporting reading 1.
© 2014, Florida Department of Education. All Rights Reserved. Dyslexia Overview Presented by Heather Willis-Doxsee, ESE Reading Specialist.
DYSLEXIA NURUL FAHARIN BT CHE RUSLAN NUTRITION 3.
August 12, 2016 Jarrell ISD. What should I learn from today’s presentation? Definitions and Characteristics of Dyslexia Procedures for the Assessment.
Students with Learning Disabilities Learning and Teaching Theories.
Dyslexia What it is, what is isn’t, and what we can do about it
Rachel Davis Valdosta State University
Progress monitoring Is the Help Helping?.
Child Psychopathology
Rachel Davis Valdosta State University
Parent and Educator Information Dyslexia
The In’s and out’s of dyslexia
Parent and Educator Information Dyslexia
DYSLEXIA Raising Awareness
Curriculum and Instructional Design in Teaching Literacy for Individuals with Exceptionalities EDU 9744T.
Dysgraphia, Dyslexia, & O&W LLD Revised from: Berninger, Virginia; October 27, 2010 :Symposium on Working Memory. International Dyslexia Association.
Presentation transcript:

H860 Reading Difficulties Week 5 Fluency Difficulties

Today’s session 1.Memo 2 debrief 2.Fluency presentation 3.Understanding fluency 4.Break 5.Mind mapping

Last week…

We still know that a phonological deficit is the core basis for dyslexia We know that there must be a biological reason for this We know that researchers have not found a convincing causal pathway yet so… If someone tries to convince us otherwise, we need to be wary

Last week… Biology DOES have the potential to: - help with individualizing interventions - help understand the developmental picture

This week: Fluency Word Recognition Comprehension An initial analogy…

Intervention Presentation

Fluency? Wolf & Katzir-Cohen a)What do we mean by fluency? b)What is the development of its component structure? c)How does it relate to reading difficulty subtypes? d)What does it mean for intervention?

What do we mean by fluency? It has been more elusive to define than phonological processing

What is fluency? Bursuck & Damer, Chp. 5., “Reading fluency is the ability to read text accurately, quickly and with expression.”

What is fluency? Bursuck & Damer, Chp. 5., “Reading fluency is the ability to read text accurately, quickly and with expression.”

What is fluency? Bursuck & Damer, Chp. 5., “Reading fluency is the ability to read text accurately, quickly and with expression.”

Quickly… Berninger, Abbott, Billingsley & Nagy Fluency is: a) characteristics of stimulus input e.g. (rate and persistence of visual/auditory signal) b) efficiency and automaticity of internal processes (phonological, orthographic and morphological systems) c) coordination of responses by executive function systems

Quickly… Practice, practice and more practice…

What is fluency? Bursuck & Damer, Chp. 5., “Reading fluency is the ability to read text accurately, quickly and with expression.”

Fluency? Wolf & Katzir-Cohen a)What do we mean by fluency? b)What is the development of its component structure? c)How does it relate to reading difficulty subtypes? d)What does it mean for intervention?

Development of Fluency Fluency depends on development of phonological, orthographic, semantic and morphological systems AND LINKAGES BETWEEN THESE

Fluency? Wolf & Katzir-Cohen a)What do we mean by fluency? b)What is the development of its component structure? c)How does it relate to reading difficulty subtypes? d)What does it mean for intervention?

Subtypes? The Double Deficit Hypothesis Basic premise – for some children with early Identifiable, specific, reading difficulties, phonology is not the problem Seen through RAN

RAN Wolf, Bowers and Biddle (2000), “ Naming speed is conceptualized as a complex ensemble of attentional, perceptual, conceptual, memory, phonological, semantic and motoric subprocesses that places heavy emphasis on precise timing requirements within each component and across all components” (p.395) RAN does predict early reading progress, alongside phonological awareness Assumption is that these individuals will also struggle later with fluency

RAN Wolf, Bowers and Biddle (2000), “ Naming speed is conceptualized as a complex ensemble of attentional, perceptual, conceptual, memory, phonological, semantic and motoric subprocesses that places heavy emphasis on precise timing requirements within each component and across all components” (p.395) RAN does predict early reading progress, alongside phonological awareness Assumption is that these individuals will also struggle later with fluency

Vukovic and Siegel, 2006 The Double Deficit Hypothesis: A Comprehensive Analysis of the Evidence Unclear who the children with just slow naming speed are. Need for more intervention studies: e.g. 2 groups matched in phonemic awareness skills but differing in RAN – does poor RAN affect responsiveness to intervention? (Vukovic & Siegel, 2006) Does early RAN difficulty definitely mean later fluency difficulties? JOURNAL OF LEARNING DISABILITIES, 39, 2006, PAGES 25–47

Fluency? Wolf & Katzir-Cohen a)What do we mean by fluency? b)What is the development of its component structure? c)How does it relate to reading difficulty subtypes? d)What does it mean for intervention?

Break

Takeaway More developmental conceptualization of fluency is good e.g. RAVE-O There is a lot that still requires research evidence

Fluency: parting thoughts Word Recognition Comprehension