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

2. 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

3. Why Early Identification + Intervention 75%-95% of individuals in prison have significant reading difficulties In Vancouver, 45 % of ESL students fail to complete high school. Undiagnosed and unremediated reading problems result in emotional and social difficulties

4. Critical Issues Recognize reading problems early Understand the language development of ESL students Understand the literacy developement of ESL students

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

6. Longitudinal Study Screening at age 5 when children enter school Tested every year on reading, spelling, arithmetic, language and memory skills Results at grade 7 – age 13

7. Longitudinal Sample All the children in the North Vancouver School District 30 schools Varying SES levels 20% English Language Learners (ESL) Inclusion

8. 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

9. KINDERGARTEN GRADE 5 L1 EnglishELL Kindergarten

10. KINDERGARTEN GRADE 5 Dyslexic Normal Dyslexic Normal Grade 7 L1 EnglishELL

11. Screening Effective Brief – 15-20 minutes Done by teachers Provide useful information

12. Kindergarten Screening Letter identification Memory Phonological processing Syntax Spelling

13. Letter Identification c r m k bwo s y t a ud q x l g e zn j p h v i f

14. 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.

15. Reading Test

16. the and sit when book

17. anacampersote mithridatism qualtagh ucalegon groak

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

19. SYLLABLE IDENTIFICATION

20. RHYME IDENTIFICATION

21. PHONEME IDENTIFICATION

22. ORAL CLOZE

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

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

25. Firm Foundations Rhyme detection Initial sounds Segmentation Blending Sound discrimination

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

27. Circle Skills -Teaching the whole class Centre Skills – Practicing in small groups Assessment - Working with individual students

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

29. Other Important Abilities Vocabulary – understanding and producing the meanings of words Syntax – understanding the basic grammar of the language

31. Reading 44 Training reading comprehension strategies Vocabulary Syntax

32. 1.ACCESS BACKGROUND KNOWLEDGE BRAINSTORMING a)introduce concept and ask the children to generate ideas b)teacher records all ideas-mind map c)word list on board

33. 4. Self-monitor And Self Correct 5 Finger Rule keep track of the words that they do not know on their fingers if there are 5 words in the first 100, get a new book

34. Results at Grade 7

35. Word Identification cat see book should finger glutton emphasis intrigue usurp idiosyncrasy

36. Word Identification

37. Woodcock Word Attack dee pog ched gouch cigbet bafmotbem monglustamer

38. Word Attack

39. Word Attack Portuguese L1

40. Word Attack Italian L1

41. Word Attack Arabic L1

42. Word Reading Fluency

43. Psuedoword Reading Fluency

44. Phoneme/Syllable Deletion

45. Spelling

46. Spelling Portuguese L1

47. Spelling Italian L1

48. Spelling Arabic L1

49. Pseudoword Spelling

50. Oral Cloze

51. Morphology 51 Hungarian for “at risk of dyslexia”. Diszlexiaveszélyeztetettség

52. Morphological - Words They need to diversionary diversity diversion diversify

53. Morphological Task- Words

54. Morphology Related to reading comprehension Related to spelling A better predictor of reading comprehension and spelling than phonological awareness or syntactic awareness

55. Stanford Reading Comprehension

56. Experimental Reading Comprehension

57. Percent OK on Experimental and Low on Stanford The ELL group was significantly more likely to score in the average range on the Experimental task than on the SDRT

58. SES & Reading

59. SES & Spelling

60. Conclusions Most ELL dyslexic children have better reading, spelling and phonological skills than their monolingual peers. Many ELL normal readers have better English reading, phonological, and spelling skills in their second language than children who have English as a first language.

61. Caveats The development of language and literacy skills in ESL students requires good teaching First language maintenance is important wherever possible

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