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

6. Critical Issues Recognize and treat dyslexia early Understand the language development of ESL students Understand the literacy difficulties of ESL students

7. How can we prevent reading difficulties?

8. Prevention Early identification Early intervention Evidence based reading programs

9. Screening We have the techniques to screen children who are at risk for learning disabilities at age 5 Screening should be universal –Easy to administer –Brief

10. 3 Tier Model 1. Classroom instruction –Early screening 2. Resource withdrawal 3. Intensive help

11. Characteristic of the 3 Tier Model Excellent, evidence based classroom instruction Frequent monitoring of performance Help as soon as it is needed Intensive assessment only as a last resort

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

13. 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

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

15. 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

16. KINDERGARTEN GRADE 5 L1 EnglishELL Kindergarten

17. KINDERGARTEN GRADE 5 Dyslexic Normal Dyslexic Normal Grade 6 L1 EnglishELL

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

19. Kindergarten Screening Letter identification Memory Phonological processing Syntax Spelling

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

21. 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.

22. Reading Test

23. the and sit when book

24. anacampersote mithridatism qualtagh ucalegon groak

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

26. SYLLABLE IDENTIFICATION

27. RHYME IDENTIFICATION

28. PHONEME IDENTIFICATION

29. ORAL CLOZE

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

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

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

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

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

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

36. 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

37. Reading 44 Training reading comprehension strategies Vocabulary Syntax

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

39. Word Identification

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

41. Word Attack

42. Word Reading Fluency

43. Psuedoword Reading Fluency

44. Phoneme/Syllable Deletion

45. Spelling

46. Pseudoword Spelling

47. Oral Cloze

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

49. Morphological - Pseudowords The car is too rendalize rendal rendment rendify

50. Morphological Task- Words

51. Morphological Task- Pseudowords

52. Stanford Reading Comprehension

53. Experimental Reading Comprehension

54. SES & Reading

55. SES & Spelling

56. Kindergarten SYNTACTIC AWARENESS

57. Grade 6 Syntactic Awareness

58. 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 most of 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.

59. 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.

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

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

62. Improving Reading Comprehension Skills

64. Reading 44 Teaches Reading Comprehension Skills Daily Dozen Reading Strategies

65. ESL Students 1. visual aids -pictures, graphs, objects 2.reinforce vocabulary through games e.g. hiding an object, hot-cold 3.dual language picture dictionary 4.dual language books 5.group work provides models

66. ESL Students 1. Discuss the strategies frequently 2.Daily reading in small groups -Activates prior knowledge -Introduces new vocabulary -Models the reading process 3.Make connections & associations 4.Repetition -Text with repetitive vocabulary -Pattern books

67. ESL Students 5. reading at home in first language of parent -read to the child -cloze procedure 6.pre=reading knowledge building 7.select materials to build confidence -90-95% word recognition

68. How To Teach Strategies identify strategy discuss reasons demonstrate thinking aloud provide opportunities for practice reinforce it in small groups observe how well the student uses it

69. 1.ACCESS BACKGROUND KNOWLEDGE BRAINSTORMING a)introduce concept and ask the children to generate ideas b)teacher records all ideas c)use generated word list on board

70. BUILDING FROM CUES a) teacher shows objects from the story and students discuss what the story may be about b)for each object: where / when character / event c)as each object is presented connect it to the plot

71. Vocabulary building a) Select words such as anthropology and psychology b) Separate the words into parts c) The students guess what the parts mean d) The students think of other words with the same parts e.g., biology

72. 3. FIGURE OUT UNKNOWN WORDS W_ w _ ll g _ to the f _ _ m th _ s morn_ _ _. a)ask students about how they guessed b)as the teacher is writing, ask students to make predictions

73. Figure Out Unknown Words a)meaning 1)does it make sense? 2)have you heard a word like that before? b)syntax 1)does it sound right? 2)can you say it that way? c)visual 1)does it look right? 2)what do you see about that word? d)self-correction 1)were you right? 2)what else could you try?

74. 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

75. 5 W Questions To ask yourself while and after reading who? when? what? where? why?

76. 5. MAKE MENTAL PICTURES Guided Imagery ?Does it make sense Help!Ask for help →Read on ←Reread

77. 6. CONNECT WHAT YOU READ WITH WHAT YOU KNOW KNOW / WONDER / LEARN a)Present topic 1)KNOW What do I know? 2)WONDER What would I like to know? b)Read selection 3)LEARN What have I learned?

78. 7) Determine the most important ideas and events and the relationship between them. 8)Extract information from text, charts, graphs, maps and illustrations. 9)Identify and interpret literary elements in different genres

79. 10)Summarize What Has Been Read. 11) Make Inferences and Draw Conclusions. 12)Reflect and Respond.

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

81. Word Reading Portuguese L1

82. Word Reading Italian L1

83. Word Reading Arabic L1

84. Word Attack Portuguese L1

85. Word Attack Italian L1

86. Word Attack Arabic L1

87. Spelling Portuguese L1

88. Spelling Italian L1

89. Spelling Arabic L1

90. Final Conclusion Bilingualism facilitates a child’s literacy development.