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

2. The Team Penny Chiappe Suet Ling Chong Jill Etmanski Kim Kozuki Nonie Lesaux Pauline Low Orly Lipka Rose Vukovic Lesly Wade-Woolley

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. Critical Issues Recognize and treat dyslexia early Understand ESL reading difficulties – dyslexia or not

5. How can we prevent reading difficulties?

6. Prevention Early identification Early intervention Evidence based reading programs

7. 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

8. 3 Tier Model 1. Classroom instruction –Early screening 2. Resource withdrawal 3. Intensive help

9. 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

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

11. 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

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

13. 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

14. KINDERGARTEN GRADE 5 L1 EnglishELL Kindergarten

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

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

17. Kindergarten Screening Letter identification Memory Phonological processing Syntax Spelling

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

19. 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.

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

21. SYLLABLE IDENTIFICATION

22. RHYME IDENTIFICATION

23. PHONEME IDENTIFICATION

24. ORAL CLOZE

25. Jane ____her sister went up the hill. Dad ____ Bobby a letter several weeks ago. Oral cloze

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

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

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 Assessment - Working with individual students

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

31. 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

32. Reading 44 Training reading comprehension strategies Vocabulary Syntax

33. Word Identification

34. Word Attack

35. Word Reading Fluency

36. Psuedoword Reading Fluency

37. Phoneme/Syllable Deletion

38. Spelling

39. Pseudoword Spelling

40. Oral Cloze

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

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

43. Morphological Task- Words

44. Morphological Task- Pseudowords

45. Stanford Reading Comprehension

46. Experimental Reading Comprehension

47. SES & Reading

48. SES & Spelling

49. Kindergarten SYNTACTIC AWARENESS

50. Grade 6 Syntactic Awareness

51. 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.

52. 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.

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

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

55. Controls Prince George study – outcome related to the amount of time spent in phonological awareness, teacher knowledge, and principal support Provincial examinations

56. Word Reading Portuguese L1

57. Word Reading Italian L1

58. Word Reading Arabic L1

59. Word Attack Portuguese L1

60. Word Attack Italian L1

61. Word Attack Arabic L1

62. Spelling Portuguese L1

63. Spelling Italian L1

64. Spelling Arabic L1

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