1	The ABC’s of Reading Issues Preschool-Third Grade Special Considerations for the Child with Special Needs April 26, 2006 SSEPAC Sharon Public Schools Martha Simmons Ed.M., M.S. CCC/SLP Director-Language and Literacy Program Developmental Medicine Center Children’s Hospital Boston
2	What is literacy? The ability to speak, read, and write with competence.
3	Why is literacy so important?
4	Literacy is Everywhere Literacy skills can be developed at home Start early with literacy skill development at school/daycare
5	Why the Need for a Quality Literacy Environment? “The Matthew Effect” (Stanovich, 1986) Lack of exposure to quality oral input and experiences leads to… Limited Background Knowledge leads to… Poor Vocabulary leads to… Decreased Phonemic Awareness leads to… Difficulty Decoding leads to… Lack of Desire to read leads to… Lack of Practice Reading leads to… Lack of Exposure to Varied Reading Materials… Less Development of Higher-Order Reading Competencies leads to… Poor Comprehension leads to…
6	How Does “The Matthew Effect” Translate? 88% chance that a child with difficulty reading in Grade 1 will still be having difficulty in Grade 4 (Juel, 1988) Academic success is closely related to reading ability. The student who is not a “moderately skilled reader by the end of 3^rd grade is unlikely to graduate from high school.” (Snow, Burns & Griffin, 1998)
7	Who’s At Risk for Continuing Language Learning Difficulties?
8	Question If my child has a language delay will s/he be at risk for reading difficulties? YES-Consider ongoing oral language, reading, and writing support now!
9	Positive Long-Term Outcomes Children with mild language impairments Children with specific speech/language issues Children with average to above-average intelligence (Stothard, Snowling, Bishop, Chipchase & Kaplan, 1998) Above average nonverbal intelligence (Nippold & Schwarz, 2002)
10	Positive Long-Term Outcomes (continued) Language delay remediated by five to six years of age No significant receptive language difficulties at the start of therapy No weaknesses in receptive grammar and narrative by five to six years of age (Stothard et.al., 1998)
11	Positive Long-Term Outcome Does Not Mean “Cured” Scarborough & Dobrich (1990) 28-75% of children with early language delays present with language and literacy difficulties during later years, even if the delay had been “remediated” by five to six years of age
12	Positive Long-Term Outcome Does Not Mean “Cured” Stothard et.al. (1998) 50-90% of children who present with early language delays experience language learning difficulties throughout childhood and continue on to have reading difficulties later
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14	Think about it… It took our species 2000 years to make the major breakthrough to learn to read an alphabet We ask the child to learn to do the same things in 2000 days.
15	The Path to Literacy Cognitive ability and linguistic knowledge develops as child develops; Humans are born with the capacity to perceive phonemes in speech; Over time, this innate ability is translated into skill with reading and writing (Richgels, 2001); The ability to read is not innate.
16	Defining Reading Disabilities a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word reading and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected. Secondary consequences may include problems in reading comprehension and reduced reading experience. (Lyon, Shaywitz, & Shaywitz, 2003)
17	Reading Subgroups Average Intact Naming Speed Intact Phonology Intact Comprehension 1. Phonology Intact Naming Speed Impaired Phonology Impaired Comprehension 2. Timing Impaired Naming Speed Intact Phonology Impaired Comprehension 3. Double-Deficit Impaired Naming Speed Impaired Phonology Impaired Comprehension
18	Subgroups Continued Vocabulary Background Knowledge Memory Comprehension
19	Big Picture: Phonological Processing Phonological Awareness (oral language activities) Word Identification (a reading activity) Spelling (a writing activity)
20	Supporting Fluency Repeated reading Minute Stories Timed reading tasks Computer games
21	Supporting Comprehension Sequences (first, then, last) Comparison (alike/different) Description Problem and Solution Story Retell Prediction (if…then) Inter and Intra textual connections
22	Therapeutic Effects of Instruction Children’s enjoyment of language Children’s perception of selves as readers and learners Children’s ownership of the reading and learning process
23	Summary At risk learners need ongoing support Intervention should be tailored to a child’s individual needs Comprehensive spoken language, reading, and writing support
24	Emergent Literacy-Preschool Children recognize environmental print (e.g., STOP); Children recognize familiar logos (e.g., Burger King); Children learn that written English goes from left to right and top to bottom; Children learn the concept of word and that words are separated by spaces; Children learn that words have a beginning and an end; Children learn to appreciate literacy (e.g., lists, letters, literature) (Ely, 2001).
25	How Do We Develop the Ability to Read? Preschool- Children develop a general sense that words have syllables; Preschool- Children develop general understanding of rhyme; Kindergarten and First Grade- Children develop knowledge that words are made up of phonemes (i.e., a word is comprised of individual linguistic units). (Beckman & Edwards, 2000).
26	Reading Expectations-Kindergarten Print-Sound Code Recognize and name letters of the alphabet; Recognize and retrieve the sounds that go with most letters; Represent sound with written letter; Rhyme words; Isolate the initial consonant in a word; Recognize approximately 20 high frequency words; Begin to read simple texts.
27	Reading Expectations-Kindergarten Accuracy, Fluency, and Comprehension Read books with one to four lines per page; Point to words on the page while reading; Self-monitor that what they are reading makes sense; Retell the story in own words; Answer simple questions about the story; Make predictions; Make comparisons to personal experiences.
28	Reading Expectations-First Grade Print-Sound Code Segment sounds in words without difficulty; Blend sounds in words without difficulty; Use letter-sound knowledge to sound out one and two-syllable words; Recognize 150 high frequency words
29	Reading Expectations-First Grade Accuracy, Fluency, and Comprehension Read aloud 100-400 word books of increasing complexity; Self-correct most errors using meaning and letter-sound knowledge; Attend to most punctuation; Summarize stories; Retell stories; Make Predictions; Talk about the motives of characters.
30	Reading Expectations-Second Grade Print-Sound Code Read regularly spelled one and two-syllable words without difficulty; Begin to read irregularly spelled words; Recognize varied vowel spellings and word endings.
31	Reading Expectations-Second Grade Accuracy, Fluency, and Comprehension Read 200-500 word books of increasing complexity; Read books that may take several days to finish; Read silently and aloud; Attend to punctuation; Read with intonation; Answer how and why questions about non-fiction text.
32	Reading Expectations-Third Grade Print-Sound Code Decoding is automatic-beginning of transition to “read to learn, not learn to read;” Continue to support vocabulary development by teaching: Prefixes Suffixes Root Words Homophones
33	Reading Expectations-Third Grade Accuracy, Fluency, and Comprehension Read fiction in chapter book form; Read increasingly detailed non-fiction; Figure out the meanings of unfamiliar vocabulary by using root words, suffixes, and prefixes; Self-monitor understanding of text; Discuss text plot and setting; Follow instructions presented in texts. Expectations were adapted from: New Standards Primary Literacy Committee, 1999
34	Selected References Beckman, M. & Edwards, J. (2000). The otogeny of phonological categories and the primacy of lexical learning in linguistic development. Child Development, 71, 240-249. Nippold, M.A. & Schwarz, I.E. (2002). Do children recover from specific language impairment? Advances in Speech-Language Pathology, 4(1), 41-49. Richgels, D. (2001). Invented spelling, phonemic awareness, and reading and writing instruction. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 142-158). New York: Guilford Press. Scarborough, H.S. & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing research, 33, 70-83. Snow, C., Burns, M. & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington DC: National Academy. Stothard, S.E., Snowling, M.J., Bishop, D.V.M., Chipchase, B.B., & Kaplan, C.A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407-418.