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Where Communication and Reading Difficulties Meet
 

Where Communication and Reading Difficulties Meet

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Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with ...

Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.

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  • Frost, J., Madsbjerg, S., Niedersoe, J., Olofosson, A., & Sorensen, P.M. (2005). Semantic and Phonological Skills in Predicting Reading Development: From 3-16 Years of Age.
  • Phonological memory is only weakly correlated with reading abilitiy (de Jong & Van derLeij, 1999; Dufva, Niemi & Voeten, 2001; Muter & Snowling, 1998; Parila et al, 2004; Scarborough)RAN is a significant predicory of
  • In a study by frost he cited that the following processes are necessary for reading. Click one:So which processes are also involved in communication?Click two:So obviously we deal with the first three componentsClick three:An argument can also be made that ALL of the components needed for reading are also needed to provide full rich, communication. We are going to use these areas that Frost suggested and dig deeper into each area as it relates to cognitive abilities and what we address in therapy.
  • 1 Lipka, O. & Siegel, L. S. (2007). The Development of Reading Skills in Children with English as a Second Language. Scientific Studies of Reading, 11, 2, 105-131.2 Rapid automatized naming is a timed task, where students are required to name different shapes, colors, as fast as possible
  • Gilliver & Byrne (2009) found that
  • 1Hay, Elias, Fielding-Barnley, Homel & Freiberg, 2007; Nation, 20032 Johnson-Glenberg, M. C. (2000). Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
  • Hays, Elias, Fielding-Barnly,Homel & Freiberg, 2007; M. Nation, 2003
  • Pick a good sentence from article that is beyond comprehension. To demonstrate high fluency-low comprehension.Kid with phonological impairment (Saul video) cannot decode and therefore doesn’t comprehend.LI – Jocelyn or Daniel – fluent reader, poor comprehensionModerate to severe articulation (Miguel & Ismael) with great fluency and reading comprehension.

Where Communication and Reading Difficulties Meet Where Communication and Reading Difficulties Meet Presentation Transcript

  • Where Communication and Reading Difficulties MeetThe crossroads of speech and reading intervention
  • Learner Objectives
  • Why should we consider reading development when planning speech and language therapy?
  • ASHA Guidelines
  • SLP roles & responsibilities in reading and writing
  • The Ultimate Goal in Reading: Comprehension
  • Components of Reading
  • Reading Comprehension Model
  • Reading Fluency Model
  • Two route decoding model
  • English and Spanish systems
  • Research on the relationship between oral language and reading
  • Statistics on Reading Deficits
  • SES as a factor
  • Research on reading development in children
  • Research looking at reading fluency
  • Research looking at Reading Fluency
  • Research looking at Reading Comprehension
  • Research Looking at Reading Comprehension
  • Efficacy of Intervention
  • Efficacy of Intervention
  • 9 common traits of effective intervention
  • A word on dyslexia
  • Speech vs. Language
  • Speech-Language Intervention options that support children with reading difficulties
  • Reading Programs in Spanish and English
  • Overview of Reading Programs
  • Activity 1: Reading Fluency
  • Activity 2: Reading Comprehension
  • Activity 3: Case Study
  • Activity 4: Case study
  • Conclusions
  • More Great Resources on Cultural and Linguistic Diversity