'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
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Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
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'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
- 1. Early Intervention: Identification and Appropriate Teaching 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 • Many minority language students fail to complete secondary school. • Undiagnosed and unremediated reading problems result in emotional and social difficulties
- 4. Canadian Educational Policies • Inclusion – Language minority chldren • Bilingualism • Multiculturalism – Heritage Language maintenance • Children start school at age 5 in kindergarten • Very few private schools -99% of children attend government schools
- 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)
- 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. normales L1 English ELL At-risk Not at-risk Kindergarten At-risk Not at-risk
- 11. The children in the study improved very significantly after good reading instruction. The percentage of dyslexics decreased to a small number.
- 12. Screening • Effective • Brief – 15-20 minutes • Done by teachers, speech pathologists, psychologists • Provide useful information
- 13. Letter Identification c r m k b w o s y t a u d q x l g e z n j p h v i f
- 14. Phonological Awareness • Ability to break speech down into smaller units words syllables phonemes
- 18. ORAL CLOZE
- 19. • Jane ____her sister went up the hill. • Dad ____ Bobby a letter yesterday. Oral cloze
- 20. Reading Readiness Screening Tool • Designed by teachers, speech therapists, psychologists • Will be available on the web – free access • Available in English, Spanish, Portuguese • Forthcoming Arabic, Cantonese, Turkish
- 21. Intervention Programs • Mostly in the classroom – good classroom teaching • Firm Foundations- teaches pre-reading and early phonics skills • Reading 44 – teaches reading comprehension skills
- 22. Firm Foundations • Activities and games designed to develop –Phonological awareness –Letter sound relationships –Vocabulary –Syntactic skills
- 23. • Circle Skills -Teaching the whole class • Centre Skills – Practicing in small groups • Assessment - Working with individual students
- 24. Results at Grade 7
- 26. Word Identification 0 10 20 30 40 50 60 70 80 90 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 28. Word Attack 0 10 20 30 40 50 60 70 80 90 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 29. Phoneme/Syllable Deletion 0 2 4 6 8 10 12 14 16 18 20 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 30. Spelling 0 10 20 30 40 50 60 70 80 90 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 31. Pseudoword Spelling 0 10 20 30 40 50 60 70 80 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 32. Oral Cloze 0 2 4 6 8 10 12 14 16 18 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 33. Reading 44 • Training reading comprehension strategies • Vocabulary • Syntax
- 34. Stanford Reading Comprehension 0 10 20 30 40 50 60 70 Normal L1 Normal ELL Dyslexic L1 Dyslexic ELL
- 35. SES & Reading 0 0.1 0.2 0.3 0.4 0.5 0.6 K-97 K-98 Grade 1 Grade 2 Grade 3
- 36. 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.
- 37. 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.
- 38. Caveats • The development of language and literacy skills in ESL students requires good teaching • First language maintenance is important wherever possible
- 39. Internet Resources http://www.nvsd44.bc.ca –Click on Firm Foundations –Click on Reading 44