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.
Reading and oral language: Connections and Interventions key pointsRALLICampaign
A RADLD information sheet from Professor Maggie Snowling and Professor Charles Hulme about links between language and literacy. This information sheet relates to the RADLD film and slides 'Oral language: The foundations of reading and reading intervention'
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
Factors affecting the learning of english at secondary 2(2), 95 101Dr.Nasir Ahmad
This study was conducted to investigate the factors affecting the learning of English of the secondary school students in Khyber Pakhtunkhwa. The objectives of the study were (1) To find out the factors affecting the learning of English at secondary level in Khyber Pakhtunkhwa; and (2) To provide a base for improvement of teaching English as a second language at the secondary school level in Pakistan. The population of the study was comprised of all the English teachers of twenty four Provincial government schools, and twenty two Federal government schools located in twenty four districts of Khyber Pakhtunkhwa. Sixteen senior most English teachers were selected for the purpose of interview. The main findings of the study were; the teachers in Provincial government schools were not sufficiently qualified and had not adequate knowledge of teaching methodologies of teaching English. The classes at both type of school system were overcrowded. The Provincial and Federal Government schools lacked audio-visual aids for teaching of English.
Reading and oral language: Connections and Interventions key pointsRALLICampaign
A RADLD information sheet from Professor Maggie Snowling and Professor Charles Hulme about links between language and literacy. This information sheet relates to the RADLD film and slides 'Oral language: The foundations of reading and reading intervention'
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
Factors affecting the learning of english at secondary 2(2), 95 101Dr.Nasir Ahmad
This study was conducted to investigate the factors affecting the learning of English of the secondary school students in Khyber Pakhtunkhwa. The objectives of the study were (1) To find out the factors affecting the learning of English at secondary level in Khyber Pakhtunkhwa; and (2) To provide a base for improvement of teaching English as a second language at the secondary school level in Pakistan. The population of the study was comprised of all the English teachers of twenty four Provincial government schools, and twenty two Federal government schools located in twenty four districts of Khyber Pakhtunkhwa. Sixteen senior most English teachers were selected for the purpose of interview. The main findings of the study were; the teachers in Provincial government schools were not sufficiently qualified and had not adequate knowledge of teaching methodologies of teaching English. The classes at both type of school system were overcrowded. The Provincial and Federal Government schools lacked audio-visual aids for teaching of English.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Oral language skills (communication competence) are foundational to the Common Core State Standards (CCSS). For this reason, Special Education leaders expect increased demand for Tier II interventions. How will you address reading and social-skills deficiencies given budget cuts and the need to prepare for CCSS? ASHA leader Dr. Barbara Moore leads the discussion with communications disorder expert Maryellen Moreau to answer this important question and more.
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
An Easier Referral Process : Improved Data, Collaboration, and ReferralsBilinguistics
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Turn Your Ideas into Products and Move the Field Forward Bilinguistics
Speech-language pathologists frequently create and re-create materials to meet their clients’ needs. We showcase both successful speech product creations and failures to help SLPs turn their efforts and expertise into valuable products. We share ways to explore needs of the field, implement a project plan, and get your product to the market.
Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
The Kids Are the Easy Part. I Have to Work with Other Professionals, Too?!Bilinguistics
You’re a communication expert. Why is it often so challenging to communicate productively with colleagues and parents? Because you’re human, and effective communication, like any other acquired skill, must be explicitly learned. We will identify strategies to foster colleague interactions and discuss simple skills to resolve adversarial situations. Join us as we discuss proven and productive relationship-building approaches that help communication-savvy individuals collaborate more effectively with others.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Cultural and language Considerations for Working with InterpretersBilinguistics
Identify cultural issues when working with students and families from other cultures. Understand procedures for working and collaborating with interpreters during family interactions, speech and language assessment, and treatment. Finally learn to provide interpreters with appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents.
Social Thinking & Theory of Mind: Putting it all togetherBilinguistics
You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
How STIs Influence the Development of Pelvic Inflammatory Disease.pptx
Where Communication and Reading Difficulties Meet
1. Where Communication and
Reading Difficulties Meet
The crossroads of speech and
reading intervention
Kristin Sankovich, M.S., CCC-SLP
Lauren Castro M.S., CCC-SLP
Webinar Series
November 8th, 2013
2. Learner Objectives
• Participants will:
▫ Discuss typical reading development in
monolingual and bilingual speakers
▫ Identify relationships between oral language and
reading
▫ Identify language foundations for reading
▫ Identify speech and language difficulties that
contribute to reading difficulties
▫ Identify speech-language intervention techniques
for children with reading difficulties
3. What is our goal today?
• Relating Speech-language intervention to
reading development
▫ Discuss the SLP’s role
▫ Review/introduce reading development
▫ Present research and statistics on reading
▫ Show the relationship between speech and reading
Reading development models
▫ Support for why we should intervene
▫ How to intervene
▫ Conclude with case studies as examples
4. ASHA Guidelines
Research on Reading Development
Speech vs. Language Disorder and Reading
English and Spanish Acquisition
7. ASHA Guidelines
• SLPs play a critical and direct role in literacy
development, due to established connections
between spoken and written language.
▫ Spoken language is the foundation for
reading/writing
▫ Spoken language and reading/writing build on
each other
▫ Children with speech-language impairment often
have difficulty reading
▫ Instruction in spoken language can affect growth
in reading/writing
8. SLP roles & responsibilities in reading
and writing
• Preventing written language problems by fostering
language acquisition and emergent literacy
• Identifying children at risk for reading and writing
problems
• Assessing reading and writing
• Providing intervention and documenting outcomes
for reading and writing
• Providing assistance to general education teachers,
parents
• Advancing the knowledge base
• Advocating for effective literacy programs
9. “Reading development is a multi-
faceted, multidimensional, cognitive
process involving the dynamic
interaction of a range of related
variables” (Stanovich & Beck, 2000)
11. Statistics on Reading Deficits
• 52% of children with language impairment also
have reading difficulties (Tomblin, Zhang, Backwalter &
Catts, 2000).
• Poor reading skills have an ongoing, negative
influence on vocabulary and language
development (Catts & Kamhi, 2005).
• Reading comprehension skills in 3rd grade were
the best predictors of high school dropouts
(California Dept. of Education).
12. SES as a factor
• Children from higher SES homes (due to social,
language, and literacy enhancement abilities)
are advanced in later reading achievement ( Wasik
& Bond, 2001)
• Children from higher SES homes are more
successful in making the transition from
“learning to read” to “reading to learn” (Campbell,
Kelly, Mullis, Martin & Sainsbury, 2001)
• Matthew effect
13. Research on reading development in
children
• Frost, et.al, reported the following processes
necessary for reading
Memory
Comprehension
Language
Motivation
Attention
Imagination
14. Research on reading development in
children
• Frost, et.al, reported the following processes
necessary for reading
Memory
Comprehension
Language
Motivation
Attention
Imagination
Which processes are
also necessary for
communication?
15. Research on reading development in
children
• Frost, et.al, reported the following processes
necessary for reading
Memory
Comprehension
Language
Motivation
Attention
Imagination
Which processes are
also necessary for
communication?
16. Research looking at reading fluency
• There is a strong relationship between early
language and phonological awareness/sensitivity
and later reading and spelling development (Lipka
& Siegel, 2007; Snowling ,Adams, Bishop & Stothard, 2001)
• RAN is significant predictor of reading fluency
17. Research looking at Reading Fluency
• Phonological Awareness
▫ Is a strong predictor of reading fluency, especially
in orthographically inconsistent systems
▫ Is more taxed in orthographically inconsistent
systems (e.g. English) than in orthographically
consistent systems (Spanish, Greek).
▫ Phonological awareness and letter naming in
kindergarten predicted at-risk or typical reading
development in Grade 3 for ESL and monolingual
students1
18. Research looking at Reading
Comprehension
• Early language development is a developmental
precursor and good predictor of children’s early
reading development (Teal & Sulzby, 1986)
• Improving vocabulary and word knowledge is an
important part of developing reading
comprehension (Vaughn et al, 2006)
19. Research Looking at Reading
Comprehension
• Semantic skills at age 3 and phonological
awareness at age 6 both predicted reading skills
at age 16 (Frost, et. al., 2005)
• Letter identification, working memory, rhyme
detection and phoneme deletion (phonological
awareness) in kindergarten predicted fourth-
grade word reading. (Lesaux, Rupp, & Siegel, 2007)
20. The Ultimate Goal in Reading:
Comprehension & Fluency
• Two aspects of reading development
▫ Word recognition/decoding words/reading fluency
Children are learning to decode in the first two years of
school
Phonological awareness, phoneme discrimination tasks,
rhyming, onset-rime, syllable awareness
▫ Reading comprehension
Children are reading to learn in later elementary years
(second grade and up).
Syntax, semantics, and discourse skills required
26. English and Spanish systems
• English is opaque (orthographically
inconsistent)
▫ Onset-rime
• Spanish is transparent (orthographically
consistent)
▫ Syllable
27. Efficacy of Intervention
• Language of instruction should be kept at a
suitable level of complexity and clarification to
better accommodate children’s speed of oral
language processing (Bishop & Leonard, 2000;
Nation, 2005)
Engaging children in reciprocal verbal interactions that
support the child in producing more linguistically complex
dialogues directly facilitates the development of children’s
language proficiency and indirectly the development of their
reading skills
Both visual and verbal models of intervention resulted in
gains in reading comprehension for adequate decoders/poor
comprehenders2
28. Common traits of effective intervention
• They are comprehensive
• Varied teaching methods
• Theory driven
• Opportunities for positive relationships to
develop
29. A word on dyslexia
• A disorder in reading and writing despite
ostensibly normal oral language abilities.
Language Impairment Dyslexia
Specific Language
Impairment
Typical Development
Language Difficulties
Yes
Yes
No
No
ReadingDifficulties
31. Speech and Language Interventions:
Supporting Reading Fluency
• Phonological Awareness Intervention
▫ Blending and Segmenting Syllables
▫ Phonological Sound Inventory-take words from a story
for the child to blend and segment
• Minimal Pairs
▫ Distinguish between rake/wake or huele/duele
• High Frequency Word Lists
▫ Support sight word recognition
32. Speech and Language Interventions:
Supporting Reading Fluency
• Core Vocabulary Model
▫ Relating concepts through categories
• Story Grammar Instruction
▫ Teaching identification of characters, setting,
initiating event, a sequence of events and a
resolution
33. Speech and Language Interventions:
Supporting Reading Fluency
• Literacy Kits
▫ Pre-teach story vocabulary/articulation word lists
▫ Create games to provide additional exposure to
content
• Graphic Organizers for Story Comprehension
▫ Semantic mapping
▫ Venn Diagram
34. Overview of Reading Programs
Esperanza Estrellitas Voyager/
Pasaporte
Visualizing &
Verbalizing
Attention Low High Moderate High
Motivation Low High Moderate High
Memory High High Moderate Moderate
Imagination Low Low Low High
Language High Low High High
Spanish Yes Yes Yes No
English No No Yes Yes
35. Speech vs. Language
Speech Impairment
• Articulation Disorder
• Phonological Delay
• Phonological Disorder
Language Impairment
• Expressive Language
Impairment
• Receptive Language
Impairment
• Impaired Discourse skills
36. Case Study:
• 2nd grader
▫ Significant phonological and articulation delays
▫ Highly unintelligible
▫ Higher language/highly verbal
▫ Low reading fluency -> Decreased reading
comprehension
▫ High comprehension of material read to him
▫ Intervention targeting core vocabulary and high
frequency word lists paired with a phonological
approach
37. Case Study:
• Kindergartener
▫ Phonological awareness difficulties
▫ Needs help identifying story grammar
components and answering questions about
stories appropriately.
▫ Incomplete syntax
▫ Limited vocabulary in amount and variety
▫ Audio File
38. Conclusions
• Overall goal: academic success
• Our current intervention often addresses
reading and writing foundations and it is
important for us to be able to explain how.
• Knowing that our students may additionally
have reading difficulties, we can more efficiently
address their difficulties, we benefit by providing
them with academic success, giving them more
opportunities to practice what we teach them
and gain knowledge for themselves.
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.