Early Identification and Intervention to Prevent Reading Difficulties
Early Identification and Intervention to Prevent Reading Difficulties
Early Identification and Intervention to Prevent Reading Difficulties
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<strong>Early</strong> <strong>Identification</strong> <strong>and</strong><br />
<strong>Intervention</strong> <strong>to</strong> <strong>Prevent</strong><br />
<strong>Reading</strong> <strong>Difficulties</strong><br />
Linda Siegel <strong>and</strong> Robin Brayne<br />
CMEC Toron<strong>to</strong> 2005
Partners<br />
• North Vancouver School District<br />
• University of British Columbia<br />
Funders<br />
• Canadian Language <strong>and</strong> Literacy<br />
Research Network (CLLRNET)<br />
• Natural Sciences <strong>and</strong> Engineering<br />
Research Council
Critical Issues<br />
• Recognize <strong>and</strong> treat reading<br />
problems early<br />
• Underst<strong>and</strong> ESL reading<br />
difficulties
Why <strong>Early</strong> <strong>Identification</strong><br />
+ <strong>Intervention</strong><br />
• 82 % of the street youth in Toron<strong>to</strong><br />
had undetected <strong>and</strong> unremediated<br />
learning disabilities<br />
• All the adolescent suicides in a 3<br />
year period in Ontario had<br />
undetected <strong>and</strong> unremediated<br />
learning disabilities
Aims of the Study<br />
• Identify children at risk for<br />
literacy difficulties<br />
• Provide an appropriate<br />
intervention<br />
• Assess the effectiveness of the<br />
intervention
Longitudinal Study<br />
• Screening at age 5 when<br />
children enter school<br />
• Tested every year on<br />
reading, spelling, arithmetic,<br />
language <strong>and</strong> memory skills<br />
• Results at grade 6 – age 12
Longitudinal Sample<br />
• All the children in the North<br />
Vancouver School District<br />
• 30 schools<br />
• Varying SES levels<br />
• 20% English as a Second<br />
Language (ESL)
LANGUAGES IN THE STUDY<br />
• Arabic<br />
German<br />
• Armenian<br />
Greek<br />
• Bulgarian<br />
Hindi<br />
• Can<strong>to</strong>nese<br />
Hungarian<br />
• Croatian<br />
Indonesian<br />
• Czech<br />
Italian<br />
• Dutch<br />
Finnish<br />
• Farsi<br />
• Japanese<br />
• Korean<br />
• Kurdish<br />
• M<strong>and</strong>arin<br />
• Norwegian<br />
• Polish<br />
• Punjabi<br />
• Romanian<br />
Russian<br />
Serbian<br />
Slovak<br />
Spanish<br />
Swedish<br />
Tagalog<br />
Tamil<br />
Turkish
L1 English ESL<br />
normales<br />
Kindergarten<br />
At-risk<br />
Not at-risk<br />
At-risk<br />
Not at-risk
L1 English<br />
Grade 6<br />
<strong>Reading</strong> Disability<br />
Normal<br />
ESL<br />
<strong>Reading</strong> Disability<br />
Normal
Mean percentile<br />
Grade 6<br />
MEASURES OF READING<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
WRAT<br />
reading<br />
WJ word<br />
ntification<br />
WJ word<br />
attack<br />
English normal<br />
reader<br />
ESL normal<br />
reader
Mean percentile<br />
Grade 5<br />
READING COMPREHENSION<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Stanford reading comprehension<br />
English normal<br />
reader<br />
ESL normal<br />
reader
Why is the North<br />
Vancouver School<br />
District so successful?
North Vancouver<br />
• <strong>Early</strong> screening in kindergarten<br />
• Classroom based intervention with<br />
resource help<br />
• Annual moni<strong>to</strong>ring of reading,<br />
spelling <strong>and</strong> arithmetic
Kindergarten Screening<br />
• Individually administered<br />
• 20-25 minutes<br />
• Classroom teachers can do it<br />
• But must have TOC – substitute teacher<br />
• Provides information about risk status<br />
• Reliable <strong>and</strong> effective
KINDERGARTEN<br />
SCREENING<br />
•LETTER IDENTIFICATION<br />
•MEMORY<br />
•PHONOLOGICAL PROCESSING<br />
•SYNTAX<br />
•SPELLING
Letter <strong>Identification</strong><br />
c r m k b w o<br />
s y t a u d q<br />
x l g e z n j<br />
p h v i f
Phonological Awareness<br />
• Ability <strong>to</strong> break speech down<br />
in<strong>to</strong> smaller units<br />
words<br />
syllables<br />
phonemes
Sentence Repetition<br />
Sentences are spoken orally <strong>to</strong> the child <strong>and</strong><br />
the child is required <strong>to</strong> repeat them exactly.<br />
Examples.<br />
Drink milk.<br />
I like ice cream.<br />
The boy <strong>and</strong> girl are walking <strong>to</strong> school.<br />
The girl who is very tall is playing<br />
basketball.
<strong>Reading</strong> Test
the<br />
<strong>and</strong><br />
sit<br />
when<br />
book
anacampersote<br />
mithridatism<br />
qualtagh<br />
ucalegon<br />
groak
Phonological<br />
Awareness<br />
• Ability <strong>to</strong> break speech down<br />
in<strong>to</strong> smaller units<br />
words<br />
syllables<br />
phonemes
SYLLABLE IDENTIFICATION
RHYME IDENTIFICATION
PHONEME IDENTIFICATION
ORAL CLOZE
• Jane ____her sister went up the<br />
hill.<br />
• Dad ____ Bobby a letter several<br />
weeks ago.<br />
Oral cloze
• child’s name<br />
•mom<br />
•dad<br />
•cat<br />
•I<br />
•no<br />
SIMPLE SPELLING
Firm Foundations<br />
• Activities <strong>and</strong> games designed <strong>to</strong><br />
develop<br />
–Phonological awareness<br />
–Letter sound relationships<br />
–Vocabulary<br />
–Syntactic skills
Firm Foundations<br />
• Rhyme Detection<br />
• Initial Sounds<br />
• Segmentation <strong>and</strong> Blending<br />
• Concepts of Print<br />
• Letter-Sound Correspondences
• Circle Skills -Teaching the whole class<br />
• Centre Skills – Practicing in small groups<br />
• Intensive <strong>Intervention</strong> - Working with<br />
individual students
Terminology<br />
• Phonological Awareness – the ability <strong>to</strong><br />
break down speech in<strong>to</strong> smaller segments<br />
• Phoneme – the smallest unit of sound<br />
• Phonics – a method of teaching reading that<br />
emphasizes the association of sounds with letters
Terminology<br />
• Phonological awareness training –<br />
teaching the sound structure of words<br />
– Audi<strong>to</strong>ry training<br />
• Phonics training – teaching the<br />
connection between sounds <strong>and</strong> letters<br />
– Training with print
Literacy Activities<br />
Listening <strong>to</strong> s<strong>to</strong>ries<br />
Acting out s<strong>to</strong>ries<br />
Singing songs<br />
Letter of the week<br />
Letter cookies
Other Important<br />
Abilities<br />
• Vocabulary – underst<strong>and</strong>ing <strong>and</strong><br />
producing the meanings of words<br />
• Syntax – underst<strong>and</strong>ing the basic<br />
grammar of the language<br />
– Differences between Chinese <strong>and</strong> English<br />
• Verb tenses<br />
• Plurals<br />
•Articles
Mean Percentile<br />
79<br />
78<br />
77<br />
76<br />
75<br />
74<br />
73<br />
72<br />
71<br />
70<br />
69<br />
Grade 6<br />
SPELLING<br />
WRAT3 Spelling<br />
English<br />
normal reader<br />
ESL normal<br />
reader
Percentile<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Japanese<br />
Grade 6 Spelling<br />
Romance<br />
Spanish<br />
L1 English<br />
Farsi<br />
Tagalog<br />
Chinese<br />
Slavic
Grade 6<br />
SYNTACTIC AWARENESS<br />
Chinese<br />
Japanese<br />
Spanish<br />
Romance<br />
Tagalog<br />
Farsi<br />
L1 English<br />
Slavic
0.6<br />
0.5<br />
0.4<br />
0.3<br />
0.2<br />
0.1<br />
0<br />
SES & <strong>Reading</strong><br />
K-97 K-98 Grade 1 Grade 2 Grade 3
0.7<br />
0.6<br />
0.5<br />
0.4<br />
0.3<br />
0.2<br />
0.1<br />
SES & Spelling<br />
0<br />
K-97 K-98 Grade 1 Grade 2 Grade 3
Conclusions<br />
• It is possible <strong>to</strong> identify children at risk for<br />
reading disabilities in kindergarten.<br />
• It is possible <strong>to</strong> provide a classroom based<br />
intervention <strong>to</strong> bring these children <strong>to</strong> at least<br />
average levels of reading.<br />
• Children learning English as a second<br />
language can perform at L1 levels <strong>and</strong><br />
bilingualism may be an advantage.
Internet Resources<br />
http://www.nvsd44.bc.ca<br />
–Click on Firm Foundations<br />
–Click on <strong>Reading</strong> 44
Contact Information<br />
• linda.siegel@ubc.ca
<strong>Early</strong> <strong>Identification</strong> <strong>and</strong><br />
<strong>Intervention</strong> <strong>to</strong> <strong>Prevent</strong><br />
<strong>Reading</strong> <strong>Difficulties</strong><br />
Linda Siegel <strong>and</strong> Robin Brayne<br />
CMEC Toron<strong>to</strong> 2005
Improving <strong>Reading</strong><br />
Comprehension Skills
<strong>Reading</strong> 44<br />
• Teaches <strong>Reading</strong> Comprehension Skills<br />
• Daily Dozen <strong>Reading</strong> Strategies
1. visual aids<br />
ESL Students<br />
- pictures, graphs, objects<br />
2. reinforce vocabulary through games<br />
e.g. hiding an object, hot-cold<br />
3. dual language picture dictionary<br />
4. dual language books<br />
5. group work provides models
ESL Students<br />
1. Discuss the strategies frequently<br />
2. Daily reading in small groups<br />
- Activates prior knowledge<br />
- Introduces new vocabulary<br />
- Models the reading process<br />
3. Make connections & associations<br />
4. Repetition<br />
- Text with repetitive vocabulary<br />
- Pattern books
ESL Students<br />
5. reading at home in first language of<br />
parent<br />
- read <strong>to</strong> the child<br />
- cloze procedure<br />
6. pre=reading knowledge building<br />
7. select materials <strong>to</strong> build confidence<br />
- 90-95% word recognition
How To Teach Strategies<br />
• identify strategy<br />
• discuss reasons<br />
• demonstrate thinking aloud<br />
• provide opportunities for practice<br />
• reinforce it in small groups<br />
• observe how well the student<br />
uses it
1. ACCESS BACKGROUND<br />
KNOWLEDGE<br />
BRAINSTORMING<br />
a) introduce concept <strong>and</strong> ask the<br />
children <strong>to</strong> generate ideas<br />
b) teacher records all ideas<br />
c) use generated word list on board
BUILDING FROM CUES<br />
• a) teacher shows objects from the s<strong>to</strong>ry <strong>and</strong><br />
students discuss what the s<strong>to</strong>ry may be about<br />
• b) for each object: where / when<br />
character / event<br />
• c) as each object is presented connect it <strong>to</strong><br />
the plot
Vocabulary building<br />
a) Select words such as anthropology <strong>and</strong><br />
psychology<br />
b) Separate the words in<strong>to</strong> parts<br />
c) The students guess what the parts mean<br />
d) The students think of other words with the<br />
same parts e.g., biology
3. FIGURE OUT UNKNOWN<br />
WORDS<br />
W_ w _ ll g _ <strong>to</strong> the f _ _ m th _ s<br />
morn_ _ _.<br />
a) ask students about how they guessed<br />
b) as the teacher is writing, ask students<br />
<strong>to</strong> make predictions
Figure Out Unknown<br />
Words<br />
a) meaning<br />
1) does it make sense?<br />
2) have you heard a word like that before?<br />
b) syntax<br />
1) does it sound right?<br />
2) can you say it that way?<br />
c) visual<br />
1) does it look right?<br />
2) what do you see about that word?<br />
d) self-correction<br />
1) were you right?<br />
2) what else could you try?
4. Self-moni<strong>to</strong>r And Self<br />
Correct<br />
5 Finger Rule<br />
keep track of the words that they do<br />
not know on their fingers<br />
if there are 5 words in the first 100, get<br />
a new book
5 W Questions<br />
To ask yourself while <strong>and</strong> after reading<br />
who?<br />
when?<br />
what?<br />
where?<br />
why?
5. MAKE MENTAL<br />
PICTURES<br />
Guided Imagery<br />
? Does it make sense<br />
Help! Ask for help<br />
→ Read on<br />
← Reread
6. CONNECT WHAT YOU READ<br />
WITH WHAT YOU KNOW<br />
KNOW / WONDER / LEARN<br />
a) Present <strong>to</strong>pic<br />
1) KNOW<br />
What do I know?<br />
2) WONDER<br />
What would I like <strong>to</strong> know?<br />
b) Read selection<br />
3) LEARN<br />
What have I learned?
7) Determine the most important ideas <strong>and</strong><br />
events <strong>and</strong> the relationship between<br />
them.<br />
8) Extract information from text, charts,<br />
graphs, maps <strong>and</strong> illustrations.<br />
9) Identify <strong>and</strong> interpret literary elements in<br />
different genres
10) Summarize What Has Been<br />
Read.<br />
11) Make Inferences <strong>and</strong> Draw<br />
Conclusions.<br />
12) Reflect <strong>and</strong> Respond.
Change language