Professor Linda Siegel - Dyslexia International

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Conclusions• It is possible to identify children at risk forreading disabilities in kindergarten.• It is possible to provide a classroom basedintervention to bring most of these children toat least average levels of reading.• Children learning English as a secondlanguage can perform at L1 levels andbilingualism may be an advantage.
ConclusionsMost ELL dyslexic children have betterreading, spelling and phonological skillsthan their monolingual peers.Many ELL normal readers have betterEnglish reading, phonological, andspelling skills in their second languagethan children who have English as a firstlanguage.
Page 1 and 2: Early Intervention:Identification a
Page 3 and 4: Why Early Identification+ Intervent
Page 5 and 6: Aims of the Study• Identify child
Page 7 and 8: Longitudinal Sample• All the chil
Page 9 and 10: nor m a le sKindergartenL1 EnglishE
Page 11 and 12: The children in the studyimproved v
Page 13 and 14: Letter Identificationc r m k b w os
Page 15 and 16: SYLLABLE IDENTIFICATION
Page 17 and 18: PHONEME IDENTIFICATION
Page 19 and 20: Oral cloze• Jane ____her sister w
Page 21 and 22: Intervention Programs• Mostly in
Page 23 and 24: • Circle Skills -Teaching the who
Page 25 and 26: Word Identificationcatseebookshould
Page 27 and 28: Woodcock Word Attackdeepogchedgouch
Page 29 and 30: Phoneme/Syllable Deletion2018161412
Page 31 and 32: Pseudoword Spelling8070605040302010
Page 33 and 34: Reading 44• Training readingcompr
Page 35: SES & Reading0.60.50.40.30.20.10K-9
Page 39: Internet Resourceshttp://www.nvsd44

Professor Linda Siegel - Dyslexia International

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