Professor Linda Siegel - Dyslexia International

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Longitudinal Study• Screening at age 5 whenchildren enter school• Tested every year onreading, spelling, arithmetic,language and memory skills• Results at grade 7 – age 13
Longitudinal Sample• All the children in the NorthVancouver School District• 30 schools• Varying SES levels• 20% English Language Learners(ESL)
Page 1 and 2: Early Intervention:Identification a
Page 3 and 4: Why Early Identification+ Intervent
Page 5: Aims of the Study• Identify child
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 and 36: SES & Reading0.60.50.40.30.20.10K-9
Page 37 and 38: ConclusionsMost ELL dyslexic childr
Page 39: Internet Resourceshttp://www.nvsd44

Professor Linda Siegel - Dyslexia International

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