Early Identification and Intervention to Prevent Reading Difficulties

1. Early Identification and Intervention to Prevent Reading Difficulties 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 • In Vancouver, 45 % of ESL students fail to complete high school. • Undiagnosed and unremediated reading problems result in emotional and social difficulties

6. Critical Issues • Recognize and treat dyslexia early • Understand the language development of ESL students • Understand the literacy difficulties of ESL students

7. How can we prevent reading difficulties?

8. Prevention • Early identification • Early intervention • Evidence based reading programs

9. Screening • We have the techniques to screen children who are at risk for learning disabilities at age 5 • Screening should be universal • Easy to administer • Brief

10. 3 Tier Model • 1. Classroom instruction • Early screening • 2. Resource withdrawal • 3. Intensive help

11. Characteristic of the 3 Tier Model • Excellent, evidence based classroom instruction • Frequent monitoring of performance • Help as soon as it is needed • Intensive assessment only as a last resort

12. Aims of the Study • Identify children at risk for literacy difficulties • Provide an appropriate intervention • Assess the effectiveness of the intervention

13. Longitudinal Study • Screening at age 5 when children enter school • Tested every year on reading, spelling, arithmetic, language and memory skills • Results at grade 6 – age 12

14. Longitudinal Sample • All the children in the North Vancouver School District • 30 schools • Varying SES levels • 20% English Language Learners(ELL) • Inclusion

15. 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

16. Kindergarten KINDERGARTEN L1 English ELL GRADE 5

17. Grade 6 KINDERGARTEN L1 English ELL Dyslexic Dyslexic Normal Normal GRADE 5

18. Screening • Effective • Brief – 15-20 minutes • Done by teachers • Provide useful information

19. Kindergarten Screening • Letter identification • Memory • Phonological processing • Syntax • Spelling

20. 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

21. Sentence Repetition Sentences are spoken orally to the child and the child is required to repeat them exactly. Examples. Drink milk. I like ice cream. The boy and girl are walking to school. The girl who is very tall is playing basketball.

22. Reading Test

23. the and sit when book

24. anacampersote mithridatism qualtagh ucalegon groak

25. Phonological Awareness • Ability to break speech down into smaller units  words  syllables  phonemes

26. SYLLABLE IDENTIFICATION

27. RHYME IDENTIFICATION

28. PHONEME IDENTIFICATION

29. ORAL CLOZE

30. Oral cloze • Jane ____her sister went up the hill. • Dad ____ Bobby a letter yesterday.

31. SIMPLE SPELLING • child’s name • mom • dad • cat • I • no

32. Firm Foundations • Rhyme detection • Initial sounds • Segmentation • Blending • Sound discrimination

33. Firm Foundations • Activities and games designed to develop • Phonological awareness • Letter sound relationships • Vocabulary • Syntactic skills

34. Circle Skills -Teaching the whole class • Centre Skills – Practicing in small groups • Assessment - Working with individual students

35. Literacy Activities Listening to stories Acting out stories Singing songs Letter of the week Letter cookies

36. Other Important Abilities • Vocabulary – understanding and producing the meanings of words • Syntax – understanding the basic grammar of the language • Differences between Chinese and English • Verb tenses • Plurals • Articles

37. Reading 44 • Training reading comprehension strategies • Vocabulary • Syntax

38. Word Identification cat see book should finger glutton emphasis intrigue usurp idiosyncrasy

39. Word Identification

40. Woodcock Word Attack dee pog ched gouch cigbet bafmotbem monglustamer

41. Word Attack

42. Word Reading Fluency

43. Psuedoword Reading Fluency

44. Phoneme/Syllable Deletion

45. Spelling

46. Pseudoword Spelling

47. Oral Cloze

48. Morphological - Words • They need to diversionary diversity diversion diversify

49. Morphological - Pseudowords • The car is too rendalize rendal rendment rendify

50. Morphological Task- Words