Literacy and AAC

1. Literacy and AAC

2. Of individuals who are are employed Literacy outcomes for individuals who use AAC

3. Model • Attempt to create a simplified representation of a complex event or process • Models of reading • Simplified representations of complex, coordinated activities representing many different types of knowledge and drawing upon many different skills • Provide a framework for understanding reading performance and reading instruction

4. Models of reading • Interactive • Top down • Whole language • Bottom up • Basic skills • Sight word

5. Reading is composed of multiple abilities Abilities Interact Influence Compensate for each other Interactive

6. Interactive (Adams, 1990) Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

7. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

8. Processing and identification of letters and letter patterns Skilled readers rapidly recognize letters and letter patterns Are “primed” to recognize letters that are likely to be grouped together Orthographic Processor

9. Single letters Letter and letter patterns Q_ Th_ Orthographic processing

10. The cat

11. Write System - Goodenough-Trepagnier et al, 1982Most frequent letter, syllables/ngrams, and words

12. Ths shws tht wth n vwls, th txt cn stll be rd This shows that with no vowels, the text can still be read Tis dost that ex bome ilgi whe rnom eters e remd This demonstrates that text becomes illegible when random letters are removed Do we need/look at every letter?

13. Consonants relatively consistent in their sounds Vowels pull adjacent consonants into “tightly associated activation patterns” Help us see syllables in words No hard and fast rules Par - tial, par-take Part-ly, pa-rade Depends on wide variety of factors We see every letter (very quickly!)

14. Rapid ,automatic processing allows Rapid mapping of sounds to symbols when learning to decode C-a-t Rapid mapping of sounds to symbols when words are irregular (or even pseudowords) - “prolavity, indection” Rapid visual recognition of common irregular words Direct access from print to meaning Large sight word vocabularies McNaughton Orthographic Processing

15. Poor readers Have weak knowledge of spelling patterns “letter reversals” b, d, p Require effort to process letters and letter patterns Decreased resources for other reading activities Orthographic processing

16. Need to attend to spelling patterns over multiple exposures Develop ability to rapidly and automatically recognize letters and common letter patterns Learn to attend to whole pattern, not one letter at a time Process in syllables Orthographic Processing

17. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

18. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

19. Detection and manipulation of the sound structures of speech Skilled readers Recognize sound patterns Are able to recognize and manipulate phonemes Phonological Processing

20. Rapid automatic phonological processing allows Rapid mapping of sounds to letters when learning to decode words Rapid mapping of whole sound units to letters, blends, and words “back-up” to orthographic system when a word is not in “sight” vocabulary Phonological Processing

21. Poor readers Degraded phonological codes stored in memory Difficulty with auditory discrimination Operational deficiencies that slow the process of of phonological codes Require more effort to decode words Phonological Processing

22. To promote rapid automatic recognition of sound patterns, teach learner to Attend to sound structure of words Demonstrate fluency in letter-sound correspondence Use letter-sound correspondence to decode words “words are made up of sounds, and sounds can be represented by letters” Phonological Processing

23. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

24. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

25. Vocabulary and background knowledge Context processor

26. Cohen's kappa coefficient is a statistical measure of inter-rater agreement. It is generally thought to be a more robust measure than simple percent agreement calculation since kappa takes into account the agreement occurring by chance. Cohen's kappa measures the agreement between two raters who each classify N items into C mutually exclusive categories Vocabulary

27. What you really want to use is detergent. Detergent is a surfacting agent, which means it breaks grease down into small particles, and allows them to be washed out by water. The best for our purposes is Dawn dishwashing liquid. Nice pH, very similar composition to the much more expensive detergents that you buy in reputable dye stores. It's both very effective and very gentle. It's what they use to wash birds caught in oil slicks, so that tells you that it can get rid of a bad mess, but also that the fragile feathers are not stripped to uselessness after treatment. Now the weird part is that the flavor/color of Dawn matters some - the original blue is the best. Context

29. Vocabulary knowledge Matter of degrees Builds with new exposures World knowledge Context processor

30. Skilled readers Have rapid automatic access to word meaning Extensive sight word vocabulary Use context to help with unfamiliar words Context processor

31. The event 1

32. The event 2

33. The event 3

34. For normally developing readers First grade Approx 25,000 words College Approx 200,000 words School age children learn approx 7 new words per day Context processor

35. Poor readers More likely to have limited understanding of a word Not understanding a word disrupts comprehension Less likely to benefit from incidental exposure Context processor

36. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

37. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

38. Comprehension processes An active, effortful process of inferencing, monitoring, and building a coherent representation of text Meaning Processor

39. Skilled readers Set goals for reading Have multiple strategies Monitor comprehension Know when to use strategies Meaning Processor

40. For normally developing readers Listening comprehension begins before formal schooling Comprehension strategies are a part of early text activities Become more sophisticated over time Meaning Processor

41. Poor readers Do not engage in construction of meaning “piecemeal” processing of text Do not monitor comprehension Do not adjust strategies Devote too many resources to word recognition Lack knowledge of effective comprehension strategies Meaning Processor

42. Interactive Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

43. Top down (“Whole Language) Context processor speaking reading writing Meaning Processor Phonological Processor Orthographic Processor Speech Print

44. Bottom up (Basic Skills) Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

45. Bottom up (sight word) Context Processor Meaning Processor Phonological Processor Orthographic Processor Speech Print

46. Sight words poison

47. “Ant”

48. Postman 1

49. Postman 2

50. Learning to read Gr k-3 Reading to learn Gr 3 - 12 Literacy Demands of the Educational Curriculum