CSHA Monterey State Convention
April 15-18, 2010
Early Literacy Essentials and the SLP: Practical Consultation and Intervention Strategies at Work
Sort Words Into 4 Columns From Easiest to Decode to Most Difficult to Decode
CSHA Monterey State Convention Monterey, California April 15-18, 2010 Steven M. Griffin, M.A. CCC/SLP Literacy Instructional Coach Reynoldsburg City Schools Reynoldsburg, Ohio www.readingresource.net
Slate Ridge Elementary School
The Reality We Face
Reynoldsburg, Ohio
K-4 526 Students 239 Caucasian (45%) 287 Minority (55%) 40% Free and Reduced Lunch Program
“The most expensive burden we place on society is those students we have failed to teach to read well. The silent army of low readers who move through our schools, siphoning off the lion’s share of resources, emerge into society as adults lacking the single prerequisite for managing their lives and acquiring additional training. They are chronically unemployed, underemployed, or unemployable. They form the single largest identifiable group of those whom we incarcerate, and to whom we provide assistance, housing, medical care, and other social services. They perpetuate and enlarge the problem by creating another generation of poor readers.” Fielding, L. et al (1998). The 90% reading goal, p. 6-7. Kenwick, WA: National Reading Foundation
What Do We Know?
What Do We Know?
The literacy achievement of students is directly correlated to these two things…
Poor readers at the end of first grade are at very significant risk for long term academic difficulty.
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
The number of educators who understand the sequential skill development of reading and know how to teach kids the necessary skills to become fluent readers A school’s capacity to transition from the discrepancy model and replace it with model emphasizing early intervention, frequent progress monitoring and increasingly intensive research based instruction and interventions.
CSHA Monterey State Convention
WE MUST HAVE A SENSE OF URGENCY!
April 15-18, 2010
WE MUST DISCARD THE WAIT TO FAIL MODEL!
Proactive vs. Reactive Prevention vs. Remediation
Preventative Approach to Reading Instruction Based on Three Bedrock Beliefs: 1. All but a few children can be taught to read proficiently. 2. Prevention of reading difficulties in kindergarten through first grade is far more cost effective and efficient than remediation in later grades. 3. Relying upon research findings about assessment tools and the components of effective instruction can prevent reading failure.
From Theory to Practice
Three Essential Components
1.
A systematic process for periodically screening all students in kindergarten through fifth grade to determine which students are not meeting critical milestones in early literacy.
2.
Procedures to provide data-informed intervention instruction in small groups when a student’s scores on the screening indicate he is at-risk for later reading difficulty, or already experiencing difficulty.
3.
Continued progress monitoring to ensure that the instruction is helping and that the struggling student stays on track once he reaches benchmark.
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
Preventative Approach to Reading Instruction We know more than ever about how students learn to read, and what happens when reading doesn’t come easily. In order to put research into practice, a school will need to implement three things…
Risk Level for Literacy Failure
Slate Ridge Elementary 1st Grade September 2005
CSHA Monterey State Convention
April 15-18, 2010
Oral Reading Fluency
Oral Reading Fluency
Slate Ridge Elementary 1st Grade January 2006
Slate Ridge Elementary 1st Grade May 2006
Oral Reading Fluency
Oral Reading Fluency
Slate Ridge Elementary 2nd Grade Including New Students May 2007
Slate Ridge Elementary 2nd Grade May 2007
Control School vs. Slate Ridge Elementary School 2nd Grade Spring 2007
Why Not Us? Not Enough Training Although many SLPs did not receive formal literacy training through their graduate educations, there are a number of opportunities to gain knowledge now! • • • •
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
CSHA State Organizations ASHA Collaborate
CSHA Monterey State Convention
April 15-18, 2010
What Can We Do?
You ARE Valued
Possible Roles
Planning team member
Develop school-wide language and literacy programs
Consultative partner in the regular classrooms Co-teach whole class language instruction
Direct service intervention provider
Execute intervention groups
According to ASHA’s National Outcome Measurement System (NOMS), “data indicates that more than 70% of teachers who responded to a survey believed that students who received SLP services demonstrated improved pre-reading, reading or reading comprehension skills”.
Training teachers, parents and administrators
The more people to help, the better!
Be a District and State advocate for early literacy
5 Big Ideas in Reading
What Do We Need To Know? 1. 2.
Phonemic Awareness* Alphabetic Principal* • •
3. 4. 5.
Basic Code Advanced Code
Fluency* Vocabulary Comprehension
(14 of 72)
Subskills Necessary to Reading
Subskills Con’t
Information obtained from Reading Reflex by Carmen and Geoffrey McGuiness.
1.
Ability to scan text from left to right.
4. Ability to segment words into sounds.
2.
Ability to match visual symbols to auditory sounds, such as the symbol = the sound /t/.
5. Ability to understand that sometimes two or more letters represent a sound.
3.
Ability to blend discrete sound units into words.
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
6. Ability to understand that most sounds can be represented in more than one way. 7. Ability to understand that some components of the alphabetic code can represent more than one sound.
CSHA Monterey State Convention
April 15-18, 2010
Advanced Alphabetic Code Code Variation: Goat, Toe, Row, Dough, Most, Note Code Overlap: Cow Tow
Sorting Answers Based on Alphabetic Principal tic tip hit map tap
taps stop stamp
Steak, Read, Bread
Duwayne’s Work Sample List One Tap – Tap Rub – Rub Sat – Sat Flip - Flip Stamp - Stamp Skip - Skip Drops- Drops 7/7 = 100%
List Two Boat – Boot Toe - Tow Said - Said Steak - Stack Snow - Sno Dough - Dow Through – Therw 1/7 = 14%
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
limits insist temper mention
Elizabeth’s Work Sample List One Tap – Tap Rub – Rub Sat –Sat Flip – Flip Stamp – Stamp Skip – Skip Drops – Drops 7/7 = 100%
Duwayne 6th Grade Reading Errors Inviting Microorganisms Optimized Purified Require Alternatives
boat said show snow great steak dough through
List Two Boat – Bout Toe – Teo Said – Said Snow –Snow Dough – Dow Steak – Stacke Through – True 2/7 = 29%
Comprehension
Fluency
Predict. Text
Picture Cues
Word Within Word
Decoding Skills
Guessing
Memory
CSHA Monterey State Convention
April 15-18, 2010
Comprehension
Comprehension
Fluency
Fluency
Decoding Skills
Guessing
Advanced Alphabetic Code
Decoding Skills
Guessing
Basic Alphabetic Code Phonemic Awareness
Activities and Consultation Strategies at Work www.readingresource.net
Activities and Consultation Strategies for Advanced Code
Advanced
Code & Multisyllabic Words Reading Fluency Basic Code Phonemic Awareness
Advanced Code Flash Cards Fluency Builders Reading Games Mapping Scratch Sheet Spelling Mini Poster Templates Reading A-Z Decodable Books Flip Chart and Desk Reference Multisyllabic Words
Reading Games
Fluency Builders The The note The note from Moe The note from Moe said The note from Moe said to The note from Moe said to go The note from Moe said to go home.
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
Flip
It Down Flower Game Cars Uno Long Vowel Games www.readingresource.net/reading-games.net
CSHA Monterey State Convention
April 15-18, 2010
Mapping Scratch Sheet Spelling
Correcting Problems/Error Handling Student Might Need Practice Saying Sounds As They Say Them
Correcting Problems/Error Handling Student Might Have Difficulty Decoding Words.
Don’t let students map silently. Encourage students to say sounds as they write letters. Help by saying sounds as they write them. Children need to see and hear the symbols linked to letters/letter combinations.
Correcting Problems/Error Handling Student Might Read Sounds Pictures Incorrectly
If students have difficulty blending the sounds together, say sounds for them.
Say the correct sound in isolation as you point to each sounds picture correctly.
If they still have difficulty, may need more blending practice.
Have student read the word again, correctly.
Decodable Text Goats Go Slow www.readamerica.net www.readinga-z.com
Goats go slow. They can’t help it, but it is so. If you have a goat that you want to go fast, there is something that you need to know…. Goats go very, very slow!
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
Multisyllabic Flash Cards 107 words make up over 50% of the words you read! 930 words make up 65% of the words you read! 5,000 words make up 80% of the words you read? 13% of words occur only once in one million words (Zeno et al., 1995)
CSHA Monterey State Convention
Activities and Consultation Strategies for Basic Code
Paint Samples Quiz, Quiz, Pass! Reading Games Roll-a-Word Reading A-Z Decodable Books
Activities for Phonemic Awareness
April 15-18, 2010
Basic Code Stories PEG THE HEN www.starfall.com www.readinga-z.com
Peg is a red hen. Peg gets set to go. Peg gets in a jet. The jet is fast. Peg gets wet. The jet gets into a web. Peg falls and falls. Peg falls into bed.
Phonological Awareness vs. Phonemic Awareness Phonological Awareness Rhyming Counting syllables Segmenting words into syllables and sounds Recognizing onset and rime in words
Word and Syllable Awareness
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
Phonemic Awareness Detecting sounds Blending sounds Segmenting sounds Manipulating sounds
Rhyme Awareness
CSHA Monterey State Convention
Phoneme Awareness
Silly Putty Bean Bag Toss Small/Large Group
April 15-18, 2010
Night Lights Individual
Causes of Dyslexia Simplified Neurological – Classic dyslexic born with a neurological glitch in his posterior reading system. Environmental – Reading struggles the result of poor instruction, disadvantaged language environment, etc.
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
CSHA Monterey State Convention
Flags for Specific Learning Disability
April 15-18, 2010
Cited References ASHA’s Literacy Gateway http://www.asha.org/public/speech/development/defaultliteracy.htm
Woodcock-Johnson Visual Auditory Learning Retrieval Fluency Rapid Picture Naming Phon. Processing
CTOPP Rapid Naming
Steven M. Griffin M.A., CCC/SLP www.readingresource.net
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., and Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17 Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first to fourth grades. Journal of Educational Psychology, 80(4), 437-447 McGuiness, Carmen, and Geoffrey McGuiness Reading Reflex: The Foolproof Phono-Graphix Method For Teaching Your Child to Read. New York: Fireside, 1999 Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Schneider, A.E., Marchione, K.E., Stuebing, K.K., Francis, D.J, Pugh, K.R., and Shaywitz, B.A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6), 1351-1359
