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Literacy
the use of visual mode of communication
reading
writing
Encompassed within literacy
1. Language ability
2. Academic knowledge
3. Cognitive processes
--thinking, memory, problem-solving, execution
Decoding
Breaking a written word into its component sounds and then blending them together to form a recognizable word
Phonological awareness
Knowledge of sounds, syllables, and the structure of SPOKEN words
--rhyming
--breaking a word into each phoneme
--blending the first or last sound with the rest of a word
--highly linked to literacy
Morphological awareness
knowledge of morphological structure
--bound morphemes: prefixes and suffices
Linked to decoding skills
Executive functioning
Self regulation"
Ability to:
Attend
Set reasonable goals
Plan and organize for goal achievement
Initiate
Monitor and evaluate performance
Revise plans
Difficulties with executive functioning may underlie many literacy problems
Role of SLP
Primary responsibility for literacy rests with:
Classroom teacher
Reading specialist
SLP's crucial role:
particulars for children with language impairments
May take on a significant role with many children
=challenges with language, such as PA, impact lit
Reading: areas affected and links to language impairment
Dynamic model (SLIDE 8)
Reading Impairments
Reading comprehension deficits:
=Typically have spoken language comprehension deficits too
=Typically have normal phonological abilities
Decoding deficits:
=Typically do NOT have spoken language comprehension deficits
=Typically have phonological deficits
Reading comprehension
Many factors involved:
=Decoding words
=Comprehending meaning of words
=Self-monitoring
=Semantic organization (semantic networks); e.g. cats and dogs are both domesticated four legged animals
=Summarization
=Interpretation
=Mental imagery
=Connection wit
Terminology
Dyslexia is no longer its own diagnostic category
-Specific Learning Disability is now used
-Dyslexia can be used as a sub-category
-Your text: Specific Learning Disability in Literacy (SLDL)
SLDL Characteristics
Typical (NOT MANDATORY) characteristics of children with SLDL, as opposed to children without literacy impairments:
Verbal + Non-verbal IQ = Average
Word Reading = below average
Decoding skills = Well below average
Phonological processing = Well below ave
Reading Impairments and SLI
~40-75% of children with SLI will have reading impairments
=Reading problems may exist even for children who appear, in their spoken language, to have caught up with their peers
=underlying language impairments may be to blame
=may appear to read fluently
Reading Impairments and Autism
WIDE range of profiles and abilities
=some patterns exist, but individual differences are the rule, not the exception
Underlying language issues:
=Preschoolers tend to have poor vocabulary (semantics)
=Spoken narrative weaknesses
=Exclusion form literacy
Reading impairments and Autism contd
Tendencies:
=Hyperlexia
--Extreme interest in letters and words
--Decoding even complex words at an early age but LACKING COMPREHENSION
--Decoding does NOT mean Reading
=Poor reading comprehension
--Related to issues with semantics and narratives
=Uneven
Writing: areas affected and links to language impairment
starts slide 15
Writing
A social act
=must consider audience
A decontextualized act
=internal knowledge is required
Some challenging to kids with language impairments
Executive function
+ Spelling
+ Text construction (going from ideas -> writing)
+ Memory
= Critical aspects of W
Writing components
Spelling Deficits
-may seem 'unlearnable' to poor spellers
-poor phonological processing
-poor phoneme-grapheme matching
Executive Function deficits (esp. Self-regulation)
-unorganized writing
-poor planning of what to write
-ineffective revisions
-little
Writing and SLI
Compared with age and nonverbal IQ-matched peer:
Decreased diversity of vocabulary
--semantic deficits
Relatively poor organization
--information process deficits
Text generation deficits
--poor narrative abilities
Higher number of spelling errors
Writing and Autism
Again, wide range of abilities
=some children fine
=many will struggle with writing
Spelling skills of a child with hyperlexia:
but writing is about much more than Autism
W and A
Spelling may be a strength
(especially for those with hyperlexia)
Executive function deficits
(unorganized, syntax issues, poor planning)
Text generation deficits
(all related to language issues; coming up with ideas to write about)
Motor planning deficit