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Early Intervention: Identification and
Appropriate Teaching
Linda SiegelUniversity of British Columbia
Vancouver, CANADA
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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
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Why Early Identification + Intervention
• 75%-95% of individuals in prison have significant reading difficulties
• Many minority language students fail to complete secondary school.
• Undiagnosed and unremediated reading problems result in emotional and social difficulties
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Canadian Educational Policies
• Inclusion – Language minority chldren• Bilingualism• Multiculturalism – Heritage Language
maintenance• Children start school at age 5 in
kindergarten• Very few private schools -99% of
children attend government schools
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Aims of the Study• Identify children at risk for
literacy difficulties • Provide an appropriate
intervention• Assess the effectiveness of the
intervention
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Longitudinal Study• Screening at age 5 when
children enter school• Tested every year on
reading, spelling, arithmetic, language and memory skills
• Results at grade 7 – age 13
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Longitudinal Sample• All the children in the North
Vancouver School District• 30 schools• Varying SES levels• 20% English Language Learners
(ESL)
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• Arabic• Armenian• Bulgarian• Cantonese• Croatian• Czech• Dutch• Farsi
• Japanese• Korean• Kurdish• Mandarin• Norwegian• Polish• Punjabi• Romanian
LANGUAGES IN THE STUDY
GermanGreekHindiHungarianIndonesianItalianFinnish
RussianSerbianSlovakSpanishSwedishTagalogTamilTurkish
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norm ales
L1 English ELL
At-riskNot at-risk
Kindergarten
At-riskNot at-risk
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Dyslexic
Normal
Dyslexic
Normal
Grade 7L1 English ELL
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The children in the study improved very significantly
after good reading instruction.
The percentage of dyslexics decreased to a small number.
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Screening• Effective• Brief – 15-20 minutes• Done by teachers, speech
pathologists, psychologists• Provide useful information
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Letter Identification
c r m k b w os y t a u d qx l g e z n jp h v i f
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Phonological Awareness
• Ability to break speech down into smaller units
wordssyllablesphonemes
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SYLLABLE IDENTIFICATION
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RHYME IDENTIFICATION
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PHONEME IDENTIFICATION
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ORAL CLOZE
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• Jane ____her sister went up the hill.
• Dad ____ Bobby a letter yesterday.
Oral cloze
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Reading Readiness Screening Tool
• Designed by teachers, speech therapists, psychologists
• Will be available on the web – free access
• Available in English, Spanish, Portuguese
• Forthcoming Arabic, Cantonese, Turkish
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Intervention Programs
• Mostly in the classroom – good classroom teaching
• Firm Foundations- teaches pre-reading and early phonics skills
• Reading 44 – teaches reading comprehension skills
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Firm Foundations
• Activities and games designed to develop–Phonological awareness–Letter sound relationships–Vocabulary–Syntactic skills
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• Circle Skills -Teaching the whole class
• Centre Skills – Practicing in small groups
• Assessment - Working with individual students
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Results at Grade 7
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Word Identificationcatseebook
shouldfingerglutton
emphasisintrigueusurp
idiosyncrasy
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Word Identification
01020
3040506070
8090
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Woodcock Word Attack
deepogchedgouchcigbet
bafmotbemmonglustamer
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Word Attack
01020
3040506070
8090
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Phoneme/Syllable Deletion
02468
101214161820
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Spelling
01020
3040506070
8090
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Pseudoword Spelling
0
10
20
30
40
50
60
70
80
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Oral Cloze
024
68
101214
1618
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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Reading 44
• Training reading comprehension strategies
• Vocabulary
• Syntax
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Stanford Reading Comprehension
0
10
20
30
40
50
60
70
Normal L1Normal ELLDyslexic L1Dyslexic ELL
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SES & Reading
0
0.1
0.2
0.3
0.4
0.5
0.6
K-97 K-98 Grade 1 Grade 2 Grade 3
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Conclusions• It is possible to identify children at risk for
reading disabilities in kindergarten.
• It is possible to provide a classroom based intervention to bring most of these children to at least average levels of reading.
• Children learning English as a second language can perform at L1 levels and bilingualism may be an advantage.
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ConclusionsMost ELL dyslexic children have better
reading, spelling and phonological skills than their monolingual peers.
Many ELL normal readers have better English reading, phonological, and spelling skills in their second language than children who have English as a first language.
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Caveats
• The development of language and literacy skills in ESL students requires good teaching
• First language maintenance is important wherever possible
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Internet Resources
http://www.nvsd44.bc.ca–Click on Firm Foundations–Click on Reading 44