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Title: Promoting Literacy in Children with Hearing Loss: reasons, ramifications and resources


1
Promoting Literacy in Children with Hearing Loss
reasons, ramifications and resources
  • Linda Spencer, MA CCC-sp, PhD Candidate
  • Department of Otolaryngology Head and Neck
    Surgery
  • Childrens Cochlear Implant Project
  • University of Iowa Hospitals and Clinics
  • (319) 353-6582 linda-spencer_at_uiowa.edu

2
Learner Objectives-- at the end of the talk you
will be able to
  • Describe the components that contribute to early
    literacy.
  • Convey an understanding of how the concepts of
    phonology, and phonologic processing and phonics
    relate to and contrast from one another in the
    context of children with hearing loss
  • Recognize, identify and explain the
    inter-relationships between language, cognitive
    processes, and literacy
  • Expand and fine-tune knowledge and facility with
    ways to assess and extend the skill development
    of the early reader and apply this knowledge in
    practice

3
The Matthew Effect
  • We see evidence of the Rich get Richer and the
    Poor get Poorer in reading
  • Beginning of 1st Grade Gap12.8 words
  • End of 1st Grade Gap49.8 words
  • End of Middle School Good readers 10,000,000
    words
  • Poor readers 100, 000 words

4
Reading begins with language
  • Literacy as a form of language processing
  • Children bring their knowledge of spoken language
    to the literacy task
  • Application of the written symbols that represent
    speech
  • Literacy education must start with an
    understanding of language

5
To Assess Reading Requires Knowledge of the
Process http//www.aability.com/tree.html (See
website for more detailsnext several slides use
concepts From this website)
6
A Demonstration Why Doesnt this work for us?
  • riw neheg

7
The components of Learning to Read
  • As an experienced reader, it is easy to forget
    the pre-reading experience, prerequisites
    included
  • Knowledge of the code
  • Knowledge of the language
  • Knowledge of the rules

8
What we needed to know
  • The symbol system
  • The language
  • The sound system correspondence
  • The rules

9
The Code Visual and Auditory, Visual first
  • riw neheg
  • Be aware of the seeing vs the naming
    differences (discrimination vs recall)
  • An object, e.g. tree remains a tree whether it is
    lateral, vertical, or inverted. a B no matter
    what the orientation
  • Children must learn the rule that direction
    matters

10
Assessing Directionality Early skills
http//www.aability.com/tree.html
Continue in a similar way for the next two
examples.                                       
                                                  
                                                  
                                                  
                                                  
                                                  
                                                  
                                                  
                                                  
                                                  
                                                 
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Directionality Quick assessment--more advanced
http//www.aability.com/tree.html
12
Directionality Words
  • was
  • Find another one saw was
  • dog
  • Find another one dog god

13
The code AuditoryThe importance of phonology
  • The speech sound processing system or phonology
    is the skill that has the most predictive power
    with regard to good and poor readers.
  • 80 of the variance in comprehension in first
    grade can be explained by phonology skills
  • As reading develops, more proficiency in
    comprehension strategies is needed

14
The Code AUDITORY Phonological Processing
  • Phoneme awareness-knowledge that words contain
    segments of speech that can be represented with
    letters or an alphabetic orthography
  • Phonological Awareness (Wagner et al 1997) is
    awareness and access to the sound structure of
    language.
  • May include metalinguistic awareness of word
    boundaries, stress patterns, syllables,
    onset-rime units and phonemes
  • Assessed by analysis or synthesis tasks
  • Phonological discrimination-distinguishing one
    phoneme from another

15
Do Hard of Hearing Children Have Phonological
Awareness?
  • We know that those who use phonology who have
    hearing loss read better (Perfetti, Sandek 2000)
  • Phonology for Hard of Hearing acquired through
  • Speech reading
  • Cued Speech
  • Articulatory Feedback
  • Fingerspelling
  • Writing and reading

16
Evidence that HoH children use Phonology
  • When we see these children make correct judgments
    about rhyming words
  • When we see children pronounce non-words
  • Ability to pronounce pseudo homophones
  • Roap, shoe (rope shoo)
  • Tongue twister effects

17
Evidence against use of phonology in Hoh
  • A caution, studies that didnt find an effect,
    cannot prove there IS no effect, the study just
    may have not uncovered it
  • In spelling, deaf children tend to INCLUDE the
    final, silent /e/ sound whereas hearing children
    omit this sound more (weak argument)
  • Regular spellings are processed faster for
    children with hearing than Hoh

18
Clearing up terms
  • Phonicsterm represents the manner in which we
    use letters to represent speech sounds
  • PhonologyThe study of speech sounds and their
    structure in language
  • Phonological Processingthe use of phonology to
    process verbal information in oral or written
    information in short and long term memory

19
Brainstorm Ramifications of HearingLoss on
  • Phonology
  • Orthography
  • Morphology
  • Syntax
  • Semantics
  • Pragmatics
  • Discourse

20
Testing for Phonological Awareness
  • Synthesis building the sounds into words
  • What is this word b oy
  • What is this word Ch op
  • What is this word t ai m
  • What is this word b ee g I n

21
Testing for Phonological Awareness
  • Synthesis tasks-building words bee n
  • Analysis Tasks breaking down the words into
    smaller parts
  • Rime judgments r at c at
  • Rime oddity cow , toe, how
  • Counting tasks (tap each sound of the word)
  • Reversal (say chip backward)
  • Elision (sat tan without the /t/ sound

22
Demonstration of Range of Performance
  • Task Elision or Deletion tasksay Cat without
    the /k/ sound
  • Again you can see the difference between the
    children and you might see how that ability to
    hold the sound and manipulate it is at work here

23
Demonstration of the memory component
  • Memory for digits
  • Nonsense words
  • Quick look at naming

24
Developmental Patterns for Phonological Awareness
(preschool)
  • Able to repeat ditties or short nursery rhymes
  • Aware of onset/rime patterns hit/fit
  • Awareness of alliteration (sound initial
    repetition, onset repetition, me, mommy might)
  • Awareness of syllables hotdog, cowboy
  • Beginning to be able to count syllables

25
Developmental Patterns for Phonological Awareness
(k-2nd grade)
  • Accuracy for syllable counting increases
  • Can now recognize and match initial sounds (Which
    word starts with the same sound as pumpkin?
    Shoe, Pink, or Hot)
  • Blending /h/ /i/ /t/
  • Can divide words by the onset and the rime
  • Can break up words into parts
  • Can begin to use phonetic spelling
  • Can perform phoneme deletion tasks

26
Ways to target Phonological Awareness (Goldsmith
1998)
  • Use curriculum topics to integrate
  • Hierarchy in developmental order
  • Word levelcounting words, id missing words from
    single words, id missing words from a sentence,
    sentence completion, short sentence scramble

27
Examples of word tasks (Butterfly Theme)
  • Listen to my words and tell me how many syllables
    you hear
  • cocoon, caterpillar, cucumber, cookie
  • Syllable Deletion/reversing
  • Say apple without the /ap/ reverse
  • Say cookie without the /kook/
  • Say hungry without the /hun/
  • Reversing syllables add pillar before cata
    what was the word? Caterpillar

28
Phoneme tasks
  • What word begins with /k/ sound?
  • Think of words that begin with /k/ sound
  • Ill say a word in pieces, you put the word
    together (you can use pictures or written words
    as foils)
  • Do these words rhyme?
  • Which word does not rhyme?
  • Find another word that rhymes.
  • Tell me a word that rhymes with..

29
Phoneme tasks cont
  • Initial/final sound inclusion
  • Im going to say a word two times. The second
    time, Im going to leave out a sound. Tell me
    that sound. (hair, air) (green, gree)
  • Deletion
  • say spoon without the /s/
  • say spoon without the /n/
  • Pig Latin tasks igpay atinlay

30
Why Phonological Knowledge is Important
  • Awareness of phonemes as abstractions of sounds
    from speech
  • Aids in word identification skills
  • We will target ways to improve skills at the end

31
Word Recognition 3 Possible hypotheses (reading
words aloud)
  • Direct Access (Goodman) lexical access comes
    directly from the spelling patterns
  • Indirect access (Gough) lexical access comes from
    translating the letters to get to sounds to form
    words
  • Dual Route (Coltheart) comes from both routes.

32
Generic Dual-route theory of reading aloud
(Jackson Coltheart 01)
Print
Letter Identification
Mapping letter Sequences to their Corresponding
Sounds (NONLEXICAL ROUTE)
Retrieval of Pronunciation of known
words (LEXICAL ROUTE)
Phoneme level
Speech
33
The Code Visual and Auditory Grapheme to Phoneme
Correspondence
  • Linking knowledge of the symbol to the soundEhri
    (1998) describes phases
  • Pre-alphabetic LNNK look
  • Partial alphabetic S POO N
  • /s/ /pU/ /n/

34
Full Alphabetic Phase
  • Full alphabetic S P OO N
  • /s/ /p/ /U/ /n/
  • Allows for sight reading to developfull
    representation of the sight words PLUS decoding
  • Allows for reading by analogysave cave

35
Consolidated Alphabetic Phase
  • SP OON
  • /sp/ /Un/
  • Allows readers to operate with multi-letter
    units, (morphemes, syllables or subsyllable
    units) and become part of the readers
    generalized knowledge of the spelling system
  • -est -in
  • -tion -ing
  • Facilitates learning longer sight words
  • (Qu)(es(t)ion), inter(est)ing

36
Are Spelling and Reading One and the Same?
  • We do have evidence that there is a reciprocal
    nature to reading and spelling
  • --we see transfer from reading to
  • spelling
  • Reading is easier than spellingmore bits of
    information required for spelling than for reading

37
Things that add complexity to the spelling task
  • Lieutenant
  • Unnecessary
  • Conscientious
  • Sergeant
  • Accommodate
  • Noticeable
  • Receipt
  • Muscle
  • Pneumonia
  • Aisle
  • Yacht
  • vacuum
  • Letters that do not conform to the alphabetic
    system
  • Letter sequences that recur less frequently, and
    from unconventional grapheme-phoneme
    correspondences
  • When many graphemes map to a phoneme
  • Graphemes that do not have a sound correlate
    (doubled letters, silent letters)

38
Look for this progression
  • Vocabulary expansion
  • Developing love of reading
  • Improvement in word recognition strategies
  • Visual-letter cues, syntax cues, context meaning
  • Phonologic awareness increasing
  • Increase of sight-word knowledge
  • Improved matching of letters and sounds
  • Increased knowledge of orthographic patterns of
    words

39
If child is not progressing at a rate
commensurate with peers
  • Isolate the skill areas that are difficult
  • Look at the overall pattern of performance
  • Assess whether the performance profile is
    reflective of a specific types of difficulty
  • Orthographic knowledge
  • Basic Language skills
  • Attitudes and feelings

40
Typical Issues for Poor Readers(Pressley, 2002)
  • Most typical difficulty is with word recognition
    (decoding)
  • Less certain and less rapid in developing
    automatic word recognition
  • Less likely to understand individual words
    because they use capacity demanding strategies

41
Dyslexia vs Garden-Variety Poor Readers
  • Dyslexia
  • Normal or superior intelligence
  • Receives High-Quality Instruction
  • Significant problem with Printed Word Recognition
  • Deficits in Phonologoical Processing
  • Garden-Variety Poor
  • Low academic profile
  • Low intelligence

42
Summary Ways readers may read words
  • Assembling letters into a blend of sounds
    (decoding)
  • Pronouncing and blending familiar spelling
    patterns, (more advanced decoding)
  • By retrieving sight words from memory
  • By analogy to words already known
  • By using context to predict words
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