Title: Promoting Literacy in Children with Hearing Loss: reasons, ramifications and resources
1Promoting 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
2Learner 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
3The 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
4Reading 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
5To 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)
6A Demonstration Why Doesnt this work for us?
7The 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
8What we needed to know
- The symbol system
- The language
- The sound system correspondence
- The rules
9The 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
10Assessing Directionality Early skills
http//www.aability.com/tree.html
Continue in a similar way for the next two
examples.
11 Directionality Quick assessment--more advanced
http//www.aability.com/tree.html
12Directionality Words
- was
- Find another one saw was
- dog
- Find another one dog god
13The 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
14The 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
15Do 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
16Evidence 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
17Evidence 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
18Clearing 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
19Brainstorm Ramifications of HearingLoss on
- Phonology
- Orthography
- Morphology
- Syntax
- Semantics
- Pragmatics
- Discourse
20Testing 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
21Testing 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
22Demonstration 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
23Demonstration of the memory component
- Memory for digits
- Nonsense words
- Quick look at naming
24Developmental 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
25Developmental 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
26Ways 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
27Examples 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
28Phoneme 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..
-
29Phoneme 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
30Why 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
31Word 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.
32Generic 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
33The 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/
-
34Full 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
35Consolidated 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
36Are 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
37Things 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)
38Look 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
39If 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
-
40Typical 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
41Dyslexia 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
42Summary 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