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School age language and literacy (Assessment (Narrative Schema knowledge…
School age language and literacy
Literacy
:star: Phonological Awareness
:star: Writing
:star: Comprehension
:star: Vocabulary
:star: Fluency
:star: Systematic Phonics and Spelling
Role of SLP
Prevention of written language problems
Identification of clients with or at risk for literacy problems
Assessment of reading and writing
Intervention for reading and writing deficits
Poor reader
:red_cross: Presence of an oral language disorder
:red_cross: Reduced phonemic awareness
:red_cross: Poor performance on word recognition tasks
:red_cross: Difficulty with phonetic decoding
:red_cross: Difficulty with grammar
:red_cross: Difficulty with orthographic processing
:red_cross: Reduced interest in literature
:red_cross: Reduced comprehension of narratives
:red_cross: Difficulty attaching meaning to words, phrases and sentences
:red_cross: Difficulty processing complex sentences
:red_cross: Often guessing instead of decoding
:red_cross: Poor social skills
Reading disabilities
Hyperlexia
:red_flag: Ability to read words significantly above an individual's cognitive linguistic levels
:red_flag: Without comprehension of what is read
:red_flag: Can be a symptom of autism
Dyslexia
:red_flag: Also called specific reading disability
:red_flag: Genetically based
:red_flag: Atypical neurological development
:red_flag: Primary symptom is poor phonemic awareness
:red_flag: Normal limits or higher on language tests
:red_flag: Performs poorly on reading tests
Language based learning disability (LLD)
:red_flag: Deficiencies in all areas of language
:red_flag: Performs poorly on both language tests and reading tests
:red_flag: More generalized language disability
EARLY INDICATORS OF READING DISABILITY
Family history of reading disability
First word not produced until after 15 months of age
Words not combined until after 24 months
Difficulty pronouncing words past 6 years of age
Poor memory for and awareness of rhymes
Inability to segment words into syllables after age 5
Screening in kindergarten and prekindergarten
Phonemic awareness
Rapid naming of letters numbers and objects
Print awareness
Phonological Awareness
:check: Manipulation of the sound structure of spoken language
:smiley: Rhyming (bake-take)
:smiley: Alliteration (mean monkeys make a mess)
:smiley: Blending sounds (c-a-t is cat)
:smiley: Isolating sounds (dog is d-og)
:smiley: Segmenting words into their individual sounds (fish is f-i-sh)
:smiley: Deleting sounds (spill becomes pill)
:smiley: Substituting sounds (top-mop)
:smiley: Sound comparison
Decoding
Analyze words into phonemic (sound) elements
Translate the phonemes into their corresponding letters (graphemes) called the alphabetic principle
Assessment
:pencil2: CTOPP (comprehensive test of phonological processing)
:pencil2: GORT-4 (gray oral reading test-4)
:pencil2: TORC-4 (Test of reading comprehension
:pencil2: San Diego quick reading assessment
:pencil2: Test of Written Spelling
:pencil2: Celf-preschool
Word fluency
Another strong indicator of a reading disability
Called Rapid naming skills
Ability to name symbols, words or pictures rapidly
Based on speed not accuracy
Characteristically slower
Narrative Schema knowledge
Knowledge of story structure
Will also demonstrate poor linguistic complexity and reading comprehension
Need to be able to sequence events
Use appropriate vocabulary
Need to be able to sequence events
Use appropriate vocabulary
Read a short story to the client and ask comprehension questions
Ask the client to retell a known story such as charlottes web
Make up a story from their lives
Knowledge of the story elements
Comprehension of story
Linguistic complexity of the narrative
Informal Assessment with Applebee's Stages of Narrative Language
Formal Test of Narrative Language
Writing
OWLS Written expression scale
TEWL-3 test of early written language
TOWL-3 test of written language
WIAT-II Wechsler individual achievement test
Test of Written Spelling
Emergent writing development
Earliest in form of wavy lines, scribbles and pictures
Then transforms into letters; word like sequences; word spellings; short sentences
Can write a few words by kindergarten
Must learn to spell fluently in order to write fluently
