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CALT ALTA Exam
decoding - recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a word are all part of- Pre-Reading Stage - language appreciation, awareness of printed words, mastery of alphabet and simple words Greek elements - eu, chloro Current Research on the brain and developmental dyslexia - A "glitch" may have taken place during fetal development Dyslexia and Social Development - May see: a lack of good judgement, the inability to stick with a game, erratic emotional behavior Grade equivalent scores - Not a dependable representation of progress Woodcock Johnson Psycho-Education Battery - a cognitive/ norm referenced test synthetic instruction - Teaching phonics by taking sounds and blending them together into words. analytic instruction - Teaching phonics by taking words and breaking them into parts. Whole to part approach. linguistics - Study of production, properties, structure, meaning and or use of language. % of students with specific learning disabilities receiving special education services that have a deficit in reading - 70 - 80% According to the National Reading Panel (2000) this represents the strongest indication of a reading disability - a deficit in phonology Section 504 and IDEA - A person who has, has a history of having, or is regarded as having an impairment that significantly limits one or more of life's major functions receives benefits under Appropriate education under Section 504 may include - regular classroom, regular classroom with accommodations, or special education and related services ALTA Code of Ethics and IMSLEC - provide reasonable expectations of student outcomes to parents and students
Recommendations for private students - give parents documentation of the services received from you and discuss gradual transition into the classroom Professional Communication - Personal pronouns are unprofessional ADHD - Attention Deficit Hyperactivity Disorder ALTA - Academic Language Therapy Association ESL - English as a Second Language IDEA - Individuals with Disabilities Education Act IEP - Individualized Education Plan IMSLEC - International Multi-sensory Structured Education Council MSL - Multisensory Structured Language MSLE - Multisensory Structured Language Education NICHD - National Institute of Child Health and Human Development VAKT - Visual-Auditory-Kinesthetic/Tactile WRAT - Wide Range Achievement Test swing up, stop - i,t,p,u,w,j,r,s push up and over - m,n,v,x,y,z curve under, over, stop - a, ca, d,g,o,q curve way up, loop left - b,f,h,k,l,e grapheme - single letters or groups of letter groups that represent specific phonemes or speech sounds Closed syllable - napkin, button Open syllable - lilac, tulip Vowel- consonant e - shake, shine Vowel pair - bread, nail
summative data - data collected that provides information about knowledge to be applied for long-term comprehensive goals DIBELS - Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills TPRI - Texas Primary Reading Inventory, starts in K and includes inventories through 3rd grade. focuses on age appropriate skills. PALS - Phonological Awareness Literacy Screening, for PK-3rd, allows teachers to find weaknesses qualitative research - research that collects data through various kinds of observations quantitative research - research in which results are based on a large sample that is representative of the population experimental research - research in which the subjects are randomly assigned to experimental and control groups quasi-experimental research - Research that determines cause and effect, conducted without randomized assignment of subjects to experimental and control groups metacognition - deliberate rearrangement of information; strategies used to accomplish and process feedback for learning Parieto-temporal region - area of the brain for language development (word analysis) Broca's region of the brain - area of the brain for speech production (articulation and word analysis) occipito-temporal region - interractive neural area of the brain where phonological, orthographic and semantic are integrated and synthesized (word form) auditory - related to hearing visual - related to seeing modality - a specific sensory pathway kinesthetic - related to muscle movement and memory multisensory - pertaining to the simultaneous use of multiple senses tactile - related to touch (kinsesthetic)
word blindness - early term for dyslexia angular gyrus - area of the brain for visual-verbal associations (Significance is in transferring visual information to Wernicke's area; visually perceived words, spatial cognition, number processing, memory retrieval and attention. dyslexia - a specific language-based disorder characterized by difficulty with single word reading; neurobiological in origin and affects encoding and decoding metalinguistics - awareness of language as an entity aspiration - puff of air suprasegmentals - the melody of speech- stress, pitch, loudness, and so forth (prosody) pragmatics - use of language (studies how context contributes to meaning) affixes - prefixes and suffixes dyspraxia - speech problems caused by sensorimotor disruption phonology, morphology, syntax - domains of language dysarthria - speech problems caused by musculature weakness schwa - the sound /u/ semantics - content of language emergent literacy - child's ideas about print, how it works, and what it can do literacy socialization - what happens when books are read to kids, they begin to understand how books are used and how they are designed Reading and writing - not natural, permanent, meaning markers provided by author through language as typography, and punctuation. not personal, counts on lexicon of reader for intonation, stress, pause, and juncture Oral language - Language that is spoken and heard rather than written and read, natural and easier but not permanent, physical meaning markers, personal suprasegmentals - intonation, stress Articulation - rapid alternating movements of the jaw, tongue, lips, teeth, and soft palate
Four Principles of the ALTA Code of Ethics - Principles: Maintain the highest standards of integrity, clinical competence, and professional communication with: 1)students, 2)parents/legal guardians, 3)administrators/ allied professionals, and 4)maintain highest standards of commitment to the profession and ALTA. accent - putting stress on a word or word part or on a phrase by opening one's mouth wider, making the sound louder, longer and the voicer goes higher Purpose of RTI - to separate those with SLD with those who are victims of poor instruction progress monitoring in a multisensory reading program - for all students regardless of tier, track progress in phoneme segmentation, letter identification, grapho-phonemic knowledge, word recognition, fluency, spelling, oral vocabulary, comprehension, and composition probes - used for progress monitoring and can guide instruction interventions - must be research based, early intervention is important DRA- 2 - informal reading inventory, measures accuracy, fluency, and comprehension. word analysis component measures phonological awareness and phonics. Aimsweb and FAIR - online progress monitoring programs SPED evaluation may include - family, health, developmental, and educational history; formal test of cognitive abilities (WJ IV); diagnostic of reading, spelling, and writing skills GORT; and language development CTOPP-2; social emotional status and Attention BASC-II IEP - bases on assessment results Spelling Complexity - caused by multiple spellings of the same sound Reading Fluency as an aspect of the Reading Growth Continuum - Wolf and Katzir-Cohen, fluency is a Developmental linguistic process that begins before learning to read and extends well past the read to learn phase, fluency can begin with letter names, sounds, etc. fluency should continue in later grades. Spelling - requires syntactic, phonological, morphological, semantic, and orthographic knowledge Prephonetic Spelling - made up of pictures and letter like figures Semiphonetic spelling - involves connecting speech to print at a syllable level
phonetic spelling - every sound represented in spelling, but not conventional spellings phonology - the system of rules that determines how sounds are used in language, teachers should know in order to correct students and diagnose problems Teaching order of spelling - teach the most common patterns first, trying to teach them all at once is confusing for poor spellers, frequency of use and situational rules should guide instruction "normalize" spelling - attempts have been made, but were unsuccessful morphological rules - can help spelling Multisensory spelling - must be taught in order to go beyond phonological spelling, should not be memorized, teachers should guide learning, should be taught through auditory/ visual/ kinesthetic discovery Dictation - Can dictate sounds, words, or sentences for daily practice Irregular words - don't match pronunciations or are infrequent spellings, tracing and copying can help students learn these words. Spelling with homophones - should not be taught in pairs. The most common spelling or most frequently used should be taught first. After the spelling and usage of the first one is mastered, the second can be introduced. Spelling lists in the regular curriculum: - Built: Monday: introduce pattern and pattern words Tuesday: Add content area words and sort according to regular spelling, spelling rule, or irregular Wednesday-Thursday: Work with all words especially irregular spellings Friday: Assess Grading in spelling - Grade using a rubric in order to give credit to what is correct Cacography - bad handwriting and spelling and can cause numerous problems in life Writing system - handwriting, spelling, composition Kindergarten writing - first and last name, the names of friends 1st grade writing - reading 1st drafts and a variety of composition Letter formation - needs to be taught directly and explicitly, inability to form a letter cause more handwriting than fine motor skills do
Dr. Samuel Orton - a psychologist and neuropathologist who believed that dyslexia was caused by a difference in the brain as opposed to damage in the brain. he believed that dyslexic students did not use the left hemisphere of their brain in the same way that readers did. He established a method of teaching these students, along with Gillingham, that was phonetic and multisensory. It is still the basis for many reading systems Dr. Norman Geschwind and Dr. Albert Galaburda - Began the research for anatomical causes of dyslexia and found that dyslexic people tend to use both hemispheres of the brain in reading tasks, but other readers use primarily the left hemisphere. Dr. Marion Monroe - developed a synthetic phonics program. She aslo determined that it was important to identify a child's oral reading errors before choosing an intervention and that all children needed appropriate reading materials and not just grade level materials Dr. Grace Fernald - Developed the Fernald method which deemphasized phonics and instead emphasized the whole word learning ; word is written by the teacher and then traced by the student as many times as necessary until the student can write their own. Dr. Samuel A. Kirk - He believed that children should be diagnosed to receive intervention and remediation not to label or categorize them. Developed the Illinois Test of Psycho- linguistic Abilities Dr. Doris Johnson and Dr. Helmer Myklebust - Described two types of dyslexia: visual and auditory. Thsoe with visual dyslexia make progress with Orton's method, but those with auditory dyslexia make progress with Fernald's method. They believed that clinical teaching was important. SLD - Specific Learning Disability; a broad category of disorders that includes dyslexia Dyslexia in the US - Many states do not use the word dyslexia, but Texas is one of 12 that has a specific set of laws that deal with educating Dyslexic students DSM- 5 - It was proposed that "reading disability" be changed to "dyslexia" which would allow a focus on fluency and accuracy instead of comprehension and would eliminate the need for grade discrepancy for diagnosis. 3 types of poor readers - Dyslexic: good listening comprehension, poor word reading Poor Comprehenders: poor listening comprehension, good word reading Mixed disability: poor LC and WR dyslexia and IQ - Reading ability does not predict intelligence level of dyslexic students Dyslexia around the world - definitions contain many of the same elements Subtypes of Dyslexia - degrees of dyslexia may be explained by subtypes: phonological dyslexia and surface dyslexia are two possible subtypes
% of school population that is dyslexic - 5 - 8% and divided equally between boys and girls Procession of Phonological Awareness activities - simple activities such as rhyming to more advanced activities such as blending, segmenting, and manipulating sounds Two most important skills for reading - Blending and segmenting Blending - begins with compound words, syllables, onset rime, and then phonemes Segmentation - important for spelling; you can use manipulatives Elkonin method - uses boxes that are drawn on paper to represent sounds in words. You can start with simple manipulatives to represent sounds and then use letter tiles to assist in spelling Read Alouds - help oral language sills and develop background knowledge ELLS - start with letters and sounds similar to those in their first language. The more they know about their first language the better they will do in English Cueing systems - blending sounds, pronouncing and blending patterns, retrieving sight words from memory, making analogies to other words, and using context clues to predict the word Phase theory of reading - pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases..Ehri Automaticity - recognizing the pronunciations and meanings of words instantly Phases of Spelling Development - prephonetic/prephonemic stage; semiphonetic/partial alphabetic; phonetic/full alphabetic; traditional Strategy theory - children use a variety of spelling strategies, instruction should be geared toward the child's level Informal Orthographic awareness assessments - write their name, write the alphabet, identify upper or lower case similar letters, circle a word in a sentence, identify correct spelling or correct homophone, find the embedded word, and read or spell irregular words Morphology assessments - usually given by SLP, but there are informal ways to assess such as dividing compound words into parts, adding affixes and describing new words, finding similarities in words with the same base word, and using pictures to illustrate words Spelling errors and assessments - can be assessed on tests, but should be assessed over more than one test; spelling tests are ineffective for dyslexic students
words in the word bank. Any spelled incorrectly are added back to the list. The list should be appropriate fro their ability level. Standardized Phonological Awareness Assessments - CTOPP, KTEA-II, Lindamood Auditory Conceptualization Test, 3rd Ed., Phonemic Awareness Skills Screening, PALS, Pre-Reading Inventory of Phonological Awareness, Test of Phonological Awareness, Test of Phonological Awareness Skills, WJ-III Informal Phonological Awareness Assessments - Word Discrimination, Rhyme Recognition, Rhyme Production, Syllable Blending, Syllable Segmentation, Syllable Deletion, Phoneme Recognition, Phoneme Blending, Phoneme Segmentation, Phoneme Deletion RAN - Rapid Automatized Naming, with phonological awareness represents the two core deficits in double-deficit theory of dyslexia, researchers are unsure about the underlying processes, these deficits extend into adolescence and adulthood Standardized Measures of RAN - CTOPP; Dyslexia Early Screening Test, Kaufman Test of Educational Achievement, Process Assessment of the Learner: Test Battery for Reading and Writing; Rapid Automatized Naming and Rapid Alternating Stimulus Tests; WJ-III Informal Measures of RAN - Color Naming, Object Naming, Letter Naming Processing Speed - common characteristic of individuals with different disabilities including dyslexia and ADHD, 80% of infants that later develop dyslexia show a delayed brain response to speech sounds Standardized Measures of Processing Speed - Differential Ability Scales, WISC, WJ-III Syptoms of Individuals with Poor Orthographic Awareness - difficulty learning how to form symbols confusion of symbols that are similar trouble with near and far point copying tasks tendency to reverse or transpose letters or numbers trouble remembering how words look trouble reading exception or irregular words trouble with accurate and rapid word recognition tendency to use different spellings for the same word tendency to omit word endings over-reliance on the phonological rather than the visual trouble learning and retaining basic math facts difficulty counting in a sequence difficulty with multistep math problems Memory Span - the ability to remember information in the order it was given Working memory - manipulating or transforming information given in some way
Standardized measures of memory - Differential Ability Scales Stanford Binet Test of Memory and Learning WISC, WAIS Wide Range Assessment of Memory and Learning WJ-IV Working Memory Test Battery for Children Informal Measures of Memory - Span Tasks; Working Memory Tasks Preschool Phonological Awareness - produces spontaneous rhyme without knowing they rhyme PreK Phonological Awareness - identify the number of syllables blend syllables delete a syllable recognize rhyme Kindergarten Phonological Awareness - produce rhyme identify initial sounds blend two phonemes 1st Grade Phonological Awareness - identify words that rhyme and those that don't group words by rhyming characteristics break apart and identify all of the sounds in words with 4 to 5 phonemes put together 4 to 5 phonemes to produce a word 2nd Grade Phonological Awareness - all phonemic awareness and manipulation tasks Symptoms of poor Phonological Awarness - articulation errors mispronunciations of multisyllabic words trouble remembering sound-symbol relationships overreliance on whole-word and context clues when reading trouble pronouncing and spelling phonically regular nonsense words difficulty sequencing sounds in words when spelling confusions between similar-sounding sounds tendency to rely on the visual appearance of words when spelling rather than on the phoneme-grapheme relationships LaBerge and Samuels - 1974 - proposed that slow, labored, word by word reading is symptomatic of reader's lack of word automaticity. Students needed to practice beyond accuracy and become automatic. fluency - comes from SLP, the flow of sounds, syllables, words, or phrases; the bridge between low level learning to read to higher level reading to learn; characterized by
Great Leaps - reading program that consists of 1 minute timing that make us of phonics, sight words, and reading short stories. Daily 5-10 minute interventions that can be done by anyone. Elementary to high school level and has shown growth in overall reading. Written language depends on - graphomotor skills, cognitive and linguistic abilities, and awareness of text and social conventions; a high level of abstraction, elaboration, and reflection Writing problems - remain a persistent learning disability personally, vocationally, and academically for many adults who are not taught specific strategies Writing/Reading Connection - evidence demonstrates that explicitly writing instruction can help student's reading skills Sentences - activities at this level are important to developing reading and writing skills. Most activities can be performed orally and in writing. Ex. Sentence and Fragment, Scrambled Sentences, Types of Sentences, Conjunctions, Sentence Combining, Sentence Expansion, grammar and usage, and topic sentences Sentence Combining - an effective way to teach grammar according to studies coordinating conjunction - joins to or more independent clauses (FANBOYS) correlative conjunction - a pair of words that joins independent clauses (either,or) subordinating conjunction - introduces an adverb clause and signals the relationship between the clause and the main idea Types of paragraphs - narrative (sequence of events usually personal or class experience) expository (define, discuss, criticize, list, compare, contrast, explain, justify, and summarize)+ most common type of writing persuasive writing (point of view with an audience) descriptive (5 senses to transmit experiences) compare and contrast (how things are alike and different) Steps of Writing Process - planning and outlining drafting revising and editing writing a final copy Planning and Outlining - needs more instructional time than is generally given. stage when students are distinguishing relevant and irrelevant information and determining main ideas and supporting details, can use an outline in this stage Revise and Edit - Add words Delete words
Substitute words, phrases, or clauses Rearrange words, phrases, clauses, and sentences Proofread for errors Final copy - be selective as to how many activities are developed to this stage. If they are completed, they should be displayed or published Orton-Gillingham approach - begin in the 1930's when Anna Gillingham and Bessie Stillman developed techniques for remediation based upon Orton's research. they developed a system that incorporated letter sounds, syllables, words, sentences, and writing in direct, explicit, sequenced, systematic, cumulative, and intensive instruction. Uses VAK methods Common Features of MSLE curriculum - alphabet sequence and letter recognition and naming phonemic awareness activities reviewing sound/symbol associations previously learned using decks spelling previously learned sounds introducing new sounds and concepts in reading and spelling reading phonetically regular words in lists and sentences vocabulary study reading connected text spelling and writing words and sentences from dictation handwriting practice comprehension and listening strategies oral language practice with written composition Direct, Explicit, Sequenced - say or define what students are going to learn and why, stating concepts clearly and leaving no room for confusion or doubt, teaching concepts in a logical order from the most simple to the most complex then taking each concept from reading to spelling and then into comprehension and writing Systematic, Cumulative, Intensive - lessons adhere to a fixed plan or method and are easily depended on by the student, each new piece is added over time and reinforced by practice and review, occurs daily for an extended period of time and focuses on specific components of reading proficiency diagnostic and prescriptive - teachers observe and not difficulties during instruction and make changed based on these observations How students benefit from MSLE - provides structure, promotes participation/repetition, uses visual reminders, integrates all systems executive function disorder - impaired performance coming from presumed frontal lobe deficits. Have been identified in students with ADHD/ADD as well as those who are learning disabled.
Syllable Pattern Difficulties for Spanish ELL's - VCe, Vr, Open, Closed, Vowel Team, FSS (vowel sounds don't change in Spanish) Spanish morphology - shares latin roots, prefixes, suffixes, and base words with English Spanish syntax differences - adjectives follow the noun, nouns are either masculine or feminine, 3 classes of verbs depending on who is being spoken to, Commonalities between Spanish and English - alphabets, diphthongs MSLE in Spanish - similar to English in components, can use sounds, symbols and words that transfer to English first Adolescent ELL's - need intensive language instruction along with content instruction Which researcher does not agree with Alphabet Phonics? - Goodman What do you look at first when trying to read an unfamiliar word? - suffixes and prefixes G makes the sound /j/ ... - before e, i or y What is strephosymbolia? - term suggested by Orton to replace "congenital word blindness" (twisted symbols) What is the Rehab Act of 1973? - prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment and in the employment practices of federal contractors. What part of speech has - ly? - adverb What do intra-cognitive skills measure? - self; using information independently What is dyscalculia? - difficulty with math Homonyms, synonyms and antonyms are used to teach... - semantics If a parent wants to know how their child will progress in the dyslexia program, you respond... - your child will progress at his/her own rate How do you spell /equipt/? - equipped What happens when you change the accent on a word? - it changes the meaning of the word Name prefixes that both mean against... - contra- and anti-
Why change in- to im- and con- to com-? - euphony; sounds better; easier to say Teacher reads a trade book and gives a test. What kind of test is it? - curriculum based What does the Conner's Rating Scale determine? - Assesses behavior of children 6-18 who might have characteristics of ADHD Students gain knowledge of a subject through an auditory, visual and kinesthetic experience. The teacher guides learning with systematic exposure and direct questioning. This is an example of ... - multi-sensory instruction Name 4 diphthongs - oi, oy, ou, ow Name a word that silent e is not used - awe What is the best way to teach short vowel sound to long vowel sound? - discovery method-- add the final vowel e and give the words, then go through to explain what happened What syllables are in the word turpentine? - tur- r controlled; pen- closed syllable, tine- VCe When a teacher observes an issue in the classroom, what type of assessment did she use? - informal assessment Why is "gymnasium" a greek word? - due to the medial vowel y Name a word that is not r-controlled - merry or berry Why do you double 'n' in the word beginning and not in opening? - you double the final consonant in the accented short vowel-consonant syllable What is receptive language? - It involves understanding the words, sentences and meaning of what others say or what is read What is expressive language? - being able to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate. A teacher teaches short vowel i, then makes sure the students understand before continuing with the next vowel. What type of teaching is this? - sequential (information that must be presented in a sequence that builds logically on previously taught information) and cumulative (child acquires one competency before proceeding to another) What is ADD? - a developmental disorder that is marked especially by persistent symptoms of inattention (such as distractibility, forgetfulness, or disorganization) or by symptoms of hyperactivity and impulsivity (such as fidgeting, speaking out of turn, or restlessness) or by
