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Class 1 Presentation (Only includes slides addressed)

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The Science of Reading: Facts and Myths of Dyslexia Infographic-J.Emory

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Science of reading. facts and myths of dyslexia

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Jamboard - Lang/Learning & Position Statement Reviews

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Jamboard - Lang/Learning & Position Statement Reviews

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https://jamboard.google.com/d/1ZYI1BWP41G-B-ZVmZu0yTgU_ifm2sj_S8bAblKsO8rw/edit?usp=share_link

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Working memory and word learning in children with dyslexia and DLD (Kathryn Fennie)

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How To Talk About Developmental  Language Disorder With Your Child-Abigail Perrini

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DLD & Multilingual Children (Katie Kirkland)

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DLD Advocacy & Working Memory Infographic (Buente, Olivia)

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Landen Sauls Infographic

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The Brain Basis of Reading and Dyslexia - Infographic (1)

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Language Difference vs Language Disorder

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Language Difference vs Language Disorder

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Caela C.

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Jennifer Kelly (DE) Infographic and Presentation: The Diagnosis of DLD

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Jennifer Kelly (DE) Infographic and Presentation: The Diagnosis of DLD

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JenniferKelly_Infographic - Watch Video

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Sorry for the background noise in the beginning. A plane decided to fly over my house at that time.

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Dual Language Learners, Developmental Language Disorders, and Educational Policies - Bailey Kaufmann (DE)

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https://www.canva.com/design/DAFdDqH_zeY/-RfZj9gC2-bIVCHyXQWWyQ/watch?utm_content=DAFdDqH_zeY&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

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Applying the Science of Reading at Any Grade Level by Laura Cusack

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The Science of Reading: It's not just about reading (Infographic)

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Trauma & Reading Infograph Image- Melissa Settelmeyer (DE)

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Trauma & Reading Infograph Image- Melissa Settelmeyer (DE)

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Link to presentation: https://www.loom.com/share/d2953c4113cb451f8f1e1dd0097e9ec6

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https://education.missouri.edu/wp-content/uploads/sites/21/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf

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Padelt with Videos for Each Chapter of the Structured Literacy Intervention Text

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https://pattan.padlet.org/pamkastner/pattan-book-study-structured-literacy-inteventions-teaching--x10f9kplpu9dq66r

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Dyslexia and the Speech Language Pathologist

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Dyslexia and the Speech Language Pathologist

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Open access peer-reviewed chapter

DOI: 10.5772/intechopen.93690

From the Edited Volume

Edited by Jonathan Glazzard and Samuel Stones

Abstract

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational professionals by providing information about professionals who can serve as a resource for students.

Keywords

speech pathologist

speech therapist

assessment

Jane Roitsch*

Old Dominion University, Norfolk, VA, USA

*Address all correspondence to: jroitsch1@gmail.com

1. Introduction

Dyslexia is a neurological learning disability that impairs a person's ability to read. Estimates suggest that dyslexia is a condition that affects nearly 13% of school-aged children in the United States [ 1] and more than 10% of populations worldwide [ 1, 2]. Although not a comprehensive list, the following characteristics are commonly associated with dyslexia [ 1]:

Difficulty with the development of phonological awareness and phonological processing skills.

Difficulty in accurately decoding nonsense or unfamiliar words.

Difficulty in reading single words in isolation.

Inaccurate and labored oral reading.

Lack of reading fluency.

Various degrees of learning the names of letters and their associated sounds.

Difficulty with learning to spell.

Difficulty in word finding and rapid naming.

Variable difficulty with aspects of written composition.

Variable degrees of difficulty with reading comprehension.

Vocabulary limitations, poor phonological awareness, and comprehension problems often associated with reading challenges such as dyslexia can become more pronounced in elementary school when the students begin to read to learn [ 3, 4]. Often, when higher cognitive-level reading processes are required, (i.e., not only reading words but retaining and applying information from what they have read), reading difficulties such as dyslexia often become more apparent as students progress in school. During these developmental years, the effects that reading challenges have on students with dyslexia can be quite apparent. The long-reaching effects of weak reading skills can be devastating. The impact of dyslexia on an individual can lead to poor self-esteem and limited awareness of social, emotional, and academic deficits [ 5]. Effective identification of dyslexia helps students, parents, and educators to manage the disorder, establish support, and reduce the impact of the condition.

Most students are diagnosed with dyslexia by an educational psychologist following referral from a teacher or other educational professional. It has been well-recognized that reading specialists and special educators provide critical support to students with dyslexia. Often lesser known is that differential assessment and management of language literacy disorders such as dyslexia can be supported by multiple disciplines, such as speech-language pathology or speech therapy [ 6]. The following section provides insight into the utility of the speech-language pathologist (SLP) in the identification and management of such students.

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2. Speech-language pathology and dyslexia

The position statement of the American Speech-Language-Hearing Association (ASHA) states that SLPs "play a critical and direct role in the development of literacy for children and adolescents with communication disorders" and "make a contribution to the literacy efforts of a school district or community on behalf of other children and adolescents" [ 7]. In order to effectively and appropriately perform these roles, ASHA emphasizes the need for collaboration with written language development experts and those with expertise in each student's specific situation(s) [ 7]. ASHA states that SLPs are uniquely trained in "normal and disordered language acquisition, and their clinical experience in developing individualized programs for children and adolescents, prepare them to assume a variety of roles related to the development of reading and writing. Appropriate roles and responsibilities for SLPs include, but are not limited to (a) preventing written language problems by fostering language acquisition and emergent literacy; (b) identifying children at risk for reading and writing problems; (c) assessing reading and writing; (d) providing intervention and documenting outcomes for reading and writing; and (e) assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base" [ 7].

As students with dyslexia are often characterized as having appropriate language comprehension skills but poor reading abilities, it stands to reason identification of dyslexia in children and adolescents can be aided by literacy and language assessments from SLPs (i.e., professionals uniquely trained in the assessment and management of expressive and receptive language and speech skills). As will be seen, the role that the SLP can play in assessment and treatment planning for students with language literacy disorders such as dyslexia can be a crucial and pivotal one.

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3. Case study

3.1 Methodology

For this chapter, a single-participant case report style was employed. This research methodology is often selected when a work seeks to answer a descriptive or explanatory research question. The question this chapter aims to answer is, "What can a trained SLP do to provide assessment and intervention for students with language literacy disorders such as dyslexia?"

Selection of a case study method is not without limitations. Certainly, generalization of John's outcomes cannot be made to all students with dyslexia and reporting of a single study lacks the rigor of a blinded, systematic, multiple-subject research project. Further, the student selected, the instruments used, and the outcomes reported are at the discretion of the SLP and this author.

However, because a case study report allows for in-depth explanations that are not provided by other methods (e.g., qualitative research designs with multiple participants), John's story is able to be told. A case study design also allows for a real-world context, such as John's to be provided. Thus, the benefits of a case study research design lie in its ability to study real-world situations and address important research questions [ 8].

3.1.1 Ethical considerations

John's mother consented for his participation in the initial assessment at the SLP's clinic on a university campus in the United States. She also consented for the use of his assessment, outcomes, and history to be included in this work. The author is a professor at the clinic where the SLP works and was granted access to his case study by his mother who consented and the SLP who provided the reporting results. The Human Subject and Institutional Review Board at the university agreed that the author did not need to submit materials for approval, since this case study chapter is one case study in a book chapter and thus does not meet the federal definition of "generalizable." Had this chapter involved a large-scale case study project involving multiple cases, research approval may have been required. All identifying markers were removed and his name was changed to preserve anonymity. His age was also changed by a month.

3.2 Participant

John1 is a 8-year-, 9-month-old English-speaking male brought for a speech and language assessment by his parents who expressed concerns with his language and literacy abilities. He attends third grade at a local elementary school. John works hard in school, but struggles academically, especially with reading. Specifically, John often writes with letter reversals, omits or substitutes basic sight words when reading aloud, and skips punctuation. Legible handwriting, appropriate use of punctuation, omitting words and reversals of letters in writing can be characteristics of dyslexia [9].

John's birth history and hearing screening history are unremarkable. The first indications of John's language challenges were noted at the age of 3. He reportedly was able to combine up to three words yet had a lexicon of only about 45 words. He scored below average in expressive language (SS = 80) on The Preschool Language Scale-5 (PLS-5) [ 10] and his total communication index score fell in the low average range (SS = 85). Dyslexia has been linked to deficits in expressive and receptive language skills [11].

When John was in second grade, his academic performance warranted psychoeducational testing by the school's educational psychologist. Overall, John's cognitive functioning was noted higher than average on the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; [ 12]). Students with dyslexia do not typically test below average on intelligence tests [13].

On the Wechsler Individual Achievement Test-Third Edition (WIAT-III) [ 14], John demonstrated strong mathematic abilities. However, his comprehension, sight word reading, phonetic decoding, and written expression were below average. The presence of early speech sound disorders has been shown to be related to poor phonemic skills and spelling at the age of 5½ and difficulty with reading words at the age of 8 [15].

Although John's listening comprehension was above average range in receptive vocabulary, his oral discourse comprehension score was in the lower average range, indicating possible processing problems. Weaknesses in semantics, syntax, and oral expression have been shown to contribute to reading difficulties in children with dyslexia [16].

Presently, John receives speech-language pathology and reading specialist services at his school. The school SLP is targeting articulation of /r/ and /r/ blends in all positions of words in all contexts. Articulation errors have been identified among students with dyslexia [17].

In his most recent report card, John received passing grades in all areas except reading. His classroom teachers stated that he is not a fluent reader and his comprehension of written text seems inconsistent based upon the given task and its requirements. He also has reported difficulty with word recall and story event sequencing and challenges with spelling and decoding. Persons with dyslexia often demonstrate inaccurate word recognition and comprehension, poor spelling and difficulty with decoding [18]. John receives classroom accommodations and is allowed to read aloud in a quiet area during reading tasks.

His teacher and parents state that John is aware of his reading difficulties, and this increases his anxiety and impedes his academic performance. Children with dyslexia may demonstrate low self-esteem and anxiety, among other feelings because they must work harder in school to keep up with their classmates, [17]. The SLP determined they needed to assess his language skills in-depth.

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4. Assessment

4.1 John's speech-language pathology assessment

The tests that the SLP selected for use with John were (1) tests within the discipline's scope of practice and that (2) utilized both formal and informal measures. Specifically, the SLP selected the Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2) [ 19], Test of Word Reading Efficiency-Second Edition (TOWRE-2) [ 20], the Test of Integrated Language and Literacy Skills (TILLS; [ 21]), the TILLS Student Language Scale (SLS Questionnaire; [ 21]), the AIMSweb Spelling and Reading Maze Curriculum Based Measures [ 22], the Gray Oral Reading Test-Fifth Edition (GORT-5) [ 23], a morphological awareness probe, and a writing sample.

The International Dyslexia Association (IDA) suggests the following areas be examined to ensure a comprehensive educational dyslexia assessment: Phonological awareness, phonological/language-based memory, rapid automatic naming, receptive vocabulary, phonics and de-coding abilities, decoding of both reading and nonsense words, oral reading fluency, spelling and writing of single words, sentences, paragraphs [1].

4.1.1 Comprehensive Test of Phonological Processing Second Edition (CTOPP-2)

The CTOPP-2 assesses phonological processing skills [ 19]. As noted previously, phonological processing skills underlie word reading efficiency and deficits in these skills are a key characteristic of language literacy disorders such as dyslexia [ 3]. Often identified as a fundamental building block of reading, phonological awareness is the ability to attend, reflect on, or manipulate speech sounds in words. Phonological memory is the ability to encode and store phonological information (i.e., speech sounds) [ 24]. Rapid symbolic naming refers to the ability to quickly name a series of letters, numbers, familiar objects, or colors [ 25]. Therefore, the SLP opted to employ three subtests to determine John's phonological awareness, phonological memory, and rapid symbolic naming abilities. Results revealed John scored two standard deviations or more below the mean on all three subtests, scoring lowest on the phonological memory subtest.

4.1.2 Test of Word Reading Efficiency: Second Edition (TOWRE-2)

The TOWRE-2 includes the subtests of sight word efficiency and phonemic decoding efficiency to determine the ability to pronounce printed words [ 20]. It has been suggested that persons with reading difficulties have more challenges retaining sight words in memory than readers without difficulties [ 26]. Additionally, phonemic decoding has been shown to be challenging for students with language literacy disorders such as dyslexia [ 27]. Thus, the TOWRE-2 subtests lend information about a reading efficiency at the word-level. Word reading efficiency leads to effective reading comprehension and reading ability.

For each subtest, John was instructed to read as many words as he could from the list, as quickly and accurately as possible in 45 seconds. He was permitted to skip words he did not know by saying "pass." He correctly read 42 sight words and 11 pseudowords. He made errors on eight other pseudowords. For the sight word efficiency subtest, John received a scaled score of 77, placing him at the 6th percentile. For the phonemic decoding efficiency subtest, he received a scaled score of 74, placing him at the 4th percentile. His total word reading efficiency index (i.e., a combination of both the sight word and phonemic decoding efficiency tests) was a scaled score of 74, placing him at the 4th percentile. In sum, his performance on these subtests was significantly below average.

4.1.3 The Test of Integrated Language and Literacy Skills (TILLS)

The TILLS is an assessment of oral and written language and literacy abilities from the single-sound level to discourse level and is used to (1) identify a language/literacy disorder, (2) describe patterns of strengths and weaknesses, and (3) track changes over time [ 21]. To minimize fatigue and optimize time (as John was going to have numerous assessments to complete during his comprehensive evaluation), the SLP selected subtests that would provide the core, sound/word composite, and written language composite scores.

John's identification core composite raw score of 17 was less than 34, which is the cut score for 8- to 11-year-olds. His score was consistent with having a language/literacy disorder. The sound/word composite evaluated John's intact morphological and phonological awareness abilities across writing, reading, and oral language tasks. John's sound/word raw composite score of 35 was considered low, and translates to a standard score of 69, which is three standard deviations below the mean, and indicates a significant deficit at the sound/word level. John scored within the average range on the nonword repetition and reading fluency subtests, but below average on the phonemic awareness, nonword reading, nonword spelling, and written expression-word subtests. Deficits at the sound/word level are a defining characteristic of dyslexia.

Two sentence/discourse subtests, the Listening Comprehension and Vocabulary Awareness subtests were administered. John achieved a standard score of 7 and a percentile rank of 14 in Listening Comprehension, indicating borderline average ability. On the Vocabulary Awareness subtest, John achieved a standard score of 6 and percentile rank of 8 (i.e., one standard deviation below the mean). On the written composite score, John achieved a standard score of 69 (i.e., three standard deviations below the mean), indicating a significant written language deficit.

4.1.4 The TILLS Student Language Scale (SLS Questionnaire)

The Student Language Scale (SLS) from the TILLS is used to screen for language/literacy disorders by asking parents and teachers to rate their perceptions of student ability. When teachers or parents rate more than two areas on items 1-8 as less than 5, SLS results indicate the student may have a language and/or literacy disorder [ 21].

Overall, parent and teacher ratings of John's language and literacy abilities were very similar, indicating John is at risk for language and literacy deficits. The homeroom teachers rated John below 5 in 7 out of 8 areas, the reading and writing teacher rated John below 5 in 6 out of 8 areas, and John's mother rated him below 5 in 8 out of 8 areas.

4.1.5 AIMSweb Spelling and Reading Maze Curriculum-Based Measures

4.1.5.1 The AIMSweb Spelling Benchmark

The AIMSweb Spelling Benchmark uses two cut scores to identify at-risk students and those in need of intervention. Students who score below the Tier 1 cut score (which is the 45th percentile) are considered at moderate risk; those who score below the Tier 2 cut score (which is the 15th percentile) are considered at severe risk. For John's third grade level, the Tier 1 cut score is 83 and the Tier 2 cut score is 55. John received a score of 56, placing him just above the Tier 2 cut score of 55, indicating risk for spelling difficulties and the need for intervention. John spelled two words correctly out of a total of 17 words, and he scored 56 out of 112 for correct letter sequences, determined by pairs of letters that are correctly sequenced within a word [ 22].

4.1.5.2 AIMSweb Reading Maze Benchmark

The AIMSweb Reading Maze Benchmark uses two cut scores to identify risk for reading comprehension deficits. Students who score below the Tier 1 cut score (which again corresponds to the 45th percentile) are considered at moderate risk, and those who score below the Tier 2 cut score (which again corresponds to the 15th percentile) are considered at severe risk. For John's third grade level, the Tier 1 cut score is 11 and the Tier 2 cut score is 6. John received a score of 3.5, placing him below the Tier 2 cut score and indicating significant risk for reading comprehension difficulties and the need for intervention. John did not finish reading the passage within the time limit, leaving 31 mazes unanswered. It is possible that the cognitive challenge of decoding at the word level inhibited John's reading rate and adversely affected his overall fluency and comprehension.

4.1.6 GrayOral Reading Test: Fifth Edition (GORT-50)

The Gray Oral Reading Test (GORT-5) assesses rate, accuracy, fluency, and comprehension. Fluency and comprehension are combined to provide an oral reading index score. For this assessment, John's scaled scores of reading fluency (i.e., rate and accuracy) and comprehension were assessed. First, he was timed while reading short texts aloud, then each section of text was read out loud for John to answer questions [ 23].

He received a scaled score of 6 for fluency and 7 for comprehension. The mean for each scaled score is 10, with a standard deviation of 3. This indicates that John's reading fluency is below average. John's comprehension score fell at the borderline/low average range. His oral reading index was 81, placing him in the 10th percentile, indicative of a below average performance. More specifically, John did not attempt to sound out words (i.e., he did not attempt to decode) but instead skipped over words as the difficulty of the story increased.

4.1.7 Probe of morphological awareness

Morphological awareness refers to the ability to identify morphemes (i.e., the base and any prefixes and suffixes) in words. Research shows that morphological awareness is related to word reading and spelling, vocabulary, and reading comprehension. Probes of morphological awareness often assess morphology and word order by asking for adding or removing word endings [ 28].

The SLP assessed John's awareness of morphemes in words, relations between words that have common morphemes, and his ability to apply this knowledge when spelling words. Specifically, the examiner said a word and then a sentence with a missing word at the end. John was asked to complete the sentence by making a new word from the word provided at the beginning. For example, the examiner said, "Skip. As he crossed the street, Paul ____." In this instance, the correct answer is "skipped." John answered 90% of the items correctly.

Next, he was asked to spell the complex word (base + suffix). When shown the spelling of the base word, he spelled 40% of the complex words correctly. However, when he was not shown the base word, he did not spell any of the complex words correctly. The difference in spelling accuracy levels with and without the base indicates he can use the base to help him spell the complex words, but is unable to accurately generate the spelling of the base on his own.

Given his performance, morphological awareness would appear to be a strength of John's oral language despite his difficulty in spelling when the base word was removed. John's dichotomy in ability is not an uncommon finding. Researchers have found phonological challenges can limit the segmenting of affixes (i.e., word-endings) in students with dyslexia [29].

4.1.8 Writing sample

The examiners prompted John to write an expository text about his favorite sport. The length of the text John submitted was short. Given 10 minutes, he wrote a three-sentence, 29-word paragraph, with an average of 9.8 words per sentence. John's sentence complexity was limited, including 1.3 clauses per sentence and only one compound sentence (using the conjunction "but"). John's writing sample provided basic organization and content as well as some key writing mechanic skills for his grade level. He effectively communicated the basics of the topic he selected, but his explanation lacked supporting details. No errors occurred in subject-verb agreement, capitalization, or punctuation. Writing samples have been used to identify the specific strengths and weaknesses in persons with dyslexia and language impairment [30].

Frequent spelling errors were more common with complex words (base + affix) than simple words (base word only). For instance, he spelled "baskle" for basically. This demonstrates that this word may be in his lexicon, but he is not able to spell it correctly likely due to phonological processing and morphological awareness deficits. Additionally, he substituted "b" for "p" as in "bast" for pass.

Overall, John's performance on the independent writing sample illustrated difficulties with syntax and spelling that are consistent with his performance on other tests. These difficulties at the sound, word, and sentence level may have contributed to briefness of the exposition, requiring increased cognitive load and appearing effortful.

4.1.9 Test results and recommendations

Results of testing indicate that John presented with a language/literacy disorder. John's profile is consistent with characteristics of dyslexia in that he tested significantly below average at the sound/word level, including on tests of phonological processing, word reading, and spelling.

The SLP recommended intensive and direct services for both oral and written language (literacy). Further, it was suggested that oral language services to be provided by an SLP, and written language services provided by an SLP and/or teacher or educator trained in evidence-based literacy intervention, with a focus on phonological and morphological, and orthographic abilities.

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5. Future considerations and practice implications

To date, our understanding of dyslexia hypothesizes that it is a literacy disorder involving deficits in use and understanding of phonological systems such as decoding and encoding [ 18]. The interconnection between speech sounds, language production skills, and dyslexia has been suggested in research and practical situations. Indeed, deficits in the phonological systems of students provide an explanation for many students with dyslexia, such as John. Challenges in phonological awareness and their representations also appear to manifest long after language develops, creating ongoing disruptions for students with dyslexia [ 31].

As previously noted, the sooner a student is identified with a language literacy disorder such as dyslexia, the better their long-term educational, mental, and emotional outcomes become. After dyslexia is suspected, a student is often referred by a teacher or learning specialist to an educational psychologist who can confirm a diagnosis of dyslexia. Because of the volume of students in the school systems, the chance for a student's language literacy disorder to be missed or at very least, not be identified until later in their schooling, is a legitimate concern. The importance, then, of other skilled professionals such as SLPs to take an active role in assessing students at risk for language literacy disorders cannot be understated. With a background in language and literacy development, the SLP can serve as a valuable resource for students, parents, and educators alike. Such was the case for John, whose language literacy disorder was identified by an SLP well trained in assessment and treatment of students with language literacy disorders.

Based on phonological training and knowledge of all the subsystems of language, the SLP can serve as a valuable resource for identification and management of dyslexia in students. The use of formal assessments and information means (i.e., written and oral language samples), parent and teacher reports, and collaboration with reading specialists give insight into the unique needs of each student with dyslexia as well. Future research into the influence of other language subsystems such as semantics, syntax, and morphology may provide further insight into identification and treatment of dyslexia.

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Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized.

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5 Ways SLPs can Positively Impact Children with Dyslexia

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5 Ways SLPs can Positively Impact Children with Dyslexia

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IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are frequently used to enrich and supplement IEP meetings, school board discussions, and district policy initiatives. Click on topics of interest below to view and download fact sheets.

To access new fact sheets and other free resources from IDA, please visit the Dyslexia Digital Library at www.DyslexiaLibrary.org

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Fact Sheets - International Dyslexia Association

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What Works Clearinghouse Practice Guides

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What Works Clearinghouse Practice Guides

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. To search by Topic or Keyword, use the Practice Guide Search.

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https://thedldproject.com/developmental-language-disorder-dld/the-talking-dld-podcast/

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The Talking DLD Podcast - The DLD Project

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The Talking DLD Podcast features special guests from qualified DLD experts to incredible families who share their journey with us.

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https://literacypodcast.com/playlists

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These Spotify playlists compile Melissa and Lori Love Literacy podcast episodes by topic so you can listen and learn deep dive style. Head to the classroom next door to chat with your best teacher friend or take this to a Professional Learning Community to complement a book study. We’re so glad you’re here to learn with us.

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https://amplify.com/science-of-reading-the-podcast/

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Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!

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Intervention Central offers free teacher resources including the oral reading fluency passages generator for educators and classroom leaders to use in classroom management

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Promoting the Success of Dual Language Learners

Bilingual resources for parents, early childhood educators, and therapists to promote the language and literacy skills of young children who are DLL.

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Recursos bilingües para padres, maestros de educación temprana, y terapistas para desarrollar el lenguaje y la lectura de niños preescolares.

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About Me/Sobre Mi

!Hola! My name is Dr. Xigrid Soto-Boykin and I believe that our beginnings do not dictate our endings. This mantra anchors my work. This philosophy stemmed from my experiences as the first person in my family to graduate college, and the second Latina to earn a PhD in my department in decades. My goal is to help educators and parents have the right tools so all bilingual children can succeed. !Juntos, lo podemos lograr!

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I earned my bachelor's and master's in speech language pathology at the University of South Florida in 2009 and 2011, respectively. After graduating with my master's, I worked as a bilingual speech language pathologist in school and home settings for three years. After working in the field, my passion for helping improve the language and literacy skills of bilingual children heightened. In 2014, I began pursuing a doctorate in Communication Sciences and Disorders at the University of South Florida. My dissertation focused on evaluating the effects of a Spanish early literacy intervention for Latino preschoolers. After earning my doctorate, I became a postdoctoral fellow at Juniper Gardens Children's Project at the University of Kansas.

My goal is to equip parents, teachers, and clinicians with the tools to improve the educational outcomes of young children who are Dual Language Learners.

@xigridsoto

@habladll

Children benefit from bilingual instruction.

Los niños se benefician de la instrucción bilingüe.

It is beneficial for parents to speak to children in their home language.

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Es beneficioso que le hable a su niño en su idioma natal.

Bilingualism is the norm, not the exception.

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El bilingüismo es lo común, no la excepción.

Ser bilingüe es un super poder.

Being bilingual is a super power.

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Promoting the Success of Dual Language Learners Bilingual resources for parents, early childhood educators, and therapists to promote the language and literacy skills of young children who are DLL. ​ Recursos bilingües para padres, maestros de educación temprana, y terapistas para desarrollar el lenguaje y la lectura de niños preescolares.

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Our Mission

Bilingualism and biliteracy are assets that all students in New York State should possess to meet the demands of the 21st century. Students who speak languages other than English and who are learning English at school are commonly referred to as "English Language Learners." We prefer the terms "emergent bilinguals" and "multilingual learners" because they acknowledge the ways these students draw on rich home language practices as they learn. We believe the education of these students must go beyond simply English language learning, to incorporate a challenging curriculum in the content areas taught through their home languages and English, which also meets their social and emotional needs.

From 2011 to 2016, we worked to support educators and administrators from partner schools across New York State as they became champions for emergent bilingual students. For more information on CUNY-NYSIEB's non-negotiable principles, and how we apply our vision of dynamic bilingualism to work with schools, please visit Our Vision page.

CUNY-NYSIEB is continuing until the 2019 school year with a focus on supporting and sustaining bilingual programs across New York State.

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Our Mission Bilingualism and biliteracy are assets that all students in New York State should possess to meet the demands of the 21st century. Students who speak languages other than English and who are learning English at school are commonly referred to as "English Language Learners."

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Digital Parent, Teacher, and Health forms that automatically go into your report.

The ultimate template and paragraph blurb library.

Say goodbye to pronoun, name, and cut-and-paste errors.

No more digging for that perfect paragraph you once wrote.

From testing to printing in a fraction of the time.

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Welcome! Bilinguistics is your home for speech therapy materials, ASHA CEUs, and support for you to produce amazing therapy and evaluations.

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About the Course: Dyslexia is everywhere, touching so many children and adults, and while science has made extraordinary progress in understanding and clarifying the condition, this incredibly powerful knowledge rarely reaches those who most need to know and would greatly benefit from it. We aim to change all this with the Coursera you are about to view, produced by Dr. Sally Shaywitz, the Audrey G. Ratner Professor in Learning Development, both the leading scientist studying dyslexia and the most devoted advocate for helping those who are dyslexic. The course addresses and answers just about all the qu..

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The Yale Center for Dyslexia & Creativity - Yale School of Medicine

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The Yale Center for Dyslexia & Creativity focuses dyslexic individuals strengths throughout school and home, preparing them for a successful life.

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PHONICS FOR SECONDARY ESL STUDENTS Links GOOGLE SLIDES PDFS Charts CVC Words Consonant Blends Consonant Digraphs The Bossy R CVC-E (the Magic E) Vowel Digraphs Vowel Diphthongs Closed Syllables Open Syllables The Alphabet The Magic E Consonants and Vowels CVC Words The Alphabet Blends Digraphs Bo...

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Dyslexia and learning – the triangle hypothesis as an explanatory framework for dyslexia

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by Lisa Archibald
Scenario: An SLP/T determines that a child meets criteria for a language disorder: the child has a persistent language problem with a significant impact on everyday interactions or educational progress. Does this child have DLD?
According to the CATALISE consensus (Bishop et al., 2016, 2017), Language Disorder is an overarching term for a persistent language problem with a functional impact. This category is further divided into two subtypes: (1) Language Disorder associated with {biomedical condition} is used when a child has been diagnosed with a biomedical condition known to impact language development; and (2) Developmental Language Disorder (DLD), which refers to a child with a language disorder without a known biomedical condition.

In order to determine if the child has DLD, the presence of a biomedical condition that could account for the language disorder must be ruled out. A specialized or multidisciplinary team assessment is required to consider the question of a biomedical condition. Access to such assessments could constrain how a SLP/T goes about making the DLD diagnosis.

Ideally, the SLP/T works as part of a multidisciplinary team. The team works together when assessing a child and determines the presence/absence of a language disorder, any associated biomedical conditions, etc. The results of the assessment guides the diagnostic decision regarding language disorder, as well as any other relevant diagnoses. Unfortunately, many SLP/Ts are not part of a multidisciplinary assessment team. In many cases, SLP/Ts work within a region, district, or school board authority with psychologists, occupational therapists, special educators, etc. Together, these colleagues form an informal team when a child is referred for multiple services.

It is quite common, however, for children to be referred to a single service such as SLP/T, which may mean that additional cross-disciplinary assessments to aid in the diagnostic process are unavailable. As well, the extent to which the SLP/T can refer the child for additional assessments may be constrained by a number of factors. For example, there may be a need to manage the number of referrals made for additional assessments. And when referrals are made, long waitlists could preclude timely assessments. As well, professionals may be involved with a child at different times. SLP/Ts are often consulted when a child is very young and showing early signs of difficulty developing language. A psychoeducational assessment, on the other hand, may not be completed until the child has attended school for some time.

It is against this backdrop that many SLP/Ts need to make their diagnostic decisions regarding DLD. When access to multidisciplinary assessments is limited, children for whom there is no concern regarding biomedical conditions might not be referred for additional assessments. SLP/Ts should consult with the child, parent, educators, or other team members in determining that there are no concerns regarding neurocognitive or intellectual development. Under these conditions, it would be reasonable to provide the DLD diagnosis (when relevant) based on the SLP/T assessment alone. In cases where concern regarding a biomedical condition exists, the SLP/T will need to consider the balance between providing a parent or educator with timely information and the availability/timeliness of the additional assessments. If the required additional assessments will be completed within a reasonable timeframe, the SLP/T might wait to determine the child's diagnosis based on the outcome of those assessments. If not, the SLP/T should consider providing a provisional diagnosis of DLD with the caveat that future assessments may warrant a review of the diagnosis. The flowchart (v.2) available for download tries to capture the decision making based on these various scenarios.

As a final note, it could be argued that many diagnoses are provisional. A diagnosis is made based on the available information at the time of the assessment. Information that comes to the light in the future can and should be considered, and the diagnosis modified as needed.

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Differential Diagnosis: DLD vs. Language Disorder Associated with {biomedical condition}

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by Lisa Archibald Scenario: An SLP/T determines that a child meets criteria for a language disorder: the child has a persistent language problem with a significant impact on everyday interactions or educational progress. Does this child have DLD?

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Welcome to DLD and Me! Spreading the word about Developmental Language Disorder Latest Articles What is Developmental Language Disorder? DLD is a brain difference that makes talking and listening difficult. DLD affects about 2

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National Center for Intensive Intervention

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National Center for Intensive Intervention

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Evidence-Based Specially Designed Instruction - Virginia Dept of Ed

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Evidence-Based Specially Designed Instruction - Virginia Dept of Ed

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Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades.

Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide.

Facilitator's Guide and Handouts

View, download, and print the full facilitator's guide as a PDF file (1.8 MB)
View, download, and print the handouts as a PDF file (558 KB)

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance.

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Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

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The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act.