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Response to an Intensive Intervention as a Function of Age, Phonological Processing, & Sublexical Sound-Spelling Automaticity Dr. Jamie Metsala Jarislowsky.

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Presentation on theme: "Response to an Intensive Intervention as a Function of Age, Phonological Processing, & Sublexical Sound-Spelling Automaticity Dr. Jamie Metsala Jarislowsky."— Presentation transcript:

1 Response to an Intensive Intervention as a Function of Age, Phonological Processing, & Sublexical Sound-Spelling Automaticity Dr. Jamie Metsala Jarislowsky Chair in Learning Disabilities Mount Saint Vincent University Highlights of presentation at the 4 th Annual All European Conference on Dyslexia in Vaxjo, Sweden September 2013

2 Performance of 136 students was examined from the SpellRead program at the Halifax Learning Centre. Research Questions included: i) Do students at different ages improve at the same rate with the program? ii) Does the mean group performance across different reading skills move into the average range? iii) Fluency standard scores have proven resistant to change in research studies for students in grades 2/3 & upwards. With its focus on automaticity, does SpellRead increase standard fluency scores?

3 Form meaning once the words are recognized through instruction in: 4. Vocabulary development 5. Comprehension strategies Identify words accurately, quickly, & confidently through instruction in: 1.Phonemic awareness 2.2. Phonics 3.3. Fluency (automaticity) SpellRead Program

4 Small group–typically 3-5 children Mastery - 10 phonemic awareness and phonics activities & CARD PACKS Text reading practiced at appropriate level (95% accuracy word recognition) Free writing - getting thoughts down, respond to text, new story endings, using sounds etc. Ability to track and adjust to individual student progress.

5 Speed Reading – A.8.4 These cards contain both CV & VC non-words. The Silver Time to complete these cards is: 40 cards …in 40 secs Fish A.10.3 moo oys eem awth foy eeth afe eesh ooth sha_e faw thee oysh soo aws maw tha_e soy oof ame This is only 20 of the 40 cards. Calso be used for games such as Fish & Memory. There are 9 speed packs for students to master: Speed packs contain cards representing each of the 44 sounds of the English language. Students will practice reading the cards, timing their progress.

6 Speed Reading – A.8.4Gold Time CV & VC non-words. Gold Time: 40 cards …in 25 secs! Likely achieved when the student is in Phase B. Timed & recorded weekly. Fish A.10.3 moo oys eem awth foy eeth afe eesh ooth sha_e faw thee oysh soo aws maw tha_e soy oof ame Speed packs need to be passed at two different times over the course of the program – Silver and Gold.

7 Phase A: 50 lessons Phonemic Awareness & GP Correspondences Mastery - decoding syllables (CV ->VC ->CVC) Text reading & Comprehension, & vocabulary Phase B: 30 lessons Alt. Spell. of vowel sounds (e.g., ai & ay), consonant blends, & decoding of 2 syllable words. WRITING component begins Phase C: 25 lessons Decoding 3 + syllable words, morphemes (e.g., ed, ing) & letter clusters (e.g., common, irregularly pronounced -tion, -sion, -cian, and –tian all sound like /shun/)

8 Participants MEAN Age RangeInitial Word Rec. M=100 Initial Fluency M=100 Age Group Young7, 7 5, 6 -8, Middle9, 8 8,7 -10, Older12,10 10,11 -16, N= 136 at 0 and 40hrs of intervention; N =80 at 80 hrs…. N=52 at 120 hrs….

9 Phonological Awareness % correct

10 Word Attack Y axis: Standard Score M=100; SD = 15

11 Word Identification Y axis: Standard Score M=100; SD = 15

12 Comprehension Y axis: Standard Score M=10; SD= 3

13 Fluency Y axis: Standard Score M=10: SD=3

14 Summary All age groups improved significantly & meaningfully Overall, age groups did not differ in their rate of improvement across measures Mean scores on word attack & identification & comprehension came into the solidly average range, as well as scores on reading sub skills All groups made reliable and meaningful gains in fluency standard scores SpellRead data from the Halifax Learning Centre compares favorably to even the best programs reported in the research, even for children & skills that have been resistant to change in other studies

15 What does this mean for individual children? Take a look at repeated assessment results for 2 children. Julia is a SpellRead student. Her results are shown for 1 year of the SpellRead program (Julia continued the program past this point toward increasing fluency) John received on and off resource room support at his local school over a period of more than 4 years.

16 Julia grade Sub Skills % correct Jan. (0)Aug (6)Jan (12) PhonologicalAwareness Blending42%75%92% Segmenting13%71%88% Letter-Sound Vowels44%94%100% Consonants77%100% Spell- CVC0%87%100% Stan. Rdg Tests G.E. (grade equiv). G.E. Decoding 1,32,53,7 Word Rdg 1,82,13,2 Fluency<1.01,01,2 Comp1,03,75,0 Spelling1,52,23,1

17 John- mid-grade 2 Phonological Awareness Segment – 2 nd %ile Blending- 30 th %ile Reading Words -6 th %ile Comprehension – 12 th %ile _____________________________________ John – 11 yrs., 11 mos. – grade 6 Word reading – 1 st %ile – G.E. 2.0 Decoding – 1 st %ile – G.E. 1,5 Reading Comp. – 1 st %ile – G.E. 2,3


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