1. ANN MORRISON, PH.D. LITERACY DEVELOPMENT AND DISABILITIES

2. EXPRESSIVE AND RECEPTIVE LANGUAGE AND LITERACY PROCESSES (LANGUAGE MATRIX) ReceptiveExpressive Print ReadingWriting Oral ListeningSpeaking 1.3.14Ann Morrison, Ph.D.2

3. LANGUAGE AND LITERACY DEVELOPMENT Begins at birth Language development – natural process Literacy development – unnatural process Image recognition Life experience and development of a sense of how things in the world fit together Vocabulary development Exposure to text Metalinguistic skills 1.3.14Ann Morrison, Ph.D.3

4. SOME VARIABLES IN LANGUAGE AND LITERACY DEVELOPMENT Volume and sophistication of language use Volume and variation in exposure to print Adult and sibling modeling of text use Access and types of life experiences Opportunities for practice Home-school language mismatch Phonological awareness skills Hearing ability Self-regulation skills Frequency of storybook reading Interest and motivation Tenacity and resilience 1.3.14Ann Morrison, Ph.D.4

5. Comprehensive Literacy Development Paradigm Morrison, 2009 Top Down and Whole to Part Bottom Up and Part to Whole 1.3.14Ann Morrison, Ph.D.5

6. COMPREHENSIVE LITERACY DEVELOPMENT PARADIGM Phonological awareness Concerns only sound (can be done with eyes closed) Print awareness Concerns only print (can be done with the ears closed…lol) Phonics The intersection of phonological awareness and print awareness. Vocabulary Word meaning in all contexts Grammar and syntax Sentence construction Reading fluency Reading with speed, accuracy, and prosody Comprehension and pragmatics Understanding of language and text in context 1.3.14Ann Morrison, Ph.D.6

7. COMPREHENSIVE LITERACY DEVELOPMENT PARADIGM Bottom up and top down processes Adjacent skills impact each other Relative strengths in one area do not imply strengths in others, but contribute to the potential strength of neighbors Relative needs on one skill will likely negatively impact adjacent skills 1.3.14Ann Morrison, Ph.D.7

8. PREDOMINANT READING DISABILITIES DyslexiaHyperlexia Defined as a language- based learning disability resulting in the reduced ability to hear and manipulate sounds within words Defined as a language- based learning disability resulting in the reduced ability to make sense of oral and printed language Usually above average IQ High comprehension, low decoding Low comprehension, high decoding Subtypes exist Relatively high prevalenceRelatively low prevalence 1.3.14 Ann Morrison, Ph.D. 8

9. Predominant Reading Disabilities: Socially, looks like… DyslexiaHyperlexia Socially, people with dyslexia are frequently very successful, have many friends Socially, people with hyperlexia are frequently unsuccessful making and keeping friends ConfidenceAnxiety and self-doubt 1.3.14Ann Morrison, Ph.D.9

10. Predominant Reading Disabilities: Academically, looks like… DyslexiaHyperlexia Looks like extremely poor spelling, ability to sound out words well below grade level Looks like extremely early and successful decoding and spelling, well above grade level Looks like high social and “big picture” comprehension Looks like low social and “big picture” comprehension 1.3.14Ann Morrison, Ph.D.10

11. PREDOMINANT READING DISABILITIES DyslexiaHyperlexia Can be associated with attention disorders Can be associated with autism spectrum disorders Results in low self-esteem related to reading and writing Results in low-self esteem in many areas 1.3.14Ann Morrison, Ph.D.11

12. PREDOMINANT READING DISABILITIES: TEACHING DyslexiaHyperlexia Teach phonological awareness, phonics, use of graphs, charts, study skills, and how to use strengths in comprehension Teach social and figurative language, visualization using dual coding, and how to use strengths in analytical thinking Teach code-based or “bottom-up” skills Teach meaning-based or “top down” skills Students can successfully be taught how to hear and manipulate sounds, use spell-check, and use strategies for school success More difficult to help children make gains than for dyslexia 1.3.14Ann Morrison, Ph.D.12

13. PREDOMINANT READING DISABILITIES: ASSESSMENT DyslexiaHyperlexia Higher scores on tests of sight words than nonsense words, lower on both, however Relatively same scores on tests of sight words than nonsense words, high on both Low scores on spelling and written language High scores on spelling. Written language may be fluent yet lack depth of meaning 1.3.14Ann Morrison, Ph.D.13

14. http://storycorps.org/listen/sean-plasse-and- blanche-podhajski/ http://storycorps.org/listen/sean-plasse-and- blanche-podhajski/ http://youtu.be/zSzrYIdLFYQ 1.3.14Ann Morrison, Ph.D.14