Transcript Teaching the English Language Learner

Early Identification and
Intervention to Prevent
Reading Difficulties
Linda Siegel
University of British Columbia
Vancouver, CANADA
[email protected]
Why Early Identification
+ Intervention
• 82 % of the street youth in Toronto
had undetected and unremediated
learning disabilities
• All the adolescent suicides in a 3
year period in Ontario had
undetected and unremediated
learning disabilities
Why Early Identification
+ Intervention
• 75%-95% of individuals in prison
have significant reading difficulties
• In Vancouver, 45 % of ESL
students fail to complete high
school.
• Undiagnosed and unremediated
reading problems result in
emotional and social difficulties
Critical Issues
• Recognize and treat dyslexia
early
• Understand the language
development of ESL students
• Understand the literacy
difficulties of ESL students
How can we prevent
reading difficulties?
Prevention
• Early identification
• Early intervention
• Evidence based reading programs
Screening
• We have the techniques to screen
children who are at risk for learning
disabilities at age 5
• Screening should be universal
– Easy to administer
– Brief
3 Tier Model
• 1. Classroom instruction
– Early screening
• 2. Resource withdrawal
• 3. Intensive help
Characteristic of the 3 Tier
Model
• Excellent, evidence based classroom
instruction
• Frequent monitoring of performance
• Help as soon as it is needed
• Intensive assessment only as a last
resort
Aims of the Study
• Identify children at risk for
literacy difficulties
• Provide an appropriate
intervention
• Assess the effectiveness of the
intervention
Longitudinal Study
• Screening at age 5 when
children enter school
• Tested every year on
reading, spelling, arithmetic,
language and memory skills
• Results at grade 6 – age 12
Longitudinal Sample
• All the children in the North
Vancouver School District
• 30 schools
• Varying SES levels
• 20% English Language Learners
(ELL)
• Inclusion
LANGUAGES IN THE STUDY
•
•
•
•
•
•
•
•
German
•
Arabic
•
Armenian Greek
•
Bulgarian Hindi
Cantonese Hungarian •
Croatian Indonesian •
•
Czech
Italian
•
Dutch
Finnish
•
Farsi
Japanese
Korean
Kurdish
Mandarin
Norwegian
Polish
Punjabi
Romanian
Russian
Serbian
Slovak
Spanish
Swedish
Tagalog
Tamil
Turkish
18.79%
L1 English
Kindergarten
18.79%
ELL
30.45%
30.45%
normales
At-risk
Not at-risk
50.76%
At-risk
Not at-risk
50.76%
At-risk
Not at-risk
A
N
Grade 6
L1 English
ELL
Dyslexic
Dyslexic
Normal
Normal
Screening
• Effective
• Brief – 15-20 minutes
• Done by teachers
• Provide useful information
Kindergarten
Screening
•Letter identification
•Memory
•Phonological processing
•Syntax
•Spelling
Letter Identification
c
s
x
p
r
y
l
h
m
t
g
v
k
a
e
i
b w o
u d q
z n j
f
Sentence Repetition
Sentences are spoken orally to the child and
the child is required to repeat them exactly.
Examples.
Drink milk.
I like ice cream.
The boy and girl are walking to school.
The girl who is very tall is playing
basketball.
Reading Test
the
and
sit
when
book
anacampersote
mithridatism
qualtagh
ucalegon
groak
Phonological
Awareness
• Ability to break speech down
into smaller units
 words
 syllables
 phonemes
SYLLABLE IDENTIFICATION
RHYME IDENTIFICATION
PHONEME IDENTIFICATION
ORAL CLOZE
Oral cloze
• Jane ____her sister went up the
hill.
• Dad ____ Bobby a letter yesterday.
SIMPLE SPELLING
•
•
•
•
•
•
child’s name
mom
dad
cat
I
no
Firm Foundations
•
•
•
•
•
Rhyme detection
Initial sounds
Segmentation
Blending
Sound discrimination
Firm Foundations
• Activities and games designed to
develop
–Phonological awareness
–Letter sound relationships
–Vocabulary
–Syntactic skills
•
Circle Skills -Teaching the whole class
•
Centre Skills – Practicing in small groups
•
Assessment - Working with individual
students
Literacy Activities
Listening to stories
Acting out stories
Singing songs
Letter of the week
Letter cookies
Other Important
Abilities
• Vocabulary – understanding and
producing the meanings of words
• Syntax – understanding the basic
grammar of the language
– Differences between Chinese and English
• Verb tenses
• Plurals
• Articles
Reading 44
• Training reading
comprehension strategies
• Vocabulary
• Syntax
Word Identification
cat
see
book
should
finger
glutton
emphasis
intrigue
usurp
idiosyncrasy
Word Identification
90
80
70
60
50
40
30
20
10
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Woodcock Word Attack
dee
pog
ched
gouch
cigbet
bafmotbem
monglustamer
Word Attack
90
80
70
60
50
40
30
20
10
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Word Reading Fluency
30
25
20
15
10
5
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Psuedoword Reading
Fluency
40
35
30
25
20
15
10
5
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Phoneme/Syllable Deletion
20
18
16
14
12
10
8
6
4
2
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Spelling
90
80
70
60
50
40
30
20
10
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Pseudoword Spelling
80
70
60
50
40
30
20
10
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Oral Cloze
18
16
14
12
10
8
6
4
2
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Morphological - Words
• They need to diversionary
diversity
diversion
diversify
Morphological Pseudowords
• The car is too rendalize
rendal
rendment
rendify
Morphological TaskWords
10
9
8
7
6
5
4
3
2
1
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Morphological TaskPseudowords
8
7
6
5
4
3
2
1
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Stanford Reading
Comprehension
70
60
50
40
30
20
10
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
Experimental Reading
Comprehension
10
9
8
7
6
5
4
3
2
1
0
Normal L1
Normal ELL
Dyslexic L1
Dyslexic ELL
SES & Reading
0.6
0.5
0.4
0.3
0.2
0.1
0
K-97
K-98
Grade 1
Grade 2
Grade 3
SES & Spelling
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
K-97
K-98
Grade 1
Grade 2
Grade 3
Kindergarten
SYNTACTIC AWARENESS
e
es
ic
av
h
is
gl
En
L1
h
is
an
Sp
ce
an
om
R
Sl
n
pa
Ja
g
se
ne
lo
ga
Ta
hi
C
i
rs
Fa
Syntactic Awareness
Grade 6
10
9
8
7
6
5
4
3
2
1
0
c
vi
is
gl
En
a
Sl
L1
e
h
i
rs
Fa
g
lo
ga
Ta
ce
an
om
R
h
is
an
Sp
se
ne
pa
s
ne
hi
Ja
C
Conclusions
• It is possible to identify children at risk for
reading disabilities in kindergarten.
• It is possible to provide a classroom based
intervention to bring most of these children to
at least average levels of reading.
• Children learning English as a second
language can perform at L1 levels and
bilingualism may be an advantage.
Conclusions
Most ELL dyslexic children have better
reading, spelling and phonological skills
than their monolingual peers.
Many ELL normal readers have better
English reading, phonological, and
spelling skills in their second language
than children who have English as a first
language.
Caveats
• The development of language and
literacy skills in ESL students
requires good teaching
• First language maintenance is
important wherever possible
Internet Resources
http://www.nvsd44.bc.ca
–Click on Firm Foundations
–Click on Reading 44
Improving Reading
Comprehension Skills
Reading 44
• Teaches Reading Comprehension Skills
• Daily Dozen Reading Strategies
ESL Students
1. visual aids
- pictures, graphs, objects
2. reinforce vocabulary through games
e.g. hiding an object, hot-cold
3. dual language picture dictionary
4. dual language books
5. group work provides models
ESL Students
Discuss the strategies frequently
2. Daily reading in small groups
- Activates prior knowledge
- Introduces new vocabulary
- Models the reading process
3. Make connections & associations
4. Repetition
- Text with repetitive vocabulary
- Pattern books
1.
ESL Students
reading at home in first language of
parent
- read to the child
- cloze procedure
6. pre=reading knowledge building
7. select materials to build confidence
- 90-95% word recognition
5.
How To Teach Strategies
•
•
•
•
•
•
identify strategy
discuss reasons
demonstrate thinking aloud
provide opportunities for practice
reinforce it in small groups
observe how well the student
uses it
1. ACCESS BACKGROUND
KNOWLEDGE
BRAINSTORMING
a) introduce concept and ask the
children to generate ideas
b) teacher records all ideas
c) use generated word list on board
BUILDING FROM CUES
• a) teacher shows objects from the story and
students discuss what the story may be about
• b) for each object: where / when
character / event
• c) as each object is presented connect it to
the plot
Vocabulary building
a) Select words such as anthropology and
psychology
b) Separate the words into parts
c) The students guess what the parts mean
d) The students think of other words with the
same parts e.g., biology
3. FIGURE OUT UNKNOWN
WORDS
W_ w _ ll g _ to the f _ _ m th _ s
morn_ _ _.
a) ask students about how they guessed
b) as the teacher is writing, ask students
to make predictions
Figure Out Unknown
Words
a)
b)
c)
d)
meaning
1) does it make sense?
2) have you heard a word like that before?
syntax
1) does it sound right?
2) can you say it that way?
visual
1) does it look right?
2) what do you see about that word?
self-correction
1) were you right?
2) what else could you try?
4. Self-monitor And Self
Correct
5 Finger Rule
keep track of the words that they do
not know on their fingers
if there are 5 words in the first 100, get
a new book
5 W Questions
To ask yourself while and after reading
who?
when?
what?
where?
why?
5. MAKE MENTAL
PICTURES
Guided Imagery
?
Does it make sense
Help!
Ask for help
→
Read on
←
Reread
6. CONNECT WHAT YOU READ
WITH WHAT YOU KNOW
KNOW / WONDER / LEARN
a) Present topic
1)
KNOW
What do I know?
2)
WONDER
What would I like to know?
b)
Read selection
3)
LEARN
What have I learned?
7) Determine the most important ideas and
events and the relationship between
them.
8) Extract information from text, charts,
graphs, maps and illustrations.
9) Identify and interpret literary elements in
different genres
10) Summarize What Has Been
Read.
11) Make Inferences and Draw
Conclusions.
12) Reflect and Respond.
Early Identification and
Intervention to Prevent
Reading Difficulties
Linda Siegel
University of British Columbia
Vancouver, CANADA
[email protected]
Word Reading
Portuguese L1
90
80
70
60
50
40
30
20
10
0
N-Biling
N-Mono
RD-Biling
RD-Mono
Word Reading
Italian L1
90
80
70
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Word Reading
Arabic L1
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Word Attack
Portuguese L1
60
50
40
30
20
10
0
S
N Biling
N Mono
DYS Bilin
DYS Mono
Word Attack
Italian L1
70
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Word Attack
Arabic L1
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Spelling
Portuguese L1
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Spelling
Italian L1
70
60
50
40
30
20
10
0
N Biling
N Mono
RD Biling
RD Mono
Spelling
Arabic L1
45
40
35
30
25
20
15
10
5
0
N Biling
N Mono
RD Biling
RD Mono
Final Conclusion
• Bilingualism facilitates a
child’s literacy development.