Multisensory IdentificationRemediation of PhonologicalOrthographic Deficits in SpanishSpeakers Learning English
Elizabeth Ijalba, MPhil, CCC/Sp
Peggy S. Conner, M.S., CCC/Sp
CUNY Graduate Center, New York, NY
Part I
Neurolinguistic correlates and
remediation for dyslexia in
Spanish-English bilinguals
Prepared by: Peggy S. Conner, M.S., SLP
Overview of Talk
• Brain functioning and dyslexia
• Implications for Spanish and English
readers
• Steps for Remediation
– Phonological processing and decoding
– Word Recognition and vocabulary
– Fluency and comprehension
• “Dyslexia is a specific learning disability
that is neurological in origin. It is
characterized by difficulties with accurate
and/or fluent word recognition and by poor
spelling and decoding abilities. These
difficulties typically result from a deficit in
the phonological component of language
that is often unexpected in relation to other
cognitive abilities and the provision of
effective classroom instruction. Secondary
consequences may include problems in
reading comprehension and reduced
reading experience that can impede
growth of vocabulary and background
knowledge.” (IDA, 2003)
c’hs
a
e
ear
oec e
p
t
r
s
B eAnr
c
n
r d sio
o
’s
w heen
ds
k
e
n
c
r
i
u
rpn easo ers
m
e
o
cW Arnk ett
Li & l
n
tio
p
e
n
rc itio
e
p
n
al cog
u
s
vi & re
y e
n
arem
rytio
m
n
o
i
oit nix
prphd
orgte
au co
rec
Clinical atlas, Toolbook II Publisher
’s
B
ro
A ca
re ’s
a
e
ck
i
n
er r e a
W A
Clinical atlas, Toolbook II Publisher
Temporal Processing
Information processing
•
Dyslexic readers show slowness in:
Nonlinguistic tasks
1. visual-motor reaction time
2. auditory-motor reaction time
- less attention, slowness in perception, slow motor RT ( ? )
Linguistic tasks
Lower and higher level visual
tasks
Lower and higher level auditory
tasks
1.
2.
3.
4.
1.
2.
3.
4.
direction
single letter discrimination
syllable discrimination
lexical decision
pure tone discrimination
single phonemes discrimination,
syllable discrimination,
lexical decision
Breznitz, 2006
beer
oso
bear
oso
bear
dear
Conner, 2006
Spanish
1. phonological
processing for
complex tasks
2. multi-syllabic
pseudo- and low
frequency words
3. rapid serial
naming
4. spelling
English
1. phonological
processing
2. decoding
3. pseudo-word
recognition
4. rapid serial
naming
5. spelling
6. fluency
Remediation
guidelines
Phonological processing
and decoding
Phonological processing
Work on improving in
Spanish:
– Sound-letter correspondence
– Phoneme
blending/segmentation
– Onset and rime
– Word decoding
Components of
Multi-sensory Instruction
• Based on Orton-Gillingham Method – Wilson
Reading System
– phonemic awareness and sound-letter
correspondence
– decoding and spelling
– sight word recognition
– vocabulary development
– advanced word analysis ie., syllable types and stress,
roots (prefixes, suffixes) and morphology
– fluency
– comprehension with visualization
– metacognitive awareness
Individualized Instruction
Student Characteristics
•
•
Previous instruction
Proficiency of languages
Task Characteristics
•
•
•
Does it transfer from Spanish to English?
Is it frequently used in English?
Is there a basis to teach this skill?
Spanish-speakers
learning English
Spanish
Influences in
the reading
process
Spanish
Letter-sound
correspondence
Spanish
Word
Recognition
Language
Competency
Cognates
English
Word
Recognition
Knowledge of
Spanish syntax,
morphology,
semantics
Knowledge of
English syntax,
morphology,
semantics
English
English
Text
Conner, 2006
Vowel
Letter
5
5
Influences in the
reading process
Spanish
Letter-sound
correspondence
Spanish
Word
Recognition
Cognates
English
Word
Recognition
13+
Knowledge of
Spanish syntax,
morphology,
semantics
Knowledge of
English syntax,
morphology,
semantics
5
English
Text
Conner, 2006
English-Spanish vowel
differences
vowels in
in Spanish
English
vowels
High
Mid
Low
/a/
from: http://www.answers.com/topic/ipa-chart-2005-png
Teach vowel sounds in English
explicitly
Why?
In Spanish vowel pronunciation
is not changed by the letters that come
before and after the vowel sound as in
English
Spanish
English
cabo casar
cape
cap
Spanish- English phonology
• English orthography – 26 letters with 21
consonants and 5 vowels
represent 44 phonemes
• Spanish orthography - 30 graphemes, 5
vowels, 22 single consonants and 3
digraphs (ll, rr, ch)
represent 28 phonemes
Decoding tips
Hone Spanish skills to help with English
Point out similarities
c sounds like /s/
before i, e
ciudad/city
centavo/century
c sounds like /k/
before a,u,o
casa/carrot
cubre/cup
cosa/cozy
Spelling in English reinforces the
new decoding system
• Strategies for identifying spelling patterns
• “Extended word study” shows benefits.
(Abbot, 2001; Bear, et al., 1996)
• Steps
-
– Teacher supplies a sound
– students generate a list of words
– students categorize words according to
spellings
Word Recognition
and vocabulary
www.visualthesaurus.com
Use of cognates
Of the 30,000 to 45,000 most common words in
Spanish, one third are cognates or partial
cognates with English.
• Define: shared form and meaning
• Engage the student in looking for cognates in
text
televisor/television
importante/important
rata/rat
central/central
Dr. Claude Goldenberg, PBS documentary
http://www.colorincolorado.org/introduction/cognates.php
Influences in
the reading
process
Spanish
Letter-sound
correspondence
Spanish
Word
Recognition
Cognates
English
Word
Recognition
Knowledge of
Spanish syntax,
morphology,
semantics
Knowledge of
English syntax,
morphology,
semantics
English
Text
Conner, 2006
English and Spanish prefixes
Prefix
Meaning
Spanish
anti
against
com-, con- with
anticuerpo( antibacterial
antibody)
bicicleta
bifocal
(bicycle)
comportarsecommission
sub
under
subteráneo subway
tele-
from a
distance
one
telesférico telescope
bi-, bis-, biz- two
uni-
unilateral
English
unitary
Multisyllabic words
Emphasis on syllable stress and vowel
sounds
• English
• Spanish
-vowels are
- vowels are
inconsistent
consistent
-syllable stress is
- syllable stress is
predictable or
different for nouns
marked with an
and verbs with the
accent.
same spellings
ex: compro/compró
ex: present/present
Uses context cues in text.
Recognizes new words.
•
•
•
•
•
1. cognate?
2. what part of speech?
3. guess the meaning then restate
4. use it in another sentence
5. reader’s knowledge –
personalize
• 6. spell, syllable count, vowel
sounds
• 7. summarize, add to word bank
Fluency and
comprehension
Work on fluency in Spanish in
different ways
•
•
•
Guided oral and repeated reading
Intonation, syllable stress, and inflection
Rapid fluency practice - drills
– word recognition
– phrase reading
– passage reading
Comprehension Strategies
1.
2.
monitor comprehension:
outline story using graphic and semantic
organizers
3. analyze text by:
•
•
•
answering questions
asking questions
recognizing story structure
4. summarize the main idea – support with
details
5. use prior knowledge and relate to personal
experiences
Designate Spanish-only,
English-only instruction
• Phonological awareness
• Decoding new words
• Sight word vocabulary
– target high-frequency
– irregular spellings
• Guided repeated oral reading
• Comprehension strategies
• Reading drills for speed
Thank you for
coming
at 8 am!
Elizabeth Ijalba - [email protected]
Peggy Conner - [email protected]
Acknowledgments
•
•
•
•
•
Loraine K. Obler
Mira Goral
Hia Datta
JungMoon Hyun
Members of the Neurolinguistics Lab
CUNY Graduate Center, New York, NY
• Amee Shah, Cleveland State University
for their suggestions and support