Phonological Awareness in Children with Dyslexia Armstrong State University, ​Savannah, Georgia Erica Brode, Rachael DeLashmit, Lauren Pigott Presenters have no relevant financial or nonfinancial relationships to disclose. Abstract ASHA Position Statement​: ​SLPs can support those with dyslexia Dyslexia is a learning disorder characterized by poor literacy skills Treatment through prevention, identification, assessment, and intervention. affecting 15 ­ 20% of U.S. schoolchildren. The Phonological Deficit Phonological Awareness Training Prevention​: ● Predict what child may need intensive instruction based on risk Hypothesis is the prevailing model which posits that the underlying Training Components​: factors, concerns, or performance. cause of dyslexia is impaired phonological processing, which ● Identification of rhymes ● Communicate these risk factors to teachers and caregivers so includes the skill of phonological awareness. The purpose of this ● Identification of phonemes they are able to identify potential issues. ● Segmentation of words into syllables presentation is to inform speech­language pathologists of the ● Modify the environment to incorporate rich emergent literacy ● Onset­rhymes and phonemes phonology­based deficit of dyslexia and ­ as experts in the area of experiences that are age­appropriate and promote language ● Syllable blending language development ­ their specialist role in the prevention, acquisition and literacy. ● Onset­rhymes and phonemes into words identification, assessment and intervention of dyslexia. SLPs should ● Maintain longitudinal vigilance for those with language­learning ● Manipulation of syllables, onset­rhymes and phonemes augment learning environments, increase teacher and caregiver risks. knowledge about phonological processing, and implement effective Phonological awareness training can be implemented in the pre­literacy Identification​: treatment for dyslexia. stage to improve phonological processing skills. At the post­literacy level, ● Recognize written and spoken language difficulties in children both phonological awareness training and visually­based reading training with disabilities, language disorders, and those with Dyslexia improve reading comprehension. Phonology­based reading training is most sociolinguistic differences. ● Communicate with teachers about how to recognize spoken and Definition​: ​Dyslexia is a specific reading disorder of neurobiological effective in improving decoding skills. written language successes and difficulties. Also inform teachers origin characterized by difficulties with accurate and/or fluent word about screening/referral procedures. recognition and by poor spelling and decoding abilities. Therapeutic Techniques ● Track literacy progress throughout academic progression to

Systematic instruction​: identify re­emerging literacy difficulties. Prevalence​:​ The International Dyslexia Association (IDA) estimates that ● First Level​: Rhyming Assessment​: 15­20% of the general population experiences one or more symptoms of ● Second Level​: Isolating and Categorizing Sounds ● Implement appropriate assessment materials and methods. dyslexia. ● Third Level​: Segmenting and Blending Syllables in Sounds ● Gather reading and writing samples to assess relationships among ● Fourth Level​: Manipulating Phonemes phonological awareness, word­level decoding and spelling,

Consequences sentence­level comprehension and formulation, and Primary Consequences​: Evidence­Based Treatments discourse­level comprehension and composition processes. ● Poor spelling and decoding abilities. LiPS ­ Lindamood Phoneme Sequence Training​: ● Perform non­biased assessments and to explore flexibility, speed, ● Difficulty with rapid visual­verbal responding. ● Multisensory approach to target phonemic awareness by teaching and limits of literacy skills. ● Difficulty with phonological awareness tasks. students to discover and label the oral­motor movements of ● Work with others to assure appropriate accommodations and/or Secondary Consequences​: phonemes. interpretation of district and state­mandated literacy assessments. ● Poor reading comprehension. ● Students can then verify the identity, number, and sequence of Intervention​: ● Difficulty learning to read → difficulty reading to learn. sounds in words. ● Individualize treatment methods based on current research, ● Impaired growth of vocabulary and background knowledge Wilson Reading System​: student’s developmental level and curricular expectations. ● Possible social, emotional, and behavioral difficulties. ● A multisensory phonics­based programs which incorporates five ● Teach strategic approaches to reading and writing teaching elements: ● Help student apply knowledge of all language Cause 1. phonemic awareness systems—phonology, semantics, morphology, syntax, Phonological Deficit Hypothesis​: 2. direct instruction of word analysis, prosody and pragmatics—to decode and comprehend written text while Widely­accepted belief that the cause of dyslexia is a phonological comprehension reading, and to organize discourse, compose sentences, and spell processing deficit. Phonological processing is the ability to perceive, store, 3. coordination of reading and spelling instruction words while writing. 4. intensive, cumulative instruction retrieve, and manipulate sounds for language. It includes: Other Roles​:​ ​Assisting and collaborating with educators, advocating ● Phonological Awareness​: ability to determine the constituent 5. teaching for mastery effective literacy practices, and advancing the knowledge base. sounds which comprise spoken words, i.e. detecting rhyme & Orton­Gillingham Method​: initial/final sounds and separating words into sounds & syllables ● Multisensory approach (visual, auditory, kinesthetic­tactile) ● Pseudoword Decoding targeting phonemic awareness Future Directions ● Word Retrieval ● Structured but flexible ● Educating teachers about phonological awareness: improving ● Phonological Memory their own understanding of the sounds of spoken language. Role of the SLP ● Increased use of phonological awareness training to supplement the phonemic awareness (phonics­based) evidenced­based SLP Knowledge Base treatments such as the Orton­Gillingham Method. ● Nature of Literacy ● Further research into the cause of dyslexia (i.e. phonological ● Normal Development level deficits, auditory processing component, etc) ● Disorders of Language and Development ● Clinical Tools and Methods ● Collaboration, Leadership, and Research Principles