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y Joyce Pickering, HUM.D., CCC-SLP, CALT, QI, is Executive Director Emerita of Shelton School and Evaluation Center. OrtonOrton--Gillingham,Gillingham, Presentations are part of job responsibilities. MSHA has paid her honorarium, travel expenses and registration fees. Alphabetic Phonics, No other non-financial relationships exist. Association Method and More! y Kay Peterson, M.S., LDT, CALT, QI, is an adjunct instructor at Mississippi College: presentations are part of job So Many MSL Methods—Methods—What’sWhat’s responsibilities. MSHA has paid her honorarium, travel Alike and What’ s Different? expenses and registration fees. No other non-financial relationships exist. Mississippi Speech-Language-Hearing Association y Daphne Cornett, M.S., CCC-SLP, CALT, QI, retired as Conference assistant director of the Southern Miss DuBard School for March 26, 2013 Language Disorders and currently contracts with the DuBard School. Presentations are part of job Joyce Pickering, HUM.D., CCC-SLP, CALT, QI responsibilities. No other non-financial relationships exist. Kay Peterson, M.S., LDT, CALT, QI Daphne Cornett, M.S., CCC-SLP, CALT, QI Disclaimers

y Multisensory Structured Language y The International Multisensory Structured Education (MSLE) is necessary for Language Education Council (IMSLEC) teaching individuals with dyslexia and reading disabilities. All accredited MSLE y MISSION OF IMSLEC is to accredit programs meet the same standards. quality training courses for the professional preparation of multisensory structured language education specialists.

www.imslec.org Multisensory Structured Language Education IMSLEC

Principles of Instruction Simultaneous Systematic & Direct Diagnostic Synthetic/ Multisensory Cumulative Instruction Teaching to Analytic Content: Structure of VAKT Automaticity Instruction the English Language y Multisensory Structured Language Phonology & phonological * * * * * awareness

Sound/symbol association: What is Taught visual to auditory, auditory * * * * * to visual, blending and segmenting

Syllables: types and * * * * * patterns for division

Morphology: basewords, * * * * * roots, affixes

Syntax: grammar, sentence variation, mechanics of * * * * * language Standards for Instruction Semantics: meaning * * * * *

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y Phonology and Phonological Awareness y Sound-Symbol Association

◦ The study of speech sounds and how ◦ The knowledge of the sounds in the they work within their environment English language and their correspondence to the letters which ◦ The understanding of the internal represent those sounds lfdlinguistic structure of words ◦ Students must blend sounds into words and segment words into individual sounds.

Standards for Instruction Standards for Instruction

y Syllable Instruction y Morphology ◦ Six basic types of syllables x closed ◦ The study of how morphemes are x vowel-consonant-e combined to form words x open x consonant-le ◦ A morpheme is the smallest unit of x r-controlled meaning in thlhe language. x diphthong or vowel pair

◦ Syllable division rules must be taught in ◦ The curriculum must include the study relation to word structure. of base words, prefixes, and suffixes. Standards for Instruction Standards for Instruction

y Syntax y Semantics

◦ The set of principles that dictates the ◦ The aspect of the language concerned sequence and function of words in a with meaning sentence in order to convey meaning ◦ The curriculum (from the beginning) ◦ Incldludes grammar, sentence variation must incldlude instruction in t he and the mechanics of language comprehension of written language.

Standards for Instruction Standards for Instruction

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y Simultaneous, Multisensory (VAKT) y Multisensory Structured Language ◦ Teaching is done using all learning How It is Taught pathways in the brain (visual, auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.

Standards for Instruction Standards for Instruction

y Systematic and Cumulative y Direct Instruction ◦ Organization of material follows the ◦ The inferential learning of any concept logical order of the language. cannot be taken for granted. ◦ ◦ Begins with the easiest and most basic ◦ Multisensory language instruction elements and progresses methodically to requires thdhe direct teach ing of fll all more difficult material concepts with continuous student- teacher interaction. ◦ Concepts taught must be systematically reviewed to strengthen memory. Standards for Instruction Standards for Instruction

y Diagnostic Teaching y Synthetic and Analytic Instruction

◦ The teaching plan is based on careful ◦ Synthetic instruction presents the parts and continuous assessment of the of the language and then teaches how individual's needs. the parts work together to form a whole.

◦ Thdbhe content presented must be ◦ Analhhllytic instruction presents the whole mastered to the degree of automaticity. and teaches how this can be broken down into its component parts.

Standards for Instruction Standards for Instruction

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• TEACHING y What is ALTA? The Academic Language Therapy • INSTRUCTOR OF TEACHING Association is a certifying organization which certifies individuals who are graduates of an accredited training • THERAPY course. • INSTRUCTOR OF THERAPY www.altaread.org

IMSLEC Levels of Accreditation Certification

y What is a CALT? Certification as a Certified Academic Language Therapist (CALT) is based on four A Certified Academic Language Therapist very important components: (CALT) is an individual who has the specialized training needed to serve • Coursework students with dyslexia and other disorders • Demonstration lessons of written language. • Supervised clinical experience • Successful completion of the Alliance for Accreditation and Certification exam http://www.allianceaccreditation.org/ Certification Certification

y There are numerous phonetic, y Three different approaches described multisensory structured language approaches based on sound, research- ◦ Orton-Gillingham based principles. ◦ Alphabetic Phonics ◦ DuBard Association Method® y Selection of a specific approach

should be based on the needs of y Other approaches include particular students. ◦ Sequential English Education (SEE) ◦ Slingerland Approach ◦ Spalding Method, etc.

Certification Three different MSLE programs

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y Based on the work of Samuel T. Orton and Anna Gillingham y Used for individuals who have difficulty with the reading, spelling, and writing skills associated with dyslexia y Used in one-on-one, small groups, and classroom models y Appropriate for all age levels

OrtonOrton--GillinghamGillingham OrtonOrton--GillinghamGillingham

y Personalized to the different needs of y Direct instruction—students understand each learner—all students with dyslexia what is to be learned, why and how have different language needs, some with y Systematic Phonics—spoken words are coexisting problems like ADHD made of individual phonemes that are y Multisensory—visual, auditory, tactile, represented by the letters of written motorkinesthetic words y Diagnostic and prescriptive—student y Applied Linguistics—deals with syllabic, progress is continuously monitored and morphemic, syntactic, semantic and teaching focuses on needs of student grammatical structures of oral and written language

OrtonOrton--GillinghamGillingham OrtonOrton--GillinghamGillingham

y Linguistic competence—stresses language y Cognitive approach—students understand patterns that determine word order and the reasons for the learning strategies sentence structure they are using y Systematic and structured y Emotionally sound—teaching is directed y Sequential, incremental and cumulative toward providing success y Continuous feedback and positive reifinforcement

Academy of Orton-Gillingham Practitioners and Educators http://www.ortonacademy.org/approach.php

OrtonOrton--GillinghamGillingham OrtonOrton--GillinghamGillingham

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y The Academy of Orton-Gillingham y Orton-Gillingham Classroom Educator Practitioners and Educators certifies ◦ Bachelor's degree or higher individuals at one of four levels ◦ 30 clock hours of O-G coursework ◦ 50 clock hours of supervised classroom ◦ Orton-Gillingham Classroom Educator or group instruction using the Orton- ◦ Associate Gillingham Approach ◦ CfdCertified ◦ 5 obfllbbservations of complete lessons by a ◦ Fellow supervising Fellow ◦ Readings may be assigned at the Academy of Orton-Gillingham Practitioners and Educators discretion of the training Fellow http://www.ortonacademy.org/certification.php OrtonOrton--GillinghamGillingham OrtonOrton--GillinghamGillingham

y Associate Level y Certified Level ◦ Bachelor’s degree or higher ◦ Completed Associate Level ◦ 60 clock hours O-G coursework ◦ Additional 100 clock hours of ◦ 100 clock hours of practicum in a coursework (160 total) classroom, small group, or 1:1 setting ◦ Additional 200 clock hours of practicum ◦ 10 supervised lessons (300 total) ◦ Completion of required readings ◦ Additiona l 1 0 supervise d lessons (20 total) ◦ Evidence of required readings

OrtonOrton--GillinghamGillingham OrtonOrton--GillinghamGillingham

y Fellow Level ◦ Master’s degree ◦ 250 clock hours of coursework ◦ 600 clock hours of practicum with supervision ◦ Documentation of observations while teachkhhing coursework to other practitioners ◦ Evidence of required readings

OrtonOrton--GillinghamGillingham Alphabetic Phonics

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Uses in Our Culture

y Dictionaries y Seating in Stadiums, Theaters, Alphabet Airplanes y Filing Systems y Telephone Directories y Maps (along with numbers)

y Present one letter at a time. Begin with A y The teacher emphasizes that the twenty- and proceed in sequence. six letters are symbols which stand for speech sounds. y Tell the student its name. Equate A with “first” or “initial,” Z with “final” and all letters between with “medial.” y The teacher leads student in activities and games which sustain the student’s interest while providing practice in letter sequencing and recognition.

Cox, A.R. (1992). Foundations for literacy: Structures and techniques for multisensory Cox, A.R. (1992). Foundations for literacy: Structures and techniques for multisensory teaching of basic written English language skills. Cambridge, MA: Educators Publishing teaching of basic written English language skills. Cambridge, MA: Educators Publishing Service. pp. 83-90. Service. pp. 83-90. Rationale for Alphabet Practice Rationale for Alphabet Practice

Name •Ais the letter name Letter Name is Stable • Capital and lowercase The letter name is the only Shape printed a; capital and lowercase cursive a stable property. All other properties can change. Feel • MthMouth is open

Sound •Voiced (ă) (ā) (a) (ŏ) (ä) Dd Each Letter –Four Properties

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9 Recognition • Alphabet strip 9 Sequencing • 3-D letters 9Alphabetizing • Random order letter pages • Missing letter deck 9Dictionary usage • Skeleton Dictionary • Dictionary

Hierarchy of Alphabet Practice Alphabet Practice Materials

Sequence Alphabet Practice Recognition Practice: Random Order Capital Letter Chart ABCDEFGHIJKLMNOPQRSTUVWXYZ ABCDEFGHIJKLMNOPQRSTUVWXYZ YFBHXCHL LTPKVQFO Z G C BHL EQ SGORLEGH J C I W M G E J KJAYVUBF

Recognition Practice: Random Order Lower Case Letters Chart ABCDEFGHIJKLMNOPQRSTUVWXYZ ABCDEFGHIJKLMNOPQRSTUVWXYZ ab_ a u t c n l b c yfbhxchl a_c z g c b h l eq _bc sgor l egh jciwmgej _b_ kjayvubf Missing Letter Deck

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Reading

The Alphabetic Principle Guided Discovery Teaching

y The term alphabetic principle refers to an y Student grasps MSLE principles more understanding that letters represent thoroughly. sounds. y Awareness of the alphabetic principle, y Retains more easily those recurring that letters represent the sounds of principles which he is guided to spoken language, is essential for learning discover through teacher to read an alphabetic language. introductions that are sequential and logical. (Chall, 1996; Juel, 1988, Stanovich, 1986).

Multisensory Teaching of Reading y Phonological/phonemic awareness training y Instant letter–recognition training y Teaching must deliberately Visual y Introduction of sound-symbol correspondences engage all three pathways y Introduction of the six syllable types (simultaneously) to allow V y Introduction of common syllable division the strongest modality to patterns lead and the weaker y Introduction of morphemes–affixes, roots, etc. modalities to strengthen. y Training in recognizing word origins y Teaching a procedure to read irregular words A K-T y Practice for accuracy and fluency

Cox, A.R. (1992). Foundations for literacy: Structures Birsh, J.R. (2011). Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes and techniques for multisensory teaching of basic Auditory Kinesthetic Publishing Co. written English language skills. Cambridge, MA: Educators Publishing Service. p. 204. Tactile Teaching Decoding Skills

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y When students can recognize and name • The knowledge and Phonological sensitivity to the the letters of the alphabet, they have a awareness phonological structure of a foundation for learning the alphabetic language. principle (Adams, 1990; Ehri, 1983) ABCDEFGHIJKLMNOPQRSTUVWXYZ

• Awareness of the smallest Phonemic units of speech sounds and Awareness the ability to isolate and manipulate those sounds.

Phonological/ Instant Letter Recognition Phonemic Awareness Training Training

y Knowledge of the various sounds in the Syllable Description Example English language and their Type correspondence to the letter and combinations of letters that represent vc Closed syllable cat those sounds. v Open syllable my ◦ Must be taught auditory to visual and visual to v-e Vowel-consonant-e cake auditory. vv Vowel team feet, coil a =(ă) (ă) =a vr r-controlled syllable star FSS Final Stable Syllable table Birsh, J.R. (2011). Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes Publishing Co. SoundSound--SymbolSymbol Correspondences Six Syllable Types

y Common rules for syllable division y A morpheme is the smallest make words easier to read and spell. meaningful linguistic unit. y Reading, spelling and vocabulary are ◦ VC / CV enhanced when students know ◦ V / CV common morphemes. ◦ Prefixes, suffixes, roots, stems ◦ VC / CCV

Common Syllable Division Patterns Introduction of Morphemes

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y Latin influence y Irregular Words are words that are not ◦ Words used in more formal settings and decodable. are often found in literature. y The ability to read high-frequency y Greek influence irregularly spelled words helps to build ◦ Terminology in modern science is formed fluency and allows the student access to from Greek. non-controlled texts. y Anglo-SdSaxon words ◦ Often one syllable and represent everyday activities, objects and events. said (sed) Birsh, J.R. (2011). Multisensory Teaching of Basic Language Skills. Baltimore, MD: Paul H. Brookes Publishing Co. Training in recognizing word origins Irregular Words

y Automatic word recognition is the key to accuracy and fluency. y Accuracy and fluency are essential for comprehension, which is the fundamental goal of reading. Cursive Handwriting

Rationale Research Procedure

Practice for Accuracy and Fluency

y To eliminate student’s need to decide y Dr. Virginia W. Berninger of the University of where to begin writing each letter and Washington: “Research shows that children benefit from teaching handwriting, spelling which direction to move the writing and composing. Handwriting is the tool that instrument makes composing possible.” y To provide left to right impetus y To emphasize spatial letter sequence y Dr. Karin Harman James of Indiana University explained her research showed a link to y To provide unique lttletter shapes children writing by hand and the brain y To promote flowing, rhythmical activity it sparks that support the movements development of literacy.

Rationale Research

Handwriting in the 21st Century Foundations for Literacy - An Educational Summit 2012

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y Provide model on board for skywriting y Skywrite letter in the air, naming before writing y Multisensory introduction y Trace letter on paper, naming before y Structured procedures writing y Media for daily practice y Write letter on paper with eyes closed, naming bfbefore writi ng y Write letter on paper as name of the letter is dictated

Procedure Multisensory Introduction

y Swing up stop: i, t, p, n, s, r, j, u, w y Unlined paper y Push up over: n, m, y, v, x, z y Lined practice pages y Curve under, over, stop: a, d, g, o, c, q y Newspaper want ads y Curve way up, loop left: l, f, h, k, b, e y Carpet squares y Each letter has an approach stroke, shape y Jell in plastic bags and release stroke. y Cornstarch in tray y All letters begin on a baseline and have y White board left to right movement. y Chalkboard

Approach strokes Media for practice

Foundations for Literacy

y Feet flat on floor y Back straight and bent slightly forward y Paper slanted parallel to writing arm y Non-writing hand holding paper Spelling firmly y Appropriate pencil grip Rationale Research Procedure

Physical body position

Foundations for Literacy

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y To coordinate the student’s visual, y 85 to 87% of word spelling is reliable auditory, and kinesthetic senses in the (Hanna, et al.). written spelling of words. y Spelling requires automatic memory of y To structure the student’s spelling by letter patterns and words. developing a precise, instant translation of y Context clues do not provide a student speech sounds into probable symbols. with a correct spelling choice. y To build the student’s confidence in his y Spelli ng invo lves know le dge o f syn tax, own written expression. phonology, morphology, semantics, and orthography.

Rationale Research

Foundations for Literacy Situation Spelling

y Floss Rule – the sound (f) is spelled ff, the sound (l) is y Daily practice with recently taught letters spelled ll and the sound (s) is spelled ss in a 1 syllable or spelling concept. base word, with 1 short vowel that ends in (f), (l), (s). Example: grass y List of words which are reliable (phonetic) y Doubling Rule – double the final consonant when adding a for spelling. vowel suffix to a word with 1 syllable, 1 short vowel, and 1 y Spelling lists planned to assure 90% consonant. Example: mapping y Rabbit Rule – 2 syllable word with 1 medial consonant success rate. sound immediately after a short vowel sound in the first y Deri vati ve spelling proce dure to provid e syllable is spelled with two consonants. Example: muffin the student with the skill to separate the y Dropping Rule – drop the silent e when adding a vowel suffix to a base word. Example: hoping base word from a suffix or a prefix. y Changing Rule - change the y to i when adding a suffix that does not begin with i to a base word that ends in a consonant and a y. Example: tried Procedure Reliable Spelling Rules

Foundations for Literacy

y Reliable spelling situations are based on the y Teacher reviews concepts included in spelling position or situation of a sound in a word or practice before dictating words. syllable. Other factors include the length of y Student follows specific procedure. the word or syllable, its adjacent sounds, and y Teacher dictates word. its accent which may affect the sound’s y Student echoes word and unblends each translation into a particular symbol. sound. y Student spells the word out loud. y For exampppgle: the initial spelling of the sound (k). Does a student choose the letter k or y Students names each letter before writing. y Student applies diacritical code marks to the letter c? What’s the commonality in the word to confirm it is spelled correctly. words kite, kit, Ken and kelp?

Reliable Spelling Situations Daily Practice

Situation Spelling

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y Based on the work of Mildred A. McGinnis y Used originally for students who were deaf or hard of hearing and had additional oral language learning problems y Used with students with dyslexia/specific learning disabilities in reading at the DuBard School since 1961 y Rules for advanced decoding are introduced later in the method so that students with oral language and memory problems can learn to read/write/talk/spell. DuBard Association Method® DuBard Association Method®

y One of the first 4 programs accredited by y Distinctive Features IMSLEC; first accredited program in Mississippi ◦ No program to buy or sell x Maximum success with the method comes y Accredited by IMSLEC at the Teaching, from extensive professional training and Instructor of Teaching, Therapy and supervised practicum Instructor of Therapy levels since 1998. ◦ Use of Northampton symbols

DuBard Association Method® DuBard Association Method®

◦ Northampton symbols are organized ◦ 1’s and 2’s are used to differentiate into primary and secondary spellings. between sounds that are written the same but said differently.

DuBard Association Method® DuBard Association Method®

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◦ Cursive script ◦ Precise articulation required from the x More visual differences are present. beginning x Letters in words are connected so that x Precise articulation allows for words are seen as units. proprioceptive feedback which increases x Cursive writing is easier motorically. the students’ memory and articulation skills.

DuBard Association Method® DuBard Association Method®

◦ Color differentiation ◦ Color differentiation x Initially, color is used for attention. x Later it is used to highlight the number of phonemes in a syllable or word and then used to highlight verbs and new concepts.

DuBard Association Method® DuBard Association Method®

y Repetitive Sentence Level ◦ Teaching of phonemes progresses to syllables, words, sentences/questions, stories/questions.

DuBard Association Method® DuBard Association Method®

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y Animal Story Level y Imagination Story—highest language level

Bobby and Julie spent a week at Grandmother’s house. One rainy afternoon, they were sad because they couldn’t play outside. Grandmother wanted to cheer them up and said, “I have a surprise for you.” She took Bobby and Julie upstairs to the attic. In the attic, Grandmother showed them a big trunk. Inside the trunk were clothes that Grandmother and Grandfather used to wear. Bobby and Julie had fun dressing in the old clothes all afternoon. They put on their favorite outfits to show Grandmother. Grandmother laughed when she saw the children in the old clothes and took a picture to send to their mother. DuBard Association Method® DuBard Association Method®

◦ Individual book containing current ◦ Modification of temporal rate. A slower instruction is made as the student rate gives the student more time to progresses through the method. process auditory information and gives a Students must master current better model for articulation. Later, information with automaticity for oral correct phrasing is modeled. and written recall with 90% accuracy (at the DuBard School).

DuBard Association Method® DuBard Association Method®

y Instruction in phonetic rules is delayed y Populations Served until upper levels of the DuBard ◦ Oral Language Disorders Association Method®. This allows x Receptive, Expressive, or Mixed students with deficits in oral language and x Central Auditory Processing Disorder memory skills to read/write/spell without ◦ Written Language Disorders the requirement of memory for rules. x Dyslexia x Specific Learning Disability in Reading ◦ Apraxia ◦ Deaf or Hard of Hearing ◦ Autism Spectrum Disorder

◦ General education Kindergarten and 1st grade DuBard Association Method® DuBard Association Method®

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y Therapy Models y For the most progress to be made, the ◦ Full-time enrollment in a special school INTENSITY of the services provided must ◦ Outclient therapy services match the SEVERITY of the disorder. ◦ After school services for students with dyslexia

◦ Reading, spelling, handwriting program used in general education kindergarten and 1st grade classrooms

DuBard Association Method® DuBard Association Method®

y Maximum success in using the y The DuBard Association Method® Basic DuBard Association Method® comes ◦ The principles of the DuBard Association from intensive professional Method® as appropriate for general preparation and training in three education K-2 settings and with individuals with communication courses and extensive practicum. disorders such as apraxia, dyslexia, and other language-learning disabilities

DuBard Association Method® DuBard Association Method®

y The DuBard Association Method® Basic y DuBard Association Method® Seminar

◦ Production and elicitation of the ◦ The structure of language as utilized at individual phonemes the various story levels of the Method ◦ The Northampton phonetic symbol ◦ Current research on oral and written system language disorders, brain plasticity, etc. ◦ OlOral an d written language deve lopment ◦ ClCorrelative programs inc ldluding mat h, ◦ Integrating the DuBard Association telling time, and calendar work Method® as part of the school curriculum DuBard Association Method® DuBard Association Method®

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y DuBard Association Method® Seminar y DuBard Association Method® Practicum

◦ Analysis of commercial textbook ◦ Establishment of proficiency in oral and material for modification for students written-skill development, utilizing with language disorders specific, multisensory techniques ◦ Syllable types ◦ Planning for new instruction ◦ Classroom management, lesson ◦ Proflfessional practicum may b e planning, and IEP development conducted at the participant’s worksite ◦ Development of materials with observations on-site and/or via ◦ Transfer to texts electronic means DuBard Association Method® DuBard Association Method®

y Master’s Degree in Dyslexia Therapy The University of Southern Mississippi y DuBard Association Method® courses may • Will utilize the DuBard Association be taken through traditional academic Method® as the MSLE methodology channels or through continuing education. • Will begin Summer, 2013 • Will include practicum • Graduates will be eligible for MDE Educator Licensure endorsement #203 for dyslexia therapy

DuBard Association Method® DuBard Association Method®

y Although the programming may be different, all IMSLEC-accredited multisensory structured language programs have the same content and principles of instruction.

More alike than different More alike than different

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Principles of Instruction Simultaneous Systematic & Direct Diagnostic Synthetic/ Multisensory Cumulative Instruction Teaching to Analytic Content: Structure of VAKT Automaticity Instruction the English Language

Phonology & phonological * * * * * awareness

Sound/symbol association: visual to auditory, auditory * * * * * to visual, blending and segmenting

Syllables: types and * * * * * patterns for division

Morphology: basewords, * * * * * roots, affixes

Syntax: grammar, sentence variation, mechanics of * * * * * language

Semantics: meaning * * * * *

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