Phonological Awareness and Pre-Reading Skills for Children With

Home , Phonemic awareness, Phonological awareness

4/10/2017

Phonological Disclosure

Awareness and • I have no relevant financial or nonfinancial relationships to Pre-Reading Skills for disclose. Children with Childhood Apraxia of Speech Renee B. Dagostine, MA, CCC/SLP Speech Language Pathologist Yale New Haven Health Bridgeport Hospital

1 4/10/2017

Reading Performance 2015 Reading Difficulties

• Data from the National Assessment of Educational Progress. • Children with a history of speech-language impairment are 4-5 (National Center for Educational Statistics, 2016) times more likely to have reading difficulties than children from – 36% of 4th grade students are at or above a proficient reading level, the general population. (Catts et al., 2001) leaving 64% of 4th grade students reading below grade level. – 34% of 8th grade students are at or above grade level – 37% of 12th grade students are at or above grade level

3 4

2 4/10/2017

A2 A2 Phonological Awareness Phonological Awareness Development

• Understanding of the phonological system of our language. • Skills develop in a sequential fashion (not linear), and they tend • The ability to manipulate sentences into words, words into syllables, to develop in this order: and syllables into sounds (phonemes). – Rhyme awareness • Any language manipulation activity you can do without print. – Word and syllable awareness – Phoneme awareness • Metalinguistic skill • Performance on phonological awareness tasks is a good predictor of • Skills develop early. future reading ability. (Webster and Plante, 1992, Gillon, 2004) • Do not appear to develop naturally, but can be taught. • Preschoolers phonological awareness and ability to use phonological information when decoding are “strong and robust predictors of early reading outcomes.” (Raitano et al., 2004; Rvachew et al., 2003)

5 6

3 4/10/2017

Phonological Awareness Skills in Phonemic Awareness Children with CAS

• Part of phonological awareness. • Children with CAS present with multiple risk factors for reading and spelling disorders. (Gillon and Moriarty, 2007) • Awareness of phonemes, which are the smallest unit of sound that holds meaning. • Children with CAS are likely to experience severe written language deficits. (Lewis et al., 2004; Gillon and Moriarty, 2007; • Ability to isolate sounds in words. McNeil et al., 2009) • Understanding of how sounds make up words. • Children with CAS are more likely to have expressive written language deficits than children with other speech-language • One of the best predictors of children’s ability to read. (Ehri et al., deficits. (Lewis et al., 2004; McNeill et al., 2009) 2001, Gillon 2002) • 50% of 4 year olds with isolated speech difficulties showed poor reading and spelling performance at 6 years despite improvements in speech production. (Nathan et al., 2004)

7 8

4 4/10/2017

Phonological Awareness Skills in Phonological Awareness Skills in Children with CAS Children with CAS

• Despite improvements in speech production, children with CAS • McNeill et al., (2009) compared the phonological awareness, decoding and letter knowledge ability of children with CAS, children continue to show deficits in phonological awareness (specifically with inconsistent speech disorder without oral-motor impairment and phoneme segmentation and blending strategies in non-word typical speech development. reading and spelling). (Stackhouse and Snowling, 1992) – Children with CAS group – exhibited inferior phonological awareness. – had more children performing below average on standardized letter knowledge and decoding measures than the other groups. • Lewis et al., (2004) compared the written language abilities of children with CAS, children with isolated speech disorder and children with a combined speech-language disorder. – Children with CAS group exhibited more severe decoding, spelling and reading comprehension difficulties at follow up than the two comparison groups.

9 10

5 4/10/2017

Phonological Awareness Skills in Phonological Awareness Skills in Children with CAS Children with CAS

• Marion et al., (1993) found significant deficits in rhyme • Marion, Sussman and Marquardt (1993) found severe deficits in generation and identification in 4 children with CAS aged 5-7 rhyme generation and rhyme detection in 4 children aged 5-7 years compared to their matched peers with typical speech and with CAS. language development. • Marquardt, Sussman, Snow and Jacks (2002) found severe • Marquardt et al., (2002) found severe deficits in syllable deficits on a syllable segmentation task, a novel phoneme segmentation, phoneme identity and manipulation tasks in 3 identification task and a phoneme manipulation tasks in 3 children with CAS aged 6 to 7 years. children aged 6-7 with CAS. • Moriarty and Gillon (2006) found phoneme awareness deficits on a standardized measure in 3 participants with CAS who were age 6 and 7 years.

11 12

6 4/10/2017

Phonological Awareness Skills in Persistent Deficits Children with Speech Sound Disorders

• Preschoolers with SSD are at increased risk for phonological awareness • Phonological awareness, reading and spelling deficits in CAS deficits. (Anthony et al., 2011; Bird et al., 1995; Foy & Mann, 2012; Preston et appear to persist into adolescence irrespective of gains in al., 2013; Raitano et al., 2004; Rvahew et al., 2003) speech production ability. (McNeil et al., 2009) • For some, these deficits may continue to be observed at school age. (Lewis & Freebairn, 1992; Nathan et al., 2004; Preston & Edwards, 2007) • Stackhouse and Snowling (1992) found ongoing phoneme and • It is more common to see phonological awareness, reading and spelling rhyme awareness deficits and an inability to use phonological deficits in children with co-occurring language impairments, however some strategies in reading and spelling for 2 children with CAS, aged children with SSD who have typical language skills are at elevated risk for phonological awareness and reading problems. (Bird et al., 1995; Overby et 10;7 and 11 years despite gains in speech production and al., 2012; Raitano et al., 2004; Rvachew et al., 2003) intensive phonics training over a 4 year follow-up period. • Children with moderate or severe speech impairment frequently demonstrate poor performance on phonological awareness tasks when compared to • Lewis et al., (2004) found continued reading and spelling deficits children without speech impairment. (Raitano et al., 2004; Rvachew et al., at follow up for children with CAS at age 8 to 10 years when the 2003) speech production deficits of the group had largely resolved.

13 14

7 4/10/2017

Risk Factors – Nature of the disorder Risk Factors - Nature of the disorder

• Stachouse and Wells (1997) proposed that inconsistent and inaccurate • Gillon and Moriarty (2007) speech in CAS may provide inadequate input to the child’s developing linguistic system and may thus affect auditory processing, vocabulary – Although speech intelligibility improves with increasing age and knowledge and literacy development. intervention, children with CAS may break down when their system is stressed with more complex phonological production tasks. • Children with CAS maybe be at risk for literacy difficulties because of the – The persistence of phonological difficulties in children with CAS during the impact of the motor-planning deficit on the child’s developing linguistic early school years (the period of explicit reading and spelling instruction) system. places them at increased risk for written language difficulties. • Children with CAS may have imprecise and/or poor access to phonological – Outcomes are better for children whose speech-language impairments representation of spoken words, disrupting the development of motor have resolved by school entry AND who have adequate phonological programs based on those representations. (Marquardt et al., 2002) awareness skills when approaching literacy instruction. – Children with CAS have shown breakdown in linguistic areas other than phonology, such as syntax and morphology.

15 16

8 4/10/2017

Risk Factors – Representational deficits Risk Factors - Genetic risks

• The Hierarchical Hypothesis in CAS: (Marquardt et al., 2002) • Lewis et al., (2004) examined the family history of 22 children with CAS aged 3-10 years. – Representational deficits – children with CAS have difficulty representing linguistic information within a hierarchical structure. • 86% of the CAS sample had at least one nuclear family member who had experienced speech, language of reading disorder. – These deficits may impair the ability to build larger linguistic structures from smaller linguistic structures, such as syllables from phonemes and phrases • Only a small incidence of a family member also having CAS. from words. • Suggests that families of children with CAS hold more affected genes – Phonological awareness tasks are dependent on access to a segmental for speech or language disorders. representation of lexical items in long term memory. • Similar patterns of breakdown in phonological processing in children – A deficit in phonological representation may disrupt phonological with a family history of reading disorder (dyslexia). awareness development and thus predicts reading and spelling difficulties in children with CAS. • Suggests a genetic risk factor for the phonological processing deficits associated with the cluster of symptoms of CAS and therefore places these children at increased risk for reading and spelling difficulties.

17 18

9 4/10/2017

Risk Factors - Cumulative negative Risk Factors - Cumulative negative effects of early reading difficulty effects of early reading difficulty

• Unresolved speech and language impairment and poor • Gillon and Moriarty (2007) phonological awareness ability suggest that children with CAS – Children who experience early reading failure are less likely to engage in will struggle with reading acquisition upon school entry. literacy activities, limiting their amount of reading practice and exposure to new vocabulary and semantic structures. • Difficulty with early reading development places these children – Less successful decoding experiences will restrict children’s knowledge of at significant risk for persistent reading and spelling difficulties in more complex grapheme-phoneme relationships and restrict advanced phonological processing development. later school years. (Hogan et al., 2005) – This will negatively affect efficiency in word decoding and reading comprehension performance. – Children with CAS are at risk for experiencing a negative spiraling effect on advanced phonological, semantic, syntactic development and subsequent reading and writing performance generated from early reading difficulties.

19 20

10 4/10/2017

Predicting Phonological Awareness Predicting Phonological Awareness Difficulties in Children with Speech Sound Difficulties in Children with Speech Sound Disorders Disorders

• Preston et al., (2013) suggests that preschool error patterns help • Atypical Error Patterns predict articulation and phonological awareness skills in children – May reflect phonological representations that are particularly weak or with SSD. poorly defined. (Preston & Edwards 2010) – Typical Error Patterns – May indicate potential for long term weakness in the foundation of the – Atypical Error Patterns child’s phonological system. – Distortions

21 22

11 4/10/2017

Predicting Phonological Awareness Predicting Phonological Awareness Difficulties in Children with Speech Sound Difficulties in Children with Speech Sound Disorders Disorders

• Distortions • Distortions in later developing sounds (/s/ and /z/) tend to remain – Dentalized /s/ /z/ in school aged children. – Lateralized /s/ /z/ • Possible that early distortion errors may become solidified motor –Derhoticized/r/ templates that are resistant to change and may lead to persisting speech errors in some children. (Karlsson et al., 2002; Shriberg et al., 2001) – May represent lower level phonetic problems. – Motoric based errors and lack articulatory precision. (Shriberg et al., 2005) – Proper phoneme category but imprecise in the detailed specifications for the sound. – Can occur in typically developing children as well as those with SSD.

23 24

12 4/10/2017

Predicting Phonological Awareness Predicting Phonological Awareness Difficulties in Children with Speech Sound Difficulties in Children with Speech Sound Disorders Disorders

• Preston et al., 2013 found the number of atypical errors per consonant • Atypical speech sound errors predicted phonological awareness in preschool is correlated with school-age phonological awareness. outcomes. – Reflect differences at a higher linguistic representational level. • Children with >10% atypical speech sound errors in preschool scored – Their occurrence at age 4-5 years may be indicative of weakness in how significantly lower on all of the school-aged phonological awareness, children with speech sound disorders process and organize phonological reading and spelling measures. information and put these children at risk for long term phonological awareness difficulties. (Preston & Edwards, 2010) • Weak phonological representation may underlie both atypical speech – Children who produce a high proportion of atypical phonological errors might errors and poor phonological awareness skills. be particularly good candidates for an integrated intervention.

• Children with the greatest percentage of atypical speech sound errors • Distortion errors predicted speech sound production outcomes. in preschool (35%) was diagnosed at the age of 8 years with a reading – Motoric basis disability and scored below a standard score of 92 on all of the – Their occurrence in preschool may suggest long term speech sound reading, spelling and phonological awareness tasks. production difficulties. (Shriberg et al., 2005)

25 26

13 4/10/2017

Integrated Phonological Awareness Typical Intervention for CAS Approach

• Principals of Motor Learning • Gillon (2002) states research supports focus on phoneme level activities and integrating speech-to-print tasks. • Multimodal cues for articulatory placement • Integrate targeted speech production practice AND • Imitation phonological awareness activities using letters and phonological cues to prompt speech production. (Moriarty and Gillon, 2006) • Drill based exercise • For children with spoken language impairment who have a • Systematic progression from simple to more complex targets significant reading delay, skills at the phoneme level only appear (Marquardt and Sussman, 1991) to develop in response to specific intervention. – blending and segmenting words • Rhyme and syllable level activities for school-aged children often develop without intensive intervention.

27 28

14 4/10/2017

Integrated Phonological Awareness Integrated Phonological Awareness Approach Approach

• Involve a variety of tasks that may be both efficient and • Moriarty and Gillon (2006) combined speech production effective for children with spoken language impairments who practice into phonological awareness activities. have a severe phonological awareness deficit. (Gillon 2002) – 3 children with CAS aged 6 and 7 years. – Phoneme awareness level tasks – Used letters and phonological cues to prompt speech production. –Articulation tasks – 7 hours of individual intervention over the course of 3 weeks. – Letter-sound knowledge tasks – Target words were based on the child’s error pattern. • Results: – 2 children showed significantly improved targeted speech skills. – All 3 children showed significantly improved phonological awareness skills. – 2 children transferred these skills to an untrained non-word reading task.

29 30

15 4/10/2017

Integrated Phonological Awareness Integrated Phonological Awareness Approach Approach

• McNeill et al., (2009) looked to improve speech in single words and • Results: connected speech, letter-sound knowledge and phoneme awareness skills. – 9 children suppressed the use of speech error patterns in trained words for both targets and 6 children also suppressed use of speech error patterns in – 12 children with CAS aged 4 to 7 years. untrained words for both targets. – 24 individual 45 minute sessions over 18 weeks (6 week intervention for first speech error pattern, 6 week break, 6 week intervention for second speech – 9 children generalized gains in the first speech error pattern target to the error pattern). connected speaking context and 5 generalized gains in the second – 10 trained words (in intervention) and 5 untrained words (not used in speech error pattern target to the connected speaking context. intervention) for each speech error pattern. – 5 children showed improvement in phonological awareness skills for both – Targeted 2 speech error patterns for each child. speech error targets, 3 children showed improvement in phonological awareness skills for one speech error target. 4 children did not show – All session included phonological awareness tasks (letter-sound knowledge, phoneme identity, segmentation and blending, manipulation) involving words improvements in phonological awareness. containing chosen speech targets. – The children learned an average of 8.5 letter-sound combinations during – Errors were corrected by bringing the child’s attention to the phonological intervention. structure of the word.

31 32

16 4/10/2017

Integrated Phonological Awareness Integrated Phonological Awareness Approach Approach

• An integrated approach targeting speech error patterns rather • Supports the use of visual-verbal paired associated learning than drilling certain words and phrases, may be more likely to (letter-sound training) rather than visual-visual (letter-letter) or create widespread change in children’s phonological systems. verbal-verbal (sound-sound)learning, to improve phonological awareness and reading ability. (Hulme et al. 2007) • It is possible to simultaneously target speech production, phonological awareness, letter knowledge, reading and spelling • Marquardt et al., (2002, 2004) suggests that using a target skills in children with CAS, even in children as young as 4 years speech word may increase specificity of phonological old. representation of that word, and provide a more stable motor program to direct speech production. • 8 of the 12 children were stimuable for at least one target speech error pattern.

33 34

17 4/10/2017

Integrated Phonological Awareness Integrated Phonological Awareness Approach Approach - McNeill et al., (2009)

• Sénéchal et al., (2012) – Invented spelling (with feedback) can help children understand the link Use letters Phoneme and printed between speech and print when reading and spelling. segmentation, words (with Phonological Speech – Say the word slowly, exaggerated articulation. identification, picture cues) blending, Awareness Goals to prompt – Encourage children to write the sounds they hear in the word (integrate matching, speech goals phonological and orthographic cues). manipulation – Provide feedback or approximations to correct spelling. Letter Knowledge, Phoneme segmentation Reading, and blending with letter Spelling blocks, invented spelling using PA in written stories, reading stories using print referencing

35 36

18 4/10/2017

Pre-Reading Activities (Age 0-3) Rhyme Awareness (Age 3-5)

• Teaching listening skills • Hearing Rhymes – Sound Spotter: Sit/lay quietly together with your eyes closed. Talk about listening. Identify the sounds you hear in your environment. – Read stories that rhyme. –Simon Says: – We are going on a picnic / trip: Have each person in the group repeat all the previously said words Nursery Rhymes and add a new one to the end of the list. Could be in alphabetical order (for older children) or any item they would like to bring on the picnic / trip. “We are going on a picnic and we are bringing Dr. Seuss Apples, Bananas, Cookies…” Is your Mama a Llama? • Teaching basic concepts – beginning, middle & end – Use rhymes in everyday language – “See you later alligator.” – same & different

• Awareness to Print – Point out letters, teach the difference between pictures and words in books.

• Awareness to reading pattern of top to bottom and left to right – Practice counting groups of objects (with pointer finger).

37 38

19 4/10/2017

Everyday Rhymes Good-bye Rhymes Terry Mullin (Feldman, 2005)

• Don’t Flip, Potato Chip. • Okey Dokey, Smokey. • See you later, alligator! • Gotta run, skeleton!

• Don’t Get Rough, Powder Puff. • Ready, Freddy? • After while, crocodile! • Bye-bye, butterfly! • In an hour, sunflower! • Better shake, rattle snake! • Don’t Get Wise, Bubble Eyes. • Stay Loose, Moose. • Maybe two, kangaroo! • And That’s The End, My Friend! • Get Out Of Bed, Sleepy Head. • Understand, Rubber Band? • Gotta go, buffalo! • Better Skadoodle, Poodle! • Give A Hoot, Don’t Pollute. • What’s The Deal, Banana Peel? • Adios, hippos! • Hit the Road, Toad! • Give A Hug, Lady Bug. • What's Shakin', Bacon? • Chow, chow, brown cow! • Later, Tater! • How Now, Brown Cow? • What's The Plan, Stan? • See you soon, baboon! • Out The Door, Dinosaur! • I'm The Boss, Applesauce! • What's The Story, Morning Glory? • Adieu, cockatoo! • So Long, King Kong! • Know What I Mean, Jelly Bean? • What's The Word, Hummingbird? • Better swish, jellyfish! • Take Care, Teddy Bear!

• No Way, Jose! • Why So Cranky, Yankee? • Chop chop, lollipop! • Till Then, Penguin!

39 40

20 4/10/2017

Rhyme Awareness (Age 3-5) Video #1

• Identifying Rhymes – Understanding that some words have the same ending sounds. – Tell if words are same or different. – dog / dog dog / door dog / cat hat / hat – Tell if words rhyme. – hen / pen fan / fork hat / cat sit / bit – Tell which word does not rhyme with the rest. – top / tug / rug sun / fish / fun – Can use a more obvious non-rhyming word for younger kids like spoon / tug / rug.

41 42

21 4/10/2017

Rhyming Riddles Rhyme Awareness (Age 3-5) (West, 2015)

• Producing Rhymes • You sleep in me and I rhyme with sled. – When reading a book with rhyming words at the end of the sentence, • I am an animal that can hop and rhyme with log. pause and see if the child can fill in the rhyming pair (Would you like them in a house? Would you like them with a ______?). • You need me to eat and I rhyme with spoon. – Play “duck duck GOOSE” with rhyming words, such as “hat hat hat hat… SAT.” • You wear me on your head and I rhyme with cat. – Discuss real words and nonsense words. • I say “oink” and rhyme with wig. – Willaby Wallaby Woo – “Willaby Wallaby Watt, an elephant sat on ____” • I light up the sky and rhyme with fun. (Matt). – Tell me a word that rhymes with “tree.” • You have ten of these and they rhyme with rose. – “I’m thinking of something that starts with “p” and rhymes with hen.” • I am red, white and blue and rhyme with bag.

43 44

22 4/10/2017

Word Families Video #2

• Most Common word families: – -at: bat, cat, fat, hat, mat, pat, rat, sat – -ing: ding, king, ping, ring, sing, sling, wing – -et: bet, get, jet, let, met, net, pet, set, vet, wet – -it: bit, fit, hit, kit, lit, mitt, knit, pit, quit, sit, zit – -ot: cot, dot, got, hot, lot, not, pot, rot, slot, tot – -op: bop, cop, hop, mop, pop, shop, top

45 46

23 4/10/2017

Alliteration (Age 3-5) Segmenting Activities (Age 4-5)

• Alliteration – repetition of initial consonant sounds. • Segmenting sentences into words • Identifying Alliteration – Count, tap or clap the number of words in a sentence. Start with 3-4 word – Identify when groups of words start with the same sound. sentences (I am happy.) then work to 5-7 word sentences (Lets go see – While reading books - Shel Silverstein’s Bear in There: animals at the zoo.) – With his seat in the meat And his face in the fish And his big hairy paws – Use manipulatives as needed (blocks, felt squares) to help make the In the buttery dish, He's nibbling the noodles, concept concrete He's munching the rice, He's slurping the soda, He's licking the ice. – Gross motor activities such as jumping or rolling a ball back and forth for – consonant plus vowel (bay, bee, bye, bow, boo) each word of the sentence) – sentence level / tongue twisters (Leah licks lime lollipops) – Read a sentence, have the child move the same number of spaces on a • Producing Alliteration game board as there are words in the sentence – Pull an animal from a bag, and give it a name that starts with the same letter (Larry the Lizard, Simon the Seagull). – Play “I’m going on a picnic and I’m bringing amazing apples, big bananas, crunchy carrots.” – Chant “My name is Ben. I live in Boston. I like to eat bananas. I want a baseball.”

47 48

24 4/10/2017

Video #3 Segmenting Activities (Age 4-5)

• Segmenting Words into Syllables – Identify each word in a compound word (cowboy, birdhouse, baseball, pancake, hairbrush, airplane). Can use 2 fists in front of you as visual aid. – identify each syllable in a word. – 1 syllable – can, hat, toes, hug, sock – 2 syllables – cookie, balloon, monkey, turtle, water – 3 syllables – bubblegum, lemonade, magazine, hamburger, elephant – 4 syllables – elevator, caterpillar, thermometer, January, macaroni – 5 syllables – hippopotamus, multiplication, refrigerator, electricity, auditorium – 6 syllables – encyclopedia, autobiography, capitalization, responsibility, veterinarian – Use manipulatives (magnetic train cars) or musical instruments (drum, rhythm sticks) to help segment words.

49 50

25 4/10/2017

Video #4 Segmenting Activities (Age 4-7)

• Segmenting Words into Sounds – Identifying the sounds in words. – Clapping or tapping phonemes. – CV / VC words (zoo, is) – CVC words (man, keep, get, dog) – CVCC words (jump, best, kind, paste) – CCVCC words (plates, grapes, stamp, drink) – SLP: I will say a word and you say it s-l-o-w. SLP can pull hands apart to show sound stretching, have child tap table or a block for each sound in the word. – SLP: zoo, it, man, jump, plates – Child: z-oo, i-t, m-a-n, j-u-m-p, p-l-a-t-s

51 52

26 4/10/2017

Blending Activities (Age 4-6) Blending Activities (Age 4-6)

• Blending Syllables into Words • Onset-Rime – Syllables can be broken down into the first sound (onset) and the rest of the syllable (rime). – State the word when presented with 2 or more syllables (do-nut, ne-ver, ba-na-na, cat-er-pill-ar). • Blending Onset-Rimes – State the word when presented with the onset and then the rime. – Old MacDonald – sing “And on his farm he had a “ti - ger” “mon - key” – m-ilk, r-un, l-ook, st-op “chi – cken” “butt – er - fly” “al – i – ga – tor” with an adequate pause between syllables. • Blending Phonemes – Use blocks to represent the number of syllables in a word. Say each – Stating the word formed when 2 or more segmented sounds are presented. syllable as you touch each block. Move the blocks closer together to help the child blend the word. – SLP: I will say a word s-l-o-w and you say it fast. (Can use finger/hand to help blend) – SLP: z-oo, i-s, m-a-n, f-i-sh, m-oo-n, r-ai-n, p-o-p, b-i-g – Child: zoo, is, man fish, moon, rain, pop, big – Start with familiar words or objects such as colors if you are coloring.

53 54

27 4/10/2017

Video #5 Phoneme Awareness (Age 5-6)

• Identifying the beginning (initial), ending (final) and middle (medial) phonemes in single word. – Read a list of words, have the child put their thumb up when they hear a word that starts with the “b” sound / ends with the “b” sound. – I Spy something that starts with the “f” sound / ends with the “t” sound. – What is the first sound in “cat?” (“k”) – What is the last sound in “mug?” (“g”) – What is the middle sound in “rake?” (“a”) – Sound Soup – Put out a variety of pretend food objects or picture cards and have the child find all the foods that start with “L” (lettuce, lentils, licorice, lemon, lobster, lasagna, lucky charms) or end with “L” (bagel, meatball, pretzel, apple, cereal).

55 56

28 4/10/2017

Manipulation Activities (Age 6-9) Manipulation Activities (Age 6-9) • • Deleting Syllables Substituting Syllables – Interchanging syllables in words to form new words. – Stating what remains when asked to delete a syllable from a word. – Manipulate parts of a compound word (use your hands or manipulatives). – Making words shorter / giving a word a haircut (use manipulatives or long – SLP: Say the word “birdhouse.” Now take away “bird” and add “dog.” piece of playdoh). – Child: doghouse – SLP: Say the word “donut.” Now say it again but don’t say “do.” – SLP: Say the word “bookcase.” Now take away “case” and add “mark.” – Child: nut – Child: bookmark – SLP: Say the word “monkey.” Now say it again but don’t say “key.” • Deleting Phonemes –Child: mon – Stating what remains when asked to remove one or more sounds from a word. – SLP: Say the word “lemonade.” Now say it again but don’t say “ade.” – SLP: Say the word “sing.” Now take away the “s” sound. – Child: lemon – Child: ing – SLP: Say the word “meet.” Now take away the “t” sound. – Child: me 57 58

29 4/10/2017

Manipulation Activities (Age 6-9) Manipulation Activities (Age 8-9)

• Substituting Phonemes • Reversing Phonemes – Interchanging sounds in a word to form a new or nonsense word. – Reversing sounds in a word to form a new (real) word. – SLP: Say the word “cat.” Now take away the “k” sound and make it an “m” – Beginner Level (use manipulatives or 3 children) sound. – SLP: Say the word “pass.” Now say “pass” backwards. –Child: mat –Child: sap – SLP: Now take away the “m” sound and make it an “s” sound. – SLP: Say the word “pool.” Now say “pool” backwards. –Child: sat – Child: loop – SLP: Now take away the “t” sound and make it a “p” sound. – Advanced Level (use manipulatives) –Child: sap – SLP: Say the word “peach.” Now say “peach” backwards. – Sing Row, Row, Row Your Boat, then change the initial sound of key words –Child: cheap to the same sound. For example for “t” sing “Tow, tow, tow your toat, tently town the team, terrily, terrily, terrily, terrily, tife is but a team.”

59 60

30 4/10/2017

What else can an SLP do? What else can a parent do?

• Educate families on the importance of reading to children every single day. • Read to your children every single day. • Use books in your therapy session. • You cannot start reading to your children too early. • Use picture books for receptive and expressive language activities. • It doesn’t matter if you read the same book every day. • Photocopy pages of books, have children • – highlight their target sound in words to increase letter recognition. Hold the book so your child can see the pictures. Let them sit on your lap while reading. – identify sound placement in words. – practice targets during reading or drill. • Use index finger to show where you are on the page. • Play with inflection when you read. • Read slowly and with inflection. • Consider lending books to children who may not have any at home. • Talk about what it going on. Ask open ended questions about the • Provide resources for community libraries such as location, hours and story rather than quizzing the child with wh- questions (I wonder where upcoming programs. the bear went? Do you think they will eat spaghetti for breakfast?) Or, make absurd statements (I think the water in the ocean was pink!).

61 62

31 4/10/2017

What else can a parent do? Questions?

• Take advantage of the library for books and programs, and book fairs.

• Keep books everywhere.

• Set a good example – let them see you reading.

• Listen to audio books in the car, especially for longer trips.

• Download audio books onto their iPods.

• Introduce different types of books: –Nursery Rhymes –Poetry – Pattern Stories – Wordless picture books – Graphic novels – Choose your own adventure

63 64

32 4/10/2017

References References

• Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M. & Zhang. Z. (2011). What factors place children with speech sound disorders • Feldman, J. (2005). Goodbye Friends! Retrieved from at risk for reading problems? American Journal of Speech-Language http://drjean.org/html/monthly_act/act_2005/05_May/pg11.html Pathology, 20, 146-60. • Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and • Foy, J. & Mann, V. (2012). Speech production deficits in early literacy development in children with expressive phonological impairments. readers: Predictors of risk. Reading and Writing, 25, 7999-830. Journal of Speech and Hearing Research, 38, 446-62. • Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of • Gillon, G. (2002). Phonological Awareness Intervention for future reading difficulties in kindergarten children: A research-based model Children: From the Research laboratory to the clinic. The ASHA and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50. Leader, 7, 4-17. • Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B., Yaghoub-Zadeh, Z., & • Gillon, G. T. & Moriarty, B. C. (2007). Childhood apraxia of Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading speech: children at risk for persistent reading and spelling Research Quarterly, 36, 250. disorder. Seminars in Speech and Language, 28, 48-57.

65 66

33 4/10/2017

References References

• Hogan, T. P., Catts, H. & Little T. (2005). The relationship between • Lewis, B. A., Freebairn, A., Hansen, A. J., Iyengar, S. K. & Taylor, H. G. phonological awareness and reading; implications for the assessment (2004). School-age follow-up of children with apraxia of speech. of phonological awareness. Language Speech Hearing Services in Language, Speech and Hearing Services in Schools, 35, 122-40. Schools, 36, 285-293. • Lewis, B. A., Freebairn, A., Hansen, A. J., Taylor, H. G., Iyengar, S. K. & • Hulme, C. K., Goetz, D., Gooch, J., Adams, J. & Snowling, M. (2007). Shriberg, L. D. (2004). Family pedigrees of children with suspected Paired-associated learning, phoneme awareness and learning to read. childhood apraxia of speech. Journal of Communication Disorders, 37, Journal of Experimental Child Psychology, 96, 150-66. 157-75. • Karlsson, H. B., Shriberg, L. D., Flipsen, P., Jr., & McSweeny, J. L. (2002). • Marion, J., Sussman, H. M. & Marquardt, T. P. (1993). The perception Acoustic phenotypes for speech-genetics studies: Toward an acoustic and production of rhyme in normal and developmentally apraxic marker for residual /s/ distortions. Clinical Linguistics & Phonetics, 16, children. Journal of Communication Disorders, 35, 31-49. 403-24. • Marquardt, T. P., and Sussman, H. M. (1991). Developmental apraxia of • Lewis, B. A. & Freebairn, L., (1992). Residual effects of preschool speech; theory and practice. In D. Vogel and M. Cannito (eds), phonology disorders in grade school, adolescence, and adulthood. Treating disordered speech motor control. Austin, TX: Pro-Ed, pp. 341- Journal of Speech and Hearing Disorders, 35, 819-31. 90.

67 68

34 4/10/2017

References References

• Marquardt, T. P., Sussman, H. M., Snow, T. & Jacks, A. (2002). The • Montgomery, J. (2004). Funnel toward Phonics! Greenville, SC: Super integrity of the syllable in developmental apraxia of speech. Journal of Duper Publications. Communication Disorders, 35, 31-49. • Moriarty, B. C. & Gillon, G. T. (2006). Phonological awareness • Marquardt, T. P., Jacks, A. & Davis, B. L. (2004). Token-to-token variability in developmental apraxia of speech: three longitudinal case intervention for children with childhood apraxia of speech. studies. Clinical Linguistics and Phonetics, 18, 127-44. International Journal of Language and Communication Disorders, 41, 713-34. • McNeill, B. C., Gillon, G. T. & Dodd, B. (2009). Effectiveness of an integrated phonological awareness approach for children with • Mullin, T. See you later alligator. Retrieved from childhood apraxia of speech (CAS). Child Language Teaching and http://terrytube.net/Biaggis/SeeYouLaterAlligatorIdioms.pdf Therapy, 25, 341-66. • Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M. J. (2004). The • McNeill, B. C., Gillon, G. T. & Dodd, B. (2009). Phonological awareness development of early literacy skills among children with speech and early reading development in children with childhood apraxia of speech (CAS). International Journal of Language and Communication difficulties: a test of the “critical age hypothesis.” Journal of Speech, Disorders, 44, 175-92. Language and Hearing Research, 47, 377-91.

69 70

35 4/10/2017

References References

• Preston, J. L. & Edwards, M. L. (2010). Phonological awareness and • Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of speech error types in preschoolers with speech sound disorders. invented spelling on learning to read in low-phoneme-awareness Journal of Speech, Language, and Hearing Research, 53, 44-60. kindergartners: a randomized-control-trial study. Reading and Writing: An Interdisciplinary Journal, 25, 917-934. • Preston, J. L., Hull, M. & Edwards, M. L. (2013). Preschool speech error patterns predict articulation and phonological awareness outcomes in • Shriberg, L. D., Flipsen, P., Karlsson, H. B., & McSweeny, J. L. (2001). children with histories of speech sound disorders. American Journal of Acoustic phenotypes for speech-genetics studies: An acoustic marker Speech-Language Pathology, 22, 173-184. for residual /e/ distortions. Clinical Linguistics and Phonetics, 15, 631-50. • Raitano, N. A., Pennington, B. F., Tunick, R. A., Boada, R. & Shriberg, L. • Shriberg, L. D., Lewis, B. A., Tomblin, J. B., McSweeny, J. L., Karlsson, H. D. (2004). Pre-literacy skills of subgroups of children with speech sound B., & Scheer, A. R. (2005). Toward diagnostic and phenotype markers disorders. Journal of Child Psychology and Psychiatry, 45, 821-835. for genetically transmitted speech delay. Journal of Speech, Language and Hearing Research, 48, 834-52. • Rvachew, S., Ohberg, A., Grawburg, M. & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year old • Stackhouse, J. & Snowling, M. (1992). Barriers to literacy development children with delayed expressive phonology skills. American Journal of in two cases of developmental verbal dyspraxia. Cognitive Speech Language Pathology, 12, 462-471. Neuropsychology, 9, 273-99.

71 72

36 4/10/2017

References Thank you • Stackhouse, J. & Wells, B. (1997). Children’s Speech and Literacy Difficulties 1: A Psycholinguistic Framework. London: Whurr; 10-12. • Sterling-Orth, A. (2004). Go-To Guide for Phonological Awareness. Eau Claire, Wisconsin: Thinking Publications. • Webster, P. & Plante, A. (1992). Effects of phonological impairment on word, syllable and phoneme segmentation and [email protected] Yale New Haven Health reading. Language, Speech and Hearing Services in Schools, 23, Bridgeport Hospital 176-182. 4 Corporate Drive Suite 184 • West, T. (2015). Rhyming riddles. Retrieved from http://freebie- Shelton, CT 06484 licious.blogspot.se/2015/08/freebie-rhyming-riddles.html 203-925-4201