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Orthography ABQ 2018 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA The Role of Orthografe in Dislexia Topics SWIDA • What is orthography? • How does poor orthographic awareness February 24, 2018 affect reading and spelling development? • What are some informal and formal ways Nancy Mather, Ph.D. to assess orthographic awareness? University of Arizona • What are a few examples of interventions for students who struggle with orthography? The study of the use of letters and the rules of Orthography is the system of marks that spelling a language (p. 456). make up a printed language. For the English The Cambridge encyclopedia of the English language (Crystal, language, orthography includes upper and 1995, p. 456). lower case letters, numerals, and punctuation marks (p. 245). A standardized system for writing a specific language. The notion includes a prescribed Wagner, R. K., & Barker, T. A. (1994). The development of orthographic processing ability. In V. W. Berninger (Ed.) The system of spelling and punctuation. varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 243-276). Dordrecht, Netherlands: A dictionary of language (Crystal, 2001, p. 244) Kluwer. Definitions Orthographic: the visual representations specific to words (not visual-spatial skills) Orthographic coding: Representing a printed word in memory and accessing the whole word, a letter cluster, or a letter. Orthographic image: Representation of a specific written word in memory . Source: Berninger, V. W. (1996). Reading and writing acquisition: A developmental neuropsychological perspective. Boulder, CO: Westview Press. 1 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA Orthography Orthographic Processing “…the written system of spelling patterns and correspondences between speech and print.” • quality of orthographic codes • the speed of accessing those codes Relevance to reading and spelling: The spelling system represents phoneme-grapheme • knowledge of both whole word and correspondences, syllable patterns, and subword units meaningful parts of words (morphemes); it must be decoded for reading and encoded for writing.” Source: Hultquist, A. M. (1996). Orthographic processing in Source: Moats, L. C. (2010). Speech to print: Language reading disabled students and reading age controls: Whole word essentials for teachers (2nd ed.). Baltimore, MD: Paul H. and subword units. (Doctoral dissertation, American International College, 1996). Dissertation Abstracts International, 57:1485A. Brookes Publishing Co. (p. 3). Orthographic mapping: Starting point: forming the “…the process readers use to store connections between the phonemes written words for immediate, and the graphemes. effortless retrieval. It is the means by which readers turn unfamiliar written Phonemes: /m/ /a/ /n/ words into familiar, instantaneously accessible sight words” (p. 81). Source: Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading Graphemes: m a n difficulties. Hoboken, NJ: John Wiley & Sons. Ehri’s theory proposes: Similar constellations of symptoms have • The pronunciations of words are the anchors for been referred to as: written words in memory. • Readers learn sight words by forming connections word blindness (Kussmaul, Hinshelwood, between the letters seen in the spellings of words Morgan, Orton) and the sounds of the pronunciations already stored in memory. visual dyslexia (Johnson & Myklebust,1968) • More advanced phonemic skills lead to more detailed analysis of the internal structure of words dyseidetic (Boder, 1973) and the acquisition of increasingly explicit and more fully specified orthographic representations. surface dyslexia (Castles & Coltheart,1973; Marshall & Newcombe, 1978). 2 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA In describing an intelligent 14-year old boy: He seems to have no power of preserving and storing up the visual impression produced by Three Subtypes of Reading Disabilities words - hence the words, though seen, have no Boder (1973) described three subtypes of significance for him. His visual memory for children with a reading disability: words is defective or absent; which is equivalent (a)a dysphonetic group lacking word to saying that he is what Kussmaul has termed analysis skills and having difficulty with word blind. I may add that the boy is bright and of average intelligence in conversation...The phonics schoolmaster who has taught him for some (b)a dyseidetic group experiencing years says that he would be the smartest lad in problems with whole word gestalts, and the school if the instruction were entirely oral. (c) a mixed group. (p. 94). -Pringle Morgan (1896) The Major Question 1997 Spence, Grade 5 How can this be a phonological processing problem when the student spells words exactly the way they sound? Subtype vs. Subcomponent • Make separable contributions to word recognition and spelling • contribute differently to reading and spelling difficulties Source: Scottish Rite Hospital for Children (2014, November). What is orthography, orthographic knowledge and orthographic processing? Dallas, TX: Luke Waites Center for • require different types of intervention Dyslexia and Learning Disorders. 3 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA Dyslexia: a disorder at the sublexical Spelling (subword) level • Sequencing the sounds in order requires phonological processing, particularly phonemic segmentation Morphology • Recalling the visual elements of words requires Level orthographic processing. This is critical for the Orthography retrieval of predictable letter sequences that cannot be sounded out (e.g., -ght, -tion), as well Phonology as the irregular parts of words (e.g., the ai in said). Subword Poor Orthographic Processing and Reading Poor Orthographic Processing and Spelling Has trouble remembering sight words Has difficulty learning how to form letters Continues to sound out words after many Reverses letter and numbers exposures Has trouble copying Confuses low-image words (e.g., of and for) Spells words the way they sound, not the way they look Confuses similar-looking letters and words Spells the same word inconsistently (e.g., on and no) Violates rules of English spelling Has a slow word perception and reading Has poor spelling into adulthood rate Differences in the amount of print exposure affect the development of orthographic Questions to Ask processing. What methods have been used to Orthographic processing explains teach reading and spelling? additional differences in reading and spelling development independent of How much time does the student phonological processing. spend reading and writing? Source: Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433. 4 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA Questions to Ask How Problems in Phonology and Orthography Affect Spelling • Has the student had adequate print exposure? Phonology Orthography • Are sounds sequenced correctly in most • does not put sounds in order • puts all sounds in the correct spellings? • adds or omits sounds sequence but uses incorrect graphemes • represents phonemes with • Are spellings more accurate when a phoneme • reverses letters (e.g., b and d) is represented by a single letter grapheme (f) incorrect graphemes and transposes words (e.g., saw and was) than a multiple letter grapheme (gh or ph)? • confuses similarly sounding speech sounds (e.g., /b/ and • spells common high frequency • Are spellings more accurate of regular words /p/ -voiced and unvoiced words like they sound, not like (nonwords and real words) than of irregular or consonant pairs) they look exception words? • confuses vowel sounds • regularizes the irregular element of words (e.g., “thay” for they, and “sed” for said) Methods for Assessing Orthographic Processing Examples of Exception Words Exception or Irregular Word Reading and Spelling again people Regular Words: predictable spelling patterns that answer said conform to English spelling rules because their come though Regular but ambiguous: several possible could two spellings (e.g., homophones) does was eyes water Irregular: unpredictable or not rule governed great were spelling patterns in one or more element of the once whose word Spelling Pseudoword and Irregular Word Spelling Regular Nonwords Irregular Words rab s___d (said) • Sequencing the sounds in order requires phonological awareness, particularly bem th__y (they) segmentation • Recalling the visual elements of words prig co__ (comb) requires orthographic awareness. This is critical for predictable letter sequences that velt w____d (would) cannot be sounded out (e.g., ght, tion) and the irregular parts of words (e.g., the ai in said). stam once 5 The Role of Orthography in Dyslexia 02/24/2018 N. Mather, Ph.D. SWIDA Homophone choice tasks Pronouncing Nonwords (Olson, Kleigl, Davidson, & Foltz, 1985; Stanovich & West, 1989) Nonword or nonsense word reading is often described as a phonetic coding task. Which is the correct spelling for the flower? rows or rose What does is take to pronounce a nonword that Which is related? (rose: flour or flower) has regular grapheme-phoneme correspondence? Letter-string choice (Treiman), Circle the one that looks more like a real word (e.g., ffeb, beff) Example: shomble (WJ IV Word Attack) Three Stages of Nonword Reading Spelling involves phonology, 1. Grapheme parsing: Convert a letter or letter group into a
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