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

■ Third Level: Segmenting and Blending Syllables in Sounds ■ Implement appropriate assessment materials and methods. Consequences Primary Consequences: ■ Fourth Level: Manipulating Phonemes ■ Gather reading and writing samples to assess relationships among phonological awareness, word-level decoding and ■ Poor spelling and decoding abilities. Evidence-Based Treatments spelling, sentence-level comprehension and formulation, and ■ Difficulty with rapid visual-verbal responding. LiPS - Lindamood Phoneme Sequence Training: discourse-level comprehension and composition processes. ■ Difficulty with phonological awareness tasks. ■ Multisensory approach to target phonemic awareness by ■ Perform non-biased assessments and to explore flexibility, Secondary Consequences: teaching students to discover and label the oral-motor speed, and limits of literacy skills. ■ Poor reading comprehension. movements of phonemes. ■ Work with others to assure appropriate accommodations and/or ■ Difficulty learning to read → difficulty reading to learn. ■ Students can then verify the identity, number, and sequence of interpretation of district and state-mandated literacy sounds in words. assessments. ■ Impaired growth of vocabulary and background knowledge Wilson Reading System: Intervention: ■ Possible social, emotional, and behavioral difficulties. A multisensory phonics-based programs which incorporates five ■ Individualize treatment methods based on current research, ■ teaching elements: student’s developmental level and curricular expectations. Cause i. phonemic awareness ■ Teach strategic approaches to reading and writing Phonological Deficit Hypothesis: ii. direct instruction of word analysis, prosody and Help student apply knowledge of all language systems— Widely-accepted belief that the cause of dyslexia is a phonological processing comprehension ■ phonology, semantics, morphology, syntax, pragmatics—to deficit. Phonological processing is the ability to perceive, store, retrieve, and iii. coordination of reading and spelling instruction decode and comprehend written text while reading, and to manipulate sounds for language. It includes: iv. intensive, cumulative instruction organize discourse, compose sentences, and spell words while Phonological Awareness: ability to determine the constituent ■ Orton-Gillingham Method: writing. sounds which comprise spoken words, i.e. detecting rhyme & ■ Multisensory approach (visual, auditory, kinesthetic-tactile) Other Roles: Assisting and collaborating with educators, advocating initial/final sounds and separating words into sounds & syllables targeting phonemic awareness effective literacy practices, and advancing the knowledge base. ■ Pseudoword Decoding ■ Structured but flexible ■ Word Retrieval Future Directions

Phonological Awareness in Children with Dyslexia Armstrong State University, Savannah, Georgia Lauren Pigott, Erica Brode, Rachael DeLashmit Presenters have no relevant financial or nonfinancial relationships to disclose. ■ Phonological Memory Role of the SLP ■ Educating teachers about phonological awareness: improving SLP Knowledge Base their own understanding of the sounds of spoken language. ■ Nature of Literacy ■ Increased use of phonological awareness training to supplement ■ Normal Development the phonemic awareness (phonics-based) evidenced-based treatments such as the Orton-Gillingham Method. ■ Disorders of Language and Development ■ Further research into the cause of dyslexia (i.e. phonological ■ Clinical Tools and Methods level deficits, auditory processing component, etc) ■ Collaboration, Leadership, and Research Principles

Phonological Awareness in Children with Dyslexia Armstrong State University, Savannah, Georgia Lauren Pigott, Erica Brode, Rachael DeLashmit Presenters have no relevant financial or nonfinancial relationships to disclose.