Bend Oregon Dyslexia & Learning Disabilities Specialist: Reading, Spelling, Writing, Tutors

What is dyslexia?   A common belief is that dyslexia is primarily a visual problem, or that those who have dyslexia “read backwards”.  While many dyslexic individuals do reverse letters, or have visual tracking and sequencing weaknesses, dyslexia is actually a language-based disorder.  The International Dyslexia Association defines dyslexia as a language-based learning disability, characterized by difficulties with the phonological components of speech and language.  Persons with dyslexia have trouble hearing and identifying the distinct speech sounds in words, learning letter symbols for speech sounds, blending and sequencing sounds in words, and building phonological memory for words.  Dyslexia is the most common language-based learning disability, and 15-20% of the population as a whole has symptoms of dyslexia that affect reading and spelling.

What causes dyslexia?  Scientific imaging studies have found that individuals with dyslexia have differences in brain structure or “wiring” which interfere with the effective use of the speech-language processing areas of the brain.  Dyslexia also appears to have a genetic basis, and a family history of reading problems is a risk factor.  Dyslexia is not related to intelligence.  In fact, a discrepancy between intellectual ability and reading ability is a defining feature of dyslexia.  Many gifted and famous people have dyslexia or dyslexic traits, including Thomas Edison, Pablo Picasso, Alexander Graham Bell, Leonardo da Vinci, Robin Williams, Tom Cruise, and Agatha Christie.

What are the effects of dyslexia?  The effects of dyslexia vary depending on severity, as well as on an individual’s particular profile.  Most children with dyslexia have difficulty with learning to read, spelling, and written language.  Some children with mild dyslexia are able to learn to read, but lack underlying phonological language skills, and rely instead on memorization, and the use of context to guess at unfamiliar words. They are typically weak spellers, and as they reach third or fourth grade, these children struggle to decode longer, multisyllabic words, and fail to acquire the reading fluency (speed and accuracy) and vocabulary needed to keep up with grade-level material.  Many children with dyslexia also have other language weaknesses, including difficulties with processing or comprehending spoken or written language, and organizing and formulating expressive language to retell events or stories to others.

How is dyslexia diagnosed?  A formal evaluation is needed to confirm a diagnosis of dyslexia. The evaluation examines not only reading skills, but also assesses the underlying language skills linked to dyslexia.

These include:

• Phonological awareness (speech sounds in words)
• Phonemic awareness (sound- letter associations)
• Phonological word memory
• Rapid linguistic retrieval or naming
• Receptive language (listening)
• Expressive language

Your child can be evaluated as early as kindergarten or first grade, which is often when their teacher may notice “red flags” related to early reading skills.  The evaluation results allow for the development of an individualized treatment plan, and provide documentation needed to qualify for special services or accommodations.  A full evaluation report will also contain a detailed discussion of learning strengths and weaknesses, and recommendations for parents and teachers.

What is the prognosis for children with dyslexia?  Without help, children with dyslexia may lose confidence in their ability to learn, and suffer reduced self-esteem.  They may become discouraged learners, and fail to achieve their potential, or later drop out of school.  Fortunately, with appropriate assessment and treatment, children with dyslexia can learn to read and spell, and acquire the fundamental skills needed for academic success.  The earlier that intervention occurs, the better the prognosis; however, progress in reading and writing/spelling can still occur regardless of the age of diagnosis.  

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on language and learning disorders.  See www.bendlanguageandlearning.com for more information.

How do you know if your child will enter school with the skills necessary to learn to read and write?  And can anything be done to help prepare them?  The good news is, you don’t have to wait until kindergarten or first grade.  You can begin early by watching for normal developmental milestones, and engaging in activities to stimulate your child’s interest in literacy related activities.  If a child has any history of developmental delays, particularly speech-language delays, or there is a family history of learning disabilities, it is especially important to begin early.
 
The following lists the skills that typically emerge at various ages. Keep in mind that there is a broad range of “normal”, and children may also lag behind if they have not been read to or given opportunities for scribbling and drawing.  
 
 “Pre-Reading” Behaviors by Age:
 
1 year

• Glances at or points to pictures of common items in a book when an adult names them. 
• Makes vocalizations to “sing along” to familiar songs

1-2 years

• Turns pages of a book (usually several at a time).
• Frequently points to pictures of common items in familiar books, especially when named by an adult 
• Will sit and listen for brief periods while an adult reads from a picture book

2-3 years

• Is aware that the writing in books has meaning
• Enjoys having a favorite book read repeatedly
• Names pictures of common items in books
• Likes books with rhymes and catchy phrases (e.g. Dr. Seuss)
• Begins to sit alone and leaf through books
• Turns pages one at time
• Knows how to open a book and hold it right side up  
• Knows which direction the print on a page goes
• Enjoys being read to for periods of 5-15 minutes

3-4 years

• Recognizes familiar signs and logos (e.g. stop sign, restaurant logo)
• Can identify two words that rhyme or start with the same sound   
• Participates in “reading” familiar books – may tell what happens next or fill in the end of a catchy repetitive phrase

By age 4:

• Is able to make up rhyming words (can be nonsense ones, like “Jelly pelly”)
• Is aware that their parent is reading printed words on a page
• Can point out what a word on a page is by recognizing spaces or boundaries between words. 
• Will pretend to read– holds a book, turns pages, and talks to self or tells the story

 By age 5:

• Says most speech sounds correctly (except perhaps l, s, r, v, z, ch, sh, th). 
• Can “hear” the syllables in words – can clap or “tap out” the “beats” of a word 
• Recites ABCs and numbers 1-10
• Knows letters have sounds, and may know the sounds for a few letters
• Can name the sound (not letter) that a spoken word starts with
• Recognizes some familiar letters on a printed page

 
“Pre-Writing” Behaviors by Age:
 
1-2 years:

• Holds a crayon or large marker
• May begin to scribble or imitate another person writing

2-3 years:

• Scribbles wavy lines or tries to make circles

3-5 years

• May try to make letters/numbers when scribbling
• Can use a marker or crayon to copy simple shapes (lines, circles, etc)
• Realizes there is a difference between writing and drawing – and that writing has a function

By age 5:

• Begins to print large capital letters of the alphabet, and some numbers
• May try to write a word, with letters in no particular order
• Prints own name

5-6 years:

• Uses 1-3 letters to write words; spelling is invented and sound-based

Activities to Prepare for Reading/Writing Success:
 
The following activities will help to stimulate your child’s interest, and develop the foundational skills needed for later reading and writing.
 
Age 0-3:  

• Sing songs & recite nursery rhymes together
• Play rhyming games (like Patty Cake)
• Pick books with rhymes and catchy phrases (e.g. Dr. Seuss)
• Repeatedly read favorite books aloud
• Focus attention on the pages of a book by pointing to words and pictures while reading
• Give markers and paper and encourage scribbling

Age 3-5:

• Make up rhyming words or think of words/object names that start with a certain sound
• Search for pictures of words that start with a certain sound.  Cut them out and make a collage for that letter/sound.
• Put magnetic alphabet letters on the refrigerator for naming
• Point out examples of print in daily life (e.g. signs, menus, cereal name)
• Encourage child to pick out books at libraries and bookstores
• Point to and run your finger under the words when reading books together
• Read books with predictable patterns (such as “Brown bear, brown bear what do you see?”)
• Talk about the stories you read in books afterwards
• Provide daily opportunities to draw, scribble, or write 
• Point out times you are writing in daily life (e.g. grocery lists, paying bills). 
• Engage in activities to develop fine motor skills for writing:  art, puzzles, stringing beads
• Write your child’s name on their drawings – then point out the letters in their name

If you have concerns about any area of your child’s development, seek advice from a certified, licensed professional.  Aspeech-language pathologist or learning specialist can be consulted if you have specific concerns about whether your child is at risk for a language-based learning disability (such as dyslexia).
 
Linda Balsiger, M.S., CCC-SLP is a certified speech-language pathologist and learning specialist with a private practice focused on language and learning disorders.  She is the owner of Bend Language & Learning.   See www.bendlanguageandlearning.com for more information. (Information source: American Speech-Language Hearing Association (www.asha.org)).

The Importance of Early Intervention for Reading Problems

By Linda Balsiger, M.S., CCC-SLP
Reprinted with permission from Central Oregon Family News

Early intervention for reading difficulties makes a significant difference in the long-term reading abilities of children.  According to the National Institutes of Health (NIH), 95 percent of children who have trouble learning to read can reach grade level if they receive specialized help early on.  Kindergarten and first grade are deemed to be the “window of opportunity” to prevent long-term reading problems.  Without early intervention, the “reading gap” between struggling readers and their peers continues to widen over time. 

Research has found that children who are reading below grade level in third grade rarely “catch-up” in later grades.  In fact, first grade reading skills have been shown to be a strong predictor of 11^th grade reading levels.  While children who are behind in third grade can catch up with enough intensive intervention, it takes significantly longer if remediation begins after second grade.  Academic work also becomes difficult and time-consuming when reading skills are below grade level, because third grade marks the transition from “learning to read” to “reading to learn”.  In addition, many children suffer reduced self-esteem when they struggle with reading and see their peers acquiring the same skills with ease.  A significant number of children with learning disabilities become discouraged learners and later drop out of school.  Many of these children suffer from dyslexia, a language-based learning disability.

Children at risk for significant reading problems can be identified as early as kindergarten.  The National Institute of Child Health and Human Development (NICHD) has found that core deficits in phonological and phonemic awareness are the underlying cause of significant early reading problems.  The International Dyslexia Association has also identified these core deficits as hallmarks of dyslexia.  Phonological and phonemic awareness are language-based skills that involve the ability to distinguish, remember, manipulate, articulate, and process the speech sounds in words.  These skills are critical for long-term success in reading and reading fluency. 

Kindergarten teachers are often the first to raise “red flags” about a child’s reading readiness.  Any such concerns should be taken seriously and investigated sooner rather than later.  A formal assessment can determine whether these early warning signs indicate the presence of a reading disorder.

 

Classroom instruction and traditional phonics tutoring are generally ineffective for remediation of early reading disorders. Numerous federally funded research studies have concluded that one-on-one instruction is superior to group instruction for children with basic reading skill deficits. Experts agree that these children need specialized, explicit, systematic, multisensory intervention by a qualified specialist with training and experience in learning disabilities. 

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and licensed, certified speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on the diagnosis and treatment of language-based learning disabilities.  See www.bendlanguageandlearning.com for more information. 

  

Free Reading Treatment Summer Program for reduced income children.    Many children have difficulty acquiring the foundational skills needed for long-term reading success, and are below grade level in reading or “pre-reading” skills.  Research has found that children who are still reading below grade level in third grade rarely “catch up” in later grades.  These children often suffer from dyslexia, or other language-based learning disabilities for which specialized treatment and early intervention is crucial.    To help address the need for early intervention, Bend Language & Learning is offering a free reading treatment summer program for 2009 to two children from reduced income families in Central Oregon.  This program consists of twice-weekly one-on-one treatment sessions, plus assigned parent-supervised homework, for a duration of 3 months.    Applicants must currently be in kindergarten through second grade, at least a year behind grade level in reading or pre-reading skills, and from a reduced income family.  Other factors that will be considered include a family history of dyslexia or other learning disabilities, or a history of speech-language delays.    Complete requirements and application forms are available in the “News” section at www.bendlanguageandlearning.com.  (Families without computer access can use the public library computers to print forms.  Those without library access can call 541-385-6002 to request forms).

 

Tutoring, Treatment, or “Wait and See”?

By Linda Balsiger, M.S., CCC-SLP

Reprinted with permission from Central Oregon Family News

What is the best course of action when children are behind in school?  The answer varies, depending on the nature of the problem.  Options include tutoring, professional treatment, or taking a “wait-and-see” approach.  How can parents make this important decision and ensure their child is on the road to academic success?  Let’s take a look at each of these options.

Tutoring:  Tutoring is an educational service that provides 1:1 instruction and homework support for children who are behind in one or more academic subjects.  It is similar to teaching, and approaches and materials are usually similar to those used in the classroom.  Many former or current teachers work in the tutoring field, and it is advisable to seek a tutor who has current state certification. Tutors typically do not have the qualifications or certification needed to diagnose or treat learning or language disorders. 

Treatment:  Treatment is for children who have learning disabilities or disorders. These children are not just “behind”, but suffer from a recognized diagnosable learning disability.  Examples include dyslexia, disorders of reading fluency or comprehension, and disorders of spelling or written expression.  Disorders of reading, writing, and spelling are language-based learning disabilities, and children with these disorders don’t respond to standard instruction in the same way that other children do.  They need explicit, intensive, multi-sensory instruction that is structured, systematic, and cumulative.  Treatment for language-based learning disabilities is provided by a certified speech-language pathologist or other learning disabilities specialist. 

 
Treatment involves remediation of identified skill deficits.  The focus is on strengthening the underlying processing skills needed for success.  For example, a person with dyslexia may have deficits in one or more of the following areas:  phonological awareness, phonological memory, visual memory, auditory memory, rapid naming, or word retrieval.  A person with a spelling disorder may be deficient in visual memory, visual sequential memory, phonological awareness/memory, or phonemic sequencing and encoding.  These skills are directly addressed in isolation, as well as in the context of their application to reading or spelling.  

Treatment is individually designed for each client.  The process begins at the level needed to fill in gaps in skills, and proceeds systematically.  Continuous monitoring and performance tracking ensures that treatment is delivered within a child’s “zone of proximal development”.   Research shows that optimal learning occurs within this zone - where the work is neither too difficult nor too easy.  Difficulty level and treatment targets are increased systematically based upon performance in each session.

Wait and See:  Some parents wonder if they should just wait and see if their child catches up over the course of a school year.  If a child is just behind, it may well resolve itself over time.  However, children with learning disabilities such as dyslexia rarely “catch up” without professional 1:1 intervention.  Early intervention for these children is crucial.  First and second grade is a critical time for skill acquisition, because in third grade the focus switches from “learning to read” to “reading to learn”.  Research shows that most children whose reading skills are below grade level in third grade rarely ever catch up and read at grade level.   Another major shift occurs in sixth grade, when the workload increases dramatically.  Children who can read but have poor reading fluency (speed + accuracy) are overwhelmed by the academic workload once they enter middle school.  

How to know what to do?  If you suspect your child has a learning disability, an evaluation by a qualified professional is recommended.  This will determine whether your child has a diagnosable learning disorder, or is just behind other children in their grade.  If they are only behind, tutoring is appropriate.  If they have a diagnosable disorder, treatment by a speech-language pathologist or qualified learning specialist is needed.  This person should have specialized training and experience in evidence-based methods for the treatment of learning disabilities.    

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified state-licensed speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on language-based learning disorders (www.bendlanguageandlearning.com). 

 

The Secrets of Spelling

By Linda Balsiger, M.S., CCC-SLP

Reprinted with permission from Central Oregon Family News

‘Tis the season of spelling bees, and we watch in awe as pint-sized kids spell words well beyond their vocabularies.  Most of us don’t aspire to win a spelling bee, but poor spelling is not a laughing matter for many children and adults.  Children get graded on spelling in school from early on.  Parents of children with poor spelling worry about their child’s ability to produce the kind of written work needed to succeed in school.  Adults who can’t spell may feel ashamed, and fear they appear uneducated or unintelligent to others. 

 

Why do some people pick up spelling so easily while others struggle?  Is spelling simply rote memorization?  Let’s take a look at the various components involved in being a good speller.

 

Phonetics. Children in kindergarten and first grade use what is known as phonetic spelling.  They spell words according to the sounds in the words.  This is normal for that age, and in fact, is an important skill to have.  Phonetic spelling requires solid phonemic awareness – or the knowledge of sound-letter associations.  It also requires phonological awareness – or an awareness of the sounds in words.  A child must be able to segment a word into its sound parts in order to employ phonetic spelling successfully.  As words become longer, phonological awareness is needed to break words down into syllables.  Solid phonological awareness skills are critical for long-term success in both spelling and reading.    

 

Visual Imagery and Sequencing.  If English was a purely phonetic language, phonetic skills would be sufficient to spell any word.  Unfortunately, that is not the case.  Good spelling requires skills in visual imagery and sequencing.  Simply put, good spellers visualize longer words as they spell them.  Many children have poor visual imaging and sequencing skills.  Some may even “mirror spell” or spell words completely backwards. This is not abnormal at age 4 and 5, when “handedness” and directional concepts are still developing.  If reverse spelling persists, however, it can be a symptom of dyslexia, a spelling disorder, or another learning disability.  Fortunately, treatment can help build the visual imagery and phonemic sequencing skills needed for spelling.

 

Word Patterns and Secret Rules. Do you remember the rule “i before e, except after c, and in words sounding ‘eigh” such as neighbor and weigh?”   Many little known spelling rules exist besides this popular one.  For example, did you know that the final ‘k’ on a one syllable word becomes a ‘ck’ if the vowel is short?  Look at these words and examine the vowel sound: rack, oak, duck, week. Spelling is typically taught through practice with word lists containing common word patterns and word families.  Good spellers pick up these underlying patterns automatically; poor spellers do not.  Some children may remember the spelling patterns long enough for a weekly spelling test, but forget them two weeks later.  Learning some of these secret spelling rules can go a long ways towards improving spelling of everyday words.  Explicit learning of common word parts and patterns (-tion, -dge), prefixes/suffixes, and syllable division rules can also improve spelling.  

 

Why does anyone need to learn to spell in this age of electronic spell- check?  Electronic spell-checkers are a wonderful tool, but you must get “close enough” in order for spell-checkers to recognize the word and offer plausible alternatives.  You must also be able to distinguish common homonyms when selecting the correct alternative (e.g. their/there, bear/bare).  Lastly, who doesn’t want to be able to give a personal handwritten card or note to a loved one, without undue worrying about their spelling?  The good news is that treatment can have a significant impact on spelling, even for adults who have never mastered the underlying foundational skills needed for spelling success.    

 

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on language and learning disorders.  See www.bendlanguageandlearning.com for more information. 

 

Learning Disabilities – An Inside Look

By Linda Balsiger, M.S., CCC-SLP

Reprinted with permission from Central Oregon Family News

Do children with learning disabilities have lower intelligence?  Actually, nothing could be further from the truth.  In fact, a learning disability is by definition an unexpected discrepancy between actual learning or achievement in relation to age and other abilities (such as intellect).  This excludes children with conditions such as mental retardation or autism.  According to the National Institute of Health, at least 15% of the population has some type of learning disability.

 

The most common type of learning disability is a language learning disability (LLD), which encompasses disorders of reading, writing, and spelling.  These disorders all involve deficits in processing language in written form.  An estimated 80% of children with learning disabilities have problems with reading.  Because reading is the primary avenue of learning in higher grades, a reading disorder will affect learning in most academic subjects.  Many children with language learning disabilities also struggle with memory for verbal material, or have deficits in rapid-naming or word-retrieval that can impact reading fluency or speed.   

 

One common language learning disability is dyslexia.  It is a specific type of language-based learning disability that affects decoding, spelling, and some aspects of writing.  Dyslexia is caused by underlying deficits in processing the phonological components of language.  Dyslexia is sometimes, but not always, accompanied by deficits in visual processing.  Children with dyslexia also sometimes have difficulty with rote memory tasks, such as memorization of multiplication tables.  

 

How do other language learning disabilities differ from dyslexia?  Children with dyslexia often have solid reading comprehension once they learn to read, unless the decoding effort is so cumbersome that there is no energy left to extract meaning.  On the other hand, children with a general reading disability may struggle with many aspects of reading, including reading comprehension. Children with dyslexia typically have difficulty with handwriting and spelling, but their written content is often solid.  Conversely, children with a language-based learning disability in written expression may labor to put their ideas into writing, and their writing is often characterized by disorganization, minimal content, simple or repetitive syntax, and grammatical errors. 

 

Children with learning disabilities based upon language processing deficits often struggle with the higher-level language forms encountered in literature or advanced academic texts. This is particularly true if there is a history of early speech-language delays. These texts contain more complex syntax, such as passive sentence structure (“The opinions of the populace were tabulated by the pollsters”), prepositional phrases (“the population in the rural areas of the state”), and relative clauses (“the machine that was used to filter the oil-based discharge had a malfunction in its internal circuitry”).  Figurative language contained in literature (e.g. metaphors, similes, and slang) can also be challenging for these students.   Some children with language learning disabilities have no problems with complex syntax or figurative language, but instead have difficulty integrating language and meaning across sentences, and across paragraphs.  They may have excellent recall of explicit details, but fail to extract main ideas, larger themes, and inferences that are not explicitly stated. 

 

What can be done if you suspect your child has a language learning disability?  The first step is an evaluation by a qualified speech-language pathologist or learning disabilities specialist.  The evaluation should include a written report that contains a formal diagnosis, detailed interpretive analysis, recommendations, and a plan for treatment.  Specific school accommodations designed to meet the student’s learning needs and profile are also often recommended.  The next step is to seek treatment to remediate the language-based deficits that underlie the learning disability.  Treatment is different from tutoring, and it should be conducted by a qualified learning specialist with specialized training and experience in language learning disabilities.  While early intervention is always preferable, it is never too late to get help and begin to restore a student’s confidence and success in learning.

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified licensed  speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on language-based learning disabilities and speech-language disorders.  See www.bendlanguageandlearning.com for more information. 

 

Reading Fluency

What is it and Why is it Important?

Reading fluency is composed of 3 main components:  speed, accuracy, and prosody.  Let’s take a look at each of these:

Speed – Fluent readers read at an appropriate rate of speed for their age or grade level (usually measured in words per minute or wpm).  They visually scan 3+ words ahead when reading aloud, and maintain smooth visual tracking line to line.

Accuracy – Fluent readers have highly automatic word recognition, and the skills to sound out unfamiliar words; dysfluent readers make frequent mistakes, have poor word recognition, skip words, substitute similar-appearing words, and struggle with unfamiliar words.

Prosody – Fluent readers use prosody (pitch, stress, and timing) to convey meaning when they read aloud; dysfluent readers typically use less expression, read word by word instead of in phrases or chunks, and fail to use intonation or pauses to “mark” punctuation (e.g. periods, commas, and question marks).

When does reading fluency begin?  In 1^st and 2^nd grade, the focus is on phonics, learning to sound out words, and increasing sight word recognition.  By grades 2-3 these skills have solidified, and reading becomes more effortless and fluent.   
    

Why is reading fluency important?  Reading fluency is a key measure of overall reading ability.  By grades 3-4, the scholastic focus shifts from learning to read to “reading to learn”, and students build vocabulary and knowledge through reading.  If reading is less effortful, there are more mental resources available for comprehension, analysis, and critical thinking.  When reading fluency is poor, comprehension often suffers.  Decoding mistakes can change meaning, and a slow, labored pace can make it more difficult to maintain coherency and meaning.  Even when comprehension is good, a slower reading pace may cause fatigue or make it difficult to keep up with the volume of assigned work. 

Why do some children struggle with reading fluency?  Children with poor reading fluency often do not recognize and acquire linguistic patterns with the same ease as others.  This is particularly true for children with language-based learning disabilities, such as dyslexia.  Typically developing readers need 4-15 exposures to a word to achieve automaticity in word recognition, whereas poor readers need 40+ exposures to achieve the same recognition.  Research has also shown that word-retrieval speed is a strong predictor of reading fluency.  Children with slow linguistic retrieval take longer to retrieve letter-sound associations, sight vocabulary, and word meanings as they read.  Reading is a language-based process, and children with early speech or language delays are also at greater risk for later reading difficulties. 

Can poor reading fluency be treated?   Children can improve their reading fluency with explicit, systematic instruction.  Treatment should be individually designed to address specific underlying weaknesses, which may include:  phonological awareness, phonological memory, word attack skills, vowel patterns, common word parts and patterns, syllabification strategies, and linguistic retrieval.  Increasing the automaticity of word recognition and retrieval for high-frequency words and phrases is also critical.  Other components of an oral reading fluency program include learning to read with expression and intonation, reading in phrases, and visual scanning while reading. Parents can help by modeling fluent reading, and by engaging in tandem oral reading activities (such as “echo” reading and choral reading).  Repeated oral reading of a passage also builds overall reading fluency, by giving repeated practice in phrasing, scanning, prosody, and word recognition. 

When should I seek help?  Many children with reading problems are bright, and able to mask early reading weaknesses by using contextual meaning to guess at unknown words.  Reading fluency problems may not become obvious until 2^nd to 3^rd grade.  However, research shows that most children who are reading below grade level in 4^th grade continue to read below grade level in higher grades.  Children who are behind in reading may suffer reduced self-esteem, and are at risk for becoming discouraged learners who underachieve academically.  Concerns about reading fluency should be addressed and treated as early as possible. 

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified speech-language pathologist.  She is the owner of Bend Language & Learning, a private practice focused on language-based learning disorders and speech-language disorders.  See www.bendlanguageandlearning.com for more information. 

 

                          Speech-Language and Reading  -  Connections Demystified

By Linda Balsiger, M.S., CCC-SLP

Reprinted with permission from Central Oregon Family News

 

What do speech, language, and reading have in common?   A lot!  Spoken language is a symbol based system, where words are symbols used to represent meaning.   Reading, writing, and spelling are simply more advanced forms of language that use the same symbolic systems in written form.  Children with language or learning disorders, and children with visual symbol processing weaknesses, often struggle to acquire the basic skills needed to achieve success with these more advanced language forms. 

Basic reading readiness begins in pre-school and kindergarten.  The first important skill is an awareness of the speech sounds in words, otherwise known as phonological awareness.  Early phonological awareness skills include the ability to match rhyming words, identify initial or final sounds of words, blend sounds to form real or nonsense words, and segment words into their distinct sounds.

 

The next step after phonological awareness is phonemic awareness – or the learning of sound-letter associations.  Children must learn to associate speech-sounds with written letters – or abstract symbols on paper that hold no meaning by themselves!  Children with weaknesses in speech-language or symbolic visual processing often have difficulty with the acquisition of these critical foundational reading skills.

 

Once basic pre-reading skills are acquired, children can start to “sound out” words and learn to “decode” or read simple words.  After that, they begin learning common word patterns, such as letter combinations that change sounds.  For example, a final ‘e’ changes the vowel sound in a one syllable word:  cut/cute, bit/bite, can/cane, fin/fine. However, for many children, their brains are not “wired” to easily recognize these linguistic patterns, even when they are taught in school.  

 

Over time, high frequency words do not have to be “sounded out” each time they are read, but instead are recognized as “whole” words.  However, the English language is vast. No child can become a proficient reader by relying on “whole word” or sight word vocabulary alone.  They need to extend their basic skills to be able to decode novel words they have never seen.  This requires that they learn to recognize more advanced word parts and patterns, and break multi-syllabic words down into their parts. 

 

By third or fourth grade, children are no longer learning to read, but are “reading to learn”.  Many children with language or learning weaknesses begin to fall behind in all subjects, even when they appear to have acquired basic reading skills.  They may experience problems with reading fluency (speed and accuracy) or reading comprehension.  Language plays a significant role in each of these areas.  For example, children with word-retrieval breakdowns, who often speak with frequent revisions and reformulations, may have poor reading fluency.  This is because reading requires constant rapid linguistic retrieval - of sound-letter associations, word frames, and word meanings.  Likewise, children with spoken language processing weaknesses often experience difficulties with reading comprehension, because they face the same challenges in processing the grammar and syntax of written language.

 

For many children, reading comes naturally and effortlessly.  For others, the road to reading is filled with frustration.  Oftentimes, children who struggle with reading are brilliant in more “right-brained” activities (e.g. art, engineering, visual-spatial relationships), but their self-esteem may suffer when they see their peers easily acquiring new skills that they find difficult.  Timely intervention that builds self-confidence is crucial to prevent them from becoming discouraged learners.  With individualized treatment tailored to build upon the unique strengths in their learning profile, these children can also acquire the skills they need for academic success.  

 

Linda Balsiger, M.S., CCC-SLP is a learning specialist and certified speech-language pathologist with a private practice focused on language and learning disorders.  She is the owner of Bend Language & Learning Center.   See www.bendlanguageandlearning.com for more information.