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Comprehension
Low Grades and Difficulty With Homework? Signs that Your Child with ADHD May Have A Learning Difficulty Kelli Shannahan, M.Ed. CHADD Annual International Conference Chicago IL November 14th, 2014 ©2014 Lindamood-Bell Learning Processes Learning Centers 52 US Locations 1 UK Location 2 Australia Locations 40+ SLCs Workshops & Conferences 5,000+ Teachers/Year Int’l Conference School Partnerships In Over 100 Schools Internationally Recognized ©2014 Lindamood-Bell Learning Processes Director and CEO Nanci Bell Milestones Co-founded Lindamood-Bell with Patricia Lindamood in 1986 Nanci received 2013 Distinguished Leader in Special Education award Hosted 18th International Conference in March 2013 All Learning Centers owned, operated, and quality controlled by the original founders ©2014 Lindamood-Bell Learning Processes We believe, passionately, that children and adults can be taught to read and comprehend. We believe that sensory-cognitive functions are the first dominoes in language and literacy skills. We believe that imagery is a primary sensory-cognitive domino. ©2014 Lindamood-Bell Learning Processes Sensory-Cognitive Functions Phonemic Awareness (PA): the ability to perceive the identity, number, and sequence of sounds within words. Symbol Imagery (SI): the ability to create mental representations for sounds and letters within words. Concept Imagery (CI): the ability to create an imaged gestalt (whole) from oral or written language. ©2014 Lindamood-Bell Learning Processes Independence Self-Correct Monitor Sensory Input ©2014 Lindamood-Bell Learning Processes The K-12 Pipeline Weak language and literacy skills are the primary cause of failure to make one year of gain for one year of instruction. 12 CI SI 11 10 9 8 7 PA 6 5 4 weak language comprehension weak reading 3 2 1 K ©2014 Lindamood-Bell Learning Processes Weakness in sensory-cognitive functions underlies weakness in language and literacy skills. The Reading Circles A Paradigm of Integration Sensory-cognitive functions for the component parts of reading. Comprehension Auditory Visual PA & SI SI Word Attack Word Rec. Language Contextual Reading Vocabulary ©2014 Lindamood-Bell Learning Processes Sensory-cognitive functions are the first dominoes. Processing language is a cognitive act. Instruction in language and literacy should match a theory of cognition. ©2014 Lindamood-Bell Learning Processes Dual Coding Theory (DCT) Cognition is proportional to the extent that the coding mechanisms of mental representations (imagery) and language are integrated. ~ Allan Paivio ©2014 Lindamood-Bell Learning Processes Dual Coding Theory Allan Paivio created Dual Coding Theory (DCT), a general theory of cognition. “Performance is mediated by the joint activity of verbal and nonverbal systems…cognition is always an interplay between the verbal and nonverbal systems.” Paivio suggested that linguistic competence performance are based on a substrate of imagery. and “Individuals differ in the extent, manner, and efficiency of employment of each of the systems according to their verbal and nonverbal habits and skills.” ©2014 Lindamood-Bell Learning Processes Imagery and the Language Processing Spectrum Decoding Dyslexia Comprehension Hyperlexia/Autism Comprehension Auditory Visual Language Two types of imagery are needed for language processing: Symbol Imagery and Concept Imagery. ©2014 Lindamood-Bell Learning Processes Imagery and the Language Processing Spectrum Hyperlexia/Autism Dyslexia Lance CA: 16-2 years, 10th grade PPVT: 17-11 Mental Age Comprehension Auditory Visual Language Retained in second grade Struggled early to learn to read Always in summer school Taught with many different reading programs like: • Formula Phonics • Total Reading • Slingerland • Orton-Gillingham ©2014 Lindamood-Bell Learning Processes Lance Cannot decode but can comprehend. (Dyslexic?) Comprehension CA: 16-2 years, 10th grade PPVT: 17-11 Mental Age Auditory Visual Language LAC Test: Word Attack: Word Recognition: Paragraph Reading: Spelling: Oral Directions: ©2014 Lindamood-Bell Learning Processes 64/100 2.2 Grade Level 5.1 Grade Level 5.8 Grade Level <3.0 Grade Level 75th Percentile Examples of Weakness in PA & SI steam stream “steam” Students cannot self-correct because they cannot auditorily perceive (PA) and visually image (SI) that they omitted the ‘r.’ ©2014 Lindamood-Bell Learning Processes Symptoms of Weakness Phonemic Awareness & Symbol Imagery Weak word attack skills Weak word recognition skills Difficulty learning and retaining sight words Weak phonological spelling skills (optnrty for opportunity) Weak orthographic spelling skills (opertunity for opportunity) Difficulty reading fluently in context Difficulty monitoring, self-correcting reading & spelling errors Slow and laborious decoding skills May be labeled Dyslexic ©2014 Lindamood-Bell Learning Processes Imagery and the Language Processing Spectrum Hyperlexia/Autism Michelle Dyslexia Comprehension Auditory CA: 17-4 years, 12th grade PPVT: 17-2 Mental Age Visual Language Dropping out of high school • Not enough credits to graduate Flat affect Soft spoken No eye contact Poor self-esteem ©2014 Lindamood-Bell Learning Processes Michelle Can decode but cannot comprehend. (Hyperlexic/Autistic?) Comprehension Auditory CA: 17-4 years, 12th grade PPVT: 17-2 Mental Age Visual Language LAC Test: Word Attack: Word Recognition: Paragraph Reading: Spelling: Reading Comp.: Silent Rdg. Comp.: Oral Directions: ©2014 Lindamood-Bell Learning Processes 100 (+6) >12.9 Grade Level >12.0 Grade Level >12.0 Grade Level >12.0 Grade Level 9th Percentile 10th Percentile 9th Percentile Students process PARTS as they read. Oral Language Written Language ©2014 Lindamood-Bell Learning Processes parts Imagery is sensory information that prevents language from going in one ear and out the other. Imaged Gestalt (whole) Higher Order Thinking Oral Language Written Language ©2014 Lindamood-Bell Learning Processes Main Idea Conclusion Inference Predict/Extend Evaluate Symptoms of Weakness Concept Imagery Difficulty with: written language comprehension oral language comprehension critical, logical, abstract thinking and problem solving following directions expressing language orally expressing language in writing grasping humor interpreting social situations cause and effect attention and focus mental mapping responding to a communicating world ©2014 Lindamood-Bell Learning Processes Who Are Our Students? Students with one primary sensory-cognitive weakness Students with weaknesses in both areas Students with varying degrees of both weaknesses (e.g., significant difficulty in decoding and mild difficulty in comprehension) Students with previous diagnoses like Dyslexia, ADHD, or ASD Students age 4 through adult ©2014 Lindamood-Bell Learning Processes Lindamood-Bell Learning Ability Evaluation Identification of Strengths and Weaknesses A range of standardized language and literacy tests Review of other outside evaluations Analysis and Consultation Profile explained Instruction plan offered ©2014 Lindamood-Bell Learning Processes Lindamood-Bell Instruction Based on the individual’s learning needs One-to-one instruction Layers of instructional staff to oversee progress of each student Director of Instruction works with centers to ensure quality instruction for each student Videoconferencing used to observe students in session around the globe Standardized Instructional Development Workshops for all instructional staff ©2014 Lindamood-Bell Learning Processes Lindamood-Bell Instruction Daily instruction 5 days a week 1-6 sessions per day A different Clinician each hour; same schedule throughout the week Breaks between sessions Variety of tasks to keep students engaged and motivated Recognition tools and incentive plans ©2014 Lindamood-Bell Learning Processes Lindamood-Bell Instruction Supervision by Consultants and Instructional Support Team Progress Updates including observation and written summary Parent practice sessions to reinforce skills at home Retest to determine the next steps for the student • Special services available during the school year • School visits to discuss progress with team • Annual reassessment ©2014 Lindamood-Bell Learning Processes Lindamood-Bell Diagnosis and Instruction Appropriate diagnosis for differentiated instruction. Categories of Lindamood-Bell® instruction: —Decoding Only: Seeing Stars® Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling instruction. —Comprehension Only: Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®) instruction ©2014 Lindamood-Bell Learning Processes Learning Center Students Type of Instruction n = 11,182 Comprehension with Decoding Support Decoding with Comprehension Support Decoding Only Comprehension Only Based on students who received SI and/or V/V instruction at Learning Centers, 2008-2013. ©2014 Lindamood-Bell Learning Processes What Happened to Lance? Lance CA: 16-2 years, 10th grade PPVT: 17-11 Mental Age Comprehension Auditory Visual Language LAC Test: Word Attack: Word Recognition: Paragraph Reading: ©2014 Lindamood-Bell Learning Processes 64/100 2.2 Grade Level 5.1 Grade Level 5.8 Grade Level 100/100 10.1 Grade Level 9.8 Grade Level 8.9 Grade Level Decoding Students Average Hours of Instruction: 103 n = 3,764 • Average Grade Level: 3rd Pre- and Posttest Percentiles Pretest Posttest *Statistically significant (p ≤ .05) Based on students who received a minimum of 20 hours of SI-only instruction at Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Decoding Students Average Hours of Instruction: 103 n = 3,764 • Average Grade Level: 3rd Average Standard Score Changes Large (> 4.5) Medium (3.0–4.5) Small (< 3.0) Based on students who received a minimum of 20 hours of SI-only instruction at Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes What Happened to Michelle? Michelle Comprehension Auditory CA: 17-4 years, 12th grade PPVT: 17-2 Mental Age Visual Language Reading Comp: Silent Rdg. Comp: ©2014 Lindamood-Bell Learning Processes 9th Percentile 10th Percentile 40th Percentile 40th Percentile Comprehension Students Average Hours of Instruction: 101 n = 2,435 • Average Grade Level: 5th Pre- and Posttest Percentiles Pretest Posttest *Statistically significant (p ≤ .05) Based on students who received a minimum of 20 hours of V/V-only instruction at Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Comprehension Students Average Hours of Instruction: 101 n = 2,435 • Average Grade Level: 5th Average Standard Score Changes Large (> 4.5) Medium (3.0–4.5) Small (< 3.0) Based on students who received a minimum of 20 hours of V/V-only instruction at Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Students with ADHD Decoding • n = 813 Average Hours of Instruction: 112 Pre- and Posttest Percentiles Pretest Posttest *Statistically significant (p ≤ .05) Based on students with third-party diagnoses of ADHD who received a minimum of 20 hours of SI-only instruction at Lindamood-Bell Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Students with ADHD Decoding • n = 813 Average Hours of Instruction: 112 Average Standard Score Changes Large (> 4.5) Medium (3.0–4.5) Small (< 3.0) Based on students with third-party diagnoses of ADHD who received a minimum of 20 hours of SI-only instruction at Lindamood-Bell Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Students with ADHD Comprehension • n = 704 Average Hours of Instruction: 106 Pre- and Posttest Percentiles Pretest Posttest *Statistically significant (p ≤ .05) Based on students with third-party diagnoses of ADHD who received a minimum of 20 hours of V/V-only instruction at Lindamood-Bell Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Students with ADHD Comprehension • n = 704 Average Hours of Instruction: 106 Average Standard Score Changes Large (> 4.5) Medium (3.0–4.5) Small (< 3.0) Based on students with third-party diagnoses of ADHD who received a minimum of 20 hours of V/V-only instruction at Lindamood-Bell Learning Centers, 2008 through 2013. ©2014 Lindamood-Bell Learning Processes Imagery and the Language Processing Spectrum Sensory Input to Independence Decoding Comprehension Symbol Imagery Dyslexia Concept Imagery Hyperlexia/Autism Comprehension Word Attack Word Recog Paragraph Reading ©2014 Lindamood-Bell Learning Processes Independence Self-Correct Monitor Sensory Input (imagery) ©2014 Lindamood-Bell Learning Processes Thank You. ©2014 Lindamood-Bell Learning Processes
©2014 Lindamood-Bell Learning Processes
