Orthography for Diagnosticians

Orthography for Diagnosticians
Presenter – Brenda Taylor, M.Ed., RPED, NCED, CALT/LDT
TEDA Annual Conference – May 1, 2014
Language and the Brain
Reading – Word Recognition:
•
Reading is a language process
•
Orthographic and phonological processes are part of a language system
•
Word recognition does not depend on orthographic or phonological
processes; rather it requires coordination of orthographic and
phonological processes
Berninger
1 Orthographic Processing (Gv):
Orthography – refers to how spoken words are represented in
____________________________________
Orthographic awareness – the ability to perceive and recall
______________________________________
Orthographic memory – ability to ________________________ words
stored in memory without having to sound them out
Characteristics of Difficulty with Orthographic Awareness:
Symbol Recognition &
Recall
Difficulty learning how to
form symbols
Decoding
Trouble with accurate &
rapid word recognition
Confusion of symbols
similar in appearance
(e.g, b and d, 2 and 5)
Trouble reading irregular
words
Trouble with copying
tasks
Trouble remembering
how words look
Tendency to reverse
letters or numbers past
the age of 7
Trouble remembering
letter sequences
Encoding (Spelling)
Tendency to reverse &
transpose letters (e.g.,
grils for girls)
Tendency to use
difference spellings for
the same word (e.g., Pual
and Paul)
Tendency to overrely the
phonological rather than
the visual features of
words
Tendency to omit word
endings
Slow reading speed
Overreliance on
phonological & contextual
strategies as aids in word
identification
Source: Learning Disabilities and Challenging Behaviors: A Guide to Intervention
and Classroom Management by Mather & Goldstein
2 Processes Involved in Single Word Reading:
Based on information from Dr. Gail Cheramie
Adapted by Region 4 Education Service Center
“Although orthographic processing is a visual task, the visual processing tasks on
many current cognitive tests are not synonymous with orthographic processing.
Most of the visual processing tasks on cognitive tests use shapes, designs, or
pictures. Tasks that do not use letters or words do not tap orthographic
processing ability.” (Mather & Wendling, 2012)
Instruments that assess orthographic processing:
•
Test of Orthographic Competence (TOC)
•
Symbol Imagery Test
•
Process Assessment of the Learner II (PAL-II)
•
Test of Silent Word Reading Fluency (TOSWRF)
•
Early Reading Assessment (ERA)
•
Illinois Test of Psycholinguistic Abilities-3 (ITPA-3)
•
Test of Irregular Word Reading (TIWRE)
3 Case Study:
WJ-III Subtest
SS
Verbal Comprehension
113
Composite
SS
Sound Blending
128
Conventions
87
Incomplete Words
136
Spelling Speed
83
Spelling
78
Spelling Accuracy
80
Orthographic Ability
81
Test of Orthographic
Competence (TOC)
Spelling errors:
rane (rain)
tabol (table)
flor
(floor)
erly (early)
Writing Samples:
1. The chick is haching.
2. This anmal is a cow.
3. The boy is ouping the peresent.
4. This littil seal is balnsing the ball on his hed.
Observations:
4 Conceptualization of Reading Disabilities – Dr. Louisa Moats
(Based on Fletcher et al.l 2007; Aaron, Joshi et al., 2008)
Language
Comprehension
(Phonological)
Word Recognition
Orthographic
Processing/Fluency
Interventions:
• Effective spelling instruction
• Use of multisensory methods
o Look at a word, Say the word, Trace the word
o Cover-Write Methods
• Activities to develop discrimination of visual features, matching, and
recalling visual information
• Use of language to describe visual information
Sources:
Wendling, B & Mather, N. (2009). Essentials of Evidence-Based Academic
Interventions.
Mather, N. & Goldstein, S (2008). Learning Disabilities and Challenging
Behaviors: A Guide to Intervention and Classroom Management, 2nd Edition.
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