Speech Therapy -> Receptive Language -> Reading

Reading

The ability to put letters together to decode and derive meaning in words and sentences.

Reference links

  • Reading Longer Words: Insights Into Multisyllabic Word Reading 2
    pubs.asha.org     Author: Lindsay Heggie and Lesly Wade-Woolley - Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.
  • Why Systematic Phonics and Phonemic Awareness Instruction Constitute An Educational Hazard 2
    www.jstor.org     Author: Frank Smith - In this article, Frank Smith argues that "systematic" phonics instruction doesn't help and can interfere with learning to read.
  • Should Adolescents Go Back to the Basics?: A Review of Teaching Word Reading Skills to Middle and High School Students 2
    apps.asha.org     Author: Laurice M. Joseph and Rebecca Schisler - This review investigates the effects of word reading interventions (e.g., phonic analysis, sight word reading, oral reading fluency) on reading achievement outcomes in middle and high school students (grades 6 through 12) with mixed conditions (e.g., learning disabilities, intellectual disabilities, emotional/behavioral disabilities).

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Childhood language disorders - Childhood Language Disorders include: Preschool Language Disorders, Learning Disabilities (Reading, Spelling, and Writing), and Selective Mutism.
  • Receptive Language Disorder - A child with receptive language disorder has difficulties with understanding what is said to them. The symptoms vary between children but, generally, problems with language comprehension begin before the age of three years. Children need to understand spoken language before they can use language to express themselves.

Goal Bank

  • Tyson will answer simple comprehension questions about short stories read out loud with 80% accuracy given a familiar visual across 5 sessions. 1

Resources