dyslexia and phonological...

Dyslexia and Phonological Processing July 2017

DyslexiaandPhonologicalProcessing

RichardWagner,FloridaStateUniversityandtheFloridaCenterforReadingResearch

Dyslexia and Phonological ProcessingSponsored By:


Dyslexia and Phonological Processing – Non Technical Webinar

https://phonologicalprocessing.eventbrite.com

CA Education Code 56334

Dr. Richard Wagner, Ph.D. Biographic Summary

• Robert O. Lawton Distinguished Research Professor of Psychology and the W.

Russell and Eugenia Morcom Chair at Florida State University.

• Co-founder and a current Associate Director of the Florida Center for Reading

Research.

• Ph.D. in cognitive psychology from Yale University in 1985.

• Principal Investigator of a Multidisciplinary Learning Disability Center funded by

the National Institute of Child Health and Human Development (NICHD)

• Co-author of tests that are commonly used in evaluating children for dyslexia and

other learning disability including:

Comprehensive Test of Phonological Processing (CTOPP-2),

Test of Word Reading Efficiency (TOWRE-2),

Test of Preschool Early Literacy (TOPEL).


Overview

• Briefreviewofdyslexia.• Phonologicalprocessinganditsrelationtodyslexia.• HowtousetheCTOPP-2toassessphonologicalprocessing.

• Administrationandscoring.• Interpretingresults.

• Somefrequentlyaskedquestions.

BriefReviewofDyslexia


What“Dyslexic”ReadingLooksLike

• Thehallmarkcharacteristicsoftheword-levelreadingproblemare:• Aninabilitytosoundoutnewwords.

• Newwordsrequiresoundingoutorbyanalogytootherknownwords.• Asmallpoolofwordsreadautomatically.

• Typicalreadersrecognizealargepoolofwordswithlittleconsciouseffort.

LookatButDon’tReadtheFollowingWord



•horseradish




•hovolupshim

PoorSpellingandWriting

• Spellingandwritingmayevenbemoreaffectedthanreadingis.


PoorComprehension

• Readingcomprehensionmaybepoor,butaby-productofnotbeingabletoreadthewordsonthepage.

• Overtime,however,thelimitedinformationcomingthroughthereadingchannelcanalsoaffectcomprehension.

DyslexiaisDimensional

• Continuumexistsfromhavingonlyaminorproblemtoaverysevereproblem.


OriginsofDyslexia

• Majorbreakthroughwasthediscoverythatdyslexiaisduetoaprobleminlanguage notinvision.

OriginsofDyslexia

• Dyslexiarunsinfamilies.• Afamilyhistoryofreadingproblemsisassociatedwitha4timesgreaterriskofdyslexia.


OriginsofDyslexia

• Dyslexiaoccursinbothmalesandfemalesbutmalesareabouttwiceaslikelytohaveasevereproblemthanarefemales.

DyslexiaRarelyOccursAlone

• Co-occurringconditionsaretheruleratherthantheexception.• CommononesincludedADHD,dysgraphia,dyscalculia,poorspellingandwriting,andahistoryofearlyspeechorlanguageproblems.


PhonologicalProcessinganditsRelationtoDyslexia

PhonologicalProcessing

• Phonologicalprocessingreferstousingspeechsoundsforcodinginformationwhenreading,listening,andspeaking.1

• PhonologicalcomesfromtheGreekwordphonewithmeanssoundorvoice.


ThreeKindsofReading-RelatedPhonologicalProcessing2

PhonologicalAwareness

• Awarenessofandaccesstothesoundstructureorphonologyofone’slanguage.



• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?


• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?

• Identicalmiddleandendingsounds.• Differentbeginningsounds.



• Ifyoucanhearhowtheyarethesameanddifferent,theirspellingsmakesense.

• Differentfirstletter,samemiddleandfinalletters.• cap• map• tap

Development ofPhonologicalAwareness

• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)



• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)


• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)




• 4.phonemeswithinrimes(e.g.fromentoe-n)



• 4.phonemeswithinrimes(e.g.fromentoe-n)• 5.phonemeswithinconsonantclusters(e.g,fromstr tos-t-r).


PhonologicalAwarenessPlaysCausalRoleinLearningtoRead

• Toachildwhocanhearsimilaritiesanddifferencesamong“cap,”“map,”and“tap,”theirspellings(cap,map,tap)aresensible.

• Impairedphonologicalawarenessisacommoncharacteristicofindividualswithdyslexia.

PhonologicalAwarenesscanbeTaught andTrained

• Trainingphonologicalawarenessearlycanpreventoratleastmitigatetheseverityoflaterword-levelreadingproblems.

• Earlyidentificationiscriticaltoprevention.


PhonologicalMemory

• Phonologicalmemoryreferstocodinginformationphonologicallyfortemporarystorageinshort-termmemory.

• Ifyoutrytorememberanumberorsomeone’snameyoujustheardyoumostlikelywillbeusingphonologicalmemory.

• Youdothesameforsoundsthatmakeupthepronunciationofthewordsyouread.

Phonological Memory

• Mostimportantpartofphonologicalmemoryisthephonologicalloop,whichinturncomprisestwoparts:

• 1.phonologicalstore—likeatape-recordingloopthatretainsthemostrecent2secondsofauditoryinformationthathasbeenrecorded.

• 2.articulatorycontrolprocess—providesinputtoandcanrefreshcontentsofphonologicalstore,extendingtimeinformationcanbeheld.


AssessingPhonologicalMemory forEarlyIdentification

• Preschoolagechildrencan’tdophonologicalawareness tasksthatrequireaccesstophonemes(e.g.,say“bat”without/b/),butcandoaversionwithlargerunits.

• Say“starfish.”• Nowsay“starfish”without“star.”• “fish”

CognitiveComplexityStillTooMuchforSomeYoungChildren

• Examiner:“Saydoorbell”



• Examiner:“Saydoorbell”• Child:“doorbell”


• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”



• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”• Child:“Doorbellwithoutbell”

PhonologicalMemoryTasksareCognitivelySimple

• Justinvolvesrepeatingwhatyouhear.• Nonwordrepetition, aphonologicalmemorytask,hasbeenusedinchildrenasyoungas2.


OverlapBetweenPhonologicalAwarenessandPhonologicalMemoryforPrereaders

• Beforechildrenlearntoread,phonologicalawarenesstasksandphonologicalmemorytasksareactuallytappingtheidenticalunderlyingphonologicalability.

• Mostlikelyqualityofphonologicalrepresentations.

RapidNaming

• Rapidnamingofdigits,letters,objects,orcolorsrequiresretrievingphonologicalinformation(thepronunciationsoftheirnames)frompermanentmemory.

• Thisretrievalprocessisalsousedwhenretrievingpronunciationsofwordsorpartsofwordswhenyoureadthem.


RapidNaming

• Itmatterswhatyouareaskedtonamerapidly.Oneprimarydistinction:

• Symbolsthatareusedinone’swritingsystemsuchaslettersanddigits.• Non-symbolicitemsthatarenotusedinone’swritingsystemsuchasobjectsorcolors.

Summary

• Dyslexiaresultsfromasubtleprobleminlanguage,notinvision.• Thelanguagesysteminvolvedinthephonologicalsystem.• Threekindsofphonologicalprocessingimportantforreading:phonologicalawareness,phonologicalmemory,andrapidnaming.


AssessingPhonologicalProcessingwiththeCTOPP-22


DifferencesbetweentheCTOPPandCTOPP-2

• 1.Newnorms.• 2.Floorloweredwithadditionofmorebasicitems.Nowgoesdowntoage4.

• 3.Phonemeisolationaddedasnewphonologicalawarenesssubtest.• 4.Addedrapidnamingofdigitsandobjectsto4-6year-oldversion,givingmeasuresofsymbolicandnon-symbolicnaming.

TheThreeKindsofReading-RelatedPhonologicalProcessingareAssessedbytheCTOPP-2


FourPrimaryUsesofCTOPP-2

• 1.Identifyindividualswhoaredeficientinphonologicalprocessing.• 2.Identifyindividualstrengthsandweaknesses.• 3.Evaluateprogressinresponsetoremediationofphonologicalawarenessdeficits

• 4.Asameasureforuseinresearch.

WhoCanAdministertheCTOPP-2?

• Requiresformaltraininginassessment.• Supervisedpracticeintestadministrationishighlydesirable.

• Collegecoursesandworkshopsarewaystoacquiretheseskills.

• Mostexaminershavebackgroundsinschoolpsychology,speechpathology,specialeducation,orarereadingspecialists.


AdministrationGuidelines

• Appropriate forindividuals4-0to24-11inagewhocanunderstanddirections.

• Theentirecorebatterytakesabout30minutestoadminister.


• Subtestsshouldbeadministeredintheordertheyappearintherecordform.

• Ifyouadministerselectedsubtests,dothemintheordertheyappear.

• Twoversionsareprovided,onefor4– 6year-oldsandonefor7—24.



• Ceilingsareprovided.• Ifitemsareaccidentallyadministeredbeyondtheceiling,nocreditisgivenfortheaboveceilingitemsevenifoneormoreisansweredcorrectly.

• Followgoodtestingpractices.SeemanualforsuggestionsspecifictotheCTOPP-2.

MaterialsNeeded

• ExaminerRecordBooklet,PictureBook,CD,deviceforplayingCD,stopwatch,sharpenedpencilwitheraser.


CTOPP-2SubtestsandComposites:4- to6-Year-Old

PhonologicalAwarenessCompositeSubtests(4to6-year-oldversion)


Elision

• Youareaskedtosayawordafterdroppingoutpartofit.Forexample:

• Say“cowboy”withoutsaying“cow”(Correctansweris“boy.”)• Say“grain”withoutsaying“n.”(Correctansweris“gray.”)

Elision

• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.• Notethattheprogressionofitemstypesfollowsthedevelopmentalprogressionnotedearlier.


BlendingWords

• Spokenwordsarepresentedinpartsthatmustbeblendedtogethertoformaword.Forexample:

• Youwillhearawordonepartatatime.Listencarefullyandputthesoundstogethertomakeawholeword:/m//oo//s/(“moose”).

BlendingWords

• NeedCoreCD,anddevicetoplaytracks1-33.• Ifchildasksforitemtoberepeated,onerepetitionispermittedperitem.

• Foritems1-12,ifchildsayssoundsseparately(e.g.,“m-e”ratherthan“me,”say“Trytosaythesoundsalltogetherasarealword.”


SoundMatching

• Thetaskistoidentifyawordthatbeginswiththesamesoundasatargetword.Lateritchangestoidentifythewordthatendswiththesamesoundasthetargetword.Forexample:

• Whichwordstartswiththesamesoundas“soap?”“ripe”“toast”or“sand.”(“sand”)

SoundMatching

• Needpicturebook.• Twoparts:firstsoundandlastsound.• Forallitems,pause1secondaftersayingthetargetbeforesayingthe3alternatives.

• Pointtopicturesasnamesarepronounced.• Childmaypointtoorsayanswer.• Itemscanberepeatedonceifchildappearstoforgetnamesgiventopictures.


CTOPP-2SubtestsandComposites:7- to24-Year-Old

PhonemeIsolation

• Thetaskistosayapartofawordthatrepresentsthe1st,2nd,3rd,or4th soundinaword.Forexample:

• Whatisthesecondsoundintheword“witch?”(correctansweris/i/).


PhonemeIsolation

• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.

AlternatePhonologicalAwarenessCompositeScore

• Forchildrenandadultsage7through24only.• ItconsistsofBlendingNonwords andSegmentingNonwords andcanbeusedtoverifyaprobleminphonologicalawareness.


BlendingNonwords

• NeedSupplementalSubtestCDtracks1-31.• Youmayreplayanitemonetimeifexamineeasksyoutoorgivesnoresponse.

• Foritems1-12,giveprompt“Trytosaythesoundsalltogether”ifexamineerepeatssoundsseparately.

SegmentingNonwords

• NeedSupplementalSubtestCDtracks32-64.• Repeatanitemiftheexamineemispronouncesawordoraskstohearitagain.

• Promptwith“Nowsay____onesoundatatime”iftheexamineeforgetsto.


PhonologicalMemoryCompositeScore

• Forallchildrenandadults,thephonologicalmemorycompositescoreconsistsofMemoryforDigitsandNonword Repetition.

MemoryforDigits

• Thetaskistolistentoastringofdigitsthenrepeatthembackinthecorrectorder.Forexample:

• “3859472”


MemoryforDigits

• NeedCoreCD,anddevicetoplaytracks34-63.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Foritems1-4,ifchildmakesanerror,countitemasincorrectbutgivecorrectanswer.

Nonword Repetition

• Thetaskistolistentononwords andsaythemexactlyastheyareheard.Forexample:

• Listentothismade-upwordthensayitexactlyasyouhearit:“vootusoaf.”


Nonword Repetition

• NeedCoreCD,anddevicetoplaytracks64-96.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Payattentiontofeedbackgivenonitems1– 9.

RapidNamingCompositeScores

• Forchildrenage4to6,therearetworapidnamingcompositescores:• RapidSymbolicNaming• RapidNon-SymbolicNaming

• Forchildrenandadultsage7to24,theonlyrapidnamingcompositescoreisRapidSymbolicNaming.


RapidSymbolicNaming

• RapidLetterNamingrequiresletterspresentedinrowsasquicklyandaccuratelyasonecan.RapidDigitNamingissimilarexceptthatdigitsratherthanlettersarenamed.

RapidDigitandRapidLetterNaming

• NeedstopwatchandPictureBooklet.• Recordnumberofsecondstonameallnumbersonform.• Ifexamineehesitatesfor2seconds,markitasincorrectandpointtonextitemandsaygoon.

• Iflineisskipped,redirectexamineetoskippedline.


RapidNon-SymbolicNaming

• RapidColorNamingrequiresnamingcolorsasquicklyandaccuratelyasonecan.RapidObjectNamingisthesamebutcommonobjectsarenamedinsteadofcolors.

RapidColorNamingandRapidObjectNaming

• NeedstopwatchandPictureBook• Promptexamineewiththenextitemifheorshehesitatesformorethan2seconds.

• Iflineisskipped,redirecttoskippedline.


ComprehensiveTestofPhonologicalProcessing-2

ScoringandInterpretation

TypesofScores

• Rawscores—scoresearnedonthesubtests.• Ageequivalents—identifiesageatwhichperformancewouldbeaverage.

• Gradeequivalents—identifiesgradeatwhichperformancewouldbeaverage.

• Ageandgradeequivalentsarenotrecommendedforusebecauseofcommonmisinterpretations.


TypesofScores

•Percentileranks—indicatesthepercentageofthenormativedistributionthatscoredatorbelowtheexaminee’sscore.

•Subtestscaledscores—standardscorewithameanof10andastandarddeviationof3.

•Compositescores—standardscoreswithameanof100andastandarddeviationof15.

TypesofScores

• Developmentalscore—anequalintervaldevelopmentalscaleusefulforexaminingabsolutechangesinperformanceovertime.

• Whatthismeansisthatthedifferencebetween50and100isexactlythesameasthedifferencebetween100and150.

• Thismakesthedevelopmentalscoreusefulformonitoringprogressinresponsetointervention(RTI).


SomeGeneralRecommendations

•Compositescoresarepreferredoversubtestscoresbecausetheyaremorereliable.TheyarethemostusefulscoresontheCTOPP-2.

•Forsubtests,standardscoresareusedtocompareascoretothenormativesample;developmentalscoresareusedtomeasurechangeinabsoluteperformance.

CompositesScores

•Compositescoresareavailableforeachofthethreekindsofreading-relatedphonologicalprocesses.

• PhonologicalAwareness(andAlternatePhonologicalAwarenessforthe7-to-24ageform),PhonologicalMemory&RapidNaming

• Theyarecombinationsofindividualsubtests.


InterpretingCompositesScores

• 130+ VerySuperior• 121-130 Superior• 111-120 AboveAverage• 90-110 Average• 80-89 BelowAverage• 70-79 Poor• 70- VeryPoor

SubtestScaledScores

• Astandardscorethatisidenticalforeachsubtestmakingitpossibletocompareperformanceacrossdifferentsubtests.

• Theaveragesubtestscaledscoreis10.


InterpretingSubtestScaledScores

• 17-20 VerySuperior• 15-16 Superior• 13-14 AboveAverage• 8-12 Average• 6-7 BelowAverage• 4-5 Poor• 1-3 VeryPoor


IdentifyingInformationSection

ScoreReportingSection


ScoreInterpretation:RawScores

• Howmanyitemswerecorrectforeachsubtest.

• Notverymeaningfulforcomparingsubtestsbecausetheyhavedifferentnumbersofitems.

AgeandGradeEquivalents

• Thesearetheageandgradethatthescorewouldbeaveragefor.

• Asmentionedpreviously,theyareeasilymisinterpreted.Bestnottousethem.


ScaledScores

• Thesearethebestscorestocompareperformanceondifferentsubtests.

PercentileRanks

• %ile RanksshowthatJoshua’sscoresareonlybetterthanorequaltothebottom8to21percentofhispeers.


CompositeScores

• Thecompositescoresandtheirdescriptivetermsfollow.

• Joshuaisbelowaverageorpoorineveryareaofphonologicalprocessing.

CompositeScoreDiscrepancyAnalyses

• Aretwocompositescoresdifferentstatistically?

• Aretwocompositescoresdifferentclinically?


StatisticallySignificantDiscrepancies2

ClinicallySignificantDiscrepancies(4-6-year-old)2


ClinicallySignificantDiscrepancies(7-24-year-old)2

FrequentlyAskedQuestions



• WhenshouldIgivethesupplementalsubtests?• Toconfirmthepresenceofaphonologicalprocessingdeficit.• Especiallyusefulforexamineeswithwell-developedvocabularieswhoseperformanceonword-basedphonologicalawarenesstasksmaybeinflatedbytheirvocabulary.


• CanIdiagnosedyslexiafromtheCTOPP-2alone?• Nosingleassessmentcandothis.

• TheCTOPP-2isusedtoassessphonologicalprocessing.• Adeficitinphonologicalprocessingisahallmarkofdyslexia,butisnotsufficientbyitself.



• CanIdiagnosedyslexiafromtheCTOPP-2alone?(cont.)• Otherthingsareimportanttoassess:

• Unexpectedlypoorreading,familyhistory,poorresponsetoeffectiveintervention,andexclusionarycriteria(e.g.,missedvisualacuityproblem,limitedopportunitytolearnbecauseofextensiveabsences).


• Isadeficitinanyofthe3composites(PhonologicalAwareness,PhonologicalMemory,andRapidNaming)apotentialcauseofdyslexia?

• Yes.Eachofthethreekindsofphonologicalprocessingisrelatedtoandimportantforreading.



• CananindividualhavedyslexiaandnotscorepoorlyontheCTOPP-2?• Yes,especiallyifalotofinterventiononphonologicalprocessinghasbeengiven.

• Thisismorecommonforphonologicalawarenessthanforphonologicalmemoryorrapidnaming,andmorecommonforindividualsubteststhanforcompositescores.


• Whatis“double-deficit”dyslexia?• Itreferstobeingbelowaverageinboththephonologicalawarenessandrapidnamingcompositescores.(Whetheritisaseparateconditionorjustanindicationofverylowphonologicalprocessingisamatterofcontroversy.)



• IfanindividualscoresintheaveragerangeontheCTOPP-2butwellaboveaverageinIQorlanguagemeasures,wouldthisbeanindicationofaphonologicalprocessingproblem.

• Yesbecausephonologicalprocessingisimpairedrelativetoperformanceinotherareas.


• CanpoorperformanceontheCTOPP-2beduetoinattentionandnotpoorphonologicalprocessing?

• Probablynot.Problemsinattentionandinphonologicalprocessingcommonlyco-occur,andbotharepredictorsofdyslexia.InattentiondoesnotexplainpoorperformanceontheCTOPP-2formostindividuals.



• Whatifthereislargerangebetweenthesubtestscoreswithinagivencompositescore?Wouldthatindicatetheneedforfurtherassessment?

• Itwouldsuggesttheneedforfurtherassessment.Perhapsthestudentdidnotunderstandoneofthetasks.


• Canachildhavealanguagedisordersuchasspecificlanguageimpairmentanddyslexia?Ifso,whatwouldthatlooklike?

• Yes.Whatyouwouldexpecttoseeisanimpairmentinphonologicalprocessingandinreadingthatisgreaterthanthemagnitudeofthespecificlanguageimpairment.



• CantheCTOPP-2beusedtomeasureresponsetointervention?• Thedevelopmentalscoresprovideanequalintervalscalethatisusefulformeasuringlonger-termresponsetointervention.

• Longer-termbecausetheCTOPP-2shouldnotbegivenmorefrequentlythanannuallytoavoidpracticeeffects.


• DoesnotusingtheaudioCDvalidatetheadministrationoftheCTOPP-2?

• TheaudioCDshouldbeusedforseveralreasons.• Itprovidesastandardizedassessment.• Itwasusedforthenormativesample.• Verballypresentingtheitemsgivesexamineeswhowatchanexaminer’smouthcluesthatwerenotavailabletothenormativesample.



• Whichcompositesshouldimprovewithintervention?• Interventionismoresuccessfulfordeficitsinphonologicalawarenessthanforphonologicalmemoryorrapidnaming.

HaveaQuestionyouNeedAnswered?

• [email protected]

References• 1 Wagner,R.K.,&Torgesen,J.K.(1987).Thenatureofphonologicalprocessinganditscausalrelationswithreading.PsychologicalBulletin,101,192-212.

• 2Wagner,R.K.,Torgesen,J.K.,Rashotte,C.A.,&Pearson,N.A.(2013).ComprehensiveTestofPhonologicalProcessing (2nd ed.).Austin,TX:Pro-Ed.


Thank you to our Presenter and Sponsors

Florida Center for Reading Research - www.fcrr.org

Florida State University - www.fsu.edu

Decoding Dyslexia CA www.decodingdyslexiaca.org

CA Association of School Psychologists www.casponline.org

CARS+ www.carsplus.org

© Copyright 2017, Dr. Richard Wagner. Dr. Wagner encourages the

reproduction and distribution of this webinar. If portions of the webinar

are cited, appropriate reference must be made. This webinar may not

be viewed or reproduced for the purpose of resale.

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