Learning Disability Intervention

7/27/2019 Learning Disability Intervention

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A) Phonological Awareness Training

Based on the principle thatphonological awareness is impaired in

the dyslexic child.

Phonological awareness:the ability to

reflect on and manipulate the structureof an utterance (e.g. into words,syllables, or sounds) as distinct from itsmeaning (Stackhouse, 1997).

KUNNAMPALLIL GEJO JOHN


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Program includes 3 levels:

Level I. Increasing word awareness:

dividing sentences into words. Level II. Increasing syllable awareness:

dividing words into syllables.

Level III. Increasing sound awareness:

dividing syllables into sounds.

Each level consists of 2 types of activities:

1. Listening activities.

2. Activities for deliberate manipulation ofwords, syllables and phonemes.



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B) Phonics Instruction

3 approaches to Teaching Phonics:

SYNTHETIC Phonics Instruction

ANALYTIC Phonics Instruction

MULTISENSORY Phonics Instruction



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1) Synthetic Phonic Instruction:

Individual letter-sound correspondence

taught

after mastery

Phoneme then used in syllables and words



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2) Analytic Phonics Instruction:

Whole words introduced first

Letter-sound correspondence to be

deduced from the word



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C) Improving Reading

Comprehension:

1. Developing Whole Word Recognition: Irregular words are taught as sight words.

Bryant et al. (1982): suggested a MASTERY

LEARNING APPROACH to teach irregular

words words are presented in gps of 4 or 5,

child has to discriminate the words from other

words similar in appearance.

In multisensory programs, irregular words are

taught as whole using activities such as

tracing, copying, and sky-writing, while

saying the individual letter names.



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COMPUTER-ASSISTED INSTRUCTION

(CAI) to improve whole-word recognition:

Jones et al. 1987:

Learning disabled students made

significant gains in their speed and accuracy

with a list of monosyllabic phonetically regular

words given practice with the computer.



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2. Developing Reading Fluency:

Techniques include:

Student reads words/phrases from achalkboard before encountering the samewords in stories.

Repeated reading - student reads shortpassages several times until a satisfactorylevel of fluency and accuracy has beenreached.

Use of audio support student readssilently while liestening to a tape recordingof the passage.



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Student records number of words read

each minute on a graph.

Paired reading student readsalternatively in pairs.

Imitative reading teacher first readspassage while student follows silently.

The student then reads the materialaloud following the teachersintonationand phrasing (henk et al,1986)



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D) Increasing Word-Finding Abilities:

How is nam ing impaired in LD?

Catts (1993): deficits in phonologicalawareness and rapid naming lie near thecore of specific reading disabilities in young

children. Swank (1994): specific phonological

coding impairment construct wordcannot be accessed from lexicon since:

a. Child is unable to process and impose a

phonetic identity on rapidly paced humanspeech

b. Phonological info is not stored long enoughto complete the naming task



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Hence, therapy techniques include:

Initial voc: common new words to bewords, meaningful to taught in orderly

patient manner (reflect

categorical and

associative

relationships)

1. Strengthen the STORAGE



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WIIG & BECKER CAPLAN (1984):

storage problems can be due to delays inconcept formation and semantic hierarchicalclassification OR when word substitutionsreflect reduced semantic complexity orcompounding.

Suggestions for intervention: Identify and elaborate meaning features in

words (e.g. function, perceptual attributes...).

Encourage word categorization by semantic

class. Finally identify likenesses and differences

between related words,



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1. Increase retrieval strength: use phonological segmentation activities

use imagery activities

2. Increase self-cueing strategies:

talking and reading about words,

analyzing how context affects the

meaning of words, and using words frequently in various

situations to enhance retrieval

2. Strengthen the RETRIEVAL



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3. Increase naming speed:

GERMAN, 1992 and NIPPOLD, 1992

rapid naming may improve retrievalstrength (especially at advanced stage oftherapy).

4. Profiles and Consistency:German (1992): source of the studentsword finding problem (storage or retrieval)and a profile of the students target word

substitution should be used as basis forselecting which techniques and strategiesto implement.



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E) Learning About Patterns in Print:

Aim: to make transition into print easier.

1) Making word lessons:

Select a specific letter sound pattern to beworked upon.

Make list of short and long words with thetarget.

2) J & J Language Readers:

a comprehensive series of booksincorporating vocabulary, oral languageexpansion, written expression, spelling,comprehension, and higher level thinkingskills



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3) Project Read (Greene & Enfield 1991):

a system of learning that is used as a

strategy by the student utilizing a visual,auditory, tactile approach.

4) The Brody Reading Method (Brody,1991):decoding, comprehension, spelling and

writing are integrated through extensive

multisensory practice that leads students

from one syllable word reading to longerwords in challenging text.



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Techniques to improve Reading

Comprehension, Reading Rate and Fluency:

Introduce the passage or book.

Maintaining interactive ease (the adults alerts thechild about new features that will be covered).

Increasing accessibility (adults anticipates whichwords/concepts might create confusion).

Prompting active reconstruction (linking to apersonal knowledge e.g. ask what do you expectwill happen?

Use study guides (or Study Buddies)ANDERSON, 1994. These can be developed toassist with reading, writing, spelling.



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Tape recording:

Record students first reading of apassage

Replay it and discuss about it

Rereading and retaping assists indeveloping fluent and flexible readingrate.



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Use think aloud strategies and askquestions.

Identifying the main ideas and details instudents own words. Here story retelling strategies may be used

e.g.

Setting Who, what when, where?Problem What is the problem to besolved?

Order of action What happened to solve

the problem? (Correct/logical order)Tail end What happened in the end)?



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Several hypermedia software packages have

been developed for students with learningdisabilities.

e.g. Students Assistant for Learning from

Text (SALT) - MacArthur and Haynes(1995)

Hypermedia!! NOW- Boone, Higgins,

Falba & Langley (1993)



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Scaffolded Instructions for LD:

Vygotsky, 1978: suggested that learning must

be scaffolded, structured and supported by a

person more competent in the skill understudy.

Hence, the MENTOR had to structure

learning tasks especially in the learning

disabled who demonstrates a lackoforganization skills in reading (e.g using a

semantic map made up of a series of

organizational steps).



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Letter fading technique:

student traces certain letters several timesdaily, until able to write the letter on his own.

2. Cognitive strategies :

Use of self-monitoring (e.g. using a selfinstructional card).

Cognitive instructions also used for spelling(these approaches involve the child to think

about the spelling of a word instead of simplycopying it e.g. some techniques involvevisual imagery of the word)



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Improving Advanced Writing Skills

1. Sentence and paragraph writing:

use of story starters - pictures that depictan event about which students are assigned

to write.

2. Cyberpals writing:

Use of e-mail to establish cyberpals in orderto reach sentence and paragraph writingskills.



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Post-writing:

involves skills such as editing and revision ofthe written text.

Strategy: COPS (Schmaker, Nolan & Deshler1985)

C = Check CapitalizationO = Appropriate Organization ofNarrative

P = Check of punctuation

S = Check for spelling



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H) DISABILITY-RELATED

ADAPTIVE AIDS

assist individuals with learning disabilities to:(a) compensate for the processing deficits (b)easily learn to use these resource tools.

1. Voice input:

permits the user to enter text or commandsthrough speech. E.g. Dragon dictate

2. Spell checkers:

point out the words in a document that theprogram does not recognize.

Suggestions about the correct word may then beoffered.



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5. Macros:

Word/phrase/computer command that can be

automatically typed into document by theprogram once the user presses a certain key.

helpful in inserting frequently used phrases orwords that are difficult to spell.

6. Abbreviation expansion:

when the present Abbreviation is entered theprogram automatically expands that

abbreviation the users present words orphrase (similar to macros but usingabbreviations).



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2. MAZE TECHNIQUE:

Used for students with intact basic reading skills.

Procedure:

select a sentence/passage of appropriate material.

at every nth word, provide 3 choices for completion: semantically correct but syntactically wrong

syntactically correct but semantically wrong

both semantically and syntactically correct.

the choices should be tiered at the point of selection.Result should look like this:

chair

The ghost passed through the deliciousdoor.

locked

reader uses a pencil and underlines as he/she reads,making a choice at each selection point by underlining thecorrect word.

in reviewing, the teacher should note any pattern of error,such as all syntax selection problems or semanticdifficulties. This targets areas for remediation or instruction.



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7. SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R):

Used for development of study skills

Steps:

1. Survey: preview of text prior to reading

2.

Question: formulation of questions forcomprehension

3. Read: student reads to answer the questions

4. Recite: rehearsal (to help transfer of info fromSTM to LTM)

5. Review: verification of answers to questionsformulated



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iv. Question:student asks him or herself whatoperations are called for in this problem?

v. Compute: student performs the

computations which answer the questionsin the previous step.

vi. Question: student asks him or herselfwhether the answer and the process used

to get the answer was correct.



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Dysgraphia:

Allow more time for written tasks.

Instead of the student writing a completeset of notes, provide partially completedoutline so the student can fill in the

details.

Reduce copying aspects of work.

Encourage the student to use spellchecker.

Use paper and writing instruments ofdifferent color.

Use pencil grips.



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ORTHOMOLECULAR

THERAPY:

Prescription of large doses of Niacin,

Pyridoxine, Vit C and Vit E to diet.

Reported for use with LD patients by

Cott, 1971.



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Learning Disability Intervention

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