PBL Case Study: Sally

Presented by: Laura MacLellan Jacqueline Schulz Roberta MacDonald

Meet Sally

10 years old
diagnosed with autism at age 3

Integrated into a regular grade 5 classroom

participates in most classroom activities with modifications
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Meet Sally

Academic level: Kindergarten Verbal skills: speaks in 3- to 5-word sentences Self-care: independent with most self-care routines Social skills: good play skills with familiar classmates
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The task
Parents recently attended workshop, excited about the idea of Sally learning to read

want to know about literacy interventions

School team

wants to know about literacy instruction

Presentation
Components of literacy instruction Challenges Research-based literacy programs Summary

Language Skills
Reading and understanding Simple Text

Phonological Awareness

Reading Instruction
Recognition of Sight Words
Letter Sound Correspondence

Application of Decoding Skills

Decoding Skills

(Adapted from Light & McNaughten, 2011)

Language Skills
Knowledge and skills in the form, content, and use of language
vocabulary, sentence structures, recognizing stories and different kinds of text

(Light & McNaughten, 2011)

Language Skills
Read, Read, Read!

Phonological awareness skills

Skills that enable students to manipulate phonemes and sounds, and recognize similarities or differences in the sounds of words Sound blending skills
The ability to build words by blending the individual sounds that make up the word

Phoneme segmentation skills

Skills that enable students to break words down into their component sounds (Light & McNaughten, 2011)
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Phonological Awareness: Example Activity

Phonemic Awareness Task
Deleting phonemes

Demonstration Activity
Students identify the word that remains when a phoneme is removed Students break a word into its individual sounds by counting the sounds or by moving a marker for each sound. Students make new words by adding a phoneme to a word. Students make a new word by replacing a specified phoneme with another.

Example
T: What word is left when we drop the /s/ from the word spot? S: pot T: Show me how many phonemes are there in the word bake. S: three /b/ /a/ /k/ T: What word do you make when you add a /b/ to the beginning of the word ring? S: bring T: Say the word bag. Now change the /b/ to an /r/. What is the new word? S: rag

Segmenting words into phonemes

Adding phonemes

Substituting phonemes

Directly from Effective Reading Instruction (2004)

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Letter-sound correspondence
Knowledge of the relationship between sounds and letters:
- that sounds are represented by letters (phonics)

(Light & McNaughten, 2011)

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Letter-sound Correspondence: Example Activity

T: Our new sound is /k/. Listen for the /k/ sound in these words. The teacher says each word slowly, emphasizing the initial sound. cat can cup T: Now, Im going to say the words again as I write them on the board. The first letter in each of these words says /k/. The teacher repeats cat, can and cup, exaggerating the /k/ phoneme each time the letter c is written.

T: In these three words, the letter c stands for the sound /k/. Say the words with me.
Ss: cat can cup

The teacher points to the letter c in each word as students say the word. The teacher will introduce other letters that can represent the /k/ sound in later lessons after students have had considerable practice with this letter-sound correspondence. 13

Decoding skills
Ability to apply knowledge of letter-sound correspondences and sound blending skills to sound out regular words

(Light & McNaughten, 2011)

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Decoding Skills: Example Activity

The instructor presents a written word. The learner
looks at the letters in the word thinks of the sounds for each of the letters blends them together determines the word

Directly from Light & McNaughten (2011)

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Application of decoding
Incorporating knowledge of letter sounds and the ability to blend sounds to sound out words when reading

(Light & McNaughten, 2011)

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Application of Decoding Skills: Example Activity

The instructor reads each sentence and pauses at simple regular words for the learner to decode The learner decodes the word and then says it

Directly from Light & McNaughten (2011)

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Application of Decoding Skills: Example Activity

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Recognition of sight words

ability to recognize a word (and understand its meaning) by looking at the letters without sounding it out

(Light & McNaughten, 2011)

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Recognition of Sight Words: Example Activity

Fossett & Mirenda (2006)

car apple

car

apple

Video from Brenda

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Recognition of Sight Words: Example Activity

The learner must listen to the target sight word spoken out loud -- the select the correct written word the from the group of written words provided

Directly from Light & McNaughten (2011)

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Vocabulary
important in word recognition
trial pronunciation

plays an important role in understanding what is read

reading comprehension!

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Image from the Florida Center for Instructional Technology clip art web site: http://etc.usf.edu/clipart/index.htm

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Reading & understanding simple texts

Ability to decode or recognize each word in sequence in the text, access the meaning of the words, process the words together in sequence to derive the full meaning of the text, and relate it to prior experience and knowledge

(Light & McNaughten, 2011, para 10 )

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Reading and Understanding Simple Texts: Example Activity

The instructor presents a simple written sentence. The learner
looks at each of the words in the sentence in the correct sequence decodes the words, or recognizes them by sight summarizes the meaning of the sentence by answering two simple questions
Who is it about? What happened?
Directly from Light & McNaughten (2011)

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Component
Phonological awareness and Language Skills

Studies that show its importance in reading

Torgesen, Wagner, & Rashotte, 1994 Jorm, Share, Maclean, & Matthews, 1989 Cunningham, 1989 Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Lundberg, Frost, & Peterson, 1988 NICHD, 200

Letter Sound Correspondence and Decoding Skills (Phonics) Recognition of Sight Words

- Adams, 1990, 2001 - Foorman et al., 1998 - NICHD, 2000 - Mirenda, 2003 - Fosset & Mirenda, 2006 - Pikulski, 1995 - NICHD, 2000 - Logan, 1997 - Nagy & Scott, 2000 - Baker, Simmons, & Kameenui,1995 - NICHD, 2000 - Baker & Brown, 1984 - Beck & McKeown, 2001

Application of Decoding skills, Reading Simple Texts (Oral Reading Fluency)

Application of Decoding skills, Recognition of Sight Words, Reading Simple Text (Vocabulary) Application of Decoding Skills, Reading Simple Text (Reading Comprehension)

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So where is Sally?
Pre-Alphabetic
Unable to read or spell Can write letters by hand Can recognize letter on a computer keyboard

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Recommendations for Sally

Language Skills
Reading and understanding Simple Text

Phonological Awareness

Reading Instruction
Recognition of Sight Words
Letter Sound Correspondence

Application of Decoding Skills

Decoding Skills

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What are some challenges to literacy acquisition for children with autism?

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Challenge: Working memory (WM)

The term WM describes the ability to store (keep online) information and process the information at the same time.
(Baltruschat et. al., 2011, p. 268)

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Model of Working Memory

The majority of WM research has been conducted within Baddeleys original tripartite framework (Baddeley & Hitch, 1974). In this framework, Working Memory is defined as a multidimensional system with three parts that interact:
Central executive Phonological loop Visuospatial sketchpad
quote and summary from (Montgomery, Magimairaj & Finney, 2010, p. 79)

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Central Executive: Mission Control

coordinates and controls activities in the WM has finite attentional resources that regulate:
allocation updating sustained attention inhibition

(Montgomery, Magimairaj & Finney, 2010, p. 79)

Edited image from http://www.flightglobal.com/blogs/runwaygirl/2010/09/photo-panasonics-mission-contr.html

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Phonological Loop
slave to the central executive Retains verbal information in shortterm memory
(Montgomery, Magimairaj & Finney, 2010, p. 79)

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Visuospatial Sketchpad

Retains visuo-spatial information in shortterm memory

(Montgomery, Magimairaj & Finney, 2010, p. 79)

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Working memory in children with autism

Research has found evidence of working memory
deficits in individuals with ASD across a wide range of chronological and mental ages (Geurts, Verte, Oosterlaan, Roeyers, & Sergeant,2004; Ozonoff, 1997; Verte, Geurts, Roeyers, Oosterlaan, & Sergeant, 2006; see Hill, 2004 for a recent review).
(Baltruschat et. al., 2011, p. 268)

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How does this impact literacy?

In a longitudinal study of 98 children, Alloway & Alloway found that ...childrens working memory skills at 5 years of age were the best predictor of literacy and numeracy 6 years later.
(Alloway & Alloway, 2010, p. 20)

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How does this impact literacy?

blending sounds to decode words subvocal rehearsal (saying sounds in their heads)

Image from the Florida Center for Instructional Technology clip art web site: http://etc.usf.edu/clipart/index.htm

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Challenge: Speech Production

Lack of speech production introduces challenges when assessing ability of the learner to sound out words.

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Sample modification for nonverbal sounding out

(Light & McNaughton, 2009, p.14)

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Challenge: Executive Function

planning & decision making error correction & troubleshooting category formation organization

Sumiyoshi, Kawakubo, Suga, Sumiyoshi, & Kasai, (2011), p. 252

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Challenge: Language Skills

Comprehension Written output

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Addressing the challenges: Research-based Reading Programs

Interactive to Independent Literacy Model
(Kaderavek & Rabidoux)

ALL
Accessible Literacy Learning (Light & McNaughton)

ELSB
Early Learning Skills Builder (Browder, Ahlgrim-Delzell, Courtade, Gibbs, Flowers)

LLI
Leveled Literacy Intervention System (Fountas & Pinnell)

Route 66
(Partnership between the Centre for Literacy and Disability Studies [CLDS] of the University of North Carolina [UNC] and Benetech)

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Interactive to Independent Model

Explores three different models of literacy learning:
Social interaction Participation Situated Pragmatics

(Kaderavek & Rabidoux, 2004)

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Interactive to Independent Model

Social interaction based on Vygotsky (1978)
We believe that a childs literacy development is stunted when the cognitive-linguistic processing of reading is given preeminence rather than enhancing opportunities for genuine, motivating, communicative literacy interactions. (Kaderavek & Rabidoux, 2004, p. 242)

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Interactive to Independent Model

Participation based on Beukelman and Mirenda (1998)
the goal is to remove any barriers limiting a communicators access to social interaction we thus view it imperative to eliminate any barriers precluding active literacy participation by nontraditional learners. (Kaderavek & Rabidoux, 2004, p. 242)

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Interactive to Independent Model

Situated Pragmatics based on Duchan et al. (1994)
service providers should develop intervention goals that allow children to participate in naturally occurring contexts goals and procedures should fit a childs experiences and abilities... (Kaderavek & Rabidoux, 2004, p. 242)

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Interactive to Independent Model

Five levels of communication partnership facilitating literacy development:
Level 1 focuses on joint attention and the ability to maintain a focus around a shared storybook or literary artifact. Level 2 interactive balance and turn taking between emergent learner and literacy partner. Level 3 beginning of symbolic understanding of written forms. Level 4 conventional literacy supported by social interaction. Level 5 conventional literacy at independent level.
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Accessible Literacy Learning (ALL)

Light & McNaughton Comprehensive Scripted assessment & instruction Adaptations Targeted skill instruction + regular shared reading experiences Complete set of teaching materials in a binder for each skill area 3 shared reading books Not themed
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Accessible Literacy Learning (ALL)

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Early Literacy Skills Builder (ELSB)

Browder, Ahlgrim-Delzell, Courtade, Gibbs, Flowers Comprehensive Scripted assessment & instruction Adaptations Targeted skill instruction + regular shared reading experiences Complete set of teaching materials in 6 leveled binders and accompanying student materials Themed: Moe the Frog
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Early Literacy Skills Builder (ELSB)

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Leveled Literacy Intervention (LLI)

Fountas & Pinnell Comprehensive Scripted assessment & instruction Adaptations * Targeted skill instruction + regular shared reading experiences Complete set of teaching materials including instruction, ProD, and books K level program covers 3 reading levels, including 70 titles, 4 copies each
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Leveled Literacy Intervention (LLI)

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Route 66
Partnership between the Centre for Literacy and Disability Studies (CLDS) of the University of North Carolina (UNC) and Benetec Web-based program Not comprehensive in targeted skills instruction like the other programs Scripted teacher script alongside student readings Adaptations Targeted skill instruction + regular shared reading experiences
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Route 66

Images taken from the Route 66 web site trial pages. www.route66literacy.org

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Recommendation for Sally

ALL or ELSB both good for targeted skills
Need to know Sallys interests 10 years old, may find Moe character too young

Opportunities for interactive reading experiences with peers Content that is meaningful Reading at home with family

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Recommendations for Sally

students with autism can benefit from literacy instruction that incorporates the use of multiple instructional strategies that are carefully matched to the stages or phases of development through which all readers pass on their way from emergent reading to skilled reading. (Mirenda, 2003, p. 275)

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Importance of Literacy
Literacy is not a luxury, it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of ALL our citizens.
- President Clinton on International Literacy Day, 8 Sept 1994.

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