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+ II.

RTI: Using Articulation-Phonics Lessons to


Meet Speech and Academic Needs

Norris 2011
+
Traditional Practices Change Slowly

• According to the 2010 ASHA Schools Survey


42% of the SLP’s caseload is articulation
• The majority of this intervention was provided
using traditional pull-out services independent
of literacy
• Virtually unchanged from 2008 or 2004 (NCLB
implemented)
• A large portion of our services are directed at
phonological/articulation delays
2010 ASHA Schools
+ We looked at articulation profiles when children
qualified for services (kindergarten)

1. r,s,z,th,f, all word positions, blends r-s-l


2. r,s,z,l,th all word positions, blends r-s-l
3. r,s,z,sh,th all word positions, blends r-s-l
4. r,th, all word positions, blends r-s-l
5. r,l,ch, all word positions, blends r-s-l
6. r,s,z,l,sh,th, all word positions, blends r-s-l
7. r,ch,sh,z,j,th, all word positions, blends r-s-l

All passed the language screening


+ We reassessed articulation at
mid-second grade
1. d/ð * t/θ *
2. L (omit final), d/ð * t/θ *
3. d/ð * t/θ *
4. d/ð * t/θ *
5. s (distortion), d/ð * t/θ *
6. w/r, d/ð * t/θ *
7. s (distortion, inconsistent)
Conclude: Most errors responded to treatment
or self corrected
* dialect
+ What time out of class did each child spend
to achieve these results?

30 wks (estimate based on 36 weeks of school)


x 1 hr (30 minutes of intervention twice weekly)
x 2 years
______
60 hours of intervention
+ According to IDEAS and NCLB …

SLPsin the public schools are considered


academic personnel and must work with kids
toward academic goals
In anIEP meeting we must answer the question,
"In what way does this disability impact the
educational progress of this child?“
SLPs argue that three or more error phonemes
impact intelligibility and therefore possibly
spelling and reading
+ This implies articulation intervention
should have prevented spelling and
reading problems ..
reading

spelling

articulation phonics

DIBELS nonsense
word reading

So we moved our lens back to see how well our


articulation caseload was doing in reading and
spelling …
+ DIBELS NONSENSE WORDS

# of sounds # of words rating


1. 62 0 very poor
2. 49 1 very poor
3. 54 1 very poor
4. 53 17 very poor
5. 95 30 poor
6. 61 16 very poor
7. 50 13 very poor
+ DIBELS Passage Reading

words
correct errors rating
1. 62 0 very poor
2. 49 1 very poor
3. 54 1 very poor
4. 53 17 very poor
5. 95 30 poor
6. 48 4 very poor
7. 43 4 very poor
+ DIBELS Passage Retelling

words
retold rating
1. 32 average
2. 15 very poor
3. 0 very poor
4. 13 very poor
5. 13 very poor
6.
7. 26 average
+ 2nd Grade Spelling Pattern Test

words correct
(out of 32) rating
1. 18 average
2. 10 very poor
3. 9 very poor
4. 17 low average
5. 11 very poor
6. 28 above average
7. 16 low average
Informal Phonics Test
items correct
(out of 100) rating
1. 51 low average
2. 22 very poor
3. 18 very poor
4. 44 below average
5. 42 below average
6. 49 below average
7. 47 below average
+ CELF Language Screening
Score Result
1. 14 fail
2. 9 fail
3. 8 fail
4. 15 fail
5. 10 fail
6. 13 fail
7. 20 pass
Passing score = 16
+ Conclusions

Working on articulation outside of a literacy


context had no effect on literacy
Phonologically based literacy skills (decoding
and spelling) did not improve despite positive
changes in articulation
SLPs consume considerable educational time in
articulation therapy and have little or no
impact on educational outcomes
We need to rethink our approach!
+ Grade level reading is an excellent context
for improving reading and articulation
+
For less proficient readers, interventions
for articulation and literacy can occur in
contexts including:
Phonemic awareness

Alphabet learning

Phonics

Reading

Spelling
+ Teacher’s Phonics Worksheet

A syllable patternis
targeted or contrasted
Examples of words that
fit/don’t fit the pattern(s)
are displayed
The consonants used are
random
Response is usually written
+ SLP’s Worksheet

A sound in a word
position is targeted with no
regard to syllable shape
All ofthe exemplars have
the target sound
The vowels and vowel
patterns are random
The response is oral
+ We Created a Hybrid

A syllable pattern is
targeted or contrasted
Examples of words that fit
the pattern(s) are
displayed
The consonants target a
speech sound
Responses are oral
Reading Articulation

1.Teach the
phonic
pattern for
the first word
Double Vowel rule: When two vowels
babies go walking …

Aye!
The grown-up does
the talking

Phonic Faces show the abstract pattern using concrete visual speech cues ElementOry
Reading Articulation

2. Help the
1.Teach the
child say the
phonic
sound with a
pattern for
correct /s/
word 1
production
Show how the letter represents the speech
production; model and shape an
approximation in the target word

s.
Reading Articulation
2. Help the
1. Teach the child say the
phonic sound with a
pattern for correct /s/
first word production

4.Then read the


3. Repeat the sentence for
decode – accuracy and
produce cycle speech production.
for each word Teach and provide
feedback on
reading and/or
speech as needed
Find all of the words that show the double vowel
pattern, then read the sentence.

Today the little girl wants to sail her sailboat, but it


seems the seas are filled with soap.

Use Phonic Faces to cue the


sound as the sentence is read
or to provide feedback when
an error occurs
+ Following 6 weeks of intervention
Artic-Phonics group made as much change
in articulation as a 7-minute articulation
drill group who received equal treatment
time
Gained 15 points on the phonics test
Made comparable gains to 7-minute group
that was receiving intensive phonics
instruction through another
program
DIBELS data to be analyzed
+ Currently Using PowerPoints

Same principle as worksheets


Can be done in whole classrooms,
small groups, pull-out or push-in
Vocalic /r/
allows for
compare/contrast vowel rules
Remember Arlene? She is the meanest letter of
the alphabet. She controls everyone who dares to
step in front of her!

Front view where Side view where you can


you can see her see what her sound looks
fierce teeth like inside your mouth
Arlene is the meanest letter of the alphabet and makes
the roaring sound /r/.

But Arlene has a twin sister named Erlene who is just as


fierce and makes the growling sound /er/. She does not
have her own alphabetical letter. She makes her sound
when letters “e,” “i,” or “u” are in front of letter “r.”
But not when e is in front of r.
Remember
WhenBaby e? HeErlene
er get together got his first
tooth and
makes hersays
sound!
Growl with Erlene!
/eh/.

er
Baby e shows his new
tooth .. Eh eh eh
Look for at the end of words

her How do you say it?

How do you spell it?


Look for in word middles

her
herd Now its at the end

Now its in the middle


Can you think of words with
in word middles?

What little micro-organisms can make


you sick?

germs
Did you know that Erlene
is so tough, silent e doesn’t
change her sound??

nerve

No change!
+ AR PowerPoint in Classroom
+ Spelling and Articulation

• 11 yr old produced /l/ and /th/


at 0% in speech.
• Five spelling patterns were taught with Phonic
Faces cards used to demonstrate how the
phonemes/graphemes were manipulated
• The child then spelled and read the words.
• Both sounds were learned and maintained in
speech. Spelling improved significantly.
• The visual input provided the time and cues
needed to reflect on the sounds and their speech
production.
Collins, G., Hoffman, P.R. & Norris, J. Phonological Effects Of Spelling Intervention In A
School-Age Child. ASHA convention, Boston, MA, November 2007.
+ Also looking at MorphoPhonic Artic
+

Question:
Will this approach
result in simultaneous
improvements in
articulation and sight
word learning?
+ Quickly Increasing Verbalizations Among DD
Children Who Also are Beginning to Read Print
+ Use Along with Storybook Reading to
Simultaneous Develop Artic/Literacy
+ Conclusions

• Working on articulation within a literacy


context has positive effects on literacy and
articulation
• Phonologically based literacy skills (decoding,
word recognition and spelling) improve in
parallel with positive changes in articulation
• SLPs can provide articulation therapy and have
high impact on educational outcomes
• Will be required of us as SLPs come under the
Value Added Assessment guidelines

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