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R O D AN N F S TIO NG I S C DI O U IN N R G T -F A I NS D D I OR L D W A I E T T HD TY P , N TIA ITH SI R E AN E M IV R R N N W E U E E S .G S F I J U , IL E F ER R IES O O I N A L L CAG D IFF NE T DI A I ON C H L I T D AR CU NA LE IFFI D
R D O AN ERR IC F) L L T A N A C W I R A ( T M G O E E , E R S DIN GE UAG O E 3 N A G H I U F T O -F G AN E S RD AN L 1 H E G T N O L EN TIV E I L C B NN W RA ITT JE I B O R PI ED O R C S ER AS IN W E B S ND D D UN RM ERN , A FO TT ING PA EAD R
ADAPTED LEXICAL MODELS FOR ORAL LANGUAGE, ORAL READING, AND WRITTEN LANGUAGE
FUNCTIONAL ARCHITECTURAL MODEL OF LEXICAL ACCESS Three Levels When Accessing A Word 1. The word’s conceptual structure 2. The word’s abstract lexical representation (semantic, syntactic and form features) 3. The word’s corresponding speech-motor program plan
EMBEDDED IN THESE 3 LEVELS ARE 4 CORRESPONDING STAGES OF SINGLE-WORD RETRIEVAL Stage 1, a triggering stimulus (desire to retrieve the word) links to the conceptual structure for the word
Stage 2, the conceptual structural accesses the entry’s semantic and syntactic features (the lemma) from among neighboring semantic entries
EMBEDDED IN THESE 3 LEVELS ARE 4 CORRESPONDING STAGES OF SINGLE-WORD RETRIEVAL Stage 3, the lemma accesses the entry’s corresponding phonological features (the syllabic frame and sound units) to create the phonological schema of the target
Stage 4, a motor plan is created and forwarded to lowerlevel articulation processes to produce the word
ON THIS MODEL WE CAN MAP THREE ORAL WORD FINDING ERROR PATTERNS Error Pattern 1, Lemma Related Semantic Error (Commonly Known as the Slip of the Tongue) Error Pattern 2, Form Related Blocked Error (Commonly Known as the Tip of the Tongue)
Error Pattern 3, Form and Segment Related Phonologic Error (Commonly Known as the Twist of the Tongue)
THIS LEXICAL MODEL PROVIDES A BLUEPRINT FOR LEXICAL ACCESS THAT CAN BE FURTHER ADAPTED TO APPLY TO ORAL READING (OR)
THIS LEXICAL MODEL PROVIDES A BLUEPRINT FOR LEXICAL ACCESS THAT CAN BE FURTHER ADAPTED TO APPLY TO ORAL READING (OR) This model implies that oral language (OL) and OR share the same routes in the final production of the word. If this hypothesis is true, difficulties in lexical access could potentially manifest themselves in OR as noted clinically.
THIS LEXICAL MODEL PROVIDES A BLUEPRINT FOR LEXICAL ACCESS THAT CAN BE FURTHER ADAPTED TO APPLY TO ORAL READING (OR)
In oral reading, the triggering stimulus, unlike for speech, is the written word. Yet the final output, like speech, involves executing the motor plan for articulation. The stages in between parallel those for oral word-finding.
LEXICAL ACCESS FOR ORAL READING
According to the adapted model, the task of reading a word silently and producing a word (OR) involves 6 stages.
LEXICAL ACCESS FOR ORAL READING Stage 1. The graphemes of the written word link to the corresponding phonemes in the input phonological lexicon at which time the word is decoded. Stage 2. The decoded word, in a bottom-up fashion, maps onto the input semantic lexicon and conceptual structure eliciting the word’s meaning . Stage 3. At the conceptual structure the decoded word has been comprehended, after which lexical access for oral reading proceeds, following the same trajectory described earlier for speech.
LEXICAL ACCESS FOR ORAL READING Stage 4, the conceptual structure accesses the target word’s lemma in the output semantic lexicon (its semantic and syntactic features). Stage 5, the selected lemma accesses the target word’s corresponding phonological features (its syllabic frame and sound units) creating the word’s phonological schema (Levelt, 1991). Stage 6, a motor plan is created for the decoded word and forwarded to lower-level articulation processes to execute the motor plans for oral reading.
LEXICAL ACCESS FOR ORAL READING Inherent in this model is the assumption that lexical access for oral reading output follows the same trajectory as speech output.
If this assumption is true, the word read orally could be vulnerable to the same disruptions in lexical access as the spoken word.
LEXICAL ACCESS FOR WRITTEN LANGUAGE (WL) Inherent in this model is also the assumption that lexical access for writing a read word follows the same trajectory as speech except: 1. the need to access the graphemic lexicon; and 2) the need to access the motor patterns for WL instead of OL.
If this assumption is true, the written word could be vulnerable to the same disruptions in lexical access as the spoken word or oral read word.
Written Language (WL) Error Patterns
Graphemic Lexicon
Execute the Motor Patterns to Write the Retrieved Word
L A I T N N E SI R E RN . F F DI TTE XTS A PA TE T U R ON O O C 2 R Y E V R ER IC TI C R M JE A F E B C W D O A D 3 C N A OF E A Y IF SIS ES T N NO TH E ID IAG OF D CH EA
ERROR PATTERN 1, LEMMA RELATED SEMANTIC ERROR
“It’s six, no Five o’clock.”
Commonly known as a Slip of the Tongue Error
ERROR PATTERN 1, LEMMA RELATED SEMANTIC ERROR
In discourse this results in revisions, semantic substitutions, and self corrections!
Commonly known as a Slip of the Tongue Error
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR
“That is a picture of my best friend …, hmm....his name is…” Commonly Known as a Tip of the Tongue Error
JOSE PRODUCES ERROR PATTERN 2, FORM RELATED BLOCKED ERRORS (COMMONLY KNOWN AS A TIP OF THE TONGUE ERROR)
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR
In discourse this results in repetitions, delays, circumlocutions, empty words, insertions, and time fillers!
Commonly Known as a Tip of the Tongue Error in Discourse
Meet Dillon
ERROR PATTERN 3, FORM – SEGMENT RELATED PHONOLOGIC ERROR
“That is a …cinamon, syno, synonym.”
Commonly Known as a Twist of the Tongue Error
ERROR PATTERN 3, FORM – SEGMENT RELATED PHONOLOGIC ERROR
In discourse this results In phonological substitutions, delays, time fillers, and empty words!
Commonly Known as a Twist of the Tongue Error
WF BASED ORAL READING ERRORS ERROR PATTERN 1: Lemma-Related Semantic WF BASED ORAL READING ERROR
Oral reading errors at this level = semantic substitutions (house for home; puppy for dog).
STUDENT’S VOICE - ONE STUDENT WITH WFD SAID ABOUT ORAL READING The word (in isolation) that I was supposed to read aloud was USELESS. I looked at the word and said usually...ah no, it's useful...no, it's useless! I really KNEW the word was 'useless' from the beginning. I look at it and knew what is was, but my mouth said the other two words first. Once the words came out of my mouth I knew that wasn't right, so I tried it again."
WF BASED ORAL READING ERRORS ERROR PATTERN 2: Form-Related Blocked WF BASED ORAL READING ERROR Oral Reading Errors at this level = no response
The learner reads the word when given the first sound or syllable (phonemic cue). The describes the word although he/she cannot retrieve the word (it hangs from the tree and the caterpillar goes in it and comes out a butterfly, for cocoon).
WF BASED ORAL READING ERRORS ERROR PATTERN 3: Word Form Segment Related Phonologic WF BASED ORAL READING ERROR Oral Reading Errors at this level = phonemic approximations of the target word (reads octo for octopus).
CRYSTAL’S WRITTEN LANGUAGE SAMPLE (7TH GRADE) From: Paul, Rhea ( 2001) Language Disorders from Infancy through Adolescence, Assessment and Intervention, Second Edition, St Louis, MS: Mosby.
ERROR PATTERN 1, LEMMA RELATED SEMANTIC ERRORS
ERROR PATTERN 2, FORM RELATED BLOCKED ERRORS
ERROR PATTERN 3, FORM AND SEGMENT RELATED PHONOLOGIC ERRORS
D L N E RA M O M N D E3 I O C N N H E R TI O , A O T M UC ING T O S O R D D T R S EA N S S I N R PO A L ED AL ES 3 E C I AT OR RR S TIV C T I , O N E J R T B O E EN ING T C ER H T ER N HA TT IN IFF TIO T PA D UES ING OR Q RIT RR W FE W
S A L C L A OR
M O O R S
K R O W
L S A T F R A O M ’W E R TS T O N A F I T G DE . N N TU NS E I R N S R E O I F E N T F T DI UES D O AT P E Q S R B A RO ER
ERROR PATTERN 1, LEMMA RELATED SEMANTIC ERROR (COMMONLY KNOWN AS THE SLIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER
•slows the questioning pace •direct students to rehearse the answer silently before they volunteer •ask students to pause and screen competing responses in favor of the correct answers
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR (COMMONLY KNOWN AS THE TIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER
• Cue
learners with the first syllable of the target word
• Switch to a multiple choice format •Call on only students who volunteer to respond
ERROR PATTERN 3, FORM AND SEGMENT RELATED PHONOLOGIC ERROR (COMMONLY KNOWN AS THE TWIST OF THE TONGUE)
RECOMMEND THAT THE TEACHER
• Use a multiple choice format •Call on only students who volunteer to respond
E T IA T D N G R E N O I R E AD W F F RE ITH I , D ND W M A RS O O NT NE R S ME AR 3 S E A S S LE IV T L C C SE R IES JE B I O RT AS N FO ULT E G O IC H T IN CTI IFF IN EAD U D R S TR IN G IN ND FI
L T A N R E O M E S T S A I E T S N S E A R E NG F F DI I Since Oral Reading requires D EA Good Oral Retrieval, For R
Learner’s with Word Finding Difficulties Assess Decoding and Reading Fluency Silently.
RECOMMEND NO ORAL READING ASSESSMENTS
Do not base instructional level on oral reading competencies. do not carryout progress monitoring based on oral reading skills.
FOR LEARNERS WITH ANY OF THE THREE WORD FINDING ERROR PATTERNS
Check decoding with silent reading tasks.
ANTHEA, AN SLP IN ONTARIO CANADA SAID “It is so exciting when they show fast recognition of words that they cannot read aloud The difference in time is truly startling. Even the children are stunned when they realize that they can in fact read when they have struggled so much in the past.” Anthea Murrell, M.Sc., S-LP(C) Reg. CASLPO Speech Language Pathologist Algonquin and Lakeshore Catholic District School Board 347 Maitland Drive, Belleville, Ontario K8N 4Z5
FOR LEARNERS WITH ANY OF THE THREE WORD FINDING ERROR PATTERNS
Check reading comprehension using silent reading tasks and multiple choice questions.
What Is Hot, and What is Not What is hot? A volcano that erupts is hot. A volcano explodes from an opening in the earth’s crust. Big hunks of melted rock blast up. When a volcano erupts, its top explodes. No one can tell, or predict, when this will happen. A volcano begins with melted rock within the earth. When a rock melts it makes gas. The gas thrusts the melted rock up to the earth’s crust and then…BAM! The melted rock spills from the cone, or opening of the volcano in a thick, sticky, river of fire!
DIFFERENTIATED READING INSTRUCTION Check Decoding Using Multiple Choice Frames and Point To Tasks Say to the learner 1. Point to the word crust. crest crunch crust grist 2. Point to the following words in the paragraph –crust, explode, predict, thrust, and cone.
What Is Hot, and What is Not What is hot? A volcano that erupts is hot. A volcano explodes from an opening in the earth’s crust. Big hunks of melted rock blast up. When a volcano erupts, its top explodes. No one can tell, or predict, when this will happen. A volcano begins with melted rock within the earth. When a rock melts it makes gas. The gas thrusts the melted rock up to the earth’s crust and then…BAM! The melted rock spills from the cone, or opening of the volcano in a thick, sticky, river of fire!
CHECK READING COMPREHENSION USING MULTIPLE CHOICE FRAMES AND POINT TO TASKS Point to the sentence that tells how a volcano explodes. Point to the sentence that tells what happens to the melted rock within the earth. When a volcano erupts: it is very quiet its top can explode it is a good time to take pictures
What Is Hot, and What is Not What is hot? A volcano that erupts is hot. A volcano explodes from an opening in the earth’s crust. Big hunks of melted rock blast up. When a volcano erupts, its top explodes. No one can tell, or predict, when this will happen. A volcano begins with melted rock within the earth. When a rock melts it makes gas. The gas thrusts the melted rock up to the earth’s crust and then…BAM! The melted rock spills from the cone, or opening of the volcano in a thick, sticky, river of fire!
Y C
N E t U n e L F m s L
s A e s R O As
What To Do About It??
SWITCH THE TASK – SILENT READING FLUENCY RATHER THAN ORAL READING FLUENCY
Oral fluency rate, accuracy, and correct expression will be affected by the learners word finding skills so focus on silent fluency rather than oral fluency.
TYPICAL READING FLUENCY ASSESSMENT High Demand On Word Finding Student orally reads a passage and is timed. Comprehension is usually not part of this process.
SILENT READING FLUENCY WF ACCOMMODATION Student silently reads a passage and is timed. Carrier Phrase = “read this passage to yourself and look up when you are finished” Focus is on silent fluency rate and silent reading accuracy. Comprehension using recognition response is assessed to ensure active reading.
’ S G T N N I E T I R UD W ST S. E N N T A O ER I T D TT N E E S PA R A E B R F Instruction for learners with WF F KS O I D S RR difficulties in WL will focus on A T FE technology recommendations W differentiated by the three WF error patterns.
ERROR PATTERN 1, LEMMA RELATED SEMANTIC ERROR (COMMONLY KNOWN AS THE SLIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER • Have students use text-to-speech technologies to edit their work- learners listen to the computer read their text. • Have students circle on a printed copy any revision errors in text (He is, They were) or grammar or noun/verb substitutions (March for April, walk for run).
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR (COMMONLY KNOWN AS THE TIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER
•Provide students with prediction software so they can be cued for blocked words. This will reduce word omissions or the writing vague words (the thingy) or circumlocutions (it hangs from a tree for cocoon) to compensate for their WF blocks.
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR (COMMONLY KNOWN AS THE TIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER
•Use reverse electronic dictionary websites where students enter word meanings to find lost words (Onelook Reverse dictionary).
ERROR PATTERN 2, FORM RELATED BLOCKED ERROR (COMMONLY KNOWN AS THE TIP OF THE TONGUE)
RECOMMEND THAT THE TEACHER
•Use text to speech technologies, but with a different focus. These learners will be directed to listen to the computer read their text and circle on copy any vague words, word omissions, and circumlocutions for words on which WF blocks occurred.
ERROR PATTERN 3, FORM AND SEGMENT RELATED PHONOLOGIC ERROR (COMMONLY KNOWN AS THE TWIST OF THE TONGUE)
RECOMMEND THAT THE TEACHER • Have the student use word prediction software and spell check, and •
Provide learners with a desktop file containing websites for reverse electronic dictionaries and subject specific multisyllabic words,
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M E D A C S A R F E O RN S A R D S E O L N T T A OR C C A I TIC R F 4 D R E L E N V E I A PR A F T C EC I J X TO S E M L W OB E L S L A E C A I D US OR NTI OG W TE O L PO O N PH
PHONOLOGICAL LEXICAL FACTORS Word Length: How long the word is. Phonotactic Probability How frequent is the phonological sequence
PHONOLOGICAL LEXICAL FACTORS Word frequency: Counts of how often the word occurs in the language, transformed into a log scale Phonological Neighbors to the Target Word Refers to words that contains sounds that are similar to the target word. These words are stored together in the phonological lexicon.
GERMAN, SCHWANKE, & RAVID (IN PRESS) FOUND Phonotactic Probability – frequency of the words sound sequence Learners with WF difficulties had the most difficulty with those science and math words with the lowest phonotactic probabiity - academic words with sound sequences that were low in frequency.
GERMAN & NEWMAN (2004) FOUND Error Pattern 2, Commonly Known as a Tip of the Tongue Error Children are likely to have word form-related (blocked) errors on words with few neighbors (Sparse Neighborhoods).
GERMAN & NEWMAN (2004) FOUND Error Pattern 3, Commonly Known as a Twist of the Tongue Error Children are likely to have word form segment-related (phonologic) errors on words that are low in frequency and have lowfrequency neighbors.
GERMAN & NEWMAN (2004) FOUND Error Pattern 3, Commonly known as a Slip of the Tongue Error Children are likely to have lemma related semantic errors on high frequency words with many neighbors (Dense Neighborhoods).
A R P
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S N O I T A IC Knowing the type of word-finding errors children are likely to make on specific words could guide your selection of what words in the curriculum need to be treated for which children.
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