Speak2Read Case Study – The Girl In Grade 3

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Speak2Read Case Study The Girl In Grade 3

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This young girl in Gr. 3 came to see me after
having completed a Psychoeducational assessment
as well as a language assessment. She hated
homework, did NOT like writing, and did very
little reading for enjoyment.
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Spelling was significantly challenging for her.
Some letter reversals were evident in her
spelling sample. The Psychoeducational report
indicated that she had phonological processing
scores in the 91st percentile, which is very high!
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However, when I completed a more in-depth
assessment, I discovered that she had significant
difficulty with non-word tasks vs. real-world
tasks. I also noted that she was significantly
stronger at sound-segmenting tasks when compared
to blending tasks.
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Lastly, she demonstrated significant difficulty
with rapid symbolic naming tasks. This contrasted
with average scores on the non-symbolic naming
tasks.
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During dynamic performance assessment, she made
numerous errors that indicated she was not
effectively applying phonological awareness
tasks.
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For example, her errors failed to represent all
of the sounds in words (e.g., spelling sport as
spot) she also spelled some syllables without
a vowel, which is a violation of English
orthography rules.
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From our assessment work, I made a hypothesis
that she had inefficient connection between
neural pathways and that specifically, her brain
was not efficiently processing information
through the angular gyrus
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an area of the brain that is important for
linking and consolidating visual information with
verbal information (speech and language
information).
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This explained why she was not accurately
representing sounds in spelling (e.g., not using
enough letters). It also explained why she would
look at the first letter and guess a word
however, the word that shed guess didnt make
sense given the letters (e.g., than gt that).
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What may be happening in this type of reading
error is that the brain is prioritizing and
compensating with visual processing skills, and
not reconciling that information with the sound
information. The two areas of the brain are not
talking.
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Usually In this scenario, a typical brain would
ALERT itself. The brain would recognize that the
letters in the word than do not match the
speech sounds when you say that. The brain
would recognize the mis-match the letter n
does not ever make the sound /t/ in English.
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Most emerging readers will selfcorrect if they
make an oral reading error like this. Most
maturing readers will actually catch this error
BEFORE they read it aloud (or not even MAKE an
error in the first place they would accurately
process the written word!)
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This is the role that neural connections and
important information processing areas in the
brain play in reading they link the way a word
looks, the way it sounds, and the what it means
and wire this information together so words get
stored long-term.
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Children with difficulty connecting information
between these brain areas do not ever get words
stored robustly and accurately in long-term
memory. Which, incidentally, also explains the
significant spelling difficulty.
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When we go back to this childs developmental
history during our interview and file review, we
discover that this girl suffered from childhood
seizures.
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This is further support for our hypothesis that
there are under-developed or disorganized neural
pathways between the occipital, parietal,
temporal, and frontal lobes.
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We have explained why these reading and spelling
errors are taking place. However, it gets worse
these errors are likely to PERSIST.
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This error, and other errors produced during
assessment, are confounded by inattention and
poor self-monitoring in the frontal lobes. In
order to make progress, this student must alert
to these errors and process or reconcile those
errors.
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This is the role of the cingulate gyrus, the
thalamus, and the limbic system in the brain.
However, given her medical history and reduced
attention and working memory scores on the
Psychoeducational assessment
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We dont predict that selfmonitoring and
meta-cognition/meta-awareness are going to be
strengths and this is precisely what we saw
during instruction. She did not recognize or
self-correct her errors without support from the
Literacy Instructor.
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The fix? We leveraged phonological processing
skills such as segmenting by teaching her to
APPLY them. Using a speech-to-print approach
activated the sound processing area of the brain
FIRST then we mapped those sounds onto letters
to activate and connect the visual processing
area.
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We used mnemonic strategies with visual prompts
and manipulatives as memory placeholders and
taught a process of how to approach unfamiliar
words. Once a word is identified and processed,
then
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We can address areas of weakness such as
reviewing the word by blending the sounds or
syllables together to arrive at the word, and
further consolidate it in long-term memory.
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This got the brain activating, connecting, and
utilizing multiple areas synchronously. From
there, we integrated functional, integrated, and
contextual tasks to be sure to teach our target
words is a way that STICKS.
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In other words, its not enough to recognize
words, you must activate the meaning, and be able
to comprehend a word in context. We used
multi-linguistic lessons to teach the letter
patterns and language rules that govern English
orthography.
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In other words? We tuned up the brain, and then
systematically taught the rules and patterns of
reading and spelling. From there, we taught
strategies for review and self-monitoring to
activate the frontal lobes and attentional
centres DURING that act of reading.
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Individualized Instruction makes all the
difference Careful assessment gave us access to
her Learning Profile. From there, we built a
custom-tailored instructional process to teach
what was missing.
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We were able to leverage her stronger skills and
address areas of weakness. She learned a PROCESS,
a SYSTEM, to approach unfamiliar words. This gave
her some level of independence. It also gave her
confidence and began to shift her emotional state
around literacy tasks.
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We talked the orthographic patterns and rules
the Alphabetic Principle and the Code that must
be unlocked to read, write, and spell. We helped
her engage the whole brain during literacy tasks,
enabling her to store (and retrieve) words
accurately and permanently in long-term memory
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Do you wonder what is missing in your childs
learning plan? Do you ever wonder what could be
possible for your child or student? Inquire
about the free initial consultation that we offer
here !! Source- http//speak2read.ca/case-study-
the-girl-in-grade-3/
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