6. New School Phonology: More Reading

Katherina  On December 30, 2010 at 4:02 pm, commented about SLP phonology and reading intervention, 5. New School Phonology.  She says:

I couldn’t agree more. I work with students at the middle school level and young adults in a Youth Intervention Center and at a County prison. Recently I have been doing a co-therapy/teaching session with a Learning Support Teacher to address the needs of students that have not succeeded in any reading program and score at the first grade or below level. As the Sp/L I teach the Lindamood Phoneme Sequencing Program. The second part of the session, the Reading Teacher utilizes the Orton Gillingham Approach. So far, progress monitoring indicates that students are making significant progress. Any other thoughts for therapy?

The response written was as follows:

“This is an excellent contribution to the topic of integrated phonology/reading intervention with collaboration. This is the direction the field needs to take. Here is my experience: ” I experimented with three children, using phonological awareness training to treat articulation problems. I was able to address articulation and reading goals at the same time by using stress and syllable patterns, breaking down words, and practicing articulation. Recognition goals are easy to achieve, and recognition training cuts down on the motor demands of articulatory drill. Practice materials can include written words without changing method and goals.” Panagos, 2006.  The overall approach builds on the principles of prosodic phonology, where levels are interlaced and overlapping, from grammar to sounds.

I recently tried this procedure with a cleft palate child who had made little progress. Emphasizing recognition over sound production, and working at the syllable level, there was good progress.  Kids can process perceptual input without frustration. The rest I hypothesize occurs by generalization of learning.  Auditory processing generalizes to speech processing.  Reading practice facilitates speech generalization, inasmuch as they are both related to cognitive-linguistic processing across modalities.  Such a method — top down phonology — can be nicely conceptualized within the  framework of prosodic phonology.  (Panagos JM, Prelock PA. (1997).   Prosodic analysis of child speech. Topics in Language Disorders. 17, 1–10.)

Thanks. You made my day!


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