I just had the pleasure of attending one of the most stimulating hours of professional learning I have experienced!
Dr. Tiffany Hogan, director of SaiL (Speech and Language Literacy Lab), specializes in the genetic, neurologic, and behavioural links between oral and written language development. She explained the “Listening Comprehension” piece of the Simple View of Reading, and the difference between “Dyslexia” and “Developmental Language Disorder” (DLD). Having specialized more in dyslexia throughout my career, I was hanging off of every word throughout this hour-long presentation. My takeaways?
1. We need screeners in kindergarten for DLD.
2. We need to be crystal clear about the purpose of decodable readers and authentic text.
3. Children with DLD make up 10% of our population!
4. DLD is easy to conceal (e.g., children who are shy may have DLD).
5. Only 25% of late talkers will go on to develop DLD.
6. Literal information (e.g., “What did the bear eat last?”) is easier to understand than sequential information (e.g., “What did the bear do after…”), and inferential information is the most challenging (e.g., “What do you think the bear was going to do with the acorn?”).
7. Vocabulary and background knowledge are far more critical than I thought (and I thought they were pretty critical).
Visit DLD and Me for more information!
References
Hogan, Tiffany (2020, June 18). Assessment and Intervention of Reading Comprehension: The Simple View and Poor Reader Subgroups. Presentation at the Voyager Sopris 5th annual Literacy Symposium, online).
Massachusetts General Hospital (n.d.). Speech and Language Literacy Lab. MGH Institute of Health Professions. Retrieved from https://www.mghihp.edu/node/7771
Boys Town National Research Hospital (2020). DLD and Me: Spreading the Word about Developmental Language Disorder. Retrieved from https://dldandme.org/
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