Phonological-Orthographic​    Substitution Evaluation ©​

ASHA Schools Conference, July 12-14, 2015; Phoenix, AZ

 

 

Session Format: Poster      Time: Friday, July 10, 11;15-12:15pm

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 Title of Proposal

 SLP Early Grade Literacy Intervention Based on Short Vowel Proficiency Assessment

 

Presenters

Carol A. Sullivan, M.S., CCC-SLP; Roy F. Sullivan, Ph.D., CCC-A

P-O-S-E, Inc.; Garden City, NY

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Instructional Level: Intermediate

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Abstract of Proposal

 

Development of grade-appropriate reading skills is adversely affected by errors in decoding short vowels. CCSS requires short/long vowel knowledge in reading and spelling monosyllabic words by 2nd grade. Using a criterion-referenced test protocol (www.P-O-S-E.org), Mineola, NY UFSD has successfully integrated the SLP into early grade literacy intervention based on phonological implications of short vowel proficiency in reading and spelling. Team responsibility for multidisciplinary, evidence-based intervention was led by the SLP

 

Baseline and RTI findings for a full year are presented graphically for 196 grade 3 student data pairs in ten individual classes. Multiple correlations were calculated for the Phonological-Orthographic-Substitution-Evaluation, Benchmarks and NYS ELA scores. The commonality of phonology to reading and spelling defines a unique interventional opportunity for the SLP.