Neurolinguistic Approach to Reading

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Neurolinguistic Approach to Reading

Neurolinguistic Approach to Reading
A Guide for Speech-Language Pathologists Treating Dyslexia

: Carol A. Kamara

Details:: 320 pages, Illustrated (B/W), Softcover, 8.5 x 11" 1 lbs

ISBN13:: 978-1-59756-655-1

Release Date:: 02/28/2015

$83.95

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Overview

Neurolinguistic Approach to Reading: A Guide for Speech-Language Pathologists Treating Dyslexia aids speech-language pathologists (SLPs) in assessing and treating dyslexia through an approach proven effective by national standardized tests, subjective evaluation, parents, teachers, as well as those in the field.

The author developed the Neurolinguistic Approach to Reading (NAR) based on more than 25 years of experience working with individuals with dyslexia. This inclusive approach is based on the complete communication process, oral and written. The text also includes the Cornell note-taking system and can be used as an effective clinical manual or a university reference.

This text comes at a crucial time as the scope of practice for speech-language pathology has greatly expanded with the increased recognition of the direct relationship between oral language and a child's ability to read and spell. Additionally, the American Speech-Language-Hearing Association has defined the SLP's role in the remediation of literacy disabilities such as dyslexia.

Through this effective text and utilizing NAR as a treatment framework, SLPs in all work environments can be more involved in working with individuals with dyslexia.

Appendices include:

Appendix A. Alphabet Charts
Appendix B. Consonant and Vowel Distinctive Feature Charts
Appendix C. Stage II Activities
Appendix D. Phoneme Deletion Exercises
Appendix E. NAR Spelling Forms
Appendix F. Miscue Analysis
Appendix G. Sample Charts, Sentences, and Stories From NAR Lists
Appendix H. “Rules” for Double Consonants
Appendix I. Diagrams
Appendix J. Grade-Level Spelling Sets

Chapter 1. Provider and Recipient of NAR

Qualifications of the Speech-Language Pathologist
Dyslexia
The Gifts of Dyslexia
The Client Who Would Benefit From NAR
Early Identification
Assessment
Central Auditory Processing Disorder (CAPD)

Chapter 2. Rationale for Approach

Neurolinguistics: The Neurobiology of Language
Language: Listening=>Talking=>Reading=>Writing
Reading and Writing as an Overlain Process
The Listening Environment
Brain Plasticity
Zone of Proximal Development (ZPD)
Brain Training

Chapter 3. Measuring Outcome

Evidence-Based Practice
Outcomes of Phonology Focus in Early Years
NAR Outcomes

Chapter 4. Other Spelling/Reading Programs

Phonics Versus Whole Language
Lindamood
Phono-Graphix
Phonics

Chapter 5. Overview of NAR

Four Stages of NAR
- Stage I: The Alphabet
- Stage II: The Mouth
- Stage III: Nonletter Spelling (Color Coding)
- Stage IV: Letter Spelling
- Adults

Chapter 6. Detailed Description of Stage I: Alphabet Knowledge
Chapter 7. Detailed Description of Stage II: Mouth-Ear Phoneme Perception Training

Distinctive Features
The International Phonetic Alphabet (IPA)
Consonant Distinctive Features
- Front (Anterior)
- Labial (Lips)
- Voiced (Loud, noisy, vibrated)
- Dental (Teeth)
- Plosive (Exploding, stopping, popping)
- Sibilant (Hissing, snake, sharp, strident)
- Fricative (Scraping, sanding, buzzing)
- Nasal (Nose, honking)
- Glide (Sliding, moving, joining)
Vowel Phoneme Distinctive Features
- Lip Rounding Versus Spreading
- High Versus Low Tongue Height
- Open and Closed Vowels
- Front Versus Back Vowels

Chapter 8. Detailed Description of Stage III: Coding Phoneme Patterns With Colored Objects

Color Coding Phoneme Strings

Chapter 9. Detailed Description of Stage IV: Spelling Sounds With Letters
Chapter 10. Special Considerations

Pronunciation Peculiarities
Dealing with the Schwa
Merger of Phonology and Syntax Rules
- Regular Past-Tense Pronunciation of /-ed/
- Plural, Possessive, and Third-Person Singular Word Endings
- Plural Noun Endings
- Plural Words Ending in /y/ and /ey/
- Plural Words Ending in /f/
- Plural Words Ending in /o/
- Root Word Changes for Plural Nouns and Nouns Used Only in Plural
- Zero Plural Nouns
- Possessive Designation of Zero Plural Nouns
- Possessive Designation of Regular Plural Nouns
- Pronunciation of Third Person Singular Verb

Chapter 11. Logistics

Using the Block-by-Block Spelling Charts
The Grade-Level Spelling Lists in Appendix J

Chapter 12. Summary
Appendix A. Alphabet Charts
Appendix B. Consonant and Vowel Distinctive Feature Charts
Appendix C. Stage II Activities
Appendix D. Phoneme Deletion Exercises

Common Discrimination Errors
Discrimination of Glides
Discrimination of Nasals

Appendix E. NAR Spelling Forms
Appendix F. Miscue Analysis
Appendix G. Sample Charts, Sentences, and Stories From NAR Lists

Sample Charts, Sentences, and Stories
- Sample Charts, Sentences, and Stories from NAR Lists

Appendix H. “Rules” for Double Consonants
Appendix I. Diagrams
Appendix J. Grade-Level Spelling Sets

About The Author

Carol A. Kamara

Carol A. Kamara, PhD, CCC-SLP/A, FAAA, is director of the Kamara Center for Learning and Communication Disorders in North Bethesda, Maryland. For more than three decades as a clinician, she has researched and applied theories and methodologies about the diagnosis and treatment of children and adults with mild to severe manifestations of dyslexia.