A Love of Reading Spurs Reading, Writing, and Spelling Skills

Recently I wrote about how my daughter has found graphic novels, particularly what is referred to as manga, and she has become a huge fan of reading.  She absolutely devours the books!

Well, all this reading is paying off in not only her reading skills, but her spelling is suddenly just clicking. I find her playing with words all the time; she'll just out of the blue tell me how the sound of long e at the end of a word can be spelled with a y, an ie, or sometimes just i.  Then she'll speak about scooping parts of words from one word to put into another word because those words share that part in common.  It is as if the whole puzzle of how the written language works is finally apparent to her and it all just makes sense.

I know this is directly related to all the reading she is doing because I homeschool her.  I have never used the term "scooping" in terms of language before, and we have not talked about the phonics rules in quite a long time.  In fact, she's been enjoying reading and writing on her own so much, the only input I have been giving is when she asks me to listen to her read, look over her writing for spelling or grammar issues, or we talk about what her book is about, where sometimes other comprehension topics might come up like foreshadowing and protagonist.

I truly think inspiring a love of reading has made my daughter with severe Auditory Processing Disorder and Dyslexia not only read better, but write better, and to all of our surprise, become a pretty good speller.

So when those busy bodies who insist that "a child should only read classic literature" and other such nonsense start talking, just ignore them.  A love of reading will outshine anything else when it comes to literacy development, and whatever your child likes to read is perfect!



(I put a list of the graphic novels she has been loving in the list at the right.  It does link to Amazon, but if you want the books, check out your library too.  Ours has a very large selection!  Also, remember my daughter is an almost 12 year old girl, so some of the books are more appropriate for teens and pre-teens rather than younger kids.  I also put a few that were recommended by others.  If there are any your child likes, let me know and I will add them to the list.)

Graphic Novels Have Made My Pre-Teen a Book Lover

I absolutely cannot say enough great things about graphic novels (anime/manga/etc).  My daughter who has auditory processing disorder and mild visual processing disorder which both contribute to her dyslexia, has found them to be an amazing avenue into the world of fiction.

You see, unlike traditional novels, graphic novels have pictures that tell the majority of the story, with the words being there to aid the pictures as needed. Being a visual thinker, pictures are her natural way of processing the world.  Pictures are how her memory best retains information.  So a story told through pictures is ideal for her.  She can process it quickly and easily.  So she gets to enjoy the story rather than struggling through processing all those words that are in traditional novels.

Along the way, she is reading the words that go along with the pictures.  This is building her sight vocabulary, her fluency, and more importantly, her confidence in reading!

I have a daughter who adores reading now!  She consumes her graphic novels from the library and begs to go back for more each and every week.


(UPDATE:  My daughter Hailey told me that if you read just the words, you'll only get part of the story, and if you just look at the pictures, you'll only get part of the story.  She says you have to do both.)

It Shouldn't Be This Hard: How One Girl with APD Learned to Read

“If I didn’t have Auditory Processing Disorder, I bet I would be able to read college level books by now.  I wish I didn’t have Auditory Processing Disorder.  It makes things so hard.  It’s not supposed to be this hard.”  Tear paths slowly appear on her cheeks as she lets out a barely auditable sigh.

Reading has been a horrendously difficult hurdle for my daughter with Auditory Processing Disorder (ADP).  You see one aspect of APD is auditory discrimination problems.  Auditory discrimination is the ability to detect the distinct and separate sounds in words.  Teachers call this phonemic awareness, and preschoolers and kindergarteners play games to identify the first consonant sound in a word or to rhyme small, one syllable words.  This, sensibly, leads to the skills needed to learn phonics.  Phonics is the method of teaching people to read through the recognition of letter patterns and the sounds they represent.  It is the most prevalent method to teach reading as it is highly effective.  With the knowledge of phonics, a person can read just about anything without having to have seen a particular word written before.

So with my daughter Hailey’s very real problems with auditory discrimination, she could not identify onset consonants, rhymes, or even hear the differences in many letter sounds.  For instance, /p/,/b/, /d/, /t/ and /g/ all sound the same to her.  As well as /nk/ and /ng/,  / f/, /s/, /v/, /sh/and /th/,  /a/, /e/ and /o/.  So no matter how many games we played, and no matter how much her private speech therapist worked with her on phonemic awareness, she could never distinguish the letter sounds.

Having more in my arsenal of techniques for teaching reading by having been a first grade teacher for many years, I decided to try the sight word approach.  So Hailey and I started playing games with flashcards.  We acted out words; traced words; made words with playdough; wrote words in the air; played memory with the cards; made stories with the cards; and similar type activities.  This was loads of fun, but it didn’t transfer over into reading.  Sure she could memorize a few words, but it took months to memorize just a few words.  Learning to read like this would be completely impractical.  You see, Auditory Processing Disorder (ADP) has another aspect: short term/working memory problems.  So Hailey has to repeat something, particularly something to do with auditory input, over and again until it finally is locked comfortably into her long term memory and the path to retrieving it is well defined.

So my spouse and I took her to see a neuro-psychologist.  We wanted to know what she could determine to help us teach Hailey to read.  Well, sadly we paid this woman way too much money for her to tell us that Hailey would probably never learn to read and we should focus on “life skills” instead.  Of course, we didn’t listen to her, and I started researching all I could find on reading.

I came upon a program called The Lindamood Phoneme Sequencing® (LiPS®) Program.  This program teaches children to learn the specific feeling of their lips, teeth, mouth, and breath when making each particular letter sound.  They also learn to identify the sound by “reading” other people’s mouths when they make the sound.  It seemed like it might work.   However, the program done at the Lindamood Bell Centers was extremely costly, and we really couldn’t afford it.  Knowing we would find the money some way if we had to, I started to look into private reading specialists first.

After scouring the Internet, I found a few people in my area who operate as private reading specialists and/or tutors.  I interviewed three and found the one I wanted to try.  She had been a reading specialist for the schools and was now retired.  She had been trained in the LiPS program and would love to work with Hailey.  So off we went to start the process.  It was amazing!  This program was the magic pill that enabled Hailey to read.  She took to it immediately and voila!  Her problem with auditory discrimination was not going to hold her back from reading.

So now Hailey has been reading for about two years.  She can decode absolutely any word and she loves to work in phonics based multisyllabic word workbooks.  As a bonus, her spelling is actually quite good due to her strong phonics skills, and she spends a great deal of time writing.  Of course, she still has the short term/working memory issues associated with Auditory Processing Disorder, so she spends a large amount of time phonetically spelling words and/or looking them up in the dictionary. 

So why is Hailey still crying about reading?  Simply this: she reads multiple times every day and yet it is still difficult.  As she puts it, “I see the word people and I have to sound it out every single time.  It just doesn’t stick in my head like it should.  I have to read a word hundreds of times to remember it.  My brother, he reads a word once and he remembers it.  He reads less than half the amount of time I read and he can read bigger words and faster.  It’s not fair.  It shouldn’t be this hard!”  This, again, is that short term/working memory problem that is a part of APD.

A third problem with Auditory Processing Disorder is filtering out background noise.  Hailey hears all those little sounds that are around us all the time: the furnace kicking in, the dog licking her paw, someone in the next room talking, a neighbor mowing his lawn,etc.  She finds it incredibly difficult to have to concentrate on reading when all those other sounds keep bombarding her.  So I finally broke down and bought her noise reduction ear muffs.  I was worried about her getting dependent on them and I wanted her to strengthen her ability to filter out background noises.  However, she wanted to focus on reading and she felt this would make a big difference to her.  They do help and she is much happier with them.

Surprisingly with all the intense work that it takes to read, Hailey still thoroughly enjoys reading.  She loves fiction and she finds that she remembers better the non-fiction that she reads versus what she has heard.  She has perseverance greater than I have ever witnessed in anyone before or since.  She is determined to not let her Auditory Processing Disorder stop her from doing all that she wants to do – including one day reading college level books.  For this, I admire her. 

So she says if she didn’t have Auditory Processing Disorder, she would already be reading college level books.  I say if we all worked half as hard as she does, it’d be amazing the things we could accomplish.  

Auditory Processing Disorder: "A Manifestation of Impaired Neurocognitive Processes" and "One Factor in the Overall Profile of Different Developmental Disorders"

After weeks of intense researching on Auditory Processing Disorder, I finally found an article that takes all that research and makes a cohesive analysis.  Yippee!  I love it.  It is titled "Communication Disorders: Auditory ProcessingDisorders."¹

Why The Intense Research:

So, let’s start from the beginning.  I wanted to research what the current thinking is on Auditory Processing Disorder because it seems to me that my daughter, as well as many of the other children I am learning about through my Auditory Processing Disorder (APD) groups, seems to have more than just auditory processing problems. Moreover, the label Auditory Processing Disorder is controversial and not recognized in the United States as a disability in and of itself.  My concern is that my daughter, and all other people with the diagnosis APD, will not get the accommodations she needs at places such as school (not related to us as we homeschool), college (possibly in the future), and work (when she's an adult).

My daughter has all the usual problems associated with APD: difficulty localizing sounds in space, discriminating sounds, recognizing auditory patterns, responding to the temporal aspects of sounds (integration, discrimination, ordering, and masking), and extracting auditory information in less than ideal auditory environments.  She also has the common attributes of APD of short term memory deficit and auditory recall problems – including word retrieval. 

Like many children with APD, she has also been given additional diagnoses that coincidentally are the same diagnoses given to many other children also diagnosed with APD:  Mixed Receptive-Expressive Language Disorder, Phonological Disorder, Attention Deficit Hyperactivity Disorder (ADHD) - only inattentive type, Sensory Processing Disorder, Visual Processing Disorder, Dyslexia, and the very broad term neurologically atypical.  She was also suspected of Autism when younger by two pediatricians and ruled not Autistic by a pediatric psychologist. 

Like a lot of children with special needs, she has had a variety of diagnoses and probably could have a variety more if we only brought her to the right specialist who would somehow find a way to make her fit the categories he or she is looking for.  Personally, I find all these labels just weird little note tags at this point that all say: She has a problem with her brain and it affects her academically and socially.  We notice it affects these particular areas and we don’t know what causes it or what to call it.  It seems similar enough to these diagnoses and not similar enough to these.

Moreover, when researching each of these specific diagnoses, it is readily apparent that there is a lot of overlap among them.  So how can one really differentiate where one begins and the other ends?  This has been a question that has plagued me for some time. 

How This Article Helps To Shed Light On the Confusion:

Now, on to this article which seems to make sense to me:  Karen Banai and Rachel Yifat, the authors of the article, “Communications Disorder: Auditory Processing Disorder,” have gathered the loads of research results from various testing being done on APD as well as similar disorders around the world, and written their interpretation.  To my understanding of their article, it seems that APD is most likely a “manifestation of impaired neurocognitive processes”² and it seems to mostly be related to impaired attention processing and impaired context processing.³   APD relates to ADHD in the impaired attention processing.⁴   APD relates to Dyslexia and other language disorders, such as Specific Language Impairment (SLI), in impaired context processing.⁵

Furthermore, it is believed a possibility that APD is “one factor contributing to the overall profile of symptoms in different developmental disorders.”⁶   This makes huge amounts of sense to me as it seems to me that many children with APD also have other issues, i.e. Sensory Processing Disorder, Visual Processing Disorder, Autism Spectrum Disorder, and those that seem to overlap with APD such as ADHD, SLI, and Dyslexia.

All of this research, in my opinion, suggests that it does not matter what diagnosis you give to a child and that perhaps the diagnoses themselves are flawed and limited in their criteria.  What matters is that you do what you can to provide the interventions and support each child needs to be as successful as possible at academics, as well as living life in general, including socializing.  As Banai and Yifat put it, “The reservations… concerning the necessity of the separate diagnosis of APD should not obscure the troubling fact that no matter what diagnosis they have received, the outcomes for many children with learning disabilities (estimated at 25% by Hatcher et al., 2006) even following gold standard interventions are not encouraging.” 

My Lesson Learned as a Parent:

The experts haven't figured it all out and really don't understand the brain and its processes well enough at this point to agree upon proper labels, categories, causes, etc.  So, stop worrying about the diagnoses and concentrate on helping my child academically, socially, and with life in general.  Look at her particular needs and address them on an individual basis.  When she gets ready to go to college, get a job, or do anything else that requires us getting special accommodations, well, let's hope the rules are less stringent than they are now, and they'll look at her as an individual and what she can/cannot do, rather than as a list of diagnoses.

Citations:

^{1Banai K, Yifat R. 2011. Communication Disorders: Auditory Processing Disorders. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/249/}

^{2”Another option is that what appears as APD is merely a manifestation of impaired neurocognitive processes such as auditory attention or memory which lead to difficulties in challenging listening conditions.”}

^{3”Taken together, it seems that auditory processing deficits are part of the clinical picture of several developmental disorders, including dyslexia and SLI, even though causal relationships are poorly understood. Theoretically, this clinical picture suggests several possibilities. One option is that poor auditory processing is one factor contributing to the overall profile of symptoms in different developmental disorders (Dawes and Bishop, 2009). Another option is that what appears as poor auditory processing actually reflects a problem in other cognitive processes such as attention or context processing.”}

^{4”Finally, the findings of one study suggest that children diagnosed with APD were distinguishable from children diagnosed with ADHD in terms of their verbal memory spans (Maerlender, 2007), but neither auditory attention data, nor information on other aspects of performance were provided. Therefore, the lower memory spans in the APD children could have been a part of a more general disorder involving both language and attention. Indeed, it has been shown that both ADHD and APD are associated with high incidences of inattentive and distracted behaviors (Chermak, 2007).”}

^{“However, a careful analysis of performance on the auditory tasks revealed that poor performance typically results from poor auditory attention, rather than from a specific deficit in the spectral or temporal analysis of sound (Ferguson, Riley, Ratib, Edmondson-Jones, and Moore, 2009).”}

^{5”Furthermore, there are few apparent differences between children diagnosed with APD and those diagnosed with dyslexia or language problems on measures of both auditory and language processing (Dawes et al., 2009; King, Lombardino, Crandell, and Leonard, 2003)”.}

^{“In particular, individuals with dyslexia perform poorly on tasks in which performance in the general population benefits from the consistent presentation of repeated anchor stimuli, consistent with the idea that individuals with dyslexia are not making as efficient use of the context of recently presented stimuli as does the general population (Ahissar, Lubin, Putter-Katz, and Banai, 2006).”}

^{6”Taken together, it seems that auditory processing deficits are part of the clinical picture of several developmental disorders, including dyslexia and SLI, even though causal relationships are poorly understood. Theoretically, this clinical picture suggests several possibilities. One option is that poor auditory processing is one factor contributing to the overall profile of symptoms in different developmental disorders (Dawes and Bishop, 2009). Another option is that what appears as poor auditory processing actually reflects a problem in other cognitive processes such as attention or context processing.”}