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

First Edition

Carol A. Kamara

Details: 320 pages, B&W, Softcover, 8.5" x 11"

ISBN13: 978-1-59756-655-1

© 2015

Price: $83.95

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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

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. While serving in a clinical role, she also served administratively by advocating for service coverage with state and national insurance programs as well as various groups including vocational rehabilitation, child and world health, and child and adult education groups. Dr. Kamara¬ís professional work settings have included public and private schools, hospitals, and private practice for the last 15 years. She has served as director of a community speech and hearing center, director of the Professional Practice Division of the American Speech-Language-Hearing Association (ASHA), and director of the speech-language pathology department at a private school in Washington, DC. Dr. Kamara has written articles in various publications and given presentations at state and national organizations on topics such as phonology, dyslexia, central auditory processing disorder, infant hearing screening, and best practices in audiology and speech-language pathology. She has served on the ASHA Legislative Council and several other committees for many years. Dr. Kamara is past-president of several state and national speech-language pathology and audiology organizations, and has received Ohio House and Senate resolutions honoring her for services to individuals with communication impairments.

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