Nonverbal children struggle to learn phonics, they said.
Children with apraxia and other speech sound disorders are at high risk of literacy-related difficulties, they said.
With regard to cognitive functioning, Maya is in the 0.4th percentile when compared to same-age peers, they said.
They didn't know.
We didn't know either . . . . . . . . . . . . . . . . . . . but we presumed competence.
Maya, this afternoon, reading:
Notes: The words in parentheses are the words that appear in the text that she omitted when she read aloud. Also, this is a long clip. There's a chunk in the middle that's not very interesting. But I don't like watching videos that are all chopped up, because I wonder what may have been edited out, so I left it long.
There are a few interesting things here. First, a skeptic could wonder whether she's really saying the correct words (since her speech sounds are so limited/garbled)---this is why I picked a random word (ride) and had her clarify with her device. I've done other activities in which I asked her to read sentences solely with her talker, and she did so correctly. So, if you don't believe that she's reading accurately . . . well, then, that's totally your right---but I hope you (and your skepticism) are employed far away from the classroom/therapy/special needs sector.
Second, she seems to really understand the text. When I asked her about the reindeer's name, she looked back and found it. When Anna fell off the horse and it was cold, she said "Oh no!"
Third, her word omissions are interesting. She will often drop words that don't change the meaning of the text (the, a, an, etc). She also omits those words in speech and when using Mini, and I wonder if generating them (via speech or AAC) just seems not worth the effort? And, if so, is she reading them and choosing not to generate them, or is she not seeing them there at all? I wonder if there is research about similar omissions among children with speech difficulties or AAC users. She also skips reading "Anna" on most pages---maybe that word keeps throwing her off, or maybe she doesn't have an easy way to say it? I'm not sure.
And the most interesting thing, of course, is that she blows me away. She reads over my shoulder now. She can pick out words in my intentionally-sloppy handwriting.
She is, undeniably, a reader.
If you're a literacy or special ed person with thoughts (even if they are that I'm doing something wrong, or should be doing something differently) I would love to hear from you (here, on FB, or at firstname.lastname@example.org).