Causes for a large gap between speech decoding and encoding?

[Anonymous]

I had a meeting with the speech pathologist and physical therapist for my 8 year old's IEP today. The speech pathologist mentioned that while speech encoding was approaching the range of average there was a significant gap between encoding and decoding (which was strong for grade level). Her counsel was to continue working on encoding in the IEP, in part to remedy the gap.

I asked her what can contribute to such gaps and her answer was that it is unknown. While I understand that you can't pinpoint it, is anyone aware of information or academic articles that generally discuss what causes these types gaps? I'd like to understand the possible underlying causes better.

I'm not having much luck with Google, where my searches are turning up a lot of articles on decoding vs. encoding in AI systems . Thank you sincerely in advance for any help you can provide.

[Anonymous]

I’m sorry to be dense, OP, but by encoding do you mean spelling and by decoding sounding out words to read? So are you asking about a reading issue? Since I am not familiar with the terminology used for speech issues (as opposed to reading issues) I wanted to be sure I wasn’t misunderstanding.

[Anonymous]

This is a typical presentation when a child is being treated for dyslexia or dyslexia-type concerns. Parents love OG-based programs, but they really don't address spelling sufficiently and only do so late in the remediation process. For this reason, you'll see if fairly often that parents here have continued concerns with encoding (spelling). Consider a speech to print approach rather than print to speech, such as OG.

[Anonymous]

Anonymous wrote:I’m sorry to be dense, OP, but by encoding do you mean spelling and by decoding sounding out words to read? So are you asking about a reading issue? Since I am not familiar with the terminology used for speech issues (as opposed to reading issues) I wanted to be sure I wasn’t misunderstanding.

I think the deviation we're seeing is between speech production and writing/spelling (which are both weak), and reading and language comprehension which (are relatively strong).

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m sorry to be dense, OP, but by encoding do you mean spelling and by decoding sounding out words to read? So are you asking about a reading issue? Since I am not familiar with the terminology used for speech issues (as opposed to reading issues) I wanted to be sure I wasn’t misunderstanding.

I think the deviation we're seeing is between speech production and writing/spelling (which are both weak), and reading and language comprehension which (are relatively strong).

Are you talking about a difference between expressive and receptive language, both written and spoken? Encoding and decoding refer specifically to spelling and word recognition, they have nothing to do with comprehension or spoken language.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m sorry to be dense, OP, but by encoding do you mean spelling and by decoding sounding out words to read? So are you asking about a reading issue? Since I am not familiar with the terminology used for speech issues (as opposed to reading issues) I wanted to be sure I wasn’t misunderstanding.

I think the deviation we're seeing is between speech production and writing/spelling (which are both weak), and reading and language comprehension which (are relatively strong).

Are you talking about a difference between expressive and receptive language, both written and spoken? Encoding and decoding refer specifically to spelling and word recognition, they have nothing to do with comprehension or spoken language.

I’m the first PP, and this is my question too before we can offer OP any help.

I assume you have a kid with dyslexia (or specific learning disorder in reading) and their skills are uneven. Is that right?

[Anonymous]

The terminology you're using doesn't make sense. Speech skills are not described with "encoding" and "discoding".

[Anonymous]

It’s dyslexia and the school doesn’t want to say the word

[Anonymous]

Anonymous wrote:This is a typical presentation when a child is being treated for dyslexia or dyslexia-type concerns. Parents love OG-based programs, but they really don't address spelling sufficiently and only do so late in the remediation process. For this reason, you'll see if fairly often that parents here have continued concerns with encoding (spelling). Consider a speech to print approach rather than print to speech, such as OG.

OG based programs don’t work on spelling? That’s a big part of every OG lesson for a student with dyslexia. Certified OG dyslexia tutors work on encoding (spelling) and decoding (reading) completely in tandem. Every lessons covers both.

[Anonymous]

Anonymous wrote:This is a typical presentation when a child is being treated for dyslexia or dyslexia-type concerns. Parents love OG-based programs, but they really don't address spelling sufficiently and only do so late in the remediation process. For this reason, you'll see if fairly often that parents here have continued concerns with encoding (spelling). Consider a speech to print approach rather than print to speech, such as OG.

OG based programs don’t work on spelling? That’s a big part of every OG lesson for a student with dyslexia. Certified OG dyslexia tutors work on encoding (spelling) and decoding (reading) completely in tandem. Every lessons covers both.

[Anonymous]

Do you mean expressive vs receptive language?
My son has an expressive language disorder. It’s been a long road but he’s doing really well in high school after intensive speech therapy through 6th-ish grade.

As for the cause…. We never really got a good answer for that. Expressive language delays can be part of a larger autism diagnosis but not necessarily

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is a typical presentation when a child is being treated for dyslexia or dyslexia-type concerns. Parents love OG-based programs, but they really don't address spelling sufficiently and only do so late in the remediation process. For this reason, you'll see if fairly often that parents here have continued concerns with encoding (spelling). Consider a speech to print approach rather than print to speech, such as OG.

OG based programs don’t work on spelling? That’s a big part of every OG lesson for a student with dyslexia. Certified OG dyslexia tutors work on encoding (spelling) and decoding (reading) completely in tandem. Every lessons covers both.

I didn't say that OG doesn't work on spelling. I said that they do not address spelling sufficiently and that is why many students whose dyslexia is addressed via OG programs hit a wall where the improvement in spelling slows. OG is very rule-based and memory heavy, which can be a challenge for many students who have learning disabilities.

[Anonymous]

How is your child's phonological awareness?

[Anonymous]

Anonymous wrote:Do you mean expressive vs receptive language?
My son has an expressive language disorder. It’s been a long road but he’s doing really well in high school after intensive speech therapy through 6th-ish grade.

As for the cause…. We never really got a good answer for that. Expressive language delays can be part of a larger autism diagnosis but not necessarily

Yes I think that’s it. He’s higher functioning in his ability to receive language through print or verbally (mid 90s percentile) but lower functioning in his ability to write or verbally express (mid 30s percentile). I’m sorry to everybody for the encoding and decoding language — that seemed to be the language his therapist was using in our IEP meeting.

We got him checked out for autism when he was younger and it came back negative. I think I’m generally comfortable with the conclusion because he doesn’t really have other signs besides the expressive language issues.

He had a bad tongue tie as a baby that was eventually clipped when he was three because it was inhibiting his language production. I think the current medical guidelines are doctors don’t clip tongue ties even if they look bad at birth until they create language issues which is frustrating to say the least because you’re essentially waiting for issues to develop. Maybe that’s still the cause for the delay in language production and writing.

Is this scenario I described a possible description for dyslexia that I should look into?

[Anonymous]

Anonymous wrote:How is your child's phonological awareness?

His speech therapist seemed to say it was fine.