5/6/2014 - psha
TRANSCRIPT
5/6/2014
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Connie McGrogan, MEd., LSLS Cert. AVEd
and
Michelle Parfitt, MA, CCC-SLP, LSLS Cert.AVEd
There are no financial or non-financial relationships to
disclose for this presentation.
Agenda Define the problem- reality check!
Normal Development
Prerequisites
Strategies and Techniques:
Early Learners
Elementary Age and Beyond
Reflect on what you will change.
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Hearing Loss and Vocabulary Deficits Children with hearing loss:
Often struggle with smaller vocabularies
Are slower to learn new words
Learn less through Incidental Hearing
Have more limited contexts to learn words
(Cole and Flexor, 2008; Easterbrooks and Estes, 2007)
Gaps and Difficulties Related to Vocabulary Reading gaps
Figurative language
Idioms
Difficulty transferring word knowledge
Use “tired” words
Understanding humor
Multiple meanings
Homophones
Gaps and Difficulties (continued) Homographs (dove as dove into water, and dove as in a
bird)
Clips -words that has been shortened (ex.- sub/submarine exam/examination
Understanding relationships between the meanings of words(including category words, synonyms and antonyms)
Understanding how parts of words (prefixes and suffixes)
change the meaning of the root word
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Normal Vocabulary Development This is a helpful framework to develop ideas regarding
interventions
What do we already know about how children learn words?
Early Vocabulary Acquisition Incidental learning
Repetitive exposure in meaningful contexts
Natural reinforcement
Connections are made!
Types of Early Words Social words- “uh-oh”, “bye-bye”, “mmm”
Nouns
Important people names – Dada, Mama, siblings, etc.
Power Words – “no”, “open”, “more”
Verbs
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Explosion of Words Example- Normal Expressive Vocabulary development
1 yr. – first word
18 mths – 20-100 words
2 yrs. - 300 words
3 yrs. - 900 words
4 yrs. - 1500 words
5. yrs. - 2500+ words
Vocabulary Building Vocabulary is a critical building block for
competent conversational skills and for reading comprehension.
A typical 5 year old learns 10 new words per day and use 50
new words per week. Typically developing school-age children develop 3000
words a year.
To go on to higher education, need to know 100,000 words! Bartel, N. (1975), Flexer, C. (1994) Sidney,D.(1997)
Vocabulary
Need to develop a breadth (variety-quantity)
And depth(quality-degree of understanding of words and different meanings)
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Vocabulary for Early Readers Vocabulary also expands through reading.
More words and more information about words
Expand connections for vocabulary
Book language examples (to and fro, upon, crept, etc.)
Vocabulary Development in the Elementary Years and Beyond The gap widens:
Incidental learning continues
Peers –slang and expressions
Academic vocabulary
Digital media
So what are we going to do?
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Prerequisites for All Children with Hearing Loss Consistent hearing in the speech range.
Wearing working devices during all waking hours
FM system
Turn-taking skills of listening and speaking for successful communication act
Prerequisites for a Rich Vocabulary Listening Environment
Positioning
Background Noise
Auditory Attention
Language Environment
Experiences
Multiple contexts
Interaction and input
Parent Involvement is Crucial Amount of interaction time
Listening and learning as a way of life
Daily schedule and reinforcement of skills
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Teaching Hierarchy for Language
Input
Comprehension
Imitate
Use
Input Strategies
Auditory First
Auditory Sandwich
Acoustic Highlighting
Repetition /Redundacy
Parentese
Modeling
And more
Teach parents to use these strategies during daily interactions with their child!
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Auditory First Teaches the value of
listening
Auditory imprinting/brain development
Increase attention to sound and motivation to listen
The Auditory Sandwich
• Auditory information
• Visual or tactile
• Auditory information
Acoustic Highlighting Putting emphasis on a sound or word you are practicing with
your child Highlight by, decreasing distance, increasing stress, lengthening
target, Be careful not to distort signal by increasing volume Pausing before target Whispering can also be a form of highlighting for high frequency
sounds - lowlighting.
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Repetition Repeated exposures to
words are necessary.
The more a word is heard the more familiar the word will become.
Pause Time Can be used as an input
strategy
This is helpful for all language learners, not just those who have hearing loss.
Modeling and Expansion Giving the child the word/phrase/sentence that he/she
could say.
Adding to the child’s word/phrase.
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Parallel Talk and Self Talk Talking about what the
child is doing/seeing while it is happening
Talking about what you are doing while the child is attending to your actions
Parentese Main Features
Higher and more varied pitch Sing-song Slow down Talk about the child’s interest Repetitive Pause – Wait and listen Take turns Repeat what the child says Expand child’s utterances
Parentese Why use it?
Gains and holds a child’s attention.
Conveys warmth and happiness
Introduces the concept of conversation
Provides vocabulary and language models
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Read-A-Loud Many benefits
Pace
Variety, ebooks
Discussion/questions
Relating story to child’s experiences
Learning to Listen Sounds
Sounds that go with objects
Easier than words because they differ more in:
Duration
Loudness
Pitch
Easier to produce
Child learns to attach meaning to sound
Provides a non-threatening easy technique to engage child in the activity and allows for imitation and interaction. This provides teaching opportunities for Turn-taking skills of listening and speaking for successful communication act Learning to listen sounds vocabulary development Development of word combinations Speech instruction Auditory training activities
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Imitation (method of practice to get use)
“Tell Mommy”
Give a Choice
Model targeted behaviors
Handcue with cupped hand
Comprehension Strategies Remember the auditory prerequisites
Pause Time
Expectant look
Integrate directions into natural routines
Ask a yes/no question about the target
MAKING CONNECTIONS
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Wait Time
• Providing time for the child to process the language heard and giving time to formulate a response to contribute to the conversation
Personal Photographs
Young children LOVE photos of themselves, friends and family members.
Language Experience Book
Capitalize on child’s interests
Meaningful to child and family
Promotes generalization
Build opportunities for repetitive language
Increase interest in other books
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Spontaneous Use (the goal)
Pause time
Expectant look
Role reversal
Pretend that you don’t understand
Give a reason to communicate
Sabotage Create a need for communication
Examples: The hole in the bottom of the cup
Give them an apple when they asked for a banana
Have the lights off when they enter the room
Take away the chairs from the therapy table.
When getting dressed, give them one sock or one shoe, or the
wrong clothing
Use of music and rhyme for vocabulary development Fun
Repetition
Language development
Rhythmic proficiency
Auditory discrimination
Self confidence
Memory
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The cranberries walked away.
One little, two little, three little Indians
Action Songs Five Little Monkeys
This is the way we _____.
The Wheels on the Bus
Walking walking (video example)
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Walking, Walking
Word lists Tracking vocabulary
Guidance in selection of target words to teach
Power Words -important early words
First 100 words- Moog
Language Development Survey- Rescorla
Dolch sight words (by grade: http://www.mrsperkins.com/dolch-words-all-alpha.html)
Power Word List Hi Off Push
Bye-bye On Pull No More Mine Yes All done Me Mama Come (on) Daddy Stop Up Hot Move Down Cold Eat Open Here Look Help Home
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Techniques and Strategies for Elementary Age and Beyond Continue embellished teaching with acoustic
highlighting as needed
Language experiences continued
Increase development of incidental Learning of vocabulary as the auditory feedback loop continues to develop
Key Academic Vocabulary
NC Standard Course of Study Developed by Sharon Moore, CED, LSLS Cert. AVT, NBCT
Resource Support Program
Kindergarten
Language Arts action words (verbs) uppercase different nonliving author vocabulary differences observe
author’s purpose vowel equal/same precipitation
back what? estimate rain gauge
compound words word graph skeleton
consonant Social Studies half smell
describe caring least/most/equal solution describing words celebrations less (than) spring
illustrating human resources number words winter
illustration laws pattern Comp./Tech. illustrator magazines pattern names arrow key
listening map positional wordscursor
nursery rhymes services sort monitor period share sphere/cube mouse
predict transportation Science save
pretend vote change shift
question want environment space bar
quotation mark Math habitat
real alike hatch
retell before/after hibernate
sequence all together life cycle
setting big/little, etc. living
Different Levels of Vocabulary Comprehension Word is unknown.
Have a general sense of the word. It may be recognized but can’t be explained.
Word is known in narrow context
Rich knowledge of word. Students can use the words in a variety of situations, define in their own words, compare to their own experiences and make novel sentences using the word.
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Robust Knowledge of Vocabulary Learn words in depth and relationship between words
Develop schema or patterns and networks to increase meanings of words (need to hear and work with word over and over again)
Need to build upon known words to develop new words. Need to learn multiple meanings (sent, cent, scent) Synonyms(glee, joy, happiness) Antonyms (snare, release) Homophones(sweet, suite) Homographs -prune(fruit and verb), sewer(sews clothes and in the
ground), desert(dry region and leave someone), grouse(bird, complain), bass(fish and voice)
Homonyms (share spelling and pronunciation)- crane(Long extension)/ crane(bird) Wonder why these objects have the same name.
Increase use of super‐ordinate and subordinate terms (furniture-chair-rocker)
Selection of Vocabulary to Teach Tier 1 words- appear frequently in oral language and text and are
important to develop Tier 2 words. (good, bad, ball, surprised, bed, pencil, marker) Tier2 words - appear frequently in print. High frequency words used by
mature language users across several content areas (convince, glimpse, struggle, bargain, hasty, perseverance) Tier 3 words – topic specific and appear infrequently in
specific to particular topics (nucleus, osmosis) Suggestions include Target words from daily routines Use new words in conversations that are synonyms for words already
used. Target words from Basal Readers Target new words from weekly “topic” that child is interested in.
.
Selection of Vocabulary (continued)
Children’s Classic Literature for Vocabulary Units or Narration organize vocabulary development around a book from the classic
children’s literature list instead of a weekly “theme-based unit” because Children with a hearing loss are at risk in the areas of general knowledge and literacy
this insures that the child will receive regular exposure to the “common knowledge” base that a “typical, well-educated child” receives.
The parent has an easy source and this insures that the child will be read to.
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Word Lists Reading Rockets: www.readingrockets.org
Key Academic vocabulary- Sharon Moore
Fry Words http://makereadingfirst.com/word_list.pdf (app)
Wordnet : http://wordnet.princeton.edu
Hieberts Word Zones –(Words listed in frequency of use) http://www.textproject.org/assets/library/resources/WordZones_4000-simple-word-families .
Coxhead’s Academic Word (Coxhead, 2000); 570 word families that occur reasonable frequently over a range of texts http://www.uefap.com/vocab/select/awl.htm
Instructional Develop ability to categorize
Develop ability to define words – Hand Cue
Use friendly definitions with known words
Active processing -make judgment of a word
Hand Cue (Define Words-1)
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Hand Cue (Define words 2)
Hand Cue (Define words 3)
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Elementary Age (continued) Strategies on the go and in conversations
Sandwich techniques
__New--- familiar--- New
__New—explain—connect
Talk about Words
Category games
First letter game
Opposite games
Sound alike games
Long/short
Hard/easy to say
Funny sounding
Related words
Games Secret square
In a pickle
Apples to apples
Word games on apps
Sort it Out (beginning categorization)
Simple Mind (relationships between words)
Visual Dictionary and Thesaurus
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Figurative Language Spoken or written expressions that have special meanings not predictable from the meanings of their individual words
Idiomatic expressions (“see daylight”, “have our work
cut out for us”)
Also prevalent:
– expressions that the majority of English language users
recognize without processing as idiomatic (e.g. to “drop
something off” or to “lose it”)
It is critical that children are exposed to these
expressions in the same “rich” fashion as other vocabulary items
In full context and in varying contexts
Create a Word Line
_______________________________________
I I I I I
Huge immense big gigantic enormous
More Basic Strategies Increase use of super‐ordinate and subordinate
terms
Make sure to use brand names as well as generics
To clarify use, take particular care with contextual
language
Make connections for kids
Encourage student to compare and make connections
Develop ability to use precise language
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Precise Language Look
Gaze glimpse view
Stare peep watch
Glance examine observe
Glare observe
Word Bank
Walk move paced
rambled wandered accompany
Traveled Cross go
meander stroll wind
Use the best word for each sentence. •Sue was looking around the park. She __________________ down the path as she looked for wild flowers.
•Johnny is ten years old. His mother said he could ___________home from the neighbors house by himself.
•Jane can _______________the street at the corner.
•The family ________________home from another city yesterday.
•The old man likes to _______________ down the street every morning. He takes his time to go to the store each day.
•Dad kept walking back and forth around the house. He _______________around the house for two hours.
Create a Word Map
Things in closet
I
------------- clothing-----------
I I
pants I shirt
shoe
----------------------------I-----------------------
I I
Flat dress girls boot
high heel running baby sandal
walking f lip flops
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Read Aloud It is still important and very appropriate to continue read
aloud time. Face to face time, high energy, and interaction is critical for continued vocabulary development.
Sources
Wordless books
Poems
Fiction
Non-Fiction
Read-A-Loud Strategies Age Five to Seven
Child develops motivation to read independently
Talk about what you’ve read previously
Make Predictions
Relate and compare book to others you’ve read
Role play and extension activities
Stop reading at a suspenseful point in chapter books
Talk about the book
Book features
Fairy tales Joke books
Adventure books Chapter books
Series books Reference/information books
Social and Moral Issues “Easy Readers”
Preferred authors Various styles, genres, media types
Some Titles for 5-7 Years The Mouse and the Motorcycle-B. Cleary
Mike Mulligan and His Steam Shovel—V. Burton
Junie B. Jones series-B. Park
Where the Wild Things Are- M/ Sendak
Stellaluna—J. Cannon
If you take a Mouse to School—L.Numeroff
The Princess and the Pea—J. Cech
Stranger in the Woods—C. Sams & J. Stoick
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Strategies -Older Children Age 9+
Learning to think abstractly and understanding others’ point of view
Continue reading at regular times
Read spontaneously
Vary the “weight” of what you read
Model thinking about what you read
Stimulate discussions
Accept their thoughts
Book features
Current Events Fantasy
Humor Superheroes
Magazines and news articles
Five Finger Method Children K-2
Look at 2-3 pages
Raise a finger every time you see a word you can’t read.
The book may be too hard to read if you raise all five fingers
Children grades 3-6
Read an entire page from the middle to end of a book
Raise a finger for words you can’t read
The book is too hard if all five fingers are raised
The book may be too easy if only 1-2 fingers are raised
Some Titles for Older Children Encounter-J Yolen
Molly Bannaky- A. McGill Baseball in April-G. Soto
The Bear’s House- M. Sachs Black Beauty- A Sewell
Harry Potter books- J.K.Rowling
The Secret Knowledge of Grown-Ups—D. Wisniewski
The Indian in the Cupboard-L.R.Banks
Lord of the Rings Trilogy- J.R.R. Tolkein
National Geographic Kids
Haunted House Jokes-L.Phillips
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Choose materials that meet their interest level.
Current Events Fantasy
Humor Superheroes
Magazines and news articles
Current Events Fantasy
Humor Superheroes
Magazines and news articles
Song Lyrics You Belong With Me by Taylor Swift
You’re on the phone
With your girlfriend
She’s upset
She’s going off about
Something that you said
She doesn’t get your humor
Like I do
Summary: Today we discussed… Vocabulary Development
Gaps and Difficulties Related to Vocabulary
Strategies for Early Learners
Strategies for Elementary Age and Beyond
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So what will we do? Write down one new thing that you will do next week
based on what was discussed today.
More Reading Resources
www.scholastic.com/bookflix -a resource that pairs classic video storybooks with related nonfiction eBooks from Scholastic.
www.edhelper.com –leveled reading books, puzzles, word searches
www.familyreads.com/levels.html reviews of books by levels
http://www.dltk-teach.com-educational activities for kids
http://tarheelreader.org online beginning readers
http://cochlearimplantonline.com/site/books-with-lots-of-learning-to-listen-sounds -list of books with learning to listen sounds
www.carnegielibray.org/kids Carnegie Library – ebooks, bookflix, book suggestions by age.
Feel free to contact us: Connie McGrogan: [email protected] Michelle Parfitt: [email protected]