SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS I. Response to Intervention In the old days we had.** Regular education in the classroom OR Special education with an IEP Now more schools across the U.S. are implementing RTI** Regular education classroom (Tier 1)no modifications Regular education classroom (Tier 2)minor modifications Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3) Many ELLs benefit from Tier 3 This is partially in response to No Child Left Behind and IDEA 2004** Idea 2004 especially emphasizes intervention for reading in the early grades to prevent problems later on Nelson suggests that: RtI can be very helpful in decreasing special education caseloads.** Good news for us and the students! Diane Blevins, Santa Ana, CA:** Santa Ana had a deluge of at risk preschoolers referred for assessment and probable intervention Many were ELLs It would have cost $2 million to hire enough SLPs to serve all these children She implemented RtI:** Preschoolers at risk for language difficulties were seen by SLPAs; they received language support At the end, approximately 95% of the children were functioning well and were no longer at riskdid not need special ed testing; 5% went on to IEPs II. SERVING PRESCHOOL ELLs WITH LI** These children are especially vulnerable because they may be rejected by peers, even as young as 3 years of age A. General Suggestions** Tabors recommended that teachers give children some immediate, routine phrases to use to initiate conversation with peers. If an ELL child with LI can be taught such words/phrases as Hi Hows it going? Can I play?, they immediately open themselves up to more language exposure and interaction with other children. One of the most helpful things for the preschool children.** Was the establishment of a consistent set of routines that were simple and used daily. **It was found that during routines such as singing, many ELL children opened up for the first time as they sang songs in their second language of English. Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more:** Teachers always structured small group activities to include a mix of ELL and monolingual English- speaking children. The ELL children because they did not have to negotiate entry into the groups; they were automatically included. They gained more exposure to English and more opportunities to interact with other children. A new resource for supporting social skills:** KimochisSeven Keys to Effective Communication Ellen Pritchard Dodge and colleagues, 2010 Kimochis are feeling plush toys** The Kimochis toys B. Increasing Literacy Skills** Reading, writing, spelling Phonological awareness Oral language Foundation is environmental experiences and exposure Begin with phonological awareness:** Ability to consciously reflect on and manipulate the sound system of a lang Foundational to success in reading, writing, and spelling The research of Ukrainetz et al showed that: Interestingly Even when tx provided in short, intensive periods (as opposed to longer, more drawn out less intense periods), ch made gains Maintained over time Use the following hierarchy:** 1. Count the # of words in a sentence 2. Count the number of syllables ina word 3. Count the number of sounds in a word 4. Identify rhyming words 5. Use sound blending skills (e.g., What word is this? S-u-n 6. Identify the first sound in a word 7. Identify the last sound in a word Other ideas include:** Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable. Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word. Use rhymes such as Dr. Seuss. Many ELL preschoolers with LI have underdeveloped rhyming skills. **Some children may not be motivated to read. This can be due to lack of exposure to books in the home, lack of desire to sit still and focus, and other variables. Thus, it is extremely important for professionals to make reading books motivating and enjoyable. Ideas to make book reading enjoyable and motivating include:** Keep it short! Predictable books simplified, repetitive text Professionals can use books that:** Have highly exciting or dramatic story themes Have manipulative parts like flaps and movable tabs to engage children. Have buttons to press that make noises (e.g., a choo-choo noise for a train) or play music. Have many colorful pictures that accompany the words. Often, children who have limited exposure to books will become disinterested in books that have many words on each page. iPad: useful, captures interest** But show caution in using too many digital books with young children*** New research: Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinokff, R.M., & Collins, M.F. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Brain and Education, 7, Parrish-Morris et al. 2013:** Used 165 parent-child pairs: 1. Group 1 pairs used battery- operated, touch sensitive electronic books 2. Group 2 pairs used traditional paper books Parrish-Morris et al showed that: There is a wonderful new product on the market for Spanish-speaking preschoolers (not on exam)** VOLAR: Improving the Vocabulary and Oral Language Skills of Bilingual Latino Preschoolers: An Intervention for Speech- Language Pathologists Vera Gutirrez-Clellen, PhD, CCC-SLP, Gabriela Simon-Cereijido, PhD, CCC-SLP, Maria Adelaida Restrepo, PhD, CCC-SLPVera Gutirrez-Clellen, PhD, CCC-SLPGabriela Simon-Cereijido, PhD, CCC-SLPMaria Adelaida Restrepo, PhD, CCC-SLP From Plural Publishing 2014 Written Language Attainments: Preschool Period We need to be sure that before they enter kindergarten, our preschool students have print awareness and can: 7. Identify titles of favorite books** 8. Distinguish between pictures and print on a page 9. Know where the story begins in the book 10. Identify letters that occur in their ownnames 11. Print the first letter of their name 12. Recite the first 10 letters of the alphabet 13. Point to the first letter in a word** 14. Differentiate uppercase from lowercase letters 15. Use terms such as letter, word, alphabet 16. Point to words individually as they are read 17. Respond to signs in the classroom 18. Recognize common environmental signs (e.g., stop sign) The research of Justice et al. showed that:** When teachers of disadvantaged preschoolers used print referencing strategies, gains than ch not exposed Gains: print concept knowledge, alphabet knowledge, name writing When reading with young children, we can also use a picture walk** The adult looks at the pictures and discusses them with the child before actually reading This can be done in any language This youtube video demonstrates a picture walk** Youtube channel Celeste Roseberry Intervention for ELLs with Language Impairment: Picture Walk for Reading Comprehension7JQYu6xG28 If preschool students receive comprehensive support in oral and written language skills.** They will be far more successful in elementary school and beyond. III. WORKING WITH ELEMENTARY- AGED AND ADOLESCENT STUDENTS: ENHANCING LITERATE AND ORAL SKILLS **Many SLPs do not view literacy as something that is our job. Many of us in public schools work with students who have oral language problems, and literacy is viewed as the province of other professionals such as Resource Specialists. However, ASHA has been increasingly emphasizing the role of the SLP in supporting students with written language problemsHowever, ASHA has been increasingly emphasizing the role of the SLP in supporting students with written language problems ELL students with LIs are particularly vulnerable to written language difficulties because 1) written materials are in their second language of English, and 2) their LI often makes written language difficult.ELL students with LIs are particularly vulnerable to written language difficulties because 1) written materials are in their second language of English, and 2) their LI often makes written language difficult. There are many easy, simple, inexpensive activities that SLPs can incorporate into therapy to provide additional support to these students.** SUPPORTING STUDENTS WITH WRITING, FINE MOTOR, TRACKING, AND SPELLING PROBLEMS Writing can be difficult** Today in the U.S.,Today in the U.S., most special education referrals involve students who have difficulty with writing.most special education referrals involve students who have difficulty with writing. There are several reasons for this difficulty.There are several reasons for this difficulty. Students may have Widespread problems include:** In many homes, parents dont have the money for materials to develop fine motor skills Children watch a lot of TV and have a great deal of screen time in general Teachers assume that** Children come to school ready for paper-pencil tasks; they should start writing immediatelyChildren come to school ready for paper-pencil tasks; they should start writing immediately In fact, many are not ready and need to do activities like painting and playing with clayIn fact, many are not ready and need to do activities like painting and playing with clay In todays kindergartens, there is no time for this; children are asked to write before they are readyIn todays kindergartens, there is no time for this; children are asked to write before they are ready Handwriting without Tears** Is a multisensory, developmental approach that is virtually 100% successful.Is a multisensory, developmental approach that is virtually 100% successful. It is excellent for ELL children; it is very visual and tactileIt is excellent for ELL children; it is very visual and tactile It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters. **There are many simple, inexpensive activities that can be used to help children who**There are many simple, inexpensive activities that can be used to help children who have difficulty with writing and fine motor skills have difficulty with writing and fine motor skills These include: We can also** Have the child pick up small objects with tweezers. If we are teaching vocabulary through small objects, we can kill 2 birds with one stone by having children use tweezers to pick up these objects; this will help develop fine motor skills.Have the child pick up small objects with tweezers. If we are teaching vocabulary through small objects, we can kill 2 birds with one stone by having children use tweezers to pick up these objects; this will help develop fine motor skills. Encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles.Encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles. **Overteach right vs. left. Many ELL students with LI confuse right and left. I have pre- adolescents who are still inaccurate with these concepts!**Overteach right vs. left. Many ELL students with LI confuse right and left. I have pre- adolescents who are still inaccurate with these concepts! Make sure the child is sitting at 90 degree angles. Her feet should be flat on the floor, her posture straight, and her stomach touching the table. Her nonwriting hand should be flat and should support the paper as she writes.Make sure the child is sitting at 90 degree angles. Her feet should be flat on the floor, her posture straight, and her stomach touching the table. Her nonwriting hand should be flat and should support the paper as she writes.