spoken language
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Spoken Language. Carolina Summer Institute June 16, 2011. What we’re going to talk about today:. Bloom and Lahey: Quick Overview What is it? How do I use it next week? Vocabulary: Development Hierarchy for teaching vocabulary Strategies: Indirect language stimulation - PowerPoint PPT PresentationTRANSCRIPT
Originally developed by Erin Thompson 06/13/2008
Spoken Langua
geCarolina Summer Institute
June 16, 2011
Originally developed by Erin Thompson 06/13/2008
What we’re going to talk about today:Bloom and Lahey: Quick Overview
What is it?How do I use it next week?
Vocabulary:DevelopmentHierarchy for teaching vocabulary
Strategies: Indirect language stimulationStrategies for NEW targetsStrategies for EMERGING targetsPractice
Originally developed by Erin Thompson 06/13/2008
The LSLS - AV Approach AV Principle: Guide and coach parents to
use natural developmental patterns of audition, speech, language, cognition, and communication.
Need a strong foundation in normal language development
Originally developed by Erin Thompson 06/13/2008
The LSLS - AV ApproachAV Principle: Administer ongoing formal and
informal diagnostic assessments to develop individualized Auditory-Verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family.
Can only do diagnostic teaching if the therapist has a thorough, working knowledge of Normal Language Development.
Originally developed by Erin Thompson 06/13/2008
The AV ApproachWorking Knowledge of Normal Language
Development includes: Precursory Goals to Symbolic Language Hierarchies of Development in all Semantic
CategoriesConcurrent development of goals in language,
speech, audition and cognition (and make it FUN)
Originally developed by Erin Thompson 06/13/2008
Originally developed by Erin Thompson 06/13/2008
A Model for Normal Language DevelopmentBloom and Lahey Model:
What is it? A developmental sequence of the way children code
ideas of the world in language (semantic model)How is it set up?
Broken into 8 phases - phases represent the appearance of new language skills
Various semantic categories are covered in each phase
Originally developed by Erin Thompson 06/13/2008
Chart: The Bloom and Lahey Model
Adapted from: Language Disorders and Language
Development by Margaret Lahey
Originally developed by Erin Thompson 06/13/2008
Originally developed by Erin Thompson 06/13/2008
The Chart DOES NOT stand Alone…GET the BOOK…
AND/Or use another detailed model for language development
(CASLLS: Elizabeth Wilkes, Ph.D., CED, CCC-SLP www.sunshinecottage.org)
Originally developed by Erin Thompson 06/13/2008
Originally developed by Erin Thompson 06/13/2008
VocabularyThe meaning of words, or symbolic
language, but it becomes confusing in English because one word can have several meanings, as for example, the word “fly.”
Educational Audiology For The Limited-Hearing Infant and Preschooler (pg. 169)
Originally developed by Erin Thompson 06/13/2008
How Do Children with Normal
Hearing Learn Vocabulary?Babies learn words by listening to their caregivers.
Research that was conducted by Parents Report showed that children learn words faster by hearing more words consistently. – Richard Laliberte
Pre-teachingwhy, who, when, how?
Read Aloud
Looking up definitions in a dictionary is not an effective way to teach vocabulary!!
Originally developed by Erin Thompson 06/13/2008
How Does This Effect Children
Who are Hearing Impaired?Children who have hearing loss & especially
children who were identified later are not given the full benefit of “overhearing” their caregivers talking.
So, they may not quickly “pick up” vocabulary words that are said throughout the day.
This makes it critical for parents to focus on informal language stimulation techniques.
If the child continues to have difficulty learning vocabulary, a hierarchy should be followed to TEACH the vocabulary.
Originally developed by Erin Thompson 06/13/2008
Vocabulary Development
12-18 mo.18-24 mo.2-3 yrs.3-4 yrs.5-6 yrsTo go on to higher education, kids need to
know 100,000 words!• Owens, R.E. (1992). Language Development: An
Introduction, 3rd edition. New York: MacMillian.
Expressive
Originally developed by Erin Thompson 06/13/2008
By age 5, typically developing
children are learning as many as _____ new words per day.
Originally developed by Erin Thompson 06/13/2008
The Word GapChildren from lower socieoeconomic homes
have heard 32 Million words less than their peers from homes with ‘professional parents’ when they start kindergarten (Hart and Risley, Meaningful Differences in the Everyday Experience of Young American Children)
83% of words used in normal conversation with a child come from the most commonly used thousand words. (Hayes & Ahrens, 1988). So you have to read aloud for further vocabulary growth past those 1000
Originally developed by Erin Thompson 06/13/2008
Rate of Expressive Vocabulary AcquisitionVocabulary Goal: (to maintain “normal” rate of
progress) Spontaneously produce a core vocabulary of 10 new words each week.
How to determine this goal: Child currently has a vocab. age of approximately 2 yrs, (i.e. ___ words expressively). By this time next year, they will need to use approximately ___ words, (i.e. gain __ new words) over the next year. This equals approximately 10 new words each week (10 words x __ wks = ___ words).
Originally developed by Erin Thompson 06/13/2008
Resources for Development of Expressive Vocabulary In the beginning:
“Power Words” Lexicon 1
Learning in Language Units: Ling Basic Vocabulary & Language Thesaurus Levels 1 & 2
(currently out of print)Preparing for School: (formal reading instruction)
Ling Basic Vocabulary & Language Thesaurus Levels 3 (currently out of print)
Children’s Classic Literature Reading Text Analysis
DON’T FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!!
Originally developed by Erin Thompson 06/13/2008
Relationship between language/
vocabulary and success in readingThe child with severely delayed language and vocabulary is
not ready to read. “Because one must know and be able to use the language that is to be read, the best way to work with such a child is to concentrate on his/her acquisition of lang. & vocabulary.” (L. Robertson, 2000)
“Low oral vocabulary and poorer overall language skills begin to exact a heavy toll on reading achievement by grade 3 when text demands increase.” (Storch & Whitehurst, 2002)
Originally developed by Erin Thompson 06/13/2008
Relationship between language/
vocabulary and success in reading “Reading is a poor means of acquiring initial language
skills. To learn a significant amount of language through reading, children must already have basic visual word recognition skills, a good vocabulary, an awareness of syntactic skills, understanding of the semantic properties of words and sentences, and extensive experience of the world around them. Only if such skills are present can children search a text for it’s meaning.” Ling, Foundations of Spoken Language for the Hearing Impaired.
“Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader”. J.Trelease
Originally developed by Erin Thompson 06/13/2008
Originally developed by Erin Thompson 06/13/2008
Vocabulary Hierarchy
INPUTCOMPREHENSION
IMITATION USE
Originally developed by Erin Thompson 06/13/2008
What that means!INPUT: Bombard the child in different
meaningful situations with the word.COMPREHENSION: Check to see if a child
understands the meaning of a word.IMITATION: The child hears someone say a
word and directly imitates the person.USE: The child uses the word in a different
situation all on their own.
Originally developed by Erin Thompson 06/13/2008
Vocabulary word: Throw How to check for comprehension:
Playing with a child and you give them a ball. You ask them to throw the ball.
The child then throws the ball.
Does the child have comprehension of the word “throw”?
Why or Why not?
Originally developed by Erin Thompson 06/13/2008
Checking for Comprehension
ANSWER?
Originally developed by Erin Thompson 06/13/2008
Checking for Comprehension
A more effective approach to check for comprehension of a word may be to hand the child sand and ask them to throw it!
If the child holds the sand and does nothing with it after you ask them to “throw” it, then they probably do not understand “throw.”
Originally developed by Erin Thompson 06/13/2008
Video!
Originally developed by Erin Thompson 06/13/2008
StrategiesThat promote auditory learning of
language targets
Originally developed by Erin Thompson 06/13/2008
Indirect Language
StimulationSelf TalkParallel TalkDescriptionsRepetitionExpansion
Expansion Plus
Originally developed by Erin Thompson 06/13/2008
Strategies For Eliciting New Targets
Auditory BombardmentAcoustic Highlighting
ModelingParentese
Originally developed by Erin Thompson 06/13/2008
Strategies For Establishing Consistent
Production of Emerging Targets Imitation
Delayed Imitation Prompting
Spaced Practice Acoustic Highlighting
Originally developed by Erin Thompson 06/13/2008
Imitation StrategiesModel the target then look expectantly at child.
WAIT TIME Direct child to tell something to another person
using the target language. For example, say, “Tell Susie, ‘I need that one.’”
Give the child a choice of two words/phrases with the target language being the last choice.
LAST DITCH EFFORT: Can you say, “_____?”
Originally developed by Erin Thompson 06/13/2008
Delayed Imitation Strategies
Encourage child to think on his own a bit more…Ask another person a question then immediately
ask the same question of the child.
Begin a sentence containing part of the target and wait to let the child complete it.
Direct child to tell another person, e.g., say, “Tell Susie, ‘I need that one.’” Then direct him to tell 2 or 3 more people (or stuffed animals or dolls.)
Originally developed by Erin Thompson 06/13/2008
Prompting StrategiesStop talking. Provide frequent pauses in your input and
WAIT for the child to initiate conversation. This may take several seconds or even close to a minute. Resist the urge to continually provide input.
Look expectantly at child and WAIT.Lean toward child, cup your ear and WAIT.Set up a situation in a way that creates a reason (other
than to please the adult) for the child to communicate his ideas, i.e., give the child a puzzle board and keep the pieces or give the child half of what he needs to complete a task. (SABOTAGE!)
As you share a book with a child, turn the page and then look expectantly as if to say, “what do you think is important on this page?” rather than immediately telling the story yourself. WAIT until he comments.
Originally developed by Erin Thompson 06/13/2008
PRACTICE!!Noun: cow
Preposition: under
Adjective: big
Verb: cut
Originally developed by Erin Thompson 06/13/2008
QUESTIONS??
Originally developed by Erin Thompson 06/13/2008
THANK YOU!Information in this presentation was
gathered from prior workshops and Auditory Verbal Modules
Special thanks to information contributed by:
Kathryn WilsonBeth Walker