why literacy?
TRANSCRIPT
W H Y L I T E R A C Y : L I T E R A C Y & A A C I N P A R T N E R S H I P
T O D E V E L O P L A N G U A G E
J A N E F A R R A L L
ORAL AND WRITTEN LANGUAGE DEVELOPMENT
Literacy
AAC/Speaking
Writing
Listening
Reading
Koppenhaver, Coleman, Kalman & Yoder, 1991.
Adapted from Teale and Sulzby, 1989
ORAL AND WRITTEN LANGUAGE DEVELOPMENT
Literacy
AAC/Speaking
Writing
Listening
Reading
Erickson 2015
STEPHANIE
• Age: 14
• Sensory impairment: Cortical vision impairment
• Other diagnoses: Scoliosis, Cerebral Palsy, Epilepsy
• Communication: Stephanie is able to provide a yes and no answer using the symbols on her tray. Stephanie had a one symbol per page PODD but now has a 20 cell partner assisted PODD.
STEPHANIE
• Literacy: Stephanie uses her
PODD to answer questions
about the stories and to
generate ideas for free writing.
She is working towards
improved letter recognition in
reading and using letters in
writing with a flip chart. Also
focusing on distinguishing initial
sounds in words. Stephanie has
developing concepts about
print.
GROUP SHARED READING
STEPHANIE – EMERGENT LITERACY OUTCOMES
• Concepts about Print
– 2012 – Answered 3/13 items correctly
– 2013 – Answered 4/13 items correctly
• Letter Identification (modified with Braille)
– 2012 – Identified 24/52 letters correctly
– 2013 – Identified 28/52 letters correctly
• Phonological Awareness
– 2012 – No response to all items
– 2013 – Identified 11/23 items correctly
• Writing Sample
– 2012 – Unable to complete writing sample
– 2013 – Writing sample using flip chart; emergent writer
STEPHANIE - COMMUNICATION OUTCOMES
• Yes/No
– 2012 – had no yes/no response
– 2013 – clear yes/no response in familiar situations
• Communication
– 2012 – had a one symbol per page PODD; rarely used
– 2013 to now – 20 cell PAS PODD used to initiate, respond, ask
questions, tell stories, express opinions, etc
STEPH “WRITING” NOVEMBER 2013
AAC AND LITERACY LEARNING
• There are no basic prerequisites to communication beyond being
conscious. Likewise, there are no prerequisites to AAC.
• (Augmentative Communication and Early Intervention. Myths and
Realities, Romski and Sevcik 2005)
• There are no basic prerequisites to literacy.
EMERGENT LITERACY INTERVENTION
• Two primary aims:
• 1. To promote children’s positive regard for literacy and their
understanding of the functional, intentional use of literacy.
• 2. To increase children’s skills in discrete skill areas that are critically
linked to later reading success.
Justice & Kaderavek, 2004
EMERGENT LITERACY INTERVENTION
• Involves a building of understandings and experiences, not an
accumulation of isolated skills in a predetermined sequence.
• Behaviours are fleeting and variable depending on text, task, and
environment.
• The functions of print are as integral to literacy as the forms.
• Over 1400 hours of literacy before school even begins.
Farrall & Clendon, 2016
COMPONENTS OF EMERGENT LITERACY INTERVENTION
• Shared reading
• Independent reading
• Letters and sounds
• Writing
– Writing with (shared writing, predictable chart writing)
– Writing for (morning message)
– Writing by myself (independent writing)
S H A R E D R E A D I N GI T ’ S A L L A B O U T T H E I N T E R A C T I O N
SHARED READING
• In the beginning we need to teach students how we interact around books
• We get them interested and involved
• We model, model, model
• And THEY learn lots of different skills:
– Language comprehension
– Joint attention
– Vocabulary
– Conversational structure
• Commenting, questions, responding
– Print and book concepts
– Conceptual knowledge and reasoning skills
– Letter names, shapes and sounds
SHARED READING
• Shared reading is a collaborative learning activity, based on research by
Don Holdaway (1979), that emulates and builds from the child's
experience with bedtime stories (Parkes, 2000)
• Can be done individually or in small groups
• Books can (and should) be read repeatedly
• Use a framework, such as CAR, during shared reading
COMMENT, ASK, RESPOND (CAR)
• The CAR strategy (Notari‐Syverson, Maddox, and Cole, 1999)
encourages adults to support students during shared reading by
‘following the car’.
CAR
• Comment on what the student is doing e.g. “Oooh, a dog” (then wait
5 seconds)
– • Ask a question e.g. “Do you like the dog?” (then wait 5 seconds)
• Respond by adding more e.g. “I like the dog. He looks very friendly”.
• http://www.walearning.com/products/language-is-the-key/car-
strategies/
PUT THE CROWD IN THE CAR
Corinne Gandy Watson, 2008
TEEN CROWD IN CAR
Yvette Theodorsen CPSP, Interactive Speech Pathology, 136 Le Souef Drive Kardinya WA 6163,
Phone 0416 167 788, Email [email protected]
Based on an image created and shared by the CLDS http://www.med.unc.edu/ahs/clds/files/early-childhood-resources/CROWDinCARPoster.jpg/view
CROWD
• Completion
• Recall
• Open Ended
• Wh- Questions
• Distancing
Centre for Literacy & Disability Studies
COMPLETION
• Leave a blank at the end of the sentence and the learner fills it in
• This is typically used in books with rhyme or books with repetitive
phrases
• Example “But he was still ………” letting the child fill in the blank
with the word “hungry”
• Completion questions help learners being to understand the
structure of language in books
Centre for Literacy & Disability Studies
RECALL
• Questions about what happened in a portion of the book that has just
been read
• Example “tell me what the truck did.”
Centre for Literacy & Disability Studies
OPEN-ENDED
• Questions that do not have specifically right/wrong answers
• Usually focus on the pictures in books
• E.g. “Tell me what’s happening in this picture.”
Centre for Literacy & Disability Studies
WH- QUESTIONS
• Questions that begin with what, where, when, why and how
• Typically focus on the pictures in books
• Example, “what does the man have?”
Centre for Literacy & Disability Studies
DISTANCING
• Questions that relate what is in the book to experiences outside the
book
• Form a bridge between books and the real world
• E.g. “You saw animals when we went to the farm. What animals did
you see at the farm?”
Centre for Literacy & Disability Studies
SHARED READING
• Appropriate at any stage for a student who is emergent
REMEMBER TO:
• Follow student’s lead
• Keep it low pressure - no testing
• Relate to what student knows
• Attribute meaning to student attempts
• Use teacher aides as models
Hanser, 2011
WHY ATTRIBUTE MEANING?
• A natural response to children without disabilities
• Teaches students to be less random.
• Builds cognitive understandings over time.
• Sends message of competence and high expectations.
Hanser, 2011
The animals in this
story are all from the
zoo. What animals
have you seen at the
zoo? [Distancing]
Just pause and get
them to tell you the
animal. They sent me
a _____ [sentence
completion]
What animal do you
think it might be? [WH
Question / Prediction]
Yay! A camel. Do you
remember any other
animals that were sent?
[Recall]
Tell me why you think
the puppy is perfect.
[Open-Ended]
NOW LET’S TRY IT….
• In small groups do a mini-shared reading with the following book
• Make sure you:
– Comment
– Ask
– Respond
YEAH BUT ...
• “My students won’t sit and attend”.
• “My students will not engage with books”.
It’s all about finding the right book..
PETE THE CAT AND HIS FOUR GROOVY BUTTONS
• Great example of a text for shared reading
• Watch the video
• Read the book as a shared reading with a prop
PETE THE CAT
PROPS
• There is one study indicating that use of 1 or 2 props can help
emergent students’ engagement (Roy, 2006)
• Never more than 1 or 2 props
• The props are for the adult to call attention to the book, not for the
students
• Need to make sure the focus remains with the book.
AIM FOR …
• Communication
• Enthusiasm
• Engagement!!!!
Farrall & Clendon, 2016
I N D E P E N D E N T R E A D I N GA S I N D E P E N D E N T A S E A C H S T U D E N T
C A N B E
HOW TO ENCOURAGE INDEPENDENT READING
• Have books available!
• Have books accessible!
• Electronic book selection
• Maybe have shelf/book box for each student
• Make books interesting and exciting!
CURATING RESOURCES
CURATING RESOURCES
CURATING RESOURCES
CURATING RESOURCES
ELECTRONIC ACCESSIBLE BOOKS
• Accessible books allow students to do independent reading
• Talking books also give them the option for support from the
computer if needed
ELECTRONIC ACCESSIBLE BOOKS
INDEPENDENT READING RESOURCES
• Commercial books
• Custom books
• TarHeel Reader books
• Other digital storybook website e.g. Starfall, MeeGenius
• Digital storybook apps on iPads
L ET T E R S A N D S O U N D S
ALPHABET KNOWLEDGE
• Read alphabet books
• Point out letters and print in the environment
• Talk about letters and their sounds when you encounter them in
every day activities
• Provide opportunities to play with letter shapes and sounds
• Explicitly reference letter names and sounds in shared reading and
writing activities
• Use mnemonics and actions
• Use student NAMES!
PLAYING WITH LETTERS
• In the primary grades, learners will still have an interest in magnetic
letters, letter puzzles, alphabet toys, and letter stamps.
• Older learners may be more interested in using a computer with a
talking word processor, word prediction, and other software that
provides visual and auditory feedback as they select letters.
• Use alphabet cards instead of numbered cards to play Go Fish, War,
and other popular card games.
Koppenhaver, Clendon & Farrall, 2012
ANY AND EVERY CHANCE TO INTERACT WITH THE ALPHABET…
USING FOODS, ACTIONS & PEOPLE
• When students struggle with specific letters:
– Pair the difficult letters with foods students like or dislike: z for zucchini,
m for M&M
• Prepare the food & take pictures so the association is memorable
– Pair the difficult letters with actions: jump for j, yawn for y
• After teaching the actions, practice them by showing students the letter and
asking them to name it and perform the action.
– Pair the difficult letters with people: J for Jane, etc
Koppenhaver, Clendon & Farrall, 2012
ALPHABET BOOKS
• Commercially available books
• Large selection of accessible alphabet books on Tar Heel Reader
www.tarheelreader.org
• You can make your own alphabet books
– Not all alphabet books include A-Z
– You can focus on a single letter or contrast two letters that a student
confuses often
A-Z ALPHABET BOOKS
LETTERS OF THE WEEK
• Focus on two letters each week
• Use alphabet songs and videos
• Make tactile letters
• Use finger spelled alphabet and Braille if appropriate
• Brainstorm
• Create a name wall
• Custom alphabet book
OTHER LETTERS OF THE WEEK IDEAS:LETTER BAGS OR BOXES
LETTER BOX M & O
WHEAT BAG LETTERS
SCHOOL, CLASSROOM OR STUDENT ALPHABET BOOKS
FINDING LETTERS FOR WORDS
ALPHABET SOUP
LETTER BAGS
Helps to
make sure
you use
different
fonts!
ALPHABET AAC
LETTERS IN THE GARDEN
• Tie cards with two letters in
the garden
• Find the letters
• Sort them into two piles
RUN TO THE LETTERS
A T
ONSET RIME
ONSET RIME
ONSET RIME
ONSET RIME
W R I T I N GW R I T I N G W I T H , W R I T I N G F O R &
W R I T I N G B Y M Y S E L F
W R I T I N G W I T HS H A R E D W R I T I N G / P R E D I C TA B L E
C H A R T W R I T I N G
PREDICTABLE CHART WRITING
• Interactive group writing experience based on the Structured
Language Experience Approach (Cunningham, 1979)
• Used extensively in general education (e.g., Hall & Williams)
• Adults and children compose text together.
• Teacher scribes the story.
Zangari & Farrall, 2014
PREDICTABLE CHART WRITING
• Adult chooses a topic & creates a sentence stem.
– My favorite snack is ___.
– I feel happy when ____.
– At the beach, I like to ___.
• Using the predictable structure, children learn:
– That they can dictate their sentences.
– That they can read their sentences.
– A lot about letters, words, and conventions of print.
Zangari & Farrall, 2014
SELECTING THE LANGUAGE
• From a comprehensive AAC system!!!
• From objects
• From specific language display
• From photographs
PREDICTABLE CHART WRITINGDAY 1
• Generate the language needed for a predictable chart.
• An example predictable chart would be:
• Things we like in the garden by Room 10
– I like flowers (Nola)
– I like trees (Caitlin)
– I like grass (Cody)
– I like sprinklers (Sam)
– Etc
• Write it up on chart paper or in a Word document as each person picks
their language for the sentence.
PREDICTABLE CHART WRITINGDAY 2
• Re-read the chart
– Point to particular words, look for certain words or letters
– Recognize own work & read it back
• Record the whole chart on a step-by-step and then have the students
read out their line from the story (and the ones who can read can do
their turn verbally of course)
• Focus is on students finding their name on the chart and reading their
own line.
PREDICTABLE CHART WRITINGDAY 3
• Re-read the chart
• Chop up the students'
sentences and have them stick
them back down.
• For some students we are just
interested to see if they go from
left to right – the words don't
have to be in the right order at
all.
• Whatever order they pick, that's
what you leave it as.
PREDICTABLE CHART WRITINGDAY 4
• Re-read the chart
• Talk about pictures you might use to illustrate each sentence/page
• Google pictures, draw them or take photos
PREDICTABLE CHART WRITINGDAY 5
• Re-read the chart
• Combine the pictures and the text to make up a book.
• You could make the book in Clicker 6 or PowerPoint or in Keynote
on the iPad or low tech.
• Print the book and add it to your self-selected reading resources in
the classroom.
READ THE STORY WITH AIDED LANGUAGE INPUT
W R I T I N G F O RM O D E L L I N G , M O R N I N G M E S S A G E
WRITING FOR
• Show students how print works
• Write down information as it becomes relevant
• Morning message
• Show students that anything we say, we can write
MORNING MESSAGE
MORNING MESSAGE
WRITE DOWN RELEVANT INFORMATION
W R I T I N G B Y M Y S E L FI N D E P E N D E N T W R I T I N G
WRITING AND EMERGENT LITERACY
• The function of literacy is as important as the form
• Students need to understand why writing is important
EMERGENT WRITING
FUNCTION VERSUS FORM
EMERGENT WRITING
WRITING WITH FLIP CHART
HANDWRITING
• Many student’s writing input has favoured motor development
• We need to help them to understand what it means to be a writer
• We need to give them a chance to develop their skills in the other
areas of writing without motor skills adding a second“red light”
• Then we can go back to handwriting if needed/appropriate
ALTERNATIVE PENCILS
• For every student we need to find a pencil that they can use easily
• Many students will need time to scribble with their pencil ie emergent
writing
• Other students just need something that is physically easier
• The right pencil allows them to focus on the cognitive aspects of
writing
WRITING FOR REAL REASONS
• We need to give students real reasons to write every day
• These can include classroom tasks
• They can sign in and then write their name on every piece of work
through the day
• NO copying or tracing – students do not learn how to write from
these activities!
EXAMPLE WRITING PURPOSES
• Book of the week “Blue Hat, Green Hat” by Sandra Boynton
• Monday - Write about the funniest thing the turkey did
• Tuesday - Personal writing – choice of pictures to write about
• Wednesday - Letter to another student
• Thursday – Personal writing – choice of pictures to write about
• Friday – write about what funny things you could wear when
swimming
PERSONAL EXPERIENCE WRITING
• x
HIGH INTEREST TOPICS
SIGNING IN
LETTER WRITING
AND REMEMBER…
Literacy
AAC/Speaking
Writing
Listening
Reading
Erickson 2015
THANKS TO
• Students and Staff at all the schools I work with, especially Malkara
School, Claremont Special School, Kiparrin Assessment and Teaching
Services, Willans Hill School, The Grove Education Centre, Adelaide
West Special Education Centre, Acacia Hill, Malibu School, Rachel
Dougherty, Mudgeeraba Special School, Cobram Specialist School
• Centre for Literacy and Disability Studies
• Erin Sheldon
• Yvette Theodorsen, Interactive Speech Pathology
• Professor Carole Zangari, PrAACtical AAC
• Dr Sally Clendon