SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS - PowerPoint PPT Presentation

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SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS

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Title: SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS


1
SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING
ORAL AND WRITTEN LANGUAGE SKILLS
2
I. Response to Intervention
3
In the old days we had.
  • Regular education in the classroom
  • OR ?
  • Special education with an IEP

4
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)
  • ?

5
Many ELLs benefit from Tier 3
6
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

7
Nelson suggests that
8
RtI can be very helpful in decreasing special
education caseloads.
  • Good news for us and the students!

9
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

10
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

11
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

12
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.

13

14
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.

15
  • 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.

16
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.

17
A new resource for supporting social skills
  • KimochisSeven Keys to Effective Communication
  • Ellen Pritchard Dodge and colleagues, 2010

18
Kimochis are feeling plush toys
19
The Kimochis toys
20
B. Increasing Literacy Skills
  • Reading, writing, spelling
  • ?
  • Phonological awareness
  • ?
  • Oral language
  • ?
  • Foundation is environmental experiences and
    exposure

21
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

22
The research of Ukrainetz et al showed that
23
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

24
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

25
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.

26
  • 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.

27
Ideas to make book reading enjoyable and
motivating include
  • Keep it short!
  • Predictable books simplified, repetitive text

28
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.

29
  • iPad useful, captures interest

30
  • 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, 200-211.

31
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

32
Parrish-Morris et al. 2013 showed that
33
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 Gutiérrez-Clellen, PhD, CCC-SLP, Gabriela
    Simon-Cereijido, PhD, CCC-SLP, Maria Adelaida
    Restrepo, PhD, CCC-SLP
  • From Plural Publishing 2014

34
Written Language Attainments Preschool Period
  • We need to be sure that before they enter
    kindergarten, our preschool students have print
    awareness and can

35
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36
  • 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
    own names
  • 11. Print the first letter of their name
  • 12. Recite the first 10 letters of the alphabet

37
  • 13. Point to the first letter in a word14.
    Differentiate uppercase from lowercase
    letters15. 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)

38
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

39
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40
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

41
This youtube video demonstrates a picture walk
  • Youtube channel Celeste Roseberry
  • Intervention for ELLs with Language Impairment
    Picture Walk for Reading Comprehension
  • http//www.youtube.com/watch?v-7JQYu6xG28

42
If preschool students receive comprehensive
support in oral and written language skills.
  • They will be far more successful in elementary
    school and beyond.

43
III. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT
STUDENTS ENHANCING LITERATE AND ORAL SKILLS
44
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 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.

45
There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these students.
46
SUPPORTING STUDENTS WITH
  • WRITING, FINE MOTOR, TRACKING, AND SPELLING
    PROBLEMS

47
Writing can be difficult
  • Today in the U.S.,
  • most special education referrals involve students
    who have difficulty with writing.
  • There are several reasons for this difficulty.

48
Students may have
49
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

50
Teachers assume that
  • Children 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 clay
  • In todays kindergartens, there is no time for
    this children are asked to write before they are
    ready

51
Handwriting without Tears
  • Is a multisensory, developmental approach that is
    virtually 100 successful.
  • It 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.
  • www.hwtears.com

52
  • There are many simple, inexpensive activities
    that can be used to help children who
  • have difficulty with writing and fine motor
    skills

53
These include
54
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.
  • Encourage the child to squeeze a squishy ball
    during listening activities. This enhances
    attention and helps strengthen hand and finger
    muscles.

55
  • 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.

56
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