Title: SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS
1SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING
ORAL AND WRITTEN LANGUAGE SKILLS
2I. Response to Intervention
3In the old days we had.
- Regular education in the classroom
- OR ?
- Special education with an IEP
4Now 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) - ?
5Many ELLs benefit from Tier 3
6This 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
7Nelson suggests that
8RtI can be very helpful in decreasing special
education caseloads.
- Good news for us and the students!
9Diane 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
10She 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
11II. 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
12A. 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 14One 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.
16Another 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.
17A new resource for supporting social skills
- KimochisSeven Keys to Effective Communication
- Ellen Pritchard Dodge and colleagues, 2010
18Kimochis are feeling plush toys
19The Kimochis toys
20B. Increasing Literacy Skills
- Reading, writing, spelling
- ?
- Phonological awareness
- ?
- Oral language
- ?
- Foundation is environmental experiences and
exposure
21Begin with phonological awareness
- Ability to consciously reflect on and manipulate
the sound system of a lang - Foundational to success in reading, writing, and
spelling
22The research of Ukrainetz et al showed that
23Interestingly
- Even when tx provided in short, intensive periods
(as opposed to longer, more drawn out less
intense periods), ch made gains - Maintained over time
24Use 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
25Other 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.
27Ideas to make book reading enjoyable and
motivating include
- Keep it short!
- Predictable books simplified, repetitive text
28Professionals 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.
31Parrish-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
32Parrish-Morris et al. 2013 showed that
33There 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
34Written Language Attainments Preschool Period
- We need to be sure that before they enter
kindergarten, our preschool students have print
awareness and can
35(No Transcript)
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)
38The 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(No Transcript)
40When 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
41This 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
42If preschool students receive comprehensive
support in oral and written language skills.
- They will be far more successful in elementary
school and beyond.
43III. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT
STUDENTS ENHANCING LITERATE AND ORAL SKILLS
44Many 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.
45There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these students.
46SUPPORTING STUDENTS WITH
- WRITING, FINE MOTOR, TRACKING, AND SPELLING
PROBLEMS
47Writing 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.
48Students may have
49Widespread 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
50Teachers 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
51Handwriting 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
53These include
54We 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(No Transcript)