fredonia oral language and literacy website...

5/16/2017

Dr. Joan Mele‐McCarthy, CCC‐SLP, Fredonia 2017 1

ORAL LANGUAGE & LITERACY: DYSLEXIA, WRITTEN LANGUAGE, AND ACADEMIC ACHIEVEMENTA FRAMEWORKS PERSPECTIVE

Joan A. Mele-McCarthy, D.A., CCC-SLP, ASHA Fellow

Executive Director

The Summit School

Edgewater, MD

State University of New York at FredoniaApril 28, 2017

LITERACY:

Listening Speaking Reading Writing

The goal of literacy learning is:--to construct meaning from what is heard or read.--to convey meaning through speaking and writing.

Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017 2

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WHAT DO CHILDREN BRING TO THE PRINTED PAGE?

KNOWLEDGE OF SPOKEN LANGUAGE

Semantics

Syntax

MorphologyPragmatics

Phonology


Marty Sweeney, CCC-SLP, Head of School, The Odyssey School

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FRAMEWORKS TO UNDERSTAND THE

COMPONENTS OF ORAL LANGUAGE

FORM

USE

CONTENT

Bloom, L.,& Lahey, M. (1978).Language development and language disorders. New York: Wiley.

Framework

Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

5/16/2017


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COMPONENTS OF ORAL LANGUAGE

FORM

USE

CONTENT

In a socio-linguisticcontext

PhonologyGrammarSyntax

Morphology

Vocabulary

Sentence comprehensionDiscourse comprehension

Figurative languageMultiple word meanings

Verbal reasoning

Synonyms, antonyms

Social rituals

Pragmatic functions

Conversational rulesBack channel

communicationDr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017


Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in earlyliteracy (pp. 97-110). New York: Guilford Press.

Frameworks


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SIMPLE VIEW OF READING

Decoding

Oral Language Comprehension

Simple View ofReading

Or do they?

Reading comprehension

Adding the speed factor to the Simple View of Reading significantly improves the ability to

predict reading achievement. (Joshi and Aaron, 2000)

Gough & Tunmer, 1986; Hoover & Gough,1990


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Processing

KnowledgeSkills

Phonemic processingWorking memoryProcessing speedRapid word retrievalPhonemic processingLanguage processing

Phonological awarenessMorphological awarenessLetter names and soundsPhonics rulesOrthographySyllable structureVocabulary knowledgeBackground knowledge

DecodingEncodingSentence comprehensionDiscourse/Text comprehension Literacy Foundations

Framework


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Phonology

Phonemic processing

Phonological awareness

Processing speed

Phonemic processing

Semantics

Vocabulary knowledge

Definitions

Synonyms

Antonyms

Associated

terms/concepts

Multiple meanings

Background knowledge

Syntax

Sentence comprehension

Morphology

Need more information about Oral Language

Discourse/TextComprehension


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NEUROBIOLOGICAL SUBSTRATES FOR ORAL LANGUAGE AND LITERACY


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COMPREHENSION


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FROM SPEECH TO PRINT


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NEURAL SYSTEMS FOR READING

Anterior-inferior frontal lobe

Left parietotemporal

Left occipitotemporal


“Children are wired for speech, but print is an optional accessory that must be painstakingly bolted on.”

– Steven Pinker

The Reading Brain Dehaene, 2009

Ozernov-Palchik, Ola, 2016, The Dyslexia Foundation, St. Croix


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NEUROBIOLOGICAL SIGNATURE OF DYSLEXIA


NEUROBIOLOGICAL DIFFERENCES IN DYSLEXIA

• Interestingly enough, Dr. Ken Pugh also implicated differences in basal ganglia activation patterns for children with dyslexia

• The basal ganglia is activated more when a person is doing something that requires greater cognitive effort.

• In a 2014 study, Dr. Pugh and colleagues showed that the basal ganglia in children without dyslexia is activated more when they are processing shapes/figures than during reading.

• The opposite is true for children with dyslexia.

• Additionally, for children who read well, the left hemisphere was activated when processing language but the right hemisphere was activated more when processing visuospatial stimuli.

• For children with dyslexia, there is less hemispherically differentiated activity. Both hemispheres were activated when processing visuospatial information.

• Dr. Pugh noted that many people with reading disabilities have careers in art, architecture, and engineering, which require visuospatial processing– but to date this is only anecdotal


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The basal ganglia are located deep near the base of the forebrain, and have important functions in motor control and procedural learning.Basal ganglia nuclei are strongly interconnected with the cerebral cortex, thalamus, and brainstem, as well as several other brain areas.


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HOW EARLY IS EARLY DETECTION?

Raschle, Zuk, and Gaab, 2012

Studied the functional brain networks using FMRI of 36 pre-reading children while they engaged in phonological processing activities

Average age was 5/5 years

Half had a family Hx of developmental dyslexia and the other half did not

The 18 children with a family Hx of dyslexia scored significantly lower on: CELF core language

CELF expressive language

CELF language structure

CTOPP, elision subtest

RAN, objects

RAN, colors

Verb agreement and Tense Test (VATT), Repetition


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HOW EARLY IS EARLY DETECTION?

• Brain activity in the left lingual gyrus and temporoparietal areas correlated with phonological processing skills

• Family Hx group showed reduced activation in these areas even before learning to read

• Suggests that the left temporoparietalregion reflect an inability to map phonemes to graphemes

• The lingual gyrus is also known as the “visual word form” area and seems to be involved in processing words during reading in children and adults


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HOW EARLY IS TOO EARLY?

Studies show structural differences in the brains of children with dyslexia as compared to nondyslexic peers such as: Less gray matter which is used for the information processing critical to

sensory learning Could contribute to difficulty with phonological awareness or the ability to

discern and process sounds in words

Reduced white matter integrity, which form the “highways” for rapid communication from back to front of the brain

Reading ability in young children is related to the growth of the brain’s white matter tracts Arcuate nucleus (connects the brain’s language centers)

Interior longitudinal fasciculus (links these language centers with visual processing centers

Strong readers start out with strong signals in both tracts that get stronger over time

The opposite is observed in weaker readers


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HOW EARLY IS EARLY?• In a follow-up study in 4- to 8-month-old infants, Gaab and her

colleagues found differences in white matter in at-risk infants.

• In MRI scans of the infants’ brains, Gaab found the areas of white

matter “showed reduced integrity in children with a family

history of dyslexia.”

• It is speculated that the regions required to process language

may be less efficient when there is less white matter available for

cross-brain communication.

• However, Dr. Gaab affirms that appropriate intervention can

result in structural changes to the pathways that may result in

better reading outcomes.

Langer, Peysakhovich, Zuk, Drotter, Sliva, Smith, Becker, Grant, Gaab, 2017


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NEUROSCIENTISTS TO FOLLOW

• Dr. Laurie Cutting, Vanderbilt University

• Dr. Famiko Hoeft, University of California-San Francisco

• Dr. Nadine Gaab, Harvard University, Boston Children’s Hospital

• Dr. John Gabrielli, Massachusetts Institute of Technology

• Dr. Guinevere Eden, Georgetown University

• Dr. Ken Pugh, Haskins Laboratories, Yale, University of Connecticut

• Dr. Jay Ruekl, University of Connecticut

• Dr. April Benasich, Rutgers University

• Dr. Elena Grigorenko, University of Houston

• Dr. Joanna Christodoulou, Massachusetts General Hospital, Harvard

• Ola Ozernov-Palchik, Tufts University


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WHAT IS DYSLEXIA?Dyslexia is a brain-based type of learning disability that

specifically impairs a person's

ability to read. These individuals typically

read at levels significantly lower than expected

despite having normal intelligence. Although the

disorder varies from person to person, common

characteristics among people with dyslexia are

difficulty with phonological processing (the

manipulation of sounds), reading decoding, spelling, and/or rapid

visual-verbal responding.

National Institutes of Neurological Disorders and Stroke (NINDS), U.S. Department of Health and Human Services

http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm23


WHAT IS DYSLEXIA?

Dyslexia is a type of learning disability:

Learning disabilities are disorders that affect the ability

to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Although

learning disabilities occur in very young children, the disorders are usually not recognized until the child reaches school age.

Research shows that 8 to 10 percent of American children under 18 years of age have some type of learning disability.

National Institute of Neurological Disorders and Stoke (NINDS), U.S. Department of Health and Human Services, 2011, http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm.

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DYSLEXIA AND SLI: SAME OR DIFFERENT?

Compared children with SLI only, dyslexia only, SLI and dyslexia, and

without impairment

Findings:

SLI and dyslexia do not always co-occur

Some children with SLI do not have a phonological deficit

Some children with dyslexia do not have language comprehension or

syntax deficits

A multiple-component model of language abilities best explains the

relationship between SLI and dyslexia

This distinction is critical to understanding literacy development, instruction, and

intervention. Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

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Ramus, Marshall, Rosen, van der Lely, 2017

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What does the Research Tell us about Oral language and Reading?


38TH REPORT TO CONGRESS ON THE INDIVIDUALS WITH

DISABILITIES ACT• In 2014, the most prevalent disability category of children ages 3 through 5 served

under IDEA, Part B, was speech or language impairments (43.7 percent). The next

most common disability category was developmental delay (37.0 percent),

followed by autism (8.9 percent). The children ages 3 through 5 represented by the

category “Other disabilities combined” accounted for the remaining 10.5 percent

of children served under IDEA, Part B (Exhibit 12).

• In 2014, the most prevalent disability category of students ages 6 through 21

served under IDEA, Part B, was specific learning disabilities (39.2 percent). The

next most common disability category was speech or language impairments (17.6

percent), followed by other health impairments (14.4 percent), autism (8.6 percent),

intellectual disabilities (7.0 percent), and emotional disturbance (5.9 percent).

Students ages 6 through 21 in “Other disabilities combined” accounted for the

remaining 7.3 percent of students ages 6 through 21 served under IDEA, Part B

(Exhibit 20).

• https://www2.ed.gov/about/reports/annual/osep/2016/parts-b-c/38th-arc-for-

idea.pdf


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DYSLEXIA AND THE INDIVIDUALS WITH DISABILITIES ACT

IDEA Title 1/A/602/30

• (30) Specific learning disability.--

• (A) In general.--The term `specific learning disability' means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

• (B) Disorders included.--Such term includes such conditions as perceptual

disabilities, brain injury, minimal brain dysfunction, dyslexia, and

developmental aphasia.

• (C) Disorders not included.--Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C30%2C29


Double Deficit hypothesis

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Phonological coding (phonological awareness &

letter sound decoding)

Naming Speed(letter & digit)

Bowers & Wolf, 1993, Wolf & Bowers, 1999

Phonological skills

Slow naming speed

Combination of both

or

or

Three subtypes of word level RD?


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SINGLE OR DOUBLE DEFICIT & READING

Phonological coding

(phonological awareness & letter sound decoding)

Naming Speed

(letter & digit)

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Orthographic processing &

Reading fluency

Word reading

accuracy


TRUTH PER THE EVIDENCE:

• Skilled reading on-line comprehension of meaning from running text:

• word identification • language comprehension

Skilled word reading is a bigger predictor of reading comprehension in early readers

BUT

Language comprehension is a greater determiner of reading comprehension in children who are at later stages

of reading

Vellutino et al, 2004

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AND FURTHERMORE…

• For early and less skilled readers:

Tests evaluating word identification skills better predicted

performance on reading comprehension tests than did oral

language comprehension tests

• Conversely, the opposite was found for more skilled readers

33Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

WHEN CAN DYSLEXIA BE DIAGNOSED?

Preschool – Kindergarten?

Early elementary school?

Later elementary school

Middle school and high school

College and adulthood


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KEY DIAGNOSTIC INDICATORS THAT ARE EVIDENT IN THE CLASSROOM AND

AFFECT LITERACY DEVELOPMENT

Knows fewer letter names than peers

Has particular difficulty with associating the sounds of certain consonants with their letter name

Difficulty perceiving and mapping short vowel sounds

Primary difficulty with decoding and word reading

Difficulty with spelling

Poor memory for facts

Poor word retrieval

May understand oral language better than print language

May perform much better in math

Appears to be bright yet struggles academically 35


COMMON SIGNS OF DYSLEXIA: PRESCHOOL

May talk later than most children

May have difficulty pronouncing words, i.e. busgetti for spaghetti, “mawn lower” for lawn mower

May be slow to add new vocabulary words

Often have difficulty rhyming

Frequently have difficulty learning alphabet numbers days of week naming colorsShapes

writing name

May have difficulty telling and retelling stories in sequence 36


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KINDERGARTEN TO GRADE 4

Difficulty decoding single words, reading words in isolation

Difficulty separating phonemes

Difficulty reading nonsense words

Confuses sight words, i.e. them, these, those, who, and, the

Word guessing based on initial sound/letter

May show word reversals (tip for pit, tub for but), inversions (m for w, u and n), substitutions (house for home)

Spelling accuracy and reading speed are weak


GRADE 5 - HIGH SCHOOL

Reads slowly because decoding is problematic

Reading comprehension may be problematic

Takes a very long time to do homework

Has difficulty remembering details of what read

Written language is often simple, poorly spelled, punctuated, organized

May have difficulty organizing oral language in class discussions

Often is a dependent learner


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COMPONENTS OF READING COMPREHENSION

Vocabulary breadth and

depth

Syntax understanding


Reading skills

Decoding

Fluency

Working memory

Inference making

Integration of info in text

Understanding story

structure

Comprehension monitoring

But also


LITERACY: READING & WRITTEN LANGUAGE

Dyslexia & Written LanguageSpelling

Written vocabulary

sophistication

Sentence structure

Organization of thoughts

Paragraph writing

Multi-paragraph essays

Language Comprehension & Written Language

• Vocabulary sophistication

• Background knowledge

• Sentence complexity

• Variety of sentence structures

• Complexity of thought

• Organization of thoughts

• Paragraph writing

• Multi-paragraph essays


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EVIDENCE-BASED ASSESSMENT OF DYSLEXIA AND LITERACY AS A WHOLE

Describe reading

performance

Evaluate familial,

social, cultural variables

Consider biological/

developmental variables


EVIDENCE-BASED ASSESSMENT OF DYSLEXIA AND

LITERACY

Administer individual

standardized tests

Examine patterns of strengths & weaknesses

Use data to guide

intervention

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ORDr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

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EVIDENCE-BASED ASSESSMENT OF DYSLEXIA AND

LITERACY

Implement Response to Intervention

Tiered evidence-

based intervention

s

Frequency/ intensity, method, setting

Use data to guide

decisions

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Abott, Reed, Abott, & Berninger, 1997; Reschly et al., 1999


EVIDENCE, EVIDENCE, EVIDENCE…

What is not supported by evidence when assessing dyslexia?

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Use of the discrepancy formula

And is not required by Federal Special Education law, IDEA 2004


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DIFFERENTIATING BETWEEN DYSLEXIA AND OTHER

READING DIFFICULTIES

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Careful standardized, objective assessment, informal assessments, and classroom observation, and clinical judgment can help determine if the child is a struggling reader because of:

• Dyslexia?Poor reading decoding only?

• Specific Language Impairment, Executive Function Disorder?

Poor comprehension only?*

• Dyslexia and SLI, Executive Function disorder?

Poor decoding and comprehension?*

• AllPoor working memory?

• “Sloppy” reader, spelling issues, sequencing, memoryPoor executive function?

• Could be!Some or all of the above?


LITERACY ASSESSMENT COMPONENTS: “GOTTA

KNOWS”

Foundational Skills

• Phonological Awareness & Phonemic processing• Phonological memory/working memory• Rapid naming and processing speed• Word retrieval

Reading

• Sight word reading • Word attack• Reading fluency• Reading comprehension (background knowledge, recep. Vocab)

Encoding

• Spelling• Written language mechanics• Written language discourse

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UNPACKING A “GOTTA KNOW” COMPONENT:

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Phonological Awareness

Rhyming

Sound sequences

Sound isolation

Phonemic Processing

Blending• Real words• Nonwords

Segmenting• Real Words• Nonwords

Elision

Phonological Memory

Digit span

Word strings

Nonwordrepetition

Rapid Naming

Digit

Letters

Colors

Objects


ASSESSMENT COMPONENTS: COGNITIVE

Verbal reasoning

Non-verbal reasoning

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Memory

Executive Functions

Extremely helpful to know:


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EXECUTIVE FUNCTIONS

• self-regulation• self-direction of our day-to-day and

longer term functioning• purposeful management of thinking• purposeful management of behavior to

achieve some desired outcome• (Kaufman, 2010, p. 2)

YOU ENGAGE EXECUTIVE

FUNCTION SKILLS WHEN YOU:

IDEAS?

Executive functions are operative during reading and critical to successful reading and writing

achievement


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ASSESSMENT COMPONENTS: ORAL LANGUAGE

Oral comprehension of language

• Vocabulary• Grammar • Oral discourse

Expressive language• Oral formulation and organization

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Extremely helpful to know:


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HOW IS DYSLEXIA SPECIFICALLYEVALUATED?

CORE COMPONENTS ARE IN BOLDED TYPE

Cognitive Achievement Oral Language• Verbal

reasoning

• Non-verbal reasoning

• Memory: short, working, long

• Processing: Visual, Auditory, speed

• Executive function

• Word ident.

• Word attack

• Reading comp

• Reading fluency

• Math calculation

• Math problem

solving

• Math fluency

• Spelling*

• Written language

• Writing fluency

• Receptive vocabulary

• Word retrieval/ expressive vocab

• Rapid naming• Phonological

processing• Grammar and

syntax• Discourse

comprehension• Language

expression/ organization

• Pragmatic language

The Whole ChildDr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

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Sample OL Protocol


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Sample OL Protocol


INFORMAL LITERACY ASSESSMENT

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• Blend, segment, deletePhonological awareness

• Consonants, basic vowels• Vowel teams

Grapheme/Sound Identification

• Lists of graded words• Non-real words

Decoding

• Timed, graded passage• Cold read• Standard error notations

Reading fluency

• Ask child to write a few sentences and give a choice of topicsWriting sample


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PhonoGraphix ® Screening Instrument


Reading Reflex, McGuinness & McGuinness, 1999

McGuiness, C., & McGuiness, G. (1999). Reading reflex: The foolproofPhono-Graphix method for teaching your child to read. Simon and Schuster.


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You see a twig on a tree. Then thetwig starts to walk! It is not really a twig. It is a walking stick. Walking sticks are insects. They looklike twigs. They are thin. They are long. Some are brown. Some are green. A bird may look for an insect to eat. It may see a walking stick. But the bird may not eat it. The bird may think it is just a twig.

13. Why may a bird not eat a walking stick?a. It may think the walking stick is a twig.b. Birds do not usually eat insects.c. It may like to eat twigs instead.

14. What colors might a walking stick be?a. blue and yellowb. green and brownc. red and orange

15. What does thin mean in this story?a. not wideb. very fastc. not short

Talk about what you learnedIn what ways do walking sticks look like twigs?

One minute reader stories from Read Naturally


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COMPONENTS TO LITERACY: NATIONAL READING PANEL, 2000

• Reviewed all the research available (more than 100,000

reading studies) on how children learn to read.

• Determined the most effective evidence-based methods for teaching children to read.

• Describe which methods of reading instruction are ready for use in the classroom and recommend ways of getting this information into schools.

• Suggest a plan for additional research in reading development and instruction.

https://www.nichd.nih.gov/research/supported/Pages/nrp.aspx


NATIONAL READING PANEL, 2000

Reading comprehension strategies

Teaching vocabulary words

Guided oral reading

Fluency

Phonics

Phonemic awareness


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DIRECT INSTRUCTION FRAMEWORK


Sound-symbol

Syllable instruction

Morphology

Syntax/Grammar

Semantics

Reading Fluency


Connected

Text

phonology

decoding

morphology

encoding

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Accuracy

Rate

Error correction

Reading Fluency


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EVIDENCE ON READING FLUENCY

Then comprehension

Then fluency

Most effect on reading accuracy

Guided repeated readings



encodingMorphological awareness

decoding

Core Components: Word level reading


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Word Sense ©

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Consonants

Digraphs

Pure vowels (long & short)

Vowel teams (advanced

code)

Flexibility of code

knowledge


KNOWLEDGE OF SYLLABLE STRUCTURE

Helps children chunk longer words into manageable parts

Facilitates ability to infer whether a vowel is long, short, a diphthong, r-controlled, or

whether endings have been added.

Helps students read longer words accurately and fluently

Helps solve spelling problems


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DECODING “GOTTA DO’S”

Evidence-based

Sequenced and

systematic

Multi-sensory

Begin instruction at

students independent

level

Incorporate phonological

awareness activities in decoding instruction plan unless data shows

you it is not/no

longer an issue

Incorporate nonsense words in

instruction

VOWELS MUST BE SOLID!



Move word-level

instruction to text at

independend reading level

ASAP

Know processing

issues: guide program selection,

multisensory activities

Use evidence-based error correction practices

Progress monitor

Visual displays for reference at

all times

Provide access to

grade level literature and

text

Integrate phonics reading

targets with spelling

instruction


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Seek 80% mastery at the very least, then

spiral back daily to 100%

Assign daily independent read level at home, 5-15

minutes

Build in flexibility of the

code

Build in 30 minutes per day

of code instruction at a minimum, not

including comprehension

instruction

Build background

knowledge and vocabulary

Teach Fluency as a component of

reading instruction, not the means to

teaching decoding!


Week of

Homework

Decoding

Dictation

Vocabulary

Fluency

Comprehension

Typing/Handwriting

Sample Lesson Tracker


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Decodingstrategies

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Blend two, then moreBuild a block, then

stop Identify the suffixCode the team matesShift soundsCode big block wordsKnow by heart wordsCover--ups

Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017 Word Sense ©

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Vowel charts Strategies

Suffixes Specific Shift Sounds

Mnemonic illustrations

Charts for certain topics

Essential References and Displays

Classroom, work center, binder, bookmarksDr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

5/16/2017


Vocabulary breadth and

depth

Syntax understanding


Reading skills

Decoding

Fluency

Working memory

Inference making

Integration of info in text

Understanding story

structure

Comprehension monitoring

But also

COMPONENTS OF READING COMPREHENSION


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question asking monitoring summarization question answering

story mapping graphic organizers cooperative grouping prior knowledge

mental imagery

Most learning occurs when

multiple strategies are taught in combination.

Reading Comprehension: The evidence says


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VOCABULARY INSTRUCTION

• Computer vocabulary instruction

• Explicit, active vocabulary instruction

• Incidental vocabulary learning occurs in the context of storybook reading or from

listening to the reading of others.

• Repeated exposure to vocabulary items

• Pre-instruction of vocabulary words prior to reading can facilitate both

vocabulary acquisition and comprehension.

• The restructuring of the text materials or procedures facilitates vocabulary

acquisition and comprehension, for example, substituting easy for hard words.

• Teaching breadth and depth of word meaning


VOCABULARY INSTRUCTION: ISABELLE BECK

• High frequency words common in oral and written language; of, the, where, howTier 1

• Relatively common that have wide use across content but occur infrequently enough that they need direct instruction; orient, vertical, merit, strideTier 2

• Technical, content-based words; organ, pyramid, stethoscope; not typically addressed in a reading programTier 3


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WHAT ABOUT CONCEPTS OR SYMBOLIC MEANINGS?

Definition Formula:

• Concept/Idea

• Salient Information

• In a specific context

• Example/qualifying statement

E.g., “Liberty” is a concept that relates to “salient information” (e.g.,

freedom for all) “in a specific context” (across a nation).

Example: freedom of worship/press

Definition: liberty in an idea meaning freedom for all across a nation

such as religious freedom and freedom of speech79Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

ACTIVITIES TO ENHANCE VOCABULARY INSTRUCTION AFTER DEFINING WORDS -

ORAL DISCUSSION

Practice applying words meaningfully in a variety of situations:

The Applause Game

Example: the vocabulary word is “prevent”Ask, “Would a flat tire prevent you from riding your bike?”“Would a broken horn prevent you from riding a bike?” “Would a rainstorm prevent you from driving?”“Would a rainstorm prevent you from having an outdoor picnic?”“Would a loss of electricity prevent you from turning the lights on?”

(If the answer is YES, clap the clappers; if NO, hold the clappers still )


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ACTIVITIES TO ENHANCE VOCABULARY INSTRUCTION AFTER DEFINING WORDS -

ORAL DISCUSSION

When studying multiple meanings of words to teach semantic flexibility, the “Perspective Everyone!” activity also works well:

Range: What does range mean to a kitchen store worker? Mathematician? Scientist? Archery coach? Cowboy?


READING COMPREHENSION

• Narrative text• Tier 2 vocabulary

• Framework

• Background information

• Expository text• Tier 2 and Tier 3 vocabulary

• Framework

• Background information


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Frameworks


Comparing/contrasting

Sequencing

Reading Comprehension: ExpositoryFrameworks


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Frameworks



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Somebody...Wanted...But...So...

Strategies


SAY SOMETHING:

Good for structuring conversations about reading during buddy reading.

Can also be used for independent reading response using “say something” stickies.

Strategies


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TEXT REFORMULATION

Students transform the text into

a different type of text.

In some cases, you may need to

model the new type of text first.

★ All kinds of texts into comic books, letters or

interviews

★ Poems into stories or letters

★ Stories into plays, movie trailers, or

commercials

★ Expository into narrative

★ All kinds of texts into patterned books (ABC

books, cumulative stories [I Know an Old Lady

Who Swallowed a Fly], or If … Then.. stories [If

You Give a Mouse a Cookie]

Strategies


ANTICIPATION GUIDES

A set of generalizations based on the

theme of a selection

• Students read the statements and

agree or disagree with each

statement

• These guides activate prior

knowledge and allow students to

make a personal connection to the

text

Strategies

90Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017 90

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PROBABLE PASSAGE

● Before reading, give students key words from the text and ask them to sort them according to their probable functions in the text. (e.g., setting, characters, conflicts, solutions)

● After sorting, they write a “gist statement” that offers the gist of what the text might be about.

Tea Party

● Similar to Probable Passage, except that you give students cards with lines and phrases from the text.

● Students mill about and share their lines with each other, speculating on how their lines may be related and what the cards, collectively, might be about.

Strategies


REREADING

● ASK STUDENTS TO REREAD SPECIFIC

PAGES WITH A SPECIFIC GOAL.

(E.G., REREAD PAGES 4-5 TO FIND

INFORMATION DESCRIBING PONYBOY.)

Double-Entry Journals

In the Book

“Ya’ll didn’t have a piano in that little ol’ shack, didja?” (33)

“Is that bottle of your homemade blackberry wine I see on the sideboard?” (34)

Everything on p. 36

My Response

She’s being pretty rude, calling his house a shack.

What’s a sideboard? Is this real wine made out of blackberries?

This is weird. Is it really happening or was he making it

up? I’m confused.

Strategies


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SCALES

❖Likert Scales: focus on generalizations about characters or themes; do not have clear cut answers in the text

Ex. Animal experimentation is necessary in order to learn about biological processes.

Strongly disagree disagree agree strongly agree

❖ Semantic Differential Scales: place opposite character traits at opposite ends of a scale; students decide how much of that trait a character possesses

Roger is….

honest

dishonest

Strategies93Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

IT SAYS...I SAY...AND SO

➢ Helps students to organize

their thoughts and follow a

process when answering

comprehension questions

➢ Forces students to use the

text when formulating

responses to

comprehension questions

➢ Can be used for literal or

inferential questions

Question It Says.. I Say... And So...

Read the question.

Find information from the text that will help you answer the question.(Highlight or place a sticky note to mark this part of the text.)

Restate the information from the text and tell how it helps you to answer the question.

Combine the information from the text with what you already know to come up with the answer.

Strategies


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95



96

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WRITTEN LANGUAGE

Levels of complexitySingle word

Sentence level

Paragraph level

Multi-paragraphs

Text structure Narrative

Expository

Short answer essay

Framework Explicit

decoding/encoding

instruction

Framing your thoughts

Story grammar marker

EmPOWER


Framing Your ThoughtsSentence structure

framework

Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017 98Project Read materials, Greene and Enfield

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Use as a framework for

creative writing



100

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Comparing/contrasting

SequencingUse as a

framework for expository

writing


101

EmPOWER Writing Process, Architects For LearningSinger & Bashir


102

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103


104

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105


106

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LEVELS OF LANGUAGE KNOWLEDGE CAN BE DISTRIBUTED INTO AN INTEGRATED ORAL LANGUAGE MODEL FROM AN ACADEMIC

INSTRUCTION PERSPECTIVE

FORM

USE

CONTENT

Within a sociocultural context



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109

COMPONENTS OF LANGUAGE AND ACADEMIC INSTRUCTIONForm:

• Reading decoding

• Spelling

• Written sentence construction

• Math formulae

• Sequence of steps in math calculation

• Scientific notation

• Math formulae that explain scientific

theory


110

COMPONENTS OF LANGUAGE AND ACADEMIC INSTRUCTION

Content

• Vocabulary meaning in all subject areas, including alternate meanings, synonyms, etc.

• Comprehension of complex sentences in any subject area text

• Comprehension of discourse, spoken or written, subject specific as well as for social purposes

• Ability to read to learn vs. reading for pleasure

• Understanding figurative language, metaphors, similes

• Critical thinking using the vocabulary of instruction and the vocabulary internalized for discourse

• Understanding of the language of math and ability

to explain solutions to math problems


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111

COMPONENTS OF LANGUAGE AND ACADEMIC INSTRUCTION

Language Use – Pragmatics

• Understanding implicit meaning as well as explicit in

literature, social studies, and the politics of content area

subjects

• Understanding humor

• Understanding hidden motivations of characters in

literature, leaders in history

• Understanding applications of math instruction in every

day life


List things that you teach

that would be considered a “form”

component

Reading

WritingScience

Math

Social Studies

Art

Music

P.E.


112

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that would be considered a “content”

component

Reading

WritingScience

Math

Social Studies

Art

Music

P.E.


113


that would be considered a “use”

component

Reading

WritingScience

Math

Social Studies

Art

Music

P.E.


114

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115

MEMORY FOR ORAL LANGUAGE & READING

Can the child:• Follow directions?• Recall specific words or information?• Retain what was read?• Categorize?• Adequately retrieve info?• Sequence phonemes for decoding?• Sequence words in sentences (oral or written)?


116

READING DECODING & ORAL LANGUAGE:

Does the child:• Separate words in sentences?• Separate syllables within words?• Understand rhyming?• Understand concept of phoneme segments in words?• Understand that there are rules for combinations of

phonemes within the language?• Understand that phonemes can make real words and

nonsense words, and can they distinguish between real and nonsense words?


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117

SPELLING AND ORAL LANGUAGE:

Can the child:

• Perceive long and short vowel sounds?

• Sequence phonemes, vowels and

consonants without visual symbols?

• Manipulate phonemes?

• Sequence letters as he produces sound

segments within the words? Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

118

READING COMPREHENSION & ORAL LANGUAGE:

Does the child:

• Understand the gestalt of oral messages?

• Recall details he has heard?

• Have an age or grade adequate oral vocabulary?

• Have an age or grade adequate ability to process a variety of sentence types?

• Understand temporal sequencing for time?

• Summarize?


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119

WRITTEN LANGUAGE & ORAL LANGUAGE:

Can the child:

• Organize his oral discourse?

• Restate sentences in a different way?

• Tell an event or a movie in a sequence?

• Summarize an event, a movie, an experience?

• Use oral sentences that are complete and have

good word order?


120

WRITTEN LANGUAGE & ORAL LANGUAGE:

Expression of Ideas:• Narration: telling a story, event;

• Exposition: explaining or interpreting information;

• Persuasion: influencing the behavior or opinion of another;

• Conversation: staying on topic, response follow the preceding statement;

• Cohesion- orderly, well organized discourse

spoken or written.


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121

HOW IS READING INSTRUCTION ENHANCED GIVEN THIS FRAMEWORK

OF KNOWLEDGE?• Phonological awareness training should be included in

early reading instruction.

• Separate form from meaning in beginning reading

instruction.

• Design decoding activities and sight word practice in an

oral language context

• Teach the rules for decoding and spelling and have the

children talk about and apply the rules consciously


122

HOW IS READING INSTRUCTION ENHANCED GIVEN THIS FRAMEWORK

OF KNOWLEDGE?

• Match the reading level of the text to the child’s oral language

processing level

• Understand that the components of reading comprehension go

beyond main idea and details; rather the basics are word

knowledge, background knowledge,and sentence structure

knowledge against a backdrop of processing.

• Understand how pragmatic language affects reading

comprehension.


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123

HOW IS WRITTEN LANGUAGE INSTRUCTION ENHANCED GIVEN THIS

FRAMEWORK OF KNOWLEDGE?

• Children can usually only write as well as they can speak.

• Children write best when they have a flexible knowledge of

syntax and grammar.

• Children have an easier time with writing when they have a

robust vocabulary base and facile word retrieval abilities.

• Children write stories with more sophisticated vocabulary

when they believe they can spell the words they want to use.


HOW IS MATH INSTRUCTION ENHANCED GIVEN THE FRAMEWORK

OF THIS KNOWLEDGE?

• Knowing how the student learns vocabulary will drive how you

teach it and how you reinforce it

• Understanding how a child internalizes and uses sequenced

information will help you understand if they forget processes and

figure out ways to help them remember

• Knowing that a student has difficulty processing “clumps” of

language will help you understand the need to break down word

problems so they are comprehended and solved

• Knowing that a student has rapid naming and retrieval difficulties

will help you understand their math fact fluency issues


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HOW IS CONTENT INSTRUCTION ENHANCED GIVEN THE FRAMEWORK OF

THIS KNOWLEDGE?

• Pair new vocabulary with simpler terms, experiences, comparisons, drawings, negative/positive sentences

• Provide non-print media support to build content knowledge that underpins new information

• Provide visual thinking maps (BRAIN FRAMES) to frame the kind of information you want the students to learn

• Make learning visible, and map language on to the visible component

• Help students talk about what they learn beyond one word, one sentence

• Help students think about what they learn, why it is important, how it relates to what they know, what interests them, and how to apply it to real world problems


125

WHERE DOES THE SLP FIT IN?

Everywhere!Assessment: Formal and

informal

Access to the Curriculum

Teacher training

Curriculum development

• Technology

application

• Job coaching

• Advocacy

•Dr. Joan Mele-McCarthy, CCC-SLP, Fredonia 2017

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WHY?

Neurobiology of language and processing

Phonology, phonetics and acoustics

Test administration and analysis

Diagnostic prescriptive approach to intervention

Instructional design and flexibility


127

HELPFUL DOCUMENTS

Put Reading First: The Research Building Blocks for Teaching Children to Read (Partnership for Reading, 2003)

Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice (International Reading Association, 2002)

President’s Commission on Excellence in Special Education (U.S. Department of Education, 2002)

Synthesizing the Scientific Research on Development of Early Literacy in Young Children, (NELP, 2006)

Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth (August & Shannahan, 2006)


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HELPFUL WEBSITES• The Dyslexia Foundation

• www.thedyslexiafoundation.org

• International Dyslexia Association

• www.interdys.org

• National Center for Learning Disabilities

• http://www.ncld.org/types-learning-disabilities/

• Dyslexia Help – University of Michigan

• http://dyslexiahelp.umich.edu/

• Eunice Kennedy Shriver National Institute of Childhood Health and Human Development

• http://www.nichd.nih.gov/pages/search.aspx?q=dyslexia research

• National Institute of Neurological Disorders and Stroke

• http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm

• Learning Ally

• https://www.learningally.org

• Reading Rockets

• http://www.readingrockets.org/article/c63/

• Center for the Study of Learning

• http://csl.georgetown.edu/


THANK YOU!

Joan Mele-McCarthy, D.A., CCC-SLP

[email protected]


fredonia oral language and literacy website...

Documents