LINKING THE LINKING THE STRANDS OF STRANDS OF

LANGUAGE AND LANGUAGE AND LITERACYLITERACY

NSSLHA FEBRUARY 5, 2011NSSLHA FEBRUARY 5, 2011CSU, SacramentoCSU, Sacramento

Candace Goldsworthy, Ph.D.Candace Goldsworthy, Ph.D.Katie Lambert, M.S.Katie Lambert, M.S.

LINKING THE STRANDS OF LINKING THE STRANDS OF LANGUAGE AND LITERACY: A LANGUAGE AND LITERACY: A RESOURCE MANUAL (2010)RESOURCE MANUAL (2010)

CH 1: OverviewCH 1: Overview CH 2: PlayCH 2: Play CH 3: Listening CH 3: Listening

SkillsSkills CH 4: RationaleCH 4: Rationale CH 5: How-tosCH 5: How-tos CH 6: Activities CH 6: Activities

& Materials & Materials by by Katie Lambert, M.S.Katie Lambert, M.S.

WHY I WROTE ITWHY I WROTE IT To simplify the murkiness that To simplify the murkiness that

exists in the multivarious strands exists in the multivarious strands and levels in a developing oral-and levels in a developing oral-written language systemwritten language system

Myriad models, categories, labelsMyriad models, categories, labels Tons of language tests and Tons of language tests and

materials availablematerials available We become frustrated with where We become frustrated with where

to begin and what to do nextto begin and what to do next

THE ROLLER COASTER OF CHILD THE ROLLER COASTER OF CHILD LANGUAGE THERAPYLANGUAGE THERAPY

““I’ve worked on some I’ve worked on some receptive skills”receptive skills”

““Should I add in some Should I add in some play?”play?”

““Seems like s/he Seems like s/he needs some listening needs some listening skills work”skills work”

““S/he can’t tell a S/he can’t tell a story”story”

““Yikes now it’s Yikes now it’s showing up in his/her showing up in his/her reading & writing”..of reading & writing”..of course b/c it’s a course b/c it’s a language continuumlanguage continuum

BEGINNING OF SEMESTER in CHILD BEGINNING OF SEMESTER in CHILD LANGUAGE CLINICLANGUAGE CLINIC

“ “ I HAVE NO I HAVE NO IDEA WHAT IDEA WHAT THE HECK THE HECK I’M I’M SUPPOSED SUPPOSED TO BE DOING TO BE DOING IN CHILD IN CHILD LANGUAGE!”LANGUAGE!”

END OF SEMESTEREND OF SEMESTER ““WOW THAT WOW THAT

WAS FUN. I WISH WAS FUN. I WISH I COULD DO IT I COULD DO IT AGAIN. IF ONLY AGAIN. IF ONLY I’D KNOWN THEN I’D KNOWN THEN WHAT I KNOW WHAT I KNOW NOW I NOW I WOULDN’T HAVE WOULDN’T HAVE BEEN SO BEEN SO SCARED”SCARED”

LAYERS OF LANGUAGELAYERS OF LANGUAGE Seasoned & new clinicians ask: Seasoned & new clinicians ask: ““How do I know when to drop How do I know when to drop

working on one language strand and working on one language strand and move to another?”move to another?”

““When do I leave a strand such as When do I leave a strand such as listening skills to work on narrative listening skills to work on narrative skills?”skills?”

““How do I add in reading & written How do I add in reading & written language?”language?”

““How do I bridge the gaps?”How do I bridge the gaps?”

REASON FOR WRITING REASON FOR WRITING THE BOOKTHE BOOK

Love of child language-literacyLove of child language-literacy For beginning clinicians: to get For beginning clinicians: to get

you started and to keep checking you started and to keep checking back inback in

For seasoned clinicians: to check For seasoned clinicians: to check in, to stay on track of where in, to stay on track of where you’ve been and what you’ve been and what possibilities still need to be possibilities still need to be includedincluded

INTENT OF BOOK IS …INTENT OF BOOK IS …

To provide a schema of good To provide a schema of good practice…growing sense toward practice…growing sense toward expertiseexpertise

You may enter as a beginning You may enter as a beginning clinician and move to a more clinician and move to a more advanced level and then to advanced level and then to proficiency and advanced proficiency and advanced proficiencyproficiency

Continue to a level of automaticityContinue to a level of automaticity

VISUALIZING CHILD VISUALIZING CHILD LANGUAGE-LITERACYLANGUAGE-LITERACY

Dickinson/McCabe (1991): “Process of Dickinson/McCabe (1991): “Process of language acquisition can be thought of language acquisition can be thought of as being like a French braid rather as being like a French braid rather than as a sequential process…than as a sequential process…language consists of multiple strands: language consists of multiple strands: phonology, semantics, syntax, phonology, semantics, syntax, discourse, reading, and writing—that discourse, reading, and writing—that are picked up at various times and are picked up at various times and woven in with the other strands to woven in with the other strands to create a beautiful wholecreate a beautiful whole.” .”

DEFINITION OF STRAND DEFINITION OF STRAND (Webster, 2002)(Webster, 2002)

““Any one of the Any one of the threads, fibers, threads, fibers, wires, etc. that are wires, etc. that are twisted together to twisted together to form a length of form a length of string, rope, or cable; string, rope, or cable; any of the individual any of the individual bundles of thread or bundles of thread or fiber so twisted fiber so twisted together; any of the together; any of the parts that are bound parts that are bound together to form a together to form a whole”whole”

LANGUAGE-LITERACY CONTINUUMLANGUAGE-LITERACY CONTINUUM Language-literacy continuum: # of Language-literacy continuum: # of

strands developing separately yet strands developing separately yet overlapping and alongside each overlapping and alongside each otherother

They merge onto a super highway of They merge onto a super highway of a fully developed oral-written a fully developed oral-written language systemlanguage system

STRANDS: Play skills, listening STRANDS: Play skills, listening skills, early oral language and early skills, early oral language and early written language merge togetherwritten language merge together

Problem-solving not separate strand Problem-solving not separate strand but KL will include todaybut KL will include today

OVERVIEWOVERVIEW Strands represent Strands represent

levels a child must levels a child must pass through to pass through to transition from early transition from early to later language to later language skillsskills

Your client may Your client may start at a higher start at a higher strand e.g. reading strand e.g. reading and need to move and need to move back e.g. to back e.g. to phonological phonological awareness or vice awareness or vice versaversa

LANGUAGE ACQUISITON IS FLUIDLANGUAGE ACQUISITON IS FLUID We break language into discrete We break language into discrete

steps to teach about it BUT the steps to teach about it BUT the process is dynamic & fluidprocess is dynamic & fluid

SCIENCE of understanding language SCIENCE of understanding language acquisition: know discrete aspects acquisition: know discrete aspects of language: phonology, semantics, of language: phonology, semantics, syntax, pragmaticssyntax, pragmatics

ART of understanding language ART of understanding language acquisition: know when to back up a acquisition: know when to back up a strand & when to pick up the strand & when to pick up the next/higher language strandnext/higher language strand

RX STRATEGIESRX STRATEGIES VERTICAL APPROACH STRATEGY: VERTICAL APPROACH STRATEGY:

work on one goal at a time e.g. work work on one goal at a time e.g. work on one pronoun “she”on one pronoun “she”

HORIZONTAL ATTACK STRATEGY: HORIZONTAL ATTACK STRATEGY: working on more than one goal at a working on more than one goal at a time: e.g. work on multiple pronounstime: e.g. work on multiple pronouns

(see McCauley/Fey, 2006)(see McCauley/Fey, 2006)

STRANDS APPROACH: STRANDS APPROACH: horizontal/ working on more horizontal/ working on more than one strand AND goal than one strand AND goal simultaneouslysimultaneously

ASSESSMENT TOOLSASSESSMENT TOOLS They can dictate They can dictate

what we select as what we select as therapy targetstherapy targets

Assessment tools Assessment tools divide language divide language up into what the up into what the test author(s) test author(s) believe(s) to be believe(s) to be important to important to examineexamine

ASSESSMENT TOOLSASSESSMENT TOOLS We need to widen We need to widen

our kaleidoscope to our kaleidoscope to a bigger picturea bigger picture

Examine impact oral Examine impact oral language problem language problem has on has on reading/written reading/written language system language system e.g., DON’t target e.g., DON’t target “he” “she” through “he” “she” through oral language ONLY: oral language ONLY: add reading/writingadd reading/writing

HOW A STRANDS APPROACH WORKS HOW A STRANDS APPROACH WORKS IN CHILD LANGUAGEIN CHILD LANGUAGE

Cross modalities: Cross modalities: whenever possible whenever possible work on oral and work on oral and written languagewritten language

Implicit teaching: Implicit teaching: introduce target introduce target through through play/booksplay/books

Explicit teaching: Explicit teaching: make target stand make target stand out and drill a bitout and drill a bit

HOW STRANDS APPROACH WORKSHOW STRANDS APPROACH WORKS Like Hodson & Paden’s (1991) cycles Like Hodson & Paden’s (1991) cycles

approach in phonological processesapproach in phonological processes Basic tenets: focus on perception & Basic tenets: focus on perception &

production following a sequence of production following a sequence of activitiesactivities

In phono processes: activities are: In phono processes: activities are: auditory bombardment, production auditory bombardment, production practice, probes to check stimulability, practice, probes to check stimulability, more auditory bombardmentmore auditory bombardment

Certain target phonemes represent Certain target phonemes represent target phonological patternstarget phonological patterns

HOW STRANDS APPROACH WORKS HOW STRANDS APPROACH WORKS (continued)(continued)

In phonological processes approach, In phonological processes approach, e.g. /sp/ and /st/ may be selected to e.g. /sp/ and /st/ may be selected to represent target phonological represent target phonological pattern of cluster reductionpattern of cluster reduction

A cycle is complete when all A cycle is complete when all patterns, not all sounds, have been patterns, not all sounds, have been treated but not necessarily treated but not necessarily remediatedremediated

Patterns get recycled and mastery Patterns get recycled and mastery is not a criterion for moving to next is not a criterion for moving to next treatment targettreatment target

HOW STRANDS APPROACH WORKS HOW STRANDS APPROACH WORKS (continued)(continued)

For example: language testing reveals child For example: language testing reveals child needs help with prepositions and pronounsneeds help with prepositions and pronouns

Select REPRESENTATIVE PREPOSITIONS e.g. Select REPRESENTATIVE PREPOSITIONS e.g. “under” “ in” “next”“under” “ in” “next”

Implicit teaching: read Implicit teaching: read There’s An Alligator There’s An Alligator Under My BedUnder My Bed (Mayer 1971): “There used to (Mayer 1971): “There used to be an alligator UNDER my bed. I put (food) be an alligator UNDER my bed. I put (food) IN the garage. I put (food) NEXT to my IN the garage. I put (food) NEXT to my bed.”bed.”

Explicit teaching: drill: where’s the Explicit teaching: drill: where’s the alligator? Where’s the food?alligator? Where’s the food?

Cross modalities: print if appropriateCross modalities: print if appropriate

HOW STRANDS APPROACH WORKS HOW STRANDS APPROACH WORKS (continued)(continued)

Select REPRESENTATIVE PRONOUNS e.g. Select REPRESENTATIVE PRONOUNS e.g. “her’” “ she” “his”“her’” “ she” “his”

Implicit teaching: read Implicit teaching: read Blueberries for SalBlueberries for Sal (McCloskey, 1948): “Little Sal brought (McCloskey, 1948): “Little Sal brought along HER small tin pail…and then SHE along HER small tin pail…and then SHE picked more berries…Little Bear came picked more berries…Little Bear came with HIS mother to eat blueberries.” with HIS mother to eat blueberries.”

Explicit teaching: drill: Who brought her Explicit teaching: drill: Who brought her small tin pail? Who did Little Bear come to small tin pail? Who did Little Bear come to the mountain with to find blueberries?the mountain with to find blueberries?

Cross modalities: print if appropriateCross modalities: print if appropriate

HOW STRANDS APPROACH WORKS HOW STRANDS APPROACH WORKS (continued)(continued)

As in processes approach, “dip” the As in processes approach, “dip” the child into prepositions or pronouns by child into prepositions or pronouns by selecting target items to REPRESENT selecting target items to REPRESENT target language constructionstarget language constructions

Open up the preposition/pronoun SLOT Open up the preposition/pronoun SLOT to increase child’s awareness that this to increase child’s awareness that this slot exists and they will begin to slot exists and they will begin to generalize. Soon they will be using generalize. Soon they will be using prepositions & pronouns not explicitly prepositions & pronouns not explicitly taught..they’ll “pick them up” on their taught..they’ll “pick them up” on their own exposure to language models own exposure to language models

TAKE IT AWAY KATIETAKE IT AWAY KATIE

Started as a Started as a Master’s project at Master’s project at CSUSCSUS

Defined by SPA Defined by SPA department as…department as…

KL started with KL started with interest in child interest in child language-literacy language-literacy continuumcontinuum

Evolved into Ch 6Evolved into Ch 6 Evolved into CDEvolved into CD