Spoken Language

The ABCs of it AllLillian Henderson, MSP, CCC-SLP, LSLS Cert. AVTErin Thompson, MS, CCC-SLP, LSLS Cert. AVT

Vocabulary

1What were going to talk about today:Vocabulary: What is it?How do kids learn vocabulary?Impact of Hearing Loss on vocabulary developmentWhy is it important?

Vocabulary Development

How to Teach Vocabulary The vocabulary hierarchyPractice!

Strategies:Different strategies for different stages of development

Selecting Vocabulary:Where to find it? What to pick!

2Vo-cab-u-lary (noun) : a sum or stock of words employed by a language, group, individual, or work or in a field of knowledge

The meaning of words, or symbolic language, but it becomes confusing in English because one word can have several meanings, as for example, the word fly. Educational Audiology For The Limited-Hearing Infant and Preschooler (pg. 169)

3How Do Children with Normal Hearing Learn Vocabulary?Babies learn words by listening to their caregivers. Research that was conducted by Parents Report showed that children learn words faster by hearing more words consistently. Richard Laliberte

4The Word Gap in Hearing ChildrenHart and Risley,(1995) found a vocabulary gap at the age of three, based on parents socioeconomic status. Children of Professional families used 1100 wordsChildren of Working class families used 650 wordsChildren of Welfare families used 400 words

Children from high socioeconomic status had 16 times more language stimulation than children from lower status families.

Children from lower socieoeconomic homes have heard 32 Million words less than their peers from homes with professional parents when they start kindergarten (Hart and Risley, Meaningful Differences in the Everyday Experience of Young American Children)

83% of words used in normal conversation with a child come from the most commonly used thousand words. (Hayes & Ahrens, 1988). So you have to read aloud for further vocabulary growth past those 1000

5What Happens In Kindergarten? Scarborough (2001) showed convincing evidence that children who enter kindergarten with weak language (vocabulary) skills are likely to encounter difficulty in learning to read.

Vocabulary gap no longer widened (Farcus, 2001).

Vocabulary gap wasnt narrowing (Farcus, 2001).

Beck (2002) & Juel (2003) Said that not enough was being done in the schools to close this gap.

Why Is Vocabulary SO Important?To read a book with ease, a child should be able to read about 19 out of 20 words on a page correctly. If not, the book is probably too difficult. Shaywitz (2003)

Reading is a poor means of acquiring initial language skills. To learn a significant amount of language through reading, children must already have basic visual word recognition skills, a good vocabulary, an awareness of syntactic skills, understanding of the semantic properties of words and sentences, and extensive experience of the world around them. Only if such skills are present can children search a text for its meaning. Ling, Foundations of Spoken Language for the Hearing ImpairedWhy Is Vocabulary SO Important?The child with severely delayed language and vocabulary is not ready to read. Because one must know and be able to use the language that is to be read, the best way to work with such a child is to concentrate on his/her acquisition of lang. & vocabulary. (L. Robertson, 2000)

Low oral vocabulary and poorer overall language skills begin to exact a heavy toll on reading achievement by grade 3 when text demands increase. (Storch & Whitehurst, 2002)

Why Is Vocabulary SO Important?9HOLD UP Read Aloud Handbook!!!!

Okaywe said earlier that children with hearing loss typically have to be TAUGHT vocabulary. How do we do that??? We know now what to teachbut how to do we teach it?

10Vocabulary Development12-18 mo.18-24 mo.2-3 yrs.3-4 yrs.5-6 yrsTo go on to higher education, kids need to know 100,000 words!Owens, R.E. (1992). Language Development: An Introduction, 3rd edition. New York: MacMillian.Expressive11What should kids have?

12-18: 1-2018-24- 3002-3 9003-4 15005-6 2500

NOTES: connection b/t syntax and semantics

The consensus is that children learn 2500-3000 words per year during elementary grades due to the rapid rate of which vocabulary is growing and the need for repetitions in order to learn the word. Researchers have concluded that most vocabulary is acquired through wide and frequent reading.Children learn 2500-3000 words per year during elementary grades. Researchers have concluded that most vocabulary at this age is acquired through wide and frequent READING! - Nagy & Scott, 2000

Bricks to Build Your House! * Children are now using grammatically correct sentences, words are not being omitted.Age: Vocabulary:Syntax:12 months1st word emergesone word18 months50 wordsMaybe 2 word combos2 years300 wordsAverage 2 word phrases3 years425-900 wordsAverage 3-4 word sent.4 years1500 words*Average 4-5 word sent.5 years2500 wordsAverage 5-8 word sent. 12By age 5, typically developing children are learning as manyas _____ new words every day.

1310

How Does This Affect Children Who are Hearing Impaired?Children who have hearing loss & especially children who were identified later are not given the full benefit of overhearing their caregivers talking.

So, they may not quickly pick up vocabulary words that are said throughout the day.

This makes it critical for parents to focus on informal language stimulation techniques.

If the child continues to have difficulty learning vocabulary, a hierarchy should be followed to TEACH the vocabulary.

15Vocabulary HierarchyINPUTCOMPREHENSIONIMITATIONUSE16Vocabulary HierarchyInput:

Repeatedly say new words in meaningful context.

The child participates in the activity and listens.17Auditory bombardmentparentese

Needs a lot of meaningful playful hands on experiences. Opportunities for child to hear word over and over again.

Data??? A child has to hear a word _________ times before understanding it??

Ex. With throwIm going to throw. Now you throw. Throw! Throw! Lets throw! Throw it to me.

_________________________SHOW INPUT CLIPS:

1. CK wash w/ LFL (0:54) - See how many times Chrissy said wash, and in different ways isolation and phrases!

2. ET Flower and petal (3:17) ways to combine children on different levels within the same activity and theme

3. ET ahhh, airplane and jet (3:34) children on two different levels, pairing what they know (airplane) with unknown (jet), or known (ahhhhh) with (airplane)____________________________Vocabulary HierarchyComprehension:

Ask the child to demonstrate comprehension of an idea. (Where is the ____?)

The child demonstrates comprehension by doing the action. He/She does not verbalize. 18Check for nounsby having child show an objectCheck for actions ask child to perform action or another animalDescriptions ask child to give object with specific characteristics (give me the little one)

SHOW COMPREHENSION CLIPS!!!

4. LH big (0:35) - DID show comprehension (pretty obvious )

5. ET ahhhh, airplane and jet (6:18) - Did any have comprehension? Jet no , Airplane no, but appeared to really want that busso it might be good to do another comp check later! , Ahhhhh unknown b/c he got a little help from his friend!

6. ET Flower, petal (3:17)Vocabulary word: ThrowHow to check for comprehension:Playing with a child and you give them a ball. You ask them to throw the ball. The child then throws the ball.

Does the child have comprehension of the word throw?

Checking for ComprehensionANSWER? 20ANSWER? We dont really know!

We dont really know because what else would they have done with the ball? There were FEW other options for the object that was given to them.

Checking for Comprehension

A more effective approach to check for comprehension of a word may be to hand the child sand and ask them to throw it!

If the child holds the sand and does nothing with it after you ask them to throw it, then they probably do not understand throw.

Vocabulary HierarchyImitation:

Teacher says the word and asks the child to repeat.

The child repeats the word. 22If child is not using after a considerable amount of input go to imitation. ex. tell maria throw it ,leaning in and cupping ear, say ___,

Articulation is not important at this time.

THESE KIDS HAVE ALREADY SHOWN COMPREHENSION!

_______________________________SHOW IMITATION VIDEO CLIPS:

7. LH Imitation BIG (3:18)

8. CK Imitation & Delayed Im. UP (0:47) - Chrissy told him to do it, then switched roles so Leo had to say the word

9. ET Imit. & Delayed Im MORE (11:55) SKIP FIRST MINUTE She needed wait time and an expectant look and a model in order to use the target word

Vocabulary HierarchyUSE:

Asks the child to use the word. (Whats that? Or Tell me about that?)

Child uses the word on his/her own.

SHOW VIDEO CLIPS:

10. LH Big (off camera) (0:26)

11. LH BIG (w/ strat start sentence) (0:27)

SHOW AT END:Emily PPS video (3:15)ET - Comp check + Input Flower (7:00)ET Comp check + use L to L (8:44)

23What comes first?

12. Emily PPS video (3:15) - seeing the hierarchy explained to a parent then shown a comp check and parent decides where child needs to go next!

13. ET - Comp check + Input Flower (7:00) - comp check then back to input

14. ET Comp check + use L to L (8:44) - comp check then using animals she comprehended in the activity and child has to now request them

24PRACTICE!!

Groups of 5

Each pick: Noun, Verb and Concept (adj, preposition)Come up with an activity for each word

How much time should we allot for them to plan, then how much for sharing?

25

26StrategiesThat promote auditory learning of language targets

27Language = language structures and vocabulary goals!!!

Now we know the hierarchy.are we done?

As you know, things are not cut and dry (unfortunately)were going to need some help along the way = STRATEGIES.

These strategies are for both VOCAB development as well as LANGUAGE TARGETS.

Direct Strategies for INPUT!Auditory BombardmentAcoustic HighlightingModelingParentese

28Repetition=Auditory BombardmentAcoustic HighlightingEmphasis on key words, move closer, prolonging sounds

SEE ACOUSTIC HIGHLIGHTING HANDOUT

Modelingletting child hear target; talk to stuffed animals, learn expected response

Role of parentese for late identified children - suprasegmentals and utterance types that highlight key vocabulary

1. VIDEO: CK input wash (auditory bombardment) (0:54)

Informal Strategies for INPUT!Self Talk

Parallel Talk

Descriptions

Repetition

Expansion

Expansion Plus29Self Talk: Describe aloud what you are doing by using short simple sentences Time to wash the dishes. Ill turn on the water. Now, pour in the soap. First, Ill wash the glasses.

Parallel Talk: Describe aloud what your child is seeing, doing, hearing while he is doing it.Youre playing with the sand. Youre pouring it in the bucket! Oh! You dumped out the sand.

Descriptions: Describing objects and people. Refrain from commands.look here comes daddy. He has a big box. I want to open it.

Repetition: repeat what the child says.

Expansion: Expand the childs short phrases into a short sentence.CHILD: doggie all gone. PARENT: the doggie went away.

Expansion Plus: Expand the childs sentences and then add a comment or question to continue the conversation.CHILD: ice cream truck. PARENT: You hear the ice cream truck. What kind of ice cream do you want?

2. VIDEO: ET input flower/petal (parallel talk) (3:17)

FROM: For Families Guidebook By Valerie Schuyler and Jayne Sowers. Hearing and Speech Institute 1998, Infant Hearing Resource.

Imitation StrategiesWAIT TIME

Model + Expectant Look.

Have child tell another person. For example, Tell Susie, I need that one.

Give a choice of two words/phrases with the target language being the last choice.

LAST DITCH EFFORT: Can you say, _____?30WAIT TIME: do you want some water? Waitfor them to say water

CHOICE: the baby sleep or the baby is sleeping OR knowing they need scissors do you want the glue or the scissors

7. VIDEO: LH - Imitation BIG (uses mom as a direct model, LH gives expectant look) (3:18)

Delayed Imitation StrategiesEncourage child to think on his own a bit moreAsk another person a question then immediately ask the same question of the child.

Direct child to tell another person, e.g., say, Tell Susie, I need that one. Then direct him to tell 2 or 3 more people (or stuffed animals or dolls.)311. Do you want rice or candy? .. Candy. Direct straight to child. Do you want rice or candy?2. Its in the ..

Prompting For USE!Stop talking. Provide frequent pauses in your input and WAIT for the child to initiate conversation. This may take several seconds or even close to a minute. Resist the urge to continually provide input.

Look expectantly at child and WAIT.

Lean toward child, cup your ear and WAIT.

Set up a situation in a way that creates a reason (other than to please the adult) for the child to communicate his ideas, i.e., give the child a puzzle board and keep the pieces or give the child half of what he needs to complete a task. (SABOTAGE!)

Begin a sentence containing part of the target and wait to let the child complete it.

Wait time pour yourself some juice (without talking) and wait for them to request juice for themselves.

Gesturing??? Should we add since in a couple big videos with Laurel?

11. VIDEO: USE BIG with LH (start sent and let child finish) (0:27)32

Rate of Expressive Vocabulary AcquisitionVocabulary Goal: (to maintain normal rate of progress) Spontaneously produce a core vocabulary of 10 new words each week.

How to determine this goal: Child currently has a vocab. age of approximately 2 yrs, (i.e. ___ words expressively). By this time next year, they will need to use approximately ___ words, (i.e. gain __ new words) over the next year. This equals approximately 10 new words each week (10 words x __ wks = ___ words).34This goal only allows child to MAINTAIN, not close the language gap

It is estimated that children need to acquire about 3000 words a year. Resources for Development of Expressive Vocabulary In the beginning:

Power Words *pdf Lexicon 1 *pdf

DONT FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!!35Power Words These words have considerable power in enabling the child to communicate where he wants to go, what he wants to do, what he is expecting, what he wants (more), and what he doesnt want (no).

* Primitive syntactic functions may appear such as the word UP with rising intonation to denote a question.

Lexicon 1 this list is based on an article by Bloom and Lahey the study of 100 first words used by typically developing children.*Beyond power words, many therapists find it useful to use a list like the Lexicon 1 the list has nouns, adjectives, verbs, prepositions. Used to guide the parent and teacher in helping the child reach the 50 word stage.

Lexicon 1 in Spanish* - This is just a translation of the English words. If anyone is aware of a list of Spanish first words please share. In China most first words refer to the family (i.e. big sister, big brother, maternal grandmother, paternal grandfather). In America most first words are objects and sound effects ( hello, bye, baabaa, grr, bottle, dog, no, kitty, baby, duck, cat, ouch, banan, ball, yumyum and vroom)

Resources for Development of Expressive VocabularyLing Basic Vocabulary & Language Thesaurus Levels 1 & 2 (currently out of print)Tina Bangs - 3 year old word list *pdfTina Bangs Prepositions *pdfTina Bangs Categories *pdfDenver 230 Word List *pdfBasic Word List 250 words of highest frequency *pdf

DONT FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!!36Acquire ____ new words from daily routines (meal times, out the door routines, prepping for homework routines, etc.)3.Acquire ____ new words from weekly topic that child is interested in (basketball words, swim team, beach trip, bugs, etc.)4.Acquire ____ new words that come up in casual conversation throughout the day that are synonyms for words he already uses, i.e., get rid of the tired words child is already familiar with!owhen child uses my turn, stop using that tired phrase and say Im nextowhen child uses time to go, say time to leaveowhen child uses line up, say form a line

Resources for Development of Expressive VocabularyPreparing for School: (formal reading instruction)

Ling Basic Vocabulary & Language Thesaurus Levels 3 (currently out of print)Childrens Classic LiteratureSynonymsReading Text Analysis

Looking up definitions in a dictionary is not an effective way to teach vocabulary!!

37****Acquire ____ new words from weekly home read aloud of a classic book.oSTRATEGIES:Put the list on the fridge so ALL family helps (assign words?)Use hands-on, meaningful context so the words belong to him permanently (not just short term memory) rather than picturesChoose words that HE is interested in, not words YOU think he should knowMove quickly through the hierarchy: Input, ck for comprehension, imitation, prompt, use

Synonyms use for all possible vocabulary that comes up. If a child has t.v. use television, if they have finished use complete.ADD KATHRYNS CLIP ON TIRED WORDS.

Reading Text Analysis: picking out words from readingsYou say the wordChild says the word back to you (ask the child to say the word back to you) repeating the word allows the word, child uses their auditory feedback loop, allows the word to get into their memory.Give the child a definition of the word (simple def of what the word means.NOT WEBSTER!)Use the word in a sentenceAsk child to use the word in a different sentence

Reading Text Analysis: Thundercake

On sultry summer days at my grandmas farm in Michigan, the air gets damp and heavy. Storm clouds drift low over the fields. Birds fly close to the ground. The could glow for an instant with a sharp, crackling light, and then a roaring, low, tumbling sound of thunder makes the windows shudder in their panes. The sound used to scare me when I was little..Reading Text Analysis: picking out words from readingsYou say the wordChild says the word back to you (ask the child to say the word back to you) repeating the word allows the word, child uses their auditory feedback loop, allows the word to get into their memory.Give the child a definition of the word (simple def of what the word means.NOT WEBSTER!)Use the word in a sentenceAsk child to use the word in a different sentence

38Reading Text Analysis StepsYou say the wordChild says the word back to you (ask the child to say the word back to you) repeating the word allows the word, child uses their auditory feedback loop, allows the word to get into their memory.Give the child a definition of the word (simple def of what the word means.NOT WEBSTER!)Use the word in a sentenceAsk child to use the word in a different sentence

How Does This Effect Children Who are Hearing Impaired?Pre-teachingWhat is it?

Who does it?

How much and when?

Why?

What is it: introducing key concepts and vocabulary before they are introduced to the class.

Who does it? Since the classroom teacher cant stop teaching in order to pre-teach, its the responsibility of the support team

How much and when? Two weeks before introduced in the classroom. Amount depends on the needs of the child

Why: Allows the child to anticipate the language which enhances auditory comprehension and confidence during group instruction.

5.If child is in school... acquire ____ new words from material child will read in regular ed text books. These are words the child will need to be familiar with at a conversational level at least one-two full weeks before he is asked to comprehend these words in an academic context, in basal readers or in text booksThis is especially critical for vocabulary the child will be exposed to during reading lessons in school.STRATEGIES:Scan story from reading program he will read in two weeks, pre-teach academic vocabProfessionals can make a weekly list from school materials and send the list home or parents can go to school, scan the materials and write the list themselves and send to school.

Systematically teach children meanings of prefixes, suffixes and root words

The majority of English words are created through combining prefixes and suffixes with base words and word roots.

If a child understands how this process works, they possess one of the most powerful understandings necessary for vocabulary growth (Anderson & Freebody, 1981)Prefixes, Suffixes and Root WordsSpelling knowledge applies not only to the ability to encode words during writing; importantly, it also underlies ability to decode words during the process of reading (Templeton, 2003a, 2003b).

Spelling patterns reflect meaning, which can lead to vocabulary growth Bomb/bombardMuscle/muscularCompete/competitionLink Spelling to Reading and Vocab.Therefore spelling knowledge is a powerful foundation for reading and vocabulary development. Words that are related in meaning are often related in spelling, despite changes in sound. (i.e. condemn and condemnation)Teach the effective, efficient, realistic use of dictionaries, thesauruses and other reference works.Dictionaries, Thesauruses, ReferencesHave vocabulary notebooks. Find out the history of words to establish the interrelationships (i.e. holiday/holy day)Research shows that students can be taught strategic behaviors to improve their ability to learn the meaning or words (Kuhn and Stahl, 1998).

Step 1: Carefully look at the word, decide how to pronounce itStep 2a: Look around the word for context cluesStep 2b: Look in the word for prefixes, suffixes, base words and root words that might offer cluesStep 3: Make your best guess at the words meaningStep 4a: If you dont have a good idea of the meaning, use a dictionary or glossary.Step 4b: If you think youve figured out the meaning of the word or if the word doesnt seem important, keep reading.Word Learning StrategiesWritten texts contain richer vocabulary than oral language BUT ther is only about a one in twenty chance of someone learning a new word meaning through reading alone. However it can be strategically taught.

Chunk the letters and decide how it may sound. Thinking about the sounds will at least leave a memory of encountering that word before the reader encounters it again.Look within the sentence, Reread previous sentences, Read ahead for more context cluesAgain this makes the word more familiar next time it is encountered- even if the meaning has to be revised (2.visceral Viscera: The internal organs of the body, specifically those within the chest (as the heart or lungs) or abdomen (as the liver, pancreas or intestines).VS obtained through intuition rather than from reasoning or observation)This is especially important if the meaning is not clear.It would be unrealistic for a reader to look up every word they do not understand. Mature readers do not do this.So move on if the word doesnt seem important.

Just as children have varying language levels, they have varying degrees of interest in words.Its important to develop an interest in words.Create word-a-day routines to focus on interesting, challenging wordsVocabulary notebooks to encourage children to write down interesting words they come across. Use fascinating stories and word origin information to help increase student interest in wordsCreate awareness and interest in words.

46Have you read to your child today?Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader. J. Trelease 47The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.

Events where in addition to reading aloud to stimulate an interest in books and reading, there is also a deliberate teaching of skills that will promote independence in reading, such as an increased vocabulary.Have you read to your child today?The importance of wide reading in the growth of vocabulary is critical (Nagy & Anderson, 1984)

Staggering numbers of new words children learn each year are impossible to teach directly. Anderson (1996) estimates that would require teaching 20 new words every day of the school year.

Through wide independent reading, students come in contact with vocabulary that rarely occurs in spoken language

High level vocabulary isnt being learned from TV or conversation!!! (Cunningham & Stanovich, 1998)

Prime time television vocabulary is less challenging than the vocabulary in childrens books

College graduates conversation includes vocabulary less challenging than preschool booksWide ReadingHAVE YOU READ TO YOUR CHILD TODAY?QUESTIONS??

THANK YOU!Information in this presentation was gathered from prior workshops and Auditory Verbal Modules

Special thanks to information contributed by:Kathryn WilsonBeth WalkerSherri Vernelson