5/1- TX- Specific Strategies for Developing Oral & Written Language Skills Flashcards
T/F: Now schools are implementing Rti?
True
How are they implementing Rti? (Tiers)
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)
What are the benefits to Tier 3?
Don’t need SpEd
If 5-6 months of Tier 3 isn’t enough then SpEd
IEP, move to Tier 4 or 5
The benefits to Tier 3 are partially in response to NCLB & IDEA 2004; what did IDEA 2004 especially emphasize?
Idea 2004 especially emphasizes intervention for reading in the early grades to prevent problems later on
What does Nelson 2010 suggest?
80% students: core instruction in classroom
15%: targeted a small group, specialized instruction or RtI
5% SpEd
** KNOW THESE FOR EXAM**
T/F: RtI can be very helpful in decreasing special education caseloads?
True
Diane Blevins Review….
- I figure we know this from previous exam*
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
Preschoolers at risk for language difficulties were seen by SLPAs for 6 weeks; they received language support
At the end of the 6 weeks, approximately 95% of the children were functioning well and were no longer “at risk”—did not need special ed testing; 5% went on to IEPs
ELL children with LI are especially vulnerable in what grade & why?
Preschoolers- because they may be rejected by peers, even as young as 3 years of age
What did Tabors recommend teachers give the children to help them through school?
immediate, routine phrases to use to initiate conversation with peers.
If an ELL child with LI can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.
What is another practical strategy to help ELL children with LI in school?
Professionals can ask parents of ELL LI children to teach them a few key words in the children’s home language.
T/F: Tabors and her colleagues showed that it was not helpful during the first few weeks of preschool if the adults could say words like bathroom, eat, listen in the children’s first languages.?
False!!
Tabors and her colleagues showed that it was extremely helpful during the first few weeks of preschool if the adults could say words like bathroom, eat, listen in the children’s first languages.
This gave the children a sense of connection with the teachers and helped them learn preschool routines faster.
What did teachers do in the Harvard Project?
welcomed the children and smiled at them, but they did not overwhelm them by issuing directives (unless necessary) or calling on them too much during the first few weeks.
Teachers “doubled the message” by adding gesture, action, or directed gaze
Increased ch’s comprehension and confidence
What is one of the most helpful things for the preschool children?
The establishment of a consistent set of routines that were simple and used daily.
For example, things like snack time, outside play, cleanup time, and circle time allowed the ELL preschoolers to immediately act like members of the group
T/F: 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?
True
What is another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more?
Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children.
The ELL children because they did not have to negotiate entry into the groups; they were automatically included.
They gained more exposure to English and more opportunities to interact with other children.
How did teachers include parents of ELL preschoolers?
allowed them to volunteer for simple tasks such as pouring juice and cleaning up the paint area—these tasks required little-no knowledge of English.
They also had parents demonstrate a skill or talent such as cooking a native dish for all the children, performing a folk dance in a native costume, and others.
Parents felt included and were even more supportive of teachers’ efforts.
What is a new resource for supporting social skills
Kimochis—Seven Keys to Effective Communication
Ellen Pritchard Dodge and colleagues, 2010
What kind of program does the Kimochi’s Toys instill?
PROGRAM: 7 keys to successful communication (e.g., choose words that help instead of hurt.”)
Terrific for ELL LI preschoolers—hands-on, easy to teach and learn!
What are ways to increase literacy skills?
Reading, writing, spelling
Phonological awareness
Oral language
foundation is environmental experiences and exposure
Where do we begin in terms of literacy skills?
Phonological awareness
What is Phonological awareness?
the ability to consciously reflect on and manipulate the sound system of a language.
It is foundational to success in reading, writing, and spelling
Preschoolers who are ELL and have LI especially need to develop phonological awareness skills
What did the research of Ukrainetz et al (2009) show?
ELL kindergarteners (including low-SES Hispanic) exposed to Phonological awareness activities over a year—good reading progress!
Even when therapy provided in short, intensive periods (as opposed to longer, more drawn out less intense periods) children made gains
Maintained over time
What is the hierarchy for Phonological awareness (PA)?
- Count the # of words in a sentence
- Count the number of syllables in a word
- Count the number of sounds in a word
- Identify rhyming words
- Use sound blending skills (e.g., “What word is this? S-u-
n” - Identify the first sound in a word
- Identify the last sound in a word
What are some other ideas for PA?
Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word.
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.
Why are some children not motivated to read?
Possibly 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.
Ideas to make book reading enjoyable and motivating include what?
Keep it short!
Predictable books-simplified, repetitive text
What are characteristics of books we want professionals to use?
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.
What did Turnbull & Justice, 2012 state about written language attainments in the preschool period?
(LIST)
We need to be sure that before they enter kindergarten, our preschool students have print awareness and can:
- Display interest in reading & sharing books
- Hold a book right side up
- ID front, back of book
- ID top, bottom of a page
- Look at and turn pages left to right
- ID title on book cover
- Identify titles of favorite books**
- Distinguish between pictures and print on a page
- Know where the story begins in the book
- Identify letters that occur in their own names
- Print the first letter of their name
- Recite the first 10 letters of the alphabet
- Point to the first letter in a word**14. Differentiate uppercase from lowercase letters15. Use terms such as letter, word, alphabet
- Point to words individually as they are read
- Respond to signs in the classroom
- Recognize common environmental signs (e.g., stop sign, restroom signs, safety signs)
The research of Justice et al. showed that…
When teachers of disadvantaged preschoolers used print referencing strategies, made more gains than children not exposed
Gains: Print concept knowledge, alphabet knowledge, name writing.
What did Turnball & Justice, 2012 state about “attending”
On their own, preschoolers do not attend to print
Adults should prompt children to attend to print
