Chapter 12 Flashcards
Teaching __________is the single most empowering thing that we can do for individuals who require AAC
literacy skills
Literacy Skills
• Without literacy skills, individuals must rely on others to provide graphic or other symbols to represent the language concepts they wish to express
• Literacy skills
o enhance others’ perceptions of the individual’s competence
o Increase individual’s self-esteem
o Reduces opportunity barriers
“Good” Readers…
- Recognize letters and letter sequences automatically
- Recognize sound patterns, manipulate sounds easily, and map sounds to letters (and vice versa) rapidly
- Are able to access word meanings quickly
- Are able to integrate these skills with ease to derive meaning from the text or to encode meaning into text
If I can…
- If I can read aloud the words, am I a reader?
* If I can understand the words, am I a reader?
Intrinsic Factors that Affect Literacy Learning
- Visual impairments
- Hearing impairments
- Motor impairments
- Cognitive impairments
- Language impairments
- Speech impairments
- Lack of experiences and world knowledge
- Lack of motivation
Extrinsic Factors that Affect Literacy Learning
- Physical context – amount and nature of literacy materials
- Functional context – time and organization of literacy activities within the day
- Social context – quality of interaction with literate partners during literacy experiences
- Language context – the language available/used during literacy activities
- Cultural context – value, expectations, and priority accorded to literacy learning by the family, school, and community
Instructional Factors that Affect Literacy Learning
• There is a lack of evidence-based literacy interventions adapted to meet the need of individuals with limited/no speech
• New attention has been put on the development of literacy skills in those with CCN
o Emergent literacy skills
o Basic conventional reading and writing
o Advanced literacy skills
Fostering Emergent Literacy Skills
• Stage of emergent literacy – early years of literacy development prior to learning conventional literacy skills
• Acquire knowledge and skills that form foundation
o Build language skills
o Connect spoken and written language
o Learn conventions of print
• Storybook reading
**Challenges in Emergent Literacy Development for Those Who Rely on AAC
- Choosing storybook (may not be rereading)
- Readers provide fewer pauses
- Readers seldom ask questions
- Lack of access to AAC during reading
Intervention to Promote Development of Emergent Literacy Skills
• Focus on:
o Providing the individual with access to AAC
o Teaching partners to use interaction strategies that promote effective communication by individual relying on AAC
Providing Access to AAC
- Provide manual sign/gestures
- Use objects
- Provide simple switches
- Provide low-tech communication boards
- Provide SGDs
Teaching Interaction Strategies to Literate Partners
- Create opportunities to participate then support the interaction
- Page 318, Table 12.1(next slide)
- May use magazines or books of high interest for adults who are not yet literate
**Strategies to Encourage Partner Interaction
- Select appropriate books
- Introduce the topic of the book
- Introduce new vocab as required
- Read the text of the book
- Use time delay
- Ask appropriate questions
- Model use of AAC and speech (language modeling)
- Respond to communicative attempts
- Encourage the learner to tell the story
Providing Independent Access to Reading Materials
- Location of books/reading materials
- Provide ability to request books
- Adapt books
- Label environment
- Accessible Instructional Materials (AIM)
Building Narrative Skills
- Book reading fosters these skills
- Use color coded, tangible supports
- Soto and colleagues used an intervention targeting understanding and use of story structures…Page 319
Building Emergent Writing Skills
• May need adapted tools • May need computer access • Examples of practice: o Drawing pictures o Writing letters, emails o Labeling o Making signs o Designing cards
AT for Computer Access
• Input o Direct selection aids o Switches and switch interfaces o Adapted keyboards o Alternative mice o Voice recognition software • Display Output o Screen magnifiers o Screen readers
AT for Writing
• Post-it note • Highlighter • Pencil grip • Slant board • Dry erase board • Tape Recorder • Portable word processor o Computer/Tablet with: • Word processor • Spell & grammar check • Talking word processor • Word prediction • Scanner and software to read out loud • Software with graphic organizers/outlines
AT for Reading
- Open and display digital books
- Read text aloud
- Highlight words, sentences
- Add bookmarks
- Customizable fonts, colors, backgrounds
- Work with multiple document file types
- Read text in web pages
Introducing Phonological Awareness and Letter-Sound Correspondences
- Through
- Preschool/child care programs
- Educational software
- TV shows
Key Components of Intervention to Teach Conventional Literacy Skills
• Intervention must:
o Allocate sufficient time for instruction
o Use appropriate and effective instructional techniques
o Provide adaptations as appropriate to ensure participation
o Build positive rapport and ensure student motivation
• Monitor progress and adjust as required
Allocating Sufficient Time for Instruction
- Grades 1-3: at least 90 minutes/day
- Students at risk: between 130-150 minutes/day
- Students who use AAC: maybe even more
Implementing Effective Instructional Techniques to Teach Key Skills
- Most effective instruction combines direct instruction in key skills and numerous opportunities to apply them
- Key literacy skills are listed on Page 323 in Table 12.2
Direct Instruction
- Instructor models target skill
- Instructor provides guided practice, including prompts
- Learner does the skill during independent practice
- Instructor provides corrective feedback throughout
Providing Adaptations for Individuals with CCN
- To Accommodate Speech Impairments – Accept/Encourage/Teach alternative responses like manual signs, approximations, AAC symbols, letters, words
- To Accommodate Motor Impairments – May require alternative access to content like eye pointing, scanning, partner-assisted scanning
- To Accommodate Sensory/Perceptual Impairments – See slide: AT for Reading
AT for Vision
- Increase lighting/higher contrast
- Enlarge/magnify
- Add sound or speech
- Use tactile labels/output
AT for Hearing
- Clear visual display
- Volume control
- Vibration alert
- Visual signal
Building Positive Rapport and Ensuring Student Motivation
- The support and encouragement of adults who believed in their ability to learn was fundamental to their successful acquisition of reading and writing skills
- Believe the student can be successful and communicate that to them.
- Incorporate the person’s interests into the literacy activities
Monitoring Effectiveness of Intervention
- Assess to determine progress, if instructional techniques are working, and where to go from here
- Page 328, Table 12.4 shows potential causes of and solutions for instructional difficulties while teaching literacy skills
Intervention to Teach Basic Reading Skills
• Target in Order:
o Phonological awareness skills and letter-sound correspondences
o Decoding and sight word recognition skills, and application of these skills
o Independent reading of simple texts and reading comprehension skills
Phonological Awareness Skills
• Individual’s understanding and awareness of the sound structure of language
o Rhyming
o Segmenting words into component sounds
o Blending sounds to form words
o Determining beginning, middle, or final sounds in words
• Individual’s with CCN CAN acquire phonological awareness skills
• Most individuals with severe speech impairments do have deficits in these skills
Instruction in Sound Blending
- Instructor says a word slowly, extending each phoneme for 1-2 seconds
- Learner blends the sounds in his or her head
- Determines target word
- Responds by signing, speech approximation, or selecting an AAC symbol
Instruction in Phoneme Segmentation
- If a learner has already acquired letter-sound correspondences:
- Instructor says the word out loud
- Learner listens then segments out the target sound
- Selects the letter that represents it from a keyboard or array of letters
Instruction in Phoneme Segmentation
- If learner has not yet acquired letter-sound correspondences
- Instructor presents an array of AAC symbols all starting with different sounds
- Instructor says the initial sound of one of the symbols
- The learner segments the initial sound of each of the symbols subvocally or “in his/her head”
- Learner selects symbol whose initial sound matches the target
Adapted Sound Blending Activity
- Some learners may benefit from the use of printed letters as visual supports
- Instructor points to each letter in a sequence and says its sound slowly, extending each phoneme for 1-2 seconds
- Learner blends the sounds and indicates the target word
Letter-Sound Correspondences
- Instructor says a phoneme or sound
- Learner selects the letter corresponding to this sound from an array of letters/keyboard
- Individuals of various ages who have a wide range of disabilities and rely on various types of AAC can successfully acquire letter-sound correspondences
- Length of time required to acquire letter sounds varies
- Learners may benefit from introducing the sounds incrementally (one at a time)
Letter-Sound Correspondences
- May teach in the following order:
- a m t p o n c d u s g h I f b l e r w k x v y z j q
- Lowercase are taught first
- Letters and sounds that occur more frequently in children’s books are taught first
- Letters and sounds that are similar visually and/or aurally are separated in the instructional sequence
- Short vowels are taught before long vowels
- Single letter-sound correspondences are taught before consonant clusters
- May focus only on the letter sounds and not their names initially
Activity
- Choose a word that a beginning reader might be able to decode based on the information on the last slide.
- Make it CVC
- Create a slide, drawing, etc. with the target word/sound and three other foils to help me learn phoneme segmentation or sound blending.
- Raise your hand when you’ve finished.
Decoding Skills
• Once an individual has acquired sound-blending skills and knows some letter-sound correspondences, he/she has the skills to learn to decode written words
• Curriculum that incorporates phonological awareness and decoding has shown to be more effective than the traditional sight word approach
• To decode:
o Learner “looks” at the letters in a sequence
o Recalls the sound of each letter
o Blends them together (may be subvocally)
o Determines target word (indicates via sign, vocalization, selecting a symbol)
Sight Word Recognition Skills
- Pair instruction of sight words with phonological awareness and decoding instruction
- Use direct instruction to teach sight words, include prompting, prompt fading, and repeated opportunities to practice
- Individual learns to match the target written word to a picture, photo, or other AAC symbol when possible (exceptions: the, there, etc. teach in direct association with spoken word)
- http://bogglesworldesl.com/dolch/lists.htm
Application of Decoding and Sight Word Recognition Skills During Shared Reading
- As soon as the individual knows a few words in isolation, he/she should have the opportunity to apply his/her skills during book reading
- Literate partner reads story and pauses on target words
- Learner may use speech approximation, sign, or symbol
Reading and Understanding Simple Sentences and Stories
• Once an individual can reliably and fluently decode and/or recognize by sight a range of words, they can start reading sentences and stories independently.
• Requires learner to:
o Track through the words from left to right
o Decode/recognize by “sight” each word in the sentence
o Recall the meaning of each word
o Process the words together to derive the meaning
• Must also be able to relate information to prior knowledge
• Start with understanding basic literal comprehension skills then move towards teaching inferential skills
Teaching to Read and Understand Simple Sentences
- Instructor presents 3 or more photos, pics, or illustrations from a story. The pictures include one that illustrates the meaning of the written sentence, and the others are foils.
- Learner reads the sentence independently
- Learner selects the picture that represents its complete meaning
Activity Instructions
- Pair up
- Choose a book that interests you
- Now give that book to your partner
- Look through your book and write down 5-10 words in it that can also be found on the AAC system
- Think of 5 questions that you can ask your partner while you read that would allow her to point/select a word or phrase from the AAC system as their answer
- Read through the book with your partner while using Language Modeling and ask your questions (remember to pause)
- Encourage your partner to retell you the story using the AAC system
- Switch roles
Writing
Interventions to Teach Basic Writing Skills
• This process is more complicated than learning to read.
• Intervention requires:
o Access to appropriate “writing” tools
o Appropriate and effective instruction
Access to Writing Tools
• Pencils and markers with adaptations • Keyboard access • Letter cards/word wall/word bank (Literacy Suites) o What about writing in symbols? o Low tech -->PRC
Instruction and Opportunities to Use Basic Writing Skills
• Instruction should include:
o Direct instruction
o Numerous opportunities to apply skills
• Once students have acquired phoneme segmentation skills and know some letter-sound correspondences, instruction can include:
o Instructor models single-word encoding by saying a word slowly aloud, extending each sound, and selecting the letters for each sound as it is said
o Instructor provides guided practice: says word while student selects each letter as they correspond
o Instructor gradually fades oral scaffolding support
o Student develops competence with practice
o Instructor provides feedback as appropriate
Employ Techniques that Reduce Some of the Demands on the Learner
- Read books with repeated lines and have students use the repeated lines to create their own stories:
- Red pig, red pig, what do you see?
- Use highly motivating photos as a basis for writing, use prompts for beginning, middle, end (color coded, tangible)
- Provide students with words
- Word bank/wall
- Shared writing wherein instructor and student co-construct the story
- Word Prediction?
Teaching Advanced Literacy Skills
• Focus changes from learning to read/write to reading and writing to learn
Building Fluency in Basic Reading Skills
- Repeated readings of texts at independent reading level
- Reading along with audio recordings/highlighting (Read2Go)
- Paired readings, read with a partner
Building More Advanced Language Skills
• Reading books to/with learners
• Teach specific vocabulary, sentence structures, or genres as required
• Developing world knowledge and domain specific knowledge
o Read a wide range of books
o Audiobooks, multimedia presentations, screen readers
o Go on field trips, sonic, road signs
Benefit from Instruction in Reading Comprehension Strategies
- Page 343, Table 12.6 shows strategies to support reading comprehension and adaptations for students with CCN
- Page 344 lists model to teach reading comprehension strategies
Building Knowledge and Skills in Writing Conventions
• Need to develop skills in: • Spelling – benefit from explicit instruction and auditory feedback • Writing conventions o Capitalization o Punctuation o Paragraphing • Fluency with writing conventions o Spelling skills o Punctuation o Handwriting o Keyboarding
Learning to Use Writing Strategies
- Use writing strategies – provide the multistep procedures to support each stage of the writing process
- Use collaborative writing – involves the development of “instructional arrangements whereby students work together to plan, draft,” and revise
PLAN, WRITE, EDIT
- Pay attention to the writing prompt
- List main ideas
- Add supporting ideas
- Number your ideas
- Work from your plan/develop thesis
- Remember your goals
- Include transition words for paragraphs
- Try to use different kinds of sentences
- Exciting, interesting $10,000 word
- Enter your first draft
- Do a spell check
- Interrogate yourself about capitals, punctuation, etc.
- Type in corrections/spell checker
Interventions
- Provision of AT (SGD, graphic organizers, storyboards, software)
- Explicit instruction in writing strategies
- Modeling of writing by the instructor and the peer
- Prompting
- Written support provided by peer scaffolding
Building Writing Skills for Social Purposes
- Texting and social networking allows communication at a person’s own rate and does not involve speech
- May need to learn the “lingo” – lol
AT to Support Literacy
• For communication
o Support written (conventional, emergent writing), telecommunication (texting, emailing), and face-to-face communication (choosing topics, talking about books, answering & asking questions, summarizing stories, expressing opinions)
• For instruction
o For delivery of computer assisted instruction/supports
AT to Support Literacy
• To provide support for reading and writing difficulties
o Spell checkers
o Onscreen dictionaries
o Word prediction
o Software with graphic organizers (and the above supports)
o Accessible Instructional Materials (AIM)
• Font, TTS, definitions, links, electronic coaching
5 Key Components to Effective Literacy Intervention
- Providing sufficient time for literacy instruction
- Targeting appropriate skills known to improve literacy outcomes
- Using proven, effective instructional techniques
- Providing appropriate instructional adaptations and supports
- Building positive rapport and ensuring student motivation
