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Language Disorders Across the Lifespan > Language and literacy in the early school years > Flashcards

Language and literacy in the early school years Flashcards

1
Q

What is the purpose of intervention for language/literacy in early school years? (4)

A
  1. Oral language
  2. Written language
  3. Behaviour
  4. Social skills
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2
Q

The Big Six areas of thinking about language

A
  1. Phonological/phonemic awareness
  2. Phonics knowledge
  3. Vocabulary
  4. Fluency
  5. Language comprehension
  6. Oral language
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3
Q

How language is used in schools

A

Classroom communication, academic talk, hidden curriculum, decontextualised language, language underpins social interactions, self-regulation, metacognitive skills, rules/listening to instructions, being addressed at class level, waiting your turn, playing becoming relationship-focussed, social rules

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4
Q

Areas that might be targeted in intervention in early school years (3)

A
  1. Semantics
  2. Syntax and morphology
  3. Behaviour
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5
Q

Assessment information used to understand vocabulary - early school years (5)

A
  • PPVT-4
  • Expressive vocabulary test (EVT)
  • Subtests from CELF-5, PLS-5, TOLD
  • Observation
  • Language sample analysis
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6
Q

Possible semantic goals informed by assessment (7)

A
  1. Receptive vocabulary
  2. Expressive vocabulary
  3. Instructional vocabulary
  4. Textbook vocabulary
  5. Lexical diversity
  6. Word retrieval
  7. Semantic relations between clauses
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7
Q

Choosing vocabulary targets (tiers) - early school years

A

Tier I: everyday words learned through conversations
Tier II: high frequency words used across contexts, more commonly encountered in writing
Tier III: lower frequency words limited to specific domains, best learned in context of a lesson/subject

Take a classroom theme, ask the following questions
- Would you find this word in written language more often than speech? - eliminates tier I words which students are likely to know
- Would the word appear infrequently in written language unless in specific contexts? eliminates tier III words as they are not useful in a range of contexts
- Can you explain the word using words they already know? likely to be a tier II for, more advanced way of talking about a concept they already have

  • Might choose words in current or upcoming school topics
  • Kids also need words for social-emotional development, spectrum of emotions
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8
Q

How to learn new words (early school years)

A
  • Rote learning not sufficient to generalise to comprehension
  • Activate/build on what they know
  • Describe/explain new terms
  • Ask them to explain in their own words or draw a picture to integrate term into knowledge
  • Use word maps (dictionary definition, synonyms, antonyms, in a sentence, association, picture)
  • Make connections between words and topics
  • Create opportunities for students to encounter these new words
  • Revisit words periodically
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9
Q

Assessment information used to understand syntax/morphology - early school years

A
  • Renfrew Action Picture Test (RAPT)
  • Subtests from CELF-5, PLS-5, TOLD
  • Observation
  • Language sample analysis
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10
Q

Choosing grammatical targets (9) - early school years

A
  • Goal is to help child understand/use syntax
  • Outcomes must be measured in really comm contexts
  • Producing a target at 90% correct in a clinician directed activity is not enough
  • Grammar rarely the only aspect of language that needs to be targeted
  • Children with most obvious errors in sentence structure likely need support in other areas eg. vocab, pragmatics
  • Consider contexts like guided play, mediated conversation, book sharing
  • Choose goals that trigger change in and out of therapy context
  • Base goals on ‘functional readiness’
  • Provide frequent intensive exposure/practice
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11
Q

Intervention strategies for syntax/morphology - early school years

A
  • Focussed stimulation, scripts, EMT
  • Recasting, expansion
  • Explicit teaching
  • Metalanguage development
  • Drill play with objects/toys/paper-based resources
  • Scaffolding
  • Feign misunderstanding
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12
Q

Example procedure for targeting sentence elements - early school years

A
  1. Explicit instruction, imitation drill
  2. Hybrid instruction, scaffolded practice, multiple choice modelling, modelling and eliciting target structure in play
  3. Partial imitation
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13
Q

Developing morphology with ‘word relative’ strategy - early school years

A
  • Awareness of relation between base words and derived forms is crucial for spelling/reading/comprehension
  • Find relatives within word families
  • Shared orthographic and phonological features
  • Attempt to spell new words based on related derived words
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14
Q

What is the speech pathologist’s role in literacy?

A
  • Previously a gap with SPs in literacy
  • Understand links between oral language and literacy
  • Promote early language development
  • Provide specific and relevant assessment
  • Provide early identification and intervention
  • Education of teachers and parents
  • Guide families and schools towards appropriate resources and programs
  • Know when to refer if necessary
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15
Q

What is the simple view of reading?

A

Reading comprehension = oral language x word recognition (prev decoding)

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16
Q

What are the limitations of the simple view of reading? (3)

A
  • Doesn’t discuss how decoding and comprehension operate or how they develop
  • Inconsistent in how key constructs are measure, eg. overt sounding out vs skilled word recognition
  • Need more precise models that detail the cognitive processes
17
Q

Skills that are needed for reading (5)

A
  1. Phonological/phonemic awareness
  2. Phonics or phoneme/grapheme correspondence knowledge
  3. Reading fluency
  4. Vocabulary
  5. Language comprehension
18
Q

How to assess literacy skills? (5)

A
  1. Formal assessment within an RTI framework
  2. Standardised, norm-referenced assessments
  3. Checklists
  4. Informal sampling
  5. Identification of strengths and weaknesses
  6. Determination of a management plan
  7. Static (for diagnosis/funding) vs dynamic (responding to intervention)
19
Q

What to assess in literacy assessment

A
  • Oral language
  • Knowledge of print, book conventions
  • Sound-letter correspondence (graphs/digraphs/trigraphs)
  • Phonological and phonemic awareness
  • Single word reading (regular/irregular/nonwords)
  • Reading fluency, accuracy, speed
  • Reading comprehension
  • Spelling (regular/irregular/nonwords)
  • Extended writing: spelling/punctuation, paragraph structure, expression of ideas, adherence to writing style/genre
20
Q

Standardised assessments of phonological awareness - early school years

A
  • Southerland Phonological Awareness Test (SPAT)
  • DATE resources (DET)
  • CTOPP-2
  • PAT-2
21
Q

National Inquiry into Teaching Literacy 2005

A
  • Teachers should be equipped with strategies with evidence-based research
  • Whole language on its own is not sufficient
  • Systematic, direct instruction in phonics during the early years of schooling required
  • An integrated approach by teachers involving: phonemic awareness, phonics, fluency, vocabulary knowledge, & text comprehension.

Explicit teaching of alphabetic coding skills is helpful for all children, harmful for none and crucial for some

22
Q

Tier I literacy intervention - all children (8)

A
  • Consultation and mentoring with teachers/non-teachers
  • Collaborative co-teaching
  • Developing and implementing classroom based programs
  • Helping teachers to troubleshoot challenging students
  • Provide advice on programs currently in use
  • Ensuring classrooms are using evidence-based approaches for all children
  • Observations and discussions with teachers to identify at risk children
    –> Screening of at risk children for Tier II support
23
Q

Five from Five - Tier I literacy intervention

A

Promotes evidence-based reading instruction and improving literacy
5 skills that are needed:
1. Phonological/phonemic awareness
2. Phonics or phoneme/grapheme correspondence knowledge
3. Reading fluency
4. Vocabulary
5. Language comprehension

24
Q

Hierarchy of development of phonological/phonemic awareness

A
  1. Segment words into syllables
  2. Rhyme
  3. Alliteration
  4. Onset-rime segmentation
  5. Segment initial sounds
  6. Segment final sounds
  7. Blend sounds into words
  8. Segment words into sounds (foundation critical to early literacy success)
  9. Delete and manipulate phonemes
25
Q

Tier I phonological instruction

A
  • Should be part of Tier I intervention in most classrooms
  • Some schools have robust, high quality PA programs, but variable
26
Q

Alliteration taught at Tier I

A
  • Often well taught
  • Eg. Focussing on a sound of the week
  • Many programs focussing on phonemes not alphabet sequence
  • Some books focus on alliteration, eg. Dr Suess ABC book
27
Q

Syllables taught at Tier I

A
  • Start with compound words (eg. cupcake) and move onto 2 syllable words (eg. table) then 3+ syllable words
  • Explore familiar, relevant words, names
  • Use drum beats, bingo dabbers etc to make activities interesting
28
Q

Phonemic identification taught at Tier I

A
  • WI phonemes easier to identify than WM or WF
  • Important to be explicit about sounds vs letters
  • Activities: bingo, scavenger hunt, memory, snap, beanbag toss
29
Q

Evidence for Tier II literacy intervention

A
  • Clear evidence for the need for additional, direct teaching for those students who are not making expected gains.
  • When this teaching is provided they can make significant gains AND maintain improvement over time.
30
Q

What makes a good literacy program at Tier II and Tier III?

A
  • Explicit, systematic approach
  • Phono-graphic approach
  • Hierarchy of difficulty with step up/down
  • Matched assessments, have own battery
  • Room to make sense of difficult graphemes
  • Resources to support transfer of skills
  • Transfer to text level
31
Q

Phonological awareness Tier II intervention (7)

A
  1. Rhyme: identify phon similarities in spoken words, generate rhyming words
  2. Phoneme analysis: identify and manipulate sounds in isolation, work from very different to very similar
  3. Phoneme identity: identify sounds in words, whether pairs start with same sound, find odd one out
  4. Phoneme segmentation: analyse words at sound level, clap out number of sounds
  5. Phoneme blending: blend sounds together to form words, reverse of segmentation
  6. Phoneme manipulation: track speech sounds changes in words with coloured blocks
  7. Phoneme-grapheme knowledge: teach correspondence between sounds and letters

Language Disorders Across the Lifespan (19 decks)

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