Language Development of Children From Low Income Backgrounds - Part 2

Question 1

Families may be too ______ to buy ______

Parents’ low _________ level leads to less ________

Also, reading _______ is affected. Research shows that low-SES parents use lower level _________, tell children to pay attention without _________, and ask very basic, ___________ questions that don’t require much ________

Answer 1

Families may be too poor to buy books

Parents’ low educational level leads to less reading

Also, reading style is affected. Research shows that low-SES parents use lower level language, tell children to pay attention without interrupting, and ask very basic, straightforward questions that don’t require much thought

Question 2

According to Moran (parenting.com)

A child growing up in a _______-______ neighborhood will own an average of __+ ______

____-_______ communities average about one ______ for every _____ children

Answer 2

According to Moran (parenting.com)

A child growing up in a middle-class neighborhood will own an average of 13+ books

Low-income communities average about one book for every 300 children

Question 3

Having reading difficulties increases odds ch _______ out of _______ and earns a _______ record

over ___% of america’s ________ cannot read above a ____ grade level

3/4 of ____ graders ________ below grade level will end up in _______ or on _______

Reading and _______ skills are often low—very basic and _________

There is difficulty with ___________ language

Many low-SES children have substantial difficulty with ___ skills

Answer 3

Having reading difficulties increases odds ch drops out of school and earns a criminal record

over 70% of america’s prisoners cannot read above a 4th grade level

3/4 of 4th graders reading below grade level will end up in prison or on welfare

Reading and writing skills are often low—very basic and concrete

There is difficulty with decontextualized language

Many low-SES children have substantial difficulty with PA skills

Question 4

Dr. Carol Hammer, ASHA 2015 found that ________ is the foundation of ___, and helps ch learn to _______.

During book reading, it is important to point out words that _______ and point out words that _______ and _____ with the same ________

To increase ___ skills, use an ________ box

Answer 4

Dr. Carol Hammer, ASHA 2015 found that rhyming is the foundation of PA, and helps ch learn to listen.

During book reading, it is important to point out words that rhyme and point out words that begin and end with the same sounds

To increase PA skills, use an Elkonin box

Question 5

Low-SES children get _________ to special education

Many _________ tests of _________ skills are biased against low-SES students

There can be _________ bias and test tasks are often highly _________ (“Tell me everything you can about a bird.”)

Answer 5

Low-SES children get overreferred to special education

Many standardized tests of language skills are biased against low-SES students

There can be grammatical bias and test tasks are often highly decontextualized (“Tell me everything you can about a bird.”)

Question 6

At home, many ch are not ________ to take _______ risks. When asked to _______, they will shut down

Many are not exposed to “_______” or “_____-type” tasks such as ________ display of _________ with an ________ adult.

Answer 6

At home, many ch are not encouraged to take verbal risks. When asked to guess, they will shut down

Many are not exposed to “school” or “test-type” tasks such as verbal display of knowledge with an unfamiliar adult.

Question 7

In order to validly evaluate the language skills of low-SES children, we can use:

language _________

&

_________ measures of language

Answer 7

In order to validly evaluate the language skills of low-SES children, we can use:

language samples

&

informal measure of language

Question 8

Reach out to ________, by giving them lists of _________ like ________ videos

We can also send ______ home

We can send home short ____s that demonstrate _________ _________ techniques

Answer 8

Reach out to families, by giving them lists of resources like youtube videos

We can also send books home

We can send home short DVDs that demonstrate language stimulation techniques

Question 9

We need to focus on developing:

________ such as solving problems _______, and being polite

Correct _________ and syntax

________ and academic _______

____ skills

________ skills such as ______ and writing

We also need to teach basic ________

Answer 9

We need to focus on developing:

Pragmatics such as solving problems verbally, and being polite

correct morphology and syntax

Social and academic vocab

PA skills

literacy skills such as reading and writing

We also need to teach basic safety

Question 10

Caesar and Nelson - SALSA Program

Described a highly effective program called SALSA—S________ A________ of L________ and L________ through S_______-home A________

This study assessed the efficacy of a simple _______-building program with migrant ________ families who had limited _________, low ________ levels, high _________, and challenges with ________

The SALSA project explored how a parent-child _________ activity could be used to build a ______-_______ partnership

__________ group was given children’s _______ and also did a home _________ activity on the weekends

The ________ group just got ________, no ________ activity

The _________ group was given (at the end of each week) ____ SALSA bags, with spiral ________, colored ________, and other inexpensive drawing supplies.

Parents were asked to ______ with their children about their _________ and produce simple _________ about everyday events and ________, adding ________ notes (when possible) in Spanish and/or English

The ________ gave the parents and children time to complete the assignment; children brought the bags back to Head Start on Monday

In the control classroom, preschoolers brought home _______ SALSA bags with _______ and were encouraged to ______ about the books with their parents (no _________)

At post-test time, experimental ch had more _______ in ________ and english in _______ knowledge, ________ knowledge, and total _______

Conclusion - For low ________ parents, drawing and simple _________ may be easier than _________. Because parents are so _______ during the week, weekend homework was _________. The assignment was simple, _________, accessible, and ___________

Answer 10

Caesar and Nelson - SALSA Program

Described a highly effective program called SALSA—Supporting Acquisition of Language and Literacy through School-home Activities

This study assessed the efficacy of a simple literacy-building program with migrant Hispanic families who had limited English, low literacy levels, high mobility, and challenges with poverty

The SALSA project explored how a parent-child journaling activity could be used to build a home-school partnership

Experimental group was given children’s books and also did a home journaling activity on the weekends

The control group just got books, no journaling activity

The experimantal group was given (at the end of each week) red SALSA bags, with spiral notebooks, colored pencils, and other inexpensive drawing supplies.

Parents were asked to talk with their children about their activities and produce simple drawings about everyday events and activities, adding written notes (when possible) in Spanish and/or English

The weekend gave the parents and children time to complete the assignment; children brought the bags back to Head Start on Monday

In the control classroom, preschoolers brought home green SALSA bags with books and were encouraged to talk about the books with their parents (no journaling)

At post-test time, experimental ch had more gains in spanish and english in print knowledge, alphabet knowledge, and total scores

Conclusion - For low literacy parents, drawing and simple writing may be easier than reading. Because parents are so tired during the week, weekend homework was effective. The assignment was simple, practical, accessible, and empowering

Question 11

A fantastic article from Neuman, S.B., & Wright, T.S. (American Educator, Summer 2014) about teaching ________ in the early childhood _________ suggested that to increase _________ for literacy, we use _________ networks

Ex: If teaching the term “marine life” we connect it with the ocean, beach, shells, sun, etc.

We can also use _________

Marine Life: Fish, Whale, Shark

Farm Animals: Cow, Chicken, Pig

Answer 11

A fantastic article from Neuman, S.B., & Wright, T.S. (American Educator, Summer 2014) about teaching vocabulary in the early childhood classroom suggested that to increase vocabulary for literacy, we use knowledge networks

Ex: If teaching the term “marine life” we connect it with the ocean, beach, shells, sun, etc.

We can also use categories

Marine Life: Fish, Whale, Shark

Farm Animals: Cow, Chicken, Pig

Question 12

According to Neuman and Wright, ________ instruction is very effective. We can read ______ have ________, use google ________, ipad ______, _______ videos.

Research has shown that with low-SES ________ Language Learners, _________ instruction significantly narrowed the ____ between ____s and non-____s in knowledge of _______ words

The addition of _______ visuals and _______ in video accompanied by _________ books provides children with multiple _________ for acquiring _______ knowledge (semantics).

Answer 12

According to Neuman and Wright, multimedia instruction is very effective. We can read books have worksheets, use google images, ipad apps, youtube videos.

Research has shown that with low-SES English Language Learners, multimedia instruction significantly narrowed the gap between ELLs and non-ELLs in knowledge of target words

The addition of dynamic visuals and sounds in video accompanied by informational books provides children with multiple strategies for acquiring word knowledge (semantics).

Question 13

Key Steps in Teaching Vocabulary Words:

________ words that need to be taught

_______ words in a ch-________ way

___________ words into ________ and meaningful formats

_________ words to ensure __________ over time

_________ ch’s progress and ________ if necessary

Answer 13

Key Steps in Teaching Vocabulary Words:

identify words that need to be taught

define words in a ch-friendly way

contextualize words into varied and meaningful formats

review words to ensure sustainability over time

monitor ch’s progress and reteach if necessary

Question 14

Hammer 2015 ASHA said that having a ch _______ words back to us _______ creates a __________ representation

Answer 14

Hammer 2015 ASHA said that having a ch repeat words back to us aloud creates a phonological representation

Question 15

Low-SES students are vulnerable in the area of ________ functioning skills due to __________ and _________ factors. They also have a lot of _______ in their lives

Answer 15

Low-SES students are vulnerable in the area of executive functioning skills due to environmental and physiological factors. They also have a lot of chaos in their lives

Question 16

________ Functioning Involves:

The _______-solving processes that are utilized at the _______ of a novel, non__________ task

______-directed ________ that we engage in to be _________ in life

Thinking about and ________ for the _______, and considering our ________ and their __________

Answer 16

Executive Functioning Involves:

The problem-solving processes that are utilized at the outset of a novel, nonautomatic task

Goal-directed behavior that we engage in to be successful in life

Thinking about and planning for the future, and considering our choices and their consequences

Question 17

We can help children develop ________ functioning skills by:

initially providing a lot of ________

having them think about _________ and _________ (STAR - _______, _______, _____, _______)

Also by teaching kids to ____:

_______ is the ________ I am having right now?

_____ am I having this ________?

_______ can I ___ about it?

And by helping students to _______ as follows:

The ________ I made was____

The ___________ of this choice was____.

Next time, I could _________ to _____.

I could also _________ to____.

Answer 17

We can help children develop exectuive functioning skills by:

initially providing a lot of structure

having them think about choices and consequences (STAR - stop, think, act, review)

Also by teaching kids to ask:

What is the problem I am having right now?

Why am I having this problem?

What can I do about it?

And by helping students to think as follows:

The choice I made was____

The consequence of this choice was____.

Next time, I could choose to _____.

I could also choose to____.

Question 18

To help students move out of poverty, we need to be _______, _________, role models

Answer 18

To help students move out of poverty, we need to be caring, involved, role models

Question 19

Developing a _______ mindset:

When children are little, high levels of warmth and _________ from ________ promotes ________, attachment, and a secure _________

However, when children reach early _________, they are motivated by a very different kind of _________. This includes being taken _________ and _________ to work hard and ________ themselves. ie, a ________ mindset

Answer 19

Developing a growth mindset:

When children are little, high levels of warmth and nurturance from caregivers promotes bonding, attachment, and a secure foundation

However, when children reach early adolescence, they are motivated by a very different kind of nurturance. This includes being taken seriously and challenged to work hard and improve themselves. ie, a growth mindset

Question 20

The research of Carol Dweck:

Divided people into __ types: Those who have a _______ mindset, and those who have a ________ mindset

Those with a _______ mindset believe that _________ and other skills are inborn and _______, or not amenable to ________

Those with a ________ mindset believe that _________ and overall skills can be ________ with _____ work

Students who believe that they can _________ their _________ and overall performance are more academically __________ than those with a _______ mindset.

Answer 20

The research of Carol Dweck:

Divided people into 2 types: Those who have a fixed mindset, and those who have a growth mindset

Those with a fixed mindset believe that intelligence and other skills are inborn and static, or not amenable to change

Those with a growth mindset believe that intelligence and overall skills can be improved with hard work

Students who believe that they can improve their intelligence and overall performance are more academically successful than those with a fixed mindset.

Question 21

We have believed for years in a “______ brain,” or that we are born with a certain _______ amount of innate __________.

Recent findings in _________ and _________ psychology have shown that the _______ has a great deal of _________ and can be taught, even into _______ age.

Answer 21

We have believed for years in a “fixed brain,” or that we are born with a certain fixed amount of innate intelligence.

Recent findings in neuroscience and cognitive psychology have shown that the brain has a great deal of plasticity and can be taught, even into older age.

Question 22

Dweck’s research involved a study with low-SES 7th graders in Texas. Over the school year, each student worked with a college student mentor.

Students in the ________ group heard standard messages about how ______ could interfere with academic ___________

Students in the _________ group heard ________ mind-set messages from their mentors such as “The brain is like a muscle that grows stronger with use.” and “Every time you stretch yourself and learn somehthing new, your brain forms new connections.”

In other words, the ________ group heard that intelligence was not _______, it was _________, and could be _________ with hard work, _______, and _________.

Good _______ habits were also taught.

The researchers reported that the _______ of new _________ forming proved extremely _________ to students. Students were also taught that the brain grows new _________ everytime we face _________ (great mathematicians and scientists have engaged in this process more than others).

At the end of the year the 2 groups scores on texas standardized achievement tests were compared and the _______ mindset group did significantly ________. The growth mindset girls scored ___ points higher in _______ than the controls, closing the math male-female _____ completely.

The researchers concluded that it is important, particularly if this era of high stakes ________ continues, for students to understand that these tests assess _______ skills and not ______-term potential to ______

This is critical since many students may take their _________ achievement test scores as a measure of their _______, underlying ability, and become _________ about their academic ________.

Interestingly, the researchers also commented that students with a ________ mindset are __________ by _________, effort, and ________. These things threaten to reveal the ________ of the students _________

We too often portray _________ achievement as the sign of true _______. Many ________ students, praised for their easy __________, may come to _________ that they are gifted only when things come _________ to them.

Answer 22

Dweck’s research involved a study with low-SES 7th graders in Texas. Over the school year, each student worked with a college student mentor.

Students in the control group heard standard messages about how drugs could interfere with academic achievement

Students in the experimental group heard growth mind-set messages from their mentors such as “The brain is like a muscle that grows stronger with use.” and “Every time you stretch yourself and learn somehthing new, your brain forms new connections.”

In other words, the experimental group heard that intelligence was not fixed, it was malleable, and could be increased with hard work, grit, and perseverance.

Good study habits were also taught.

The researchers reported that the image of new conncetions forming proved extremely motivating to students. Students were also taught that the brain grows new connections everytime we face challenges. (great mathematicians and scientists have engaged in this process more than others)

At the end of the year the 2 groups scores on texas standardized achievement tests were compared and the growth mindset group did significantly better. The growth mindset girls scored 10 points higher in math than the controls, closing the math male-female gap completely

The researchers concluded that it is important, particularly if this era of high stakes testing continues, for students to understand that these tests assess current skills and not long-term potential to learn

This is critical since many students may take their disappointing achievement test scores as a measure of their fixed, underlying ability, and become discouraged about their academic futures.

Interestingly, the researchers also commented that students with a fixed mindset are threatened by challenges, effort, and mistakes. These things threaten to reveal the limits of the students ability

We too often portray effortless achievement as the sign of true talent. Many bright students, praised for their easy successes, may come to believe that they are gifted only when things come easily to them.

Question 23

We can help students develop a ________ mindset by:

Teaching them about the new _______ of brain ________ and the new view of talent and giftedness as ________ attributes that can be ________.

Too often, the brain is believed to be _______, and talent and giftedness are seen as _________, unchanging personal attributes that _________ bring later ________.

This simply isn’t _______!

Answer 23

We can help students develop a growth mindset by:

Teaching them about the new science of brain plasticity and the new view of talent and giftedness as dynamic attributes that can be developed.

Too often, the brain is believed to be static, and talent and giftedness are seen as permanent, unchanging personal attributes that automatically bring later success.

This simply isn’t true!

Question 24

When praising childen (or anybody) _______ praise is best. This includes feedback about strategies, effort, _________, _________-seeking, improvement, etc

________ praise is much more _________ than _______ praise/feedback such as praising just the _________ or talents of the student (“You’re so smart.”), or _________ praise/feedback, which puts the _______ on the _______ product (“Your project looks so good.”)

Answer 24

When praising childen (or anybody) process praise is best. This includes feedback about strategies, effort, perseverance, challenge-seeking, improvement, etc

Process praise is much more successful than person praise/feedback such as praising just the intelligence or talents of the student (“You’re so smart.”), or outcome praise/feedback, which puts the focus on the final product (“Your project looks so good.”)

Question 25

_________ praise contributes to much better ________ than intelligence or ________ praise

“You are such a hard worker. I’m really excited about how you’re stretching yourself now and working to learn hard things.”

“It may take more time for you to catch on to this and be comfortable with this material, but you if you keep at it like this you will.”

Thus, when we teach new skills, it is important for us to emphasize that skills in this area are acquired through instruction and personal _________

This is not to deny that students may learn at different _______, but it is meant to emphasize that these ________ are not the domain of a ________ few.

Answer 25

Process praise contributes to much better outcomes than intelligence or product praise

“You are such a hard worker. I’m really excited about how you’re stretching yourself now and working to learn hard things.”

“It may take more time for you to catch on to this and be comfortable with this material, but you if you keep at it like this you will.”

Thus, when we teach new skills, it is important for us to emphasize that skills in this area are acquired through instruction and personal application

This is not to deny that students may learn at different rates, but it is meant to emphasize that these skills are not the domain of a special few.

Question 26

Examples of what to say: _______ praise

“Let’s go around and have each of you share something hard you learned today that you didn’t know before.”

“Who had a good struggle? Let’s share what we struggled with today”

“Get ready for a terrific struggle! Are you ready? Here we go.”

“That was a lot of hard work. Can you just imagine all the connections you grew today?”

“Who thinks they made a really interesting mistake?”

“Who else made a terrific mistake that will help us learn?”

Answer 26

Examples of what to say: process praise

“Let’s go around and have each of you share something hard you learned today that you didn’t know before.”

“Who had a good struggle? Let’s share what we struggled with today”

“Get ready for a terrific struggle! Are you ready? Here we go.”

“That was a lot of hard work. Can you just imagine all the connections you grew today?”

“Who thinks they made a really interesting mistake?”

“Who else made a terrific mistake that will help us learn?”

Question 27

Recent research concludes that low-SES students can ________ when they receive constant _________ and messages about how hard work, ______, and _________ can change things for the _________.

It’s all about character, ___________, and good ________—and these can be __________!

Answer 27

Recent research concludes that low-SES students can succeed when they receive constant encouragement and messages about how hard work, grit, and perseverance can change things for the better.

It’s all about character, conscientiousness, and good habits—and these can be developed!