Language Development of Children From Low Income Backgrounds - Part 2 Flashcards
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 ________
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
According to Moran (parenting.com)
A child growing up in a _______-______ neighborhood will own an average of __+ ______
____-_______ communities average about one ______ for every _____ children
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
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
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
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
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
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.”)
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.”)
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.
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.
In order to validly evaluate the language skills of low-SES children, we can use:
language _________
&
_________ measures of language
In order to validly evaluate the language skills of low-SES children, we can use:
language samples
&
informal measure of language
Reach out to ________, by giving them lists of _________ like ________ videos
We can also send ______ home
We can send home short ____s that demonstrate _________ _________ techniques
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
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 ________
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
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 ___________
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
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
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
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).
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).
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
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
Hammer 2015 ASHA said that having a ch _______ words back to us _______ creates a __________ representation
Hammer 2015 ASHA said that having a ch repeat words back to us aloud creates a phonological representation
Low-SES students are vulnerable in the area of ________ functioning skills due to __________ and _________ factors. They also have a lot of _______ in their lives
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
________ 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 __________
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
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____.
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____.
To help students move out of poverty, we need to be _______, _________, role models
To help students move out of poverty, we need to be caring, involved, role models
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
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
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.
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.
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.
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.
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.
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.
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 _______!
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!
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.”)
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.”)
_________ 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.
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.
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?”
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?”
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 __________!
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!
