specific intervention strategies for developing oral and written language skills

Question 1

Now more schools across the U.S. are implementing RTI

Answer 1

-Regular education classroom (Tier 1)—NO MODIFICATIONS
▼
Regular education classroom (Tier 2)—MINOR MODIFICATIONS
▼
Noncategorical, NON SPECIAL EDUCATION INTERVENTIONS (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3)

Question 2

Many ELLs benefit from Tier 3

Answer 2

• Don’t need Special Ed.
• If 5-6 months of Tier 3 is not enough, Special Ed.
• IEP, move to Tier 4 or 5

Question 3

This is partially in response to No Child Left Behind and IDEA 2004

Answer 3

Idea 2004 especially emphasizes INTERVENTION FOR READING in the early grades to prevent problems later on

Question 4

Nelson suggests that:

Answer 4

• 80% students: core instruction in classroom
• 15%: targeted small group, specialized instruction, or RtI
• 5% Special Ed.

Question 5

RtI can be very helpful in decreasing special education caseloads

Answer 5

Good news for us and the students!

Question 6

In review–Diane Blevins, Santa Ana, CA

Answer 6

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

Question 7

She implemented RtI

Answer 7

Preschoolers at risk for language difficulties were seen by SLPAs; they received language support

At the end, 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

Question 8

SERVING PRESCHOOL ELLs WITH LI

Answer 8

These children are especially vulnerable because they may be rejected by peers, even as young as 3 YEARS OF AGE

Question 9

General Suggestions

Answer 9

Tabors recommended that teachers give children some 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.

Question 10

Teachers/SLP

Answer 10

• can “double the message” by adding gesture, action, or directed gaze
• Increasing ch’s comprehension and confidence

Question 11

One of the most helpful things for the preschool children

Answer 11

Was the establishment of a consistent set of ROUTINES that were simple and used DAILY

Question 12

It was found that

Answer 12

during routines such as singing, many ELL children “opened up” for the first time as they sang songs in their second language of English

Question 13

Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more

Answer 13

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

Question 14

A great resource for supporting social skills

Answer 14

Kimochis—Seven Keys to Effective Communication

Ellen Pritchard Dodge and colleagues

Question 15

The Kimochi’s toys

Answer 15

Program: 7 keys to successful communication (e.g., “Choose words that help instead of hurt.”)

Help ch discuss feelings constructively

Hands-on, easy to teach and learn!

Question 16

Increasing Literacy Skill

Answer 16

Reading, writing, spelling

Phonological awareness

Oral language

Foundation is ENVIRONMENTAL EXPERIENCES AND EXPOSURE

Question 17

Begin with phonological awareness

Answer 17

Ability to consciously reflect on and manipulate the sound system of a language

Foundational to success in reading, writing, and spelling

Question 18

Einarsdottir et al (2016). The predictive value of… American Journal of Speech-Language Pathology, 25, 67-79.**

Answer 18

This longitudinal study was carried out in Iceland with Icelandic-speaking children

Their phonological awareness (PA) skills had been tested when they were 5:4-5:10 years old

The researchers contacted these children when they were 18-19 years old and asked if they could look at their performance on national tests in 4th, 7th, and 10th grades. The tests examined math and Icelandic skills.

Research question: is there a correlation between early PA skills and scores on national academic achievement tests later?

Question 19

Einarsdottir et al (2016)—study’s findings

Answer 19

PA awareness tests at age 5 strongly correlated in every grade (4, 7, 10) with math and Icelandic lang scores

Surprise- true even in 10th grade

Illustrates great importance of early PA tx!

Question 20

Goldstein et al. (2017). Efficacy of a supplemental phonemic awareness… Journal of Speech, Language, and Hearing Research, 60, 89-103

Answer 20

They implemented a program with 104 preschool children in 39 classrooms

These children had early literacy delays

There were 36 daily 10-minute lessons carried out as supplemental lessons in the regular preschool classroom

They used interactive games designed to teach PA and alphabet skills

Question 21

Goldstein et al. 2017 found

Answer 21

Experimental ch showed great improvement in all areas- e.g., recognizing first sounds, understanding word parts

82% of ch in experimental/ tx condition met K benchmark for First Sound Fluency compared to 34% of the controls

Question 22

So encouragingly, we see that

Answer 22

Early PA intervention with small groups of children in the preschool setting works!!

We don’t have to pull them out of the classroom or try to give them 1:1 treatment

Question 23

Use the following hierarchy

Answer 23

1. Count the # of words in a sentence
2. Count the number of syllables ina word
3. Count the number of sounds in a word
4. Identify rhyming words
5. Use sound blending skills (e.g., “What word is this? S-u-n”
6. Identify the first sound in a word
7. Identify the last sound in a word

Question 24

Other ideas include

Answer 24

Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable.

Question 25

Ideas to make book reading enjoyable and motivating include

Answer 25

Keep it short!

Predictable books– simplified, repetitive text

Question 26

But we have to be cautious

Answer 26

Extensive new research is showing that paper/print books are actually better for young children—better comprehension and memory

Question 27

Written Language Attainments: Preschool Period—Print Awareness Skills (1-6)

Answer 27

1. Display interest in reading & sharing books
2. Hold a book right side up
3. ID front, back of book
4. ID top, bottom of a page
5. Look at and turn pages left to right
6. ID title on book cover

Question 28

Print Awareness Skills (7-12)

Answer 28

7. Identify titles of favorite books**
8. Distinguish between pictures and print on a page
9. Know where the story begins in the book
10. Identify letters that occur in their own names
11. Print the first letter of their name
12. Recite the first 10 letters of the alphabet

Question 29

Print Awareness Skills (13-18)

Answer 29

13. Point to the first letter in a word**14. Differentiate uppercase from lowercase letters15. Use terms such as letter, word, alphabet
14. Point to words individually as they are read
15. Respond to signs in the classroom
16. Recognize common environmental signs (e.g., stop sign)

Question 30

Pratt et al. (2015). Impact of parent-implemented early-literacy intervention… International Journal of Language and Communication Disorders, 50(5), 569-579**.

Answer 30

• Conducted a study of print-focused intervention for Spanish-speaking children with LI in southeastern Mexico (Yucatan)
• Asked—would it be effective for parents to be trained to administer this intervention in the home for 8 weeks?

Question 31

Pratt et al. 2015 found:

Answer 31

Parents were trained and read one book 3 times in a 7-day period

Pointed to and discussed uppercase vs. lowercase letters, asked ch names of letters, ID simple words, etc.

At-home intervention substantially increased the ch’s print and alphabet knowledge

Question 32

The research of Justice et al. showed that

Answer 32

When teachers of disadvantaged preschoolers used print referencing strategies, ↑ gains than children who were not exposed

Gains: print concept knowledge, alphabet knowledge, name writing

Question 33

Cohen-Minran et al. (2016) An activity-based language… Early Childhood Education Journal, 44, 69-78.

Answer 33

This retrospective study examined the effect of small-group intervention with 220 Hebrew-speaking children ages 3-5 years

They were Israeli and low-income and had low language skills, especially vocabulary. The question: did children in the preschool program show greater increases than controls who didn’t enroll in the program?

Question 34

Cohen-Minran et. al. 2016:

Answer 34

SLPs saw children in their classrooms in small groups once a week for 7 months

Each classroom had 30-35 children, and they were divided into groups of 5-6 to work with the SLP

6 sessions for per book (total of 3 books during the 7 months)

Question 35

Cohen-Minran et al., 2016 pt 2

Answer 35

Sessions 1-2: SLP read book to ch with illustrations and demonstrations, explaining new vocab

Sessions 3-6: Related activities (e.g., making a fruit salad, creating a poster

Question 36

Cohen-Minran et al. 2016—in sessions 3-6

Answer 36

1. ) Planning phase- pictures used to introduce activity, SLP talked about how to carry out the activity (e.g., for a book about fruit, making a fruit salad)
2. ) Experiencing phase- ch cut the fruit
3. ) Reconstructing phase- SLP used pictures to allow ch to re-tell the activities they’d done

Question 37

Cohen-Minran et al. 2016—in each session, the SLPs:

Answer 37

Emphasized relevant nouns and verbs

Encouraged conversation

Asked questions

Sentence completion (e.g., “An animal that moos and gives milk is a____”)

Related known to unknown knowledge

Question 38

Cohen-Minran et al. 2016–In comparison to control group who did not enroll in the program, the experimental group:

Answer 38

Scored significantly higher on vocab measures and sentence imitation tasks

Question 39

Cohen-Minran et al. 2016—what worked?

Answer 39

Repeated readings of the same book

Different activities enabling ch to use words in different settings

Effective- see ch in small groups in regular classroom during school day

Question 40

If preschool students receive comprehensive support in oral and written language skills….**

Answer 40

They will be far more successful in elementary school and beyond.

Question 41

Many SLPs do not view literacy as something that is “our job.” Many of us in public schools work with students who have oral language problems, and literacy is viewed as the province of other professionals such as Resource Specialists

Answer 41

However, ASHA has been increasingly emphasizing the role of the SLP in supporting students with written language problems

ELL students with LIs are particularly vulnerable to written language difficulties because 1) written materials are in their second language of English, and 2) their LI often makes written language difficult.

Question 42

SUPPORTING STUDENTS WITH

Answer 42

WRITING, FINE MOTOR, TRACKING, AND SPELLING PROBLEMS

Question 43

Writing can be difficult…**

Answer 43

Today in the U.S.,
most special education referrals involve students who have difficulty with writing.

There are several reasons for this difficulty.

Question 44

Students may have…

Answer 44

1. Poor composition skills
2. Weak hand/finger muscles, poor finger dexterity
3. Decreased background: limited writing, other pre-readiness fine motor skills

Question 45

Widespread problems include:**

Answer 45

In many homes, parents don’t have the money for materials to develop fine motor skills

Children watch a lot of TV and have a great deal of screen time in general

Question 46

Teachers assume that

Answer 46

Children come to school ready for paper-pencil tasks; they should start writing immediately

In fact, many are not ready and need to do activities like painting and playing with clay

In today’s kindergartens, there is no time for this; children are asked to write before they are ready

Question 47

Teachers assume that

Answer 47

Children come to school ready for paper-pencil tasks; they should start writing immediately

In fact, many are not ready and need to do activities like painting and playing with clay

In today’s kindergartens, there is no time for this; children are asked to write before they are ready

Question 48

Handwriting without Tears

Answer 48

Is a multisensory, developmental approach that is virtually 100% successful.

It is excellent for ELL children; it is very visual and tactile

It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.

Question 49

There are many simple, inexpensive activities that can be used to help children who
have difficulty with writing and fine motor skills

Answer 49

Small pencils-accurate grip (no fat pencils!)
 in upper left hand cornet-where to begin writing
Letters in clay/playdough
Trace letters in salt or sand tray-kinesthetic “feel” of letter

Question 50

Boerigter, A. (2017). The value of a crumpled receipt. The ASHA Leader, 1/17 issue

Answer 50

Ideas for fine motor/sensory experiences for young children and their parents: (always incorporate language!)
Fingerpaint with whipped cream
Crumple/tear paper
Squeeze a rubber ball

Question 51

We can also**

Answer 51

Have the child pick up small objects with tweezers. If we are teaching vocabulary through small objects, we can “kill 2 birds with one stone” by having children use tweezers to pick up these objects; this will help develop fine motor skills.

Encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles

Question 52

Overteach right vs. left.

Answer 52

Many ELL students with LI confuse right and left. I have pre-adolescents who are still inaccurate with these concepts!

Make sure the child is sitting at 90 degree angles. Her feet should be flat on the floor, her posture straight, and her stomach touching the table. Her nonwriting hand should be flat and should support the paper as she writes.

Question 53

A STONE

Answer 53

most frequent in Dolch list**

Have children overexaggerate spacing when first learning to write

Skittle test!