Specific Intervention Strategies For Developing Oral and Written Language Skills Flashcards
I. Resource to Intervention
In the Old days
_______ education in the classroom or Special education with an ___
Now more schools across the U.S. are implementing RTI
Regular education classroom (Tier _)— __ modifications
Regular education classroom (Tier _)— _____ modifications
Non________, non______ education interventions (Tier _)
I. Resource to Intervention
In the Old days
REGULAR education in the classroom or Special education with an IEP
Now more schools across the U.S. are implementing RTI
Regular education classroom (Tier 1)—NO modifications
Regular education classroom (Tier 2)—MINOR modifications
NonCATEGORICAL, nonSPECIAL education interventions (Tier _)
Many ELLs benefit from Tier 3
Don’t end up needing special ed
In - months of Tier 3 is not enough, then special education
___, moving to Tier 4 or 5
Tier 4 pull out _________
Tier 5 ___-________ special ed class
___ 2004 especially emphasizes ________ for reading in the early grades to prevent problems later on
Many ELLs benefit from Tier 3
Don’t end up needing special ed
In 5-6 months of Tier 3 is not enough, then special education
IEP, moving to Tier 4 or 5
Tier 4 pull out TREATMENT
Tier 5 SELF-CONTAINED special ed class
IDEA 2004 especially emphasizes INTERVENTION for reading in the early grades to prevent problems later on
Nelson suggests that
__% of students: ___ instruction in regular classroom
__%: targeted small group, ________ instruction, or _______ to ________
_% special ed
Nelson suggests that
80% of students: CORE instruction in regular classroom
15%: targeted small group, SPECIALIZED instruction, or RESPONSE to INTERVENTION
5% special ed
II. SERVING PRESCHOOL ELLs WITH LI
These children are especially _______ because they may be rejected by _____, even as young as _ years of age
II. SERVING PRESCHOOL ELLs WITH LI
These children are especially VULNERABLE because they may be rejected by PEERS, even as young as 3 years of age
General Suggestions
Tabors recommended that teachers give children some immediate, ______ phrases to use to initiate _________ 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 _______ exposure and _________ with other children.
General Suggestions
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.
General suggestions cont
_______/SLPs can double the message by adding _____, action, or directed ____
Teach a few phrases and ____ language cues to initiate conversation with other peers
It _______ child’s comprehension and _______, also it is not difficult to do
General suggestions cont
TEACHERS/SLPs can double the message by adding GESTURE, action, or directed GAZE
Teach a few phrases and BODY language cues to initiate conversation with other peers
It INCREASES child’s comprehension and CONFIDENCE, also it is not difficult to do
One of the most helpful things for the preschool children….
Was the establishment of a ________ set of _______ that were simple and used daily.
It was found that during ______ such as singing, many ___ children “opened up” for the first time as they sang songs in their second language of _______.
One of the most helpful things for the preschool children….
Was the establishment of a CONSISTENT set of ROUTINES that were simple and used daily.
It was found that during ROUTINES such as singing, many ELL children “opened up” for the first time as they sang songs in their second language of ENGLISH
Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more:
Teachers always ________ small group activities to include a mix of ELL and monolingual English-speaking children.
The ELL children because they did not have to _______ entry into the groups; they were __________ included.
They gained more _______ to English and more opportunities to ________ with other children.
Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more:
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.
A great resource for supporting social skills:
Kimochis—______ Keys to Effective __________
Ellen Pritchard Dodge and colleagues
A great resource for supporting social skills:
Kimochis—SEVEN Keys to Effective COMMUNICATION
Ellen Pritchard Dodge and colleagues
The Kimochi’s toys
Program: 7 keys to successful communication (e.g., “Choose words that help instead of hurt.”)
Help ch discuss ______ constructively
______-on, easy to teach and learn!
The Kimochi’s toys
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!
Increasing Literacy Skills
Foundation is __________ experiences and _______ to Oral language to _________ awareness to Reading, writing, spelling
Begin with phonological awareness:
Ability to ________ reflect on and ________ the sound system of a _________
__________ to success in ________, writing, and ________
Increasing Literacy Skills
Foundation is ENVIRONMENTAL experiences and EXPOSURE to Oral language to PHONOLOGICAL awareness to Reading, writing, spelling
Begin with phonological awareness:
Ability to CONSCIOUSLY reflect on and MANIPULATE the sound system of a LANGUAGE
FOUNDATIONAL to success in READING, writing, and SPELLING
*Einarsdottir et al (2016). The predictive value of… *
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
*Einarsdottir et al (2016). The predictive value of… *
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
Einarsdottir et al (2016)—study’s findings:
__ tests at age of _ strongly correlated in every grade level (4, 7, 10) with ___ and Icelandic language scores
Surprise—true even in ___ grade
Early phonological ________: great importance!
Einarsdottir et al (2016)—study’s findings:
PA tests at age of 5 strongly correlated in every grade level (4, 7, 10) with MATH and Icelandic language scores
Surprise—true even in 10th grade
Early phonological TREATMENT: great importance!
Goldstein et al. (2017). Efficacy of a supplemental phonemic awareness…
They implemented a program with 104 preschool children in 39 classrooms
These children had early _______ delays
There were 36 daily 10-minute lessons carried out as ___________ lessons in the regular preschool classroom
They used ________ games designed to teach __ and alphabet skills
Goldstein et al. (2017). Efficacy of a supplemental phonemic awareness…
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
Goldstein et al. 2017 found:
___________ children showed great improvement in ___ areas, ex. Recognizing first sounds, understanding word parts
82% of ch in the experimental/tx condition met kindergarten _________ for First Sound Fluency compared to 34% of controls
Goldstein et al. 2017 found:
EXPERIMENTAL children showed great improvement in ALL areas, ex. Recognizing first sounds, understanding word parts
82% of ch in the experimental/tx condition met kindergarten BENCHMARK for First Sound Fluency compared to 34% of controls
So encouragingly, we see that:
_____ PA intervention with _____ groups of children in the preschool setting works!!
We don’t have to ___ them out of the classroom or try to give them : treatment
So encouragingly, we see that:
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
Phonological Awareness Hierarchy
- Count the # of _____ in a ________
- Count the number of ______ in a word
- Count the number of sounds in a _____
- Identify _______ words
- Use sound _______ skills (e.g., “What word is this? S-u-n”
- Identify the _____ sound in a word
- Identify the _____ sound in a word
Phonological Awareness Hierarchy
- Count the # of WORDS in a SENTENCE
- Count the number of SYLLABLES in a word
- Count the number of sounds in a WORD
- Identify RHYMING words
- Use sound BLENDING skills (e.g., “What word is this? S-u-n”
- Identify the FIRST sound in a word
- Identify the LAST sound in a word
Preschool Period—Print Awareness Skills: 1-6
Display interest in ______ and sharing ______
Hold a book right side up
Identify the _____ and ____ of the book
Identify top and bottom of the page
Look at and ____ pages left to right
Identify ____ on book ______
Preschool Period—Print Awareness Skills: 1-6
Display interest in READING and sharing BOOKS
Hold a book right side up
Identify the FRONT and BACK of the book
Identify top and bottom of the page
Look at and TURN pages left to right
Identify TITLE on book COVER
*Preschool Period—Print Awareness Skills:
- Identify _____ of favorite books**
- Distinguish between ______ and ____ on a page
- Know where the story begins in the book
- Identify ______ that occur in their own ______
- Distinguish ______ from ________ letters
- Print the first letter of their name
- Recite the first 10 letters of the ________
*Preschool Period—Print Awareness Skills:
- Identify TITLES of favorite books**
- Distinguish between PICTURES and PRINT on a page
- Know where the story begins in the book
- Identify LETTERS that occur in their own NAMES
- Distinguish CAPITAL from LOWERCASE letters
- Print the first letter of their name
- Recite the first 10 letters of the ALPHABET
*Preschool Period—Print Awareness Skills:
- Point to the ____ letter in a word
- Differentiate uppercase from lowercase letters
- Use terms such as _____, word, ________
- Point to words ________ as they are read
- Respond to signs in the classroom
- Recognize common __________ signs
*Preschool Period—Print Awareness Skills:
- Point to the FIRST letter in a word
- Differentiate uppercase from lowercase letters
- Use terms such as LETTER, word, ALPHABET
- Point to words INDIVIDUALLY as they are read
- Respond to signs in the classroom
- Recognize common ENVIRONMENTAL signs
Pratt et al. (2015). Impact of parent-implemented early-literacy intervention
Conducted a study of ____-focused intervention for ______-speaking children with __ in southeastern Mexico (Yucatan)
would it be effective for parents to be trained to administer this intervention in the home for 8 weeks?
Pratt et al. (2015). Impact of parent-implemented early-literacy intervention
Conducted a study of PRINT-focused intervention for SPANISH-speaking children with LI in southeastern Mexico (Yucatan)
would it be effective for parents to be trained to administer this intervention in the home for 8 weeks?
Pratt et al. 2015 found:
Parents were trained, and read ___ book _____ times a day in a _-day period (Monday, Wednesday, Friday)
Gave parents a lot of ______
Pointed to and discussed _______ vs. ________ letters, asked child ____ of letters, identify simple words, etc.
At ____, intervention substantially ______ ch’s print and _______ knowledge
Pratt et al. 2015 found:
Parents were trained, and read ONE book THREE times a day in a 7-day period (Monday, Wednesday, Friday)
Gave parents a lot of CONTROL
Pointed to and discussed UPPERCASE vs. LOWERCASE letters, asked child NAME of letters, identify simple words, etc.
At HOME, intervention substantially INCREASE ch’s print and ALPHABET knowledge
The research of Justice et al. showed that:
When teachers of ___________ preschoolers used print referencing strategies, more ____ than children who were ___ exposed
Gains were seen in ____ concept knowledge, alphabet knowledge, ____ writing
On their own, preschoolers do not attend to ____
_____ have to prompt children specifically to attend to print
The research of Justice et al. showed that:
When teachers of DISADVANTAGED preschoolers used print referencing strategies, more GAINS than children who were NOT exposed
Gains were seen in PRINT concept knowledge, alphabet knowledge, NAME writing
On their own, preschoolers do not attend to PRINT
ADULTS have to prompt children specifically to attend to print
Cohen-Minran et. al. 2016: Small group intervention with Hebrew speaking children
SLPs saw children in their classrooms in ____ groups once a week for _ months
Each classroom had 30-35 children, and they were divided into groups of - to work with the SLP
6 sessions for per ____ (total of 3 books during the 7 months)
Session 1-2: SLP read book to ch with _________ and demonstrations, explaining new vocabulary
Sessions 3-6: ______ activities (e.g. making a fruit salad, creating a poster)
Carry out the fun activities _____ reading a book about the _______
Cohen-Minran et. al. 2016: Small group intervention with Hebrew speaking children
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)
Session 1-2: SLP read book to ch with ILLUSTRATIONS and demonstrations, explaining new vocabulary
Sessions 3-6: RELATED activities (e.g. making a fruit salad, creating a poster)
Carry out the fun activities AFTER reading a book about the ACTIVITIES
Cohen-Minran et al. 2016—in sessions 3-6:
- _______ 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).
- _________ phase: ch cut the fruits
- ___________ phase: SLP used pictures to allow children to retell the activities they’d done
Cohen-Minran et al. 2016—in sessions 3-6:
- 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).
- EXPERIENCING phase: ch cut the fruits
- RECONSTRUCTING phase: SLP used pictures to allow children to retell the activities they’d done
Cohen-Minran et al. 2016—in each session, the SLPs:
Emphasized relevant _____ and _____ (e.g. this is a pineapple, we are cutting a pineapple)
Encouraged __________
_______ completion
Related known to unknown _________
In comparison to control group who did not enroll in the program, the experimental group scored significantly ______ on vocab measures and sentence _______ tasks
Cohen-Minran et al. 2016—in each session, the SLPs:
Emphasized relevant NOUNS and VERBS (e.g. this is a pineapple, we are cutting a pineapple)
Encouraged CONVERSATION
SENTENCE completion
Related known to unknown KNOWLEDGE
In comparison to control group who did not enroll in the program, the experimental group scored significantly HIGHER on vocab measures and sentence IMITATION tasks
Cohen-Minran et al. 2016—what worked?
Repeated readings of the ____ book
_______ activities enabling ch to use words in different settings
Effective to see ch in ____ groups in ______ classroom during school day
Cohen-Minran et al. 2016—what worked?
Repeated readings of the SAME book
DIFFERENT activities enabling ch to use words in different settings
Effective to see ch in SMALL groups in REGULAR classroom during school day
