Specific Intervention Strategies For Developing Oral and Written Language Skills

Question 1

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 _)

Answer 1

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 _)

Question 2

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

Answer 2

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

Question 3

Nelson suggests that

__% of students: ___ instruction in regular classroom

__%: targeted small group, ________ instruction, or _______ to ________

_% special ed

Answer 3

Nelson suggests that

80% of students: CORE instruction in regular classroom

15%: targeted small group, SPECIALIZED instruction, or RESPONSE to INTERVENTION

5% special ed

Question 4

II. SERVING PRESCHOOL ELLs WITH LI

These children are especially _______ because they may be rejected by _____, even as young as _ years of age

Answer 4

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

Question 5

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.

Answer 5

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.

Question 6

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

Answer 6

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

Question 7

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 _______.

Answer 7

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

Question 8

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.

Answer 8

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.

Question 9

A great resource for supporting social skills:

Kimochis—______ Keys to Effective __________

Ellen Pritchard Dodge and colleagues

Answer 9

A great resource for supporting social skills:

Kimochis—SEVEN Keys to Effective COMMUNICATION

Ellen Pritchard Dodge and colleagues

Question 10

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!

Answer 10

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!

Question 11

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 ________

Answer 11

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

Question 12

*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

Answer 12

*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

Question 13

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!

Answer 13

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!

Question 14

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

Answer 14

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

Question 15

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

Answer 15

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

Question 16

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

Answer 16

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

Question 17

Phonological Awareness Hierarchy

1. Count the # of _____ in a ________
2. Count the number of ______ in a word
3. Count the number of sounds in a _____
4. Identify _______ words
5. Use sound _______ skills (e.g., “What word is this? S-u-n”
6. Identify the _____ sound in a word
7. Identify the _____ sound in a word

Answer 17

Phonological Awareness Hierarchy

1. Count the # of WORDS in a SENTENCE
2. Count the number of SYLLABLES in a 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 18

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 ______

Answer 18

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

Question 19

*Preschool Period—Print Awareness Skills:

7. Identify _____ of favorite books**
8. Distinguish between ______ and ____ on a page
9. Know where the story begins in the book
10. Identify ______ that occur in their own ______
11. Distinguish ______ from ________ letters
12. Print the first letter of their name
13. Recite the first 10 letters of the ________

Answer 19

*Preschool Period—Print Awareness Skills:

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. Distinguish CAPITAL from LOWERCASE letters
12. Print the first letter of their name
13. Recite the first 10 letters of the ALPHABET

Question 20

*Preschool Period—Print Awareness Skills:

13. Point to the ____ letter in a word
14. Differentiate uppercase from lowercase letters
15. Use terms such as _____, word, ________
16. Point to words ________ as they are read
17. Respond to signs in the classroom
18. Recognize common __________ signs

Answer 20

*Preschool Period—Print Awareness Skills:

13. Point to the FIRST letter in a word
14. Differentiate uppercase from lowercase letters
15. Use terms such as LETTER, word, ALPHABET
16. Point to words INDIVIDUALLY as they are read
17. Respond to signs in the classroom
18. Recognize common ENVIRONMENTAL signs

Question 21

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?

Answer 21

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?

Question 22

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

Answer 22

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

Question 23

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

Answer 23

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

Question 24

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 _______

Answer 24

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

Question 25

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

1. _______ 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. _________ phase: ch cut the fruits
3. ___________ phase: SLP used pictures to allow children to retell the activities they’d done

Answer 25

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

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 fruits
3. RECONSTRUCTING phase: SLP used pictures to allow children to retell the activities they’d done

Question 26

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

Answer 26

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

Question 27

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

Answer 27

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