Test 4 Flashcards

Question

The overall purpose of intervention with bilingual students who have LIs is to..

Answer 1

effect positive changes in both English and L1.

Answer 2

- Ch who received vocab instruction in both Spanish and English substantially outperformed ch who were taught in English only - Presenting target vocab words in Spanish 1st, English 2nd promoted greater learning

Answer 3

- Having a LI does not impede the ch in being able to “handle” two langs - Ch with special needs can and do become bilingual

Answer 4

- Children with Down Syndrome growing up in a French-English bilingual environment were able to acquire two languages - They had a similar number of vocabulary words compared to a monolingual English-speaking group of children with Down Syndrome

Answer 5

- Research with a Korean child with autism showed that learning Korean first had a positive impact on his rate of English acquisition - It also enabled him to continue his progress in Korean

Answer 6

-Interviewed parents of Chinese children with ASD

Answer 7

- Being exposed to 2 langs did not adversely affect ch | - Still had good Chinese development

Answer 8

- What language is used in the home? - If the student’s L1 is not reinforced or developed in the school, the student may lose the ability to communicate effectively with family members. - In today’s world, more children are being cared for by grandparents. If students can no longer effectively communicate with their grandparents (and other significant adults in their lives), valuable relationships are negatively impacted.

Answer 9

- What resources are available for conducting intervention in L1 as well as English? - It is ideal to have a speech-language pathologist (SLP) who is a fluent speaker of the student’s L1 to conduct intervention. - However, the SLP is often a monolingual speaker of English. In this case, it is ideal of that SLP can work collaboratively with an interpreter or bilingual paraprofessional who speaks the child’s L1 fluently

Answer 10

-helping us support students’ first languages

Answer 11

- Professionals do not discard their old curriculum - Rather, they add to and expand the existing curriculum to take other cultures into account (in addition to the dominant culture) - The basic structure of the curriculum is not altered

Answer 12

-where their ancestors are from, and if they know this information, we find their countries of origin on a globe. This helps foster cultural and ethnic pride as well as geographic knowledge

Answer 13

- If students have lived in another country prior to coming to the U.S., or if they immigrate back and forth between their country and the U.S., I ask them questions about their home countries. - I also ask them to teach me some words in their languages. It is humbling for me, and students love being the “teacher!”

Answer 14

- Try to convey the belief that it is “cool” to speak a different language and to have lived in another country. - Being bilingual and bicultural is special, and I try to convey to students that as adults in the workforce, they will be especially desirable.

Answer 15

- At-risk students need caring role models | - These role models can show students why a higher education can benefit them

Answer 16

- Many ELL students profit from having a specially assigned peer buddy who speaks the same language they do. - Encourage use of the primary language; don’t ever discourage students from speaking their primary language. - Represent various languages by having signs in key areas. For example, one school I worked in had the word “welcome” in 20 different languages on signs in the front office.

Answer 17

- Display objects and pictures representing various cultures. - Create classroom bulletin boards that show diversity. - Use intervention materials that represent various cultural and linguistic groups.

Answer 18

different languages

Answer 19

Providing fairy tales from various cultural backgrounds

Answer 20

- Developing thematic units —e.g. Black History Month, Cinco de Mayo, Chinese New Year, etc. - Teaching the entire group or class words, phrases, songs in various langs

Answer 21

in my son’s second grade Houghton Mifflin reader, there was a story about Wilma Rudolph, an African American Olympian in the 1900s. There was also a story about a Hispanic female astronaut. It is ideal if we can use stories such as this as part of therapy and as part of the general education curriculum.

Answer 22

Culturally and linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom

Answer 23

Ultimate goal: vocational success

Answer 24

1. Limit clutter and distractions in the environment 2. Do not give important information when the room is noisy. 3. Make good seating arrangements in classroom settings 4. Use Preparatory Sets 5. Slow down your rate of speech. 6. Do a great deal of review—repeat information and rephrase it. 7. Emphasize content words through increased volume and stress. 8. Give extra processing time. 9. Incorporate movement and movement breaks

Answer 25

-Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting

Answer 26

- Corner of room, nothing on wall – like a library carrel/cubicle - Headphones – block out noise

Answer 27

- Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli. - Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.

Answer 28

- Processing information in L2 under less-than-ideal conditions is a risk factor for ELLs with LI - In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.

Answer 29

- Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content. - ELL students with LI need to sit close to the front of the classroom.

Answer 30

- Always begin an activity or therapy session with a preparatory set - Make sure the students know what is ahead - For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.” - In this way, students know the “layout” and are prepared for what will follow. - Esp. important for students not accustomed to structure - Many low-SES students have little experience with structure – teach it explicitly

Answer 31

- Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students. - LI students—especially those who are ELLs—profit when professionals slow down and pause more often.

Answer 32

- It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it. - ELL students with LI benefit from hearing information repeated and reviewed often. - Rephrasing is helpful. For example: - “There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.”

Answer 33

- Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words). - Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example: - “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.”

Answer 34

- Give 4-5 seconds after asking a question | - Better performance if “wait time” to process info

Answer 35

- Fidget toys helpful – have basket of them | - Brief 20 second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline

Answer 36

Cross crawls from Brain Gym—designed to increase communication between the right and left hemisphere

Answer 37

These can be used in therapy rooms (e.g., pull-out), learning centers, and general education classrooms

Answer 38

- About their experiences | - Or pre-planned subjects

Answer 39

- Engage in drama and role-playing activities in order to encourage expressive language and social interaction skills. - Costumes and puppets help if they are shy! - So do karaoke machines and microphones

Answer 40

- Write only key/content words –not function words | - Distinguish between content and function words – “big” and “little” words

Answer 41

When they learn to do this, they can then be taught to take notes, writing down just the key/content words.

Answer 42

- Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV. - Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.

Answer 43

– visualize and verbalize. Helps students learn to form detailed mental images to increase skills in vocab, reading, writing

Answer 44

visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

Answer 45

- Clinician: touch your chin (clinician alone does this) - Clinician: touch your chin (clinician and children do this together) - Clinician: touch your chin (children alone carry out the command)

Answer 46

- Great for silent period | - Helps students form stronger associations between words and their referents

Answer 47

-Parents of children who speak a minority language should be encouraged to use this language at home

Answer 48

- That being bilingual is a great advantage in today’s world | - That if their child can grow up bilingual, she will be quite valuable in the job market

Answer 49

- Through the use of the services of cultural mediators - We can also meet with parents at the school site or conduct home visits. - During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities.

Answer 50

- Parents need to understand the academic/ curricular standards of their children’s schools. - If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better.

Answer 51

- Encourage local library | - Garage sales and flea markets

Answer 52

- About local adult literacy services and English classes. | - For example, English classes are often offered at night through local educational agencies.

Answer 53

- Keep assignments short and simple. - When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families. - I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.

Answer 54

relevance of talking to and reading with infants and small children

Answer 55

- Study carried out in Sweden with parents and 1;6 years old - Found: ch whose parents responded the fastest to their utterances had the largest vocabularies - Ch of slow responding parents had smaller vocabularies

Answer 56

- It is very important to help parents learn the signs of potential LI, ASD, etc.—they need to understand typical developmental milestones - New resource: Learn the signs, act early www. cdc.gov/ncbddd/actearly - All materials are available in English and Spanish; some are translated into Arabic, Korean, Vietnamese, Somali, and Portuguese

Answer 57

-Conducted a meta-analysis of what bilingual or home language interventions are effective for LI 2-6 year old bilinguals

Answer 58

- Monolingual SLPs can train parents effectively | - Parent storybook reading in L1 was esp. effective

Answer 59

- Examined the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds - 91 bilingual children preschool-first grade - Looked at narrative micro-and macro-structure (microstructure = MLU and # of different words)

Answer 60

- The availability of books in the home was key – many homes owned very few books - We need to increase the number of books available - The more often the moms read with their ch, the longer the ch’s narrative growth

Answer 61

- This helps develop students’ literacy skills. | - Many parents want to learn English, and they are helped by hearing their children read to them in English.

Answer 62

- Low ses (some bilingual) parents given wordless books to read; others – books with print - Wordless books generated rich lang during reading than print books - Parents increase animated, discussed wordless books more creatively

Answer 63

- Comment - Ask questions - Respond - Extend

Answer 64

providing hope for a bright future

Answer 65

-Regular education in the classroom OR ▼ -Special education with an IEP

Answer 66

-Regular education classroom (Tier 1)—no modifications ▼ -Regular education classroom (Tier 2)—minor modifications ▼ -Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3)

Answer 67

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

Answer 68

intervention for reading in the early grades to prevent problems later on

Answer 69

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

Answer 70

decreasing special education caseloads

Answer 71

- 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

Answer 72

- 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

Answer 73

These children are especially vulnerable because they may be rejected by peers, even as young as 3 years of age

Answer 74

- 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. - Teachers/ SLPs can “double the message” by adding gesture, action, or directed gaze - Increasing ch’s comprehension and confidence

Answer 75

-Was the establishment of a consistent set of routines that were simple and used daily.

Answer 76

many ELL children “opened up” for the first time as they sang songs in their second language of English.

Answer 77

- 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.

Answer 78

- Kimochis—Seven Keys to Effective Communication | - Ellen Pritchard Dodge and colleagues

Answer 79

“feeling” plush toys

Answer 80

- 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!

Answer 81

``` Reading, writing, spelling ^ Phonological awareness ^ Oral language  ^ -Foundation is environmental experiences and exposure ```

Answer 82

- Ability to consciously reflect on and manipulate the sound system of a language - Foundational to success in reading, writing, and spelling

Answer 83

- 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?

Answer 84

- 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!

Answer 85

- 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

Answer 86

- 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

Answer 87

- 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

Answer 88

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

Answer 89

- 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. - Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word. - Use rhymes such as Dr.Seuss. Many ELL preschoolers with LI have underdeveloped rhyming skills.

Answer 90

- Keep it short! | - Predictable books– simplified, repetitive text

Answer 91

useful, captures interest

Answer 92

actually better for young children—better comprehension and memory

Answer 93

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 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 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 (e.g., stop sign)

Answer 94

- 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?

Answer 95

- 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

Answer 96

- When teachers of disadvantaged preschoolers used print referencing strategies, ↑ gains than children who were not exposed - Gains: print concept knowledge, alphabet knowledge, name writing - On their own, preschoolers do not attend to print - Adults: prompt ch to attend to print

Answer 97

- 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?

Answer 98

- 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) - 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)

Answer 99

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

Answer 100

- 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

Answer 101

Scored significantly higher on vocab measures and sentence imitation tasks

Answer 102

- 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

Answer 103

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

Answer 104

- 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. - 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.

Answer 105

-Today in the U.S., most special education referrals involve students who have difficulty with writing. -There are several reasons for this difficulty.

Answer 106

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

Answer 107

- 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

Answer 108

- 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

Answer 109

- 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.

Answer 110

children who have difficulty with writing and fine motor skills These include: -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

Answer 111

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

Answer 112

- 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.

Answer 113

- Overteach right vs. left - 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. - A STONE—most frequent in Dolch list** - Have children overexaggerate spacing when first learning to write - Skittle test!

Answer 114

1) create globally competitive citizens in 21st century 2) prepare--college 3) create critical readers who “read deeply” 4) students→responsible citizens who use evidence for deliberation

Answer 115

The overarching goal is to create students who are ready to succeed in a twenty-first century, globally competitive society

Answer 116

- The Common Core State Standards, enacted in 2010, have been adopted by 46 out of 50 states. - The standards address English Language Arts and Math - We are concerned with English Language Arts of course 

Answer 117

- Reading - Writing - Speaking and Listening - Language

Answer 118

- Increase in text complexity, emphasis on expository (informational) text - Students: analyze, infer, provide evidence

Answer 119

-Some experts are recommending that professionals expose children to expository reading as young as preschool. These books relate to interesting topics such as jellyfish, slugs, and lizards.

Answer 120

expository information can be used starting in preschool to prepare ELL children for the greatly increased emphasis on expository reading beginning in the early grades of elementary school.

Answer 121

- Academic materials are written in their second language of English - The LI often makes reading difficult - And, many children are seldom read to at home

Answer 122

- Reading is much “cooler” | - Increase font size without embarrassment

Answer 123

- If ELL students with LI sound out basic sight words each time they encounter these words, reading comprehension and fluency will be slowed down greatly. - Professionals can drill these sight words with students until the students can read them quickly and automatically.

Answer 124

- Use index cards and write the words down, one word per index card. Magic cards are colorful and sprayed with glitter  - When students can read the words quickly and with automaticity, reading comprehension and fluency are greatly enhanced!

Answer 125

- We can use the Preview-View-Review Approach | - We can use their class text books, especially their language arts books

Answer 126

- Use classroom textbooks to teach students this approach | - This helps teach class curriculum content and enhance reading skills

Answer 127

1. Overview of chapter 2. Read main idea sentence of key paragraphs 3. Highlight key vocab 4. Read concluding paragraph or summary.

Answer 128

1. Read the text aloud and have students follow along 2. Stop and have students explain content in their own words 3. Help the student organize and outline notes and readings 4. Review class notes which pertain to chapter 5. Scaffold (go back and build up) 6. Use context to increase comprehension

Answer 129

They can make mental pictures

Answer 130

1. Look over chapter headings and divisions again 2. Ask questions about the content 3. Help the student answer questions at the end of the chapter 4. Have the student summarize the chapter in her own words 5. Ask the student for his opinions about what was read (with supporting evidence) 6. Ask the student if she has any questions about the chapter 7. Help the student make up test questions about the content they have just read.

Answer 131

- Montgomery: To truly “learn” vocab, typically-developing students need 12 encounters - LI students-25 exposures

Answer 132

Multiple exposures + active engagement = success!

Answer 133

- It is important for students of all ages to build their content knowledge/ conceptual foundation within meaningful contexts. Drill without context is usually ineffective. - Develop knowledge of classroom/ curriculum vocabulary. We can ask teachers to provide us information about what vocabulary they are teaching in the classroom.

Answer 134

- I use materials about the ocean and marine life as part of my therapy session. - In this way, students are getting classroom vocabulary and concepts reinforced.

Answer 135

- Ideally, students should have concrete experiences when they learn new information - When low-SES children first learn new vocabulary, that vocabulary needs to be contextualized—concrete experiences are best

Answer 136

- Small objects next best | - Pictures-3rd choice

Answer 137

- Google Images is so helpful | - Youtube sometimes has relevant videos; I always prescreen just in case!

Answer 138

Remember words much better

Answer 139

Research shows that merely exposing children to new words through reading is OK, but more is needed

Answer 140

- We provide elaborated discussions about meaning of words in context - We prime words in discussion BEFORE reading passage - Students actively practice using new words in sentences

Answer 141

- When reading, place each word in context of story - Define using student-friendly definitions - Provide examples beyond story context - Students provide examples beyond story context

Answer 142

Choose words that give children more sophisticated ways to talk about what they already know

Answer 143

- In order to implement the Common Core State Standards into intervention, many experts today agree that when working with students with LI, even if they are ELLs, it is optimal to focus on developing “Tier 2” vocabulary words. - Tier 1 words are the most basic, common words that many students pick up automatically from their environment (e.g. clock, happy, play). -Tier 3 words are highly specialized, and the frequency of their use is low (peninsula, isotope, radiation)..

Answer 144

High frequency words found across a variety of domains (eg: fortunate, coincidence, similar)

Answer 145

The adult and child become the storyteller. the adult plays the role of the audience member, listening and questioning.

Answer 146

children whose hearing difficulties are moderate to profound and whose HI impacts daily communication and general life functions.

Answer 147

Recognition, understanding, and use of word parts that carry significance

Answer 148

-LI morphology may be quite different than English

Answer 149

- A morpheme is the smallest unit of linguistic meaning | - We have free and bound morphemes

Answer 150

- More than 50% of English words are morphologically complex - Students with strong MA- approach novel multisyllabic word, break it into parts – predict words meaning - Helps: decoding, spelling , comprehension , oral language

Answer 151

- The CCSS have a strong on building morphological awareness skills beginning in kindergarten. - For example, one kindergarten standard is: - [Students will] use the most frequently-occurring inflections and affixes (e.g., -ed, -s, re-, un- pre-, -ful, -less) as a clue to the meaning of an unknown word.

Answer 152

-Because of this, we can implement simple, inexpensive activities to promote morphological awareness skills as part of overall programs to build oral and literate language skills in ELLs

Answer 153

Make affix and root word card decks. In one bag, put root words; in another bag, put prefixes and suffixes. Provide each student with a sheet of paper. Have them select 5 root words and 5 suffixes. Set a timer for 3 minutes, and have them create as many words as they can with their roots and suffixes. These words can then be put into sentences

Answer 154

-Write down 10 ”big words”. Highlight root words – yellow, prefixes – green, suffixes– blue

Answer 155

- Studied 93 6-year old bilingual children who spoke Arabic and Hebrew - They tested morphological awareness (MA) in both languages

Answer 156

- Bilingual ch had significantly better MA skills than monolingual ch - Being bilingual increased ch’s sensitivity to word structure in both langs.

Answer 157

We can speculate that increase MA in english might help MA in L1

Answer 158

-In 2004, 23,000 children -In 2012, 8,668 -In 2015, 5647 -# adopted is about ¼ of what it was

Answer 159

1-12 years old

Answer 160

- China - Ethiopia - Haiti - South Korea

Answer 161

- US families adopt ch from abroad 4-16x more than other countries. - Most studies: South Korea & Romania - South Korea: Positive Outcomes - Romania: Negative outcomes

Answer 162

- In home countries of IAC, usually found in orphanages - Some have parents who are dead - In many cases, however, parents put their children into orphanages  cannot afford to feed them - Also, in some cases, parents are not married; great disgrace in some countries, so the child is placed in an orphanage

Answer 163

- Volunteered: Russian, Romanian, Bulgarian orphanages - She has also worked for 17 years as the founder and director of two SI clinics - I went to her workshop

Answer 164

- Russian cities-mother abandon ch on street - Walking along holding hands; mother says, “look there!” drops ch hand, runs away. - Orphange workers go out in the PM to look inside manholes-ch hiding from cold.

Answer 165

-Smell in orphanage is so bad that some visitors throw up when they enter. -In some Bulgarian orphanages, schedule: Breakfast Sit on bench Lunch Sit on bench Dinner Go to bed-stay there

Answer 166

- Orphanage workers stole supplies-diapers, wheelchair parts, bottles, soap, combs, toilet paper - Sometimes told not to change a wet diaper or use shampoo during bath. - Workers took orphans’ food.

Answer 167

- 8 beds-room - Only human contact=diaper change - Not held or cuddled - All meals; blanket/pillow propped next to heads, bottle placed on blankets

Answer 168

- Wouldn’t eat-stared at Marilyn - Nurse: baby unfamiliar w/ being held while feeding - Too much sensory input-be held and eat simultaneously

Answer 169

- Frequently, IAC are abruptly taken out of their familiar surroundings and placed into totally new environments - This is especially hard on older IAC - They may miss the familiarity of surroundings they have known all their lives - Used to interacting with other children, not adults

Answer 170

- Possible post-traumatic stress syndrome - Consequent need for psychological services, emotional support - Adoptive parents may need these services also--feel overwhelmed

Answer 171

- Malnourishment-decrease brain development general health - Decrease dental care - Decrease gross, fine motor skills - Behavioral issues - Physical abuse-neglect - Decrease emotional bonding opportunities - Potential alcoholism in birth mothers (esp. Eastern European)

Answer 172

- HIV infection # one - Latent TB - Immunization status - Short stature

Answer 173

Articulatory-phonological skills may be negatively impacted by low oral muscle tone Some IAC refuse to even chew, let alone speak Again, dental/orthodontic needs may have been neglected

Answer 174

- A system of symbols that represents concepts formed by exposure and experience - With very limited exposure and experience, some IAC may have very limited conceptual foundations

Answer 175

- Decrease cognitive-linguistic stimulation in L1 - Rapid L1 loss. - Weak conceptual foundation upon which to build L2.

Answer 176

-Post-institutional Autistic Syndrome | —experienced such abuse and neglect that they exhibit autistic-like behaviors—e.g., rocking, hair-pulling

Answer 177

- 5-10 years post-adoption, some c tested high on standardized tests of lang. - But signif. Pragmatic deficits - Pragmatic deficits interfered w/ academic performance and social interactions inside and outside school.

Answer 178

- The younger IAC are at the age of adoption, the better their chances for developing language normally - Those who show initial delays may still have them later; we always need to test when the children are newly adopted and follow up

Answer 179

- SLPs are becoming increasingly involved in providing services to IAC, especially on multidisciplinary teams - Remember, parents need support too! - Anecdotal evidence: pediatricians may tell adoptive parents “wait and see” - Increasingly, this is being viewed as unacceptable; currently, most experts recommend that adoptive parents just assume that children will need additional services and stimulation in all areas of development

Answer 180

- Parent report is usually highly reliable and valid - Macarthur Communicative Development Inventory is popular - Use prelinguistic measures of joint attention, symbolic play, object permanence, prespeech vocalization

Answer 181

- May be CILF-FALF gap- hard for parents-CILF usually develops fast - Good for parents to read, play games, provide sensory stimulation - Environment-well structured with daily routines-avoid over stimulation - Ideal to videotape parent-ch. Interaction, give feedback

Answer 182

- Decreased theory of mind - Difficulty regulating emotion - Poor comprehension of abstract and inferential information - Difficulty interpreting body lang, facial expressions, gestures

Answer 183

- IAC adopted between 1-4 years of age were assessed at 5 and 6-7 years - Children were from Russia, Kazakhstan, Hungary, and Romania (mostly Russia)

Answer 184

- Most IAC are adopted by college-educated parents with incomes that are 300% above poverty level - IAC’s lang skills doing well at ages 5-7 years - Good vocab skills, average in other lang areas

Answer 185

- Expressive syntax - Verbal short term memory - Probably due to early environmental deprivation and learning a new lang after the initial critical period has passed

Answer 186

How comfortable are families with high-tech devices? If they are not, we might need to introduce low-tech devices or even boards with pictures Researchers recommend: picture communication systems printed both in L1 and English

Answer 187

We have to be careful, because ELL students tend to be overidentified Students with DD can still be bilingual! Be careful about early intervention recommendations, because parents may not believe that early independence is important

Answer 188

- Being bilingual does not “overstress” the DD child’s system - Research is conclusive: ch with developmental delays, autism, etc. can and do successfully become bilingual

Answer 189

- Culturally linguistically diverse(CLD) Ch with HI more likely to be in special ed restrictive environments than mainstream. - Different countries have different forms of sign lang. may or may not be similar to ASL - Some deaf CLD Ch-little- no exposure to sign lang - Encourage development and use of sign lang, don’t force ch to be oral only

Answer 190

With classroom amplification Studies: if a teacher uses an FM system and students hear her voice more loudly, they may pay better attention participate more in discussions learn new vocab words faster

Answer 191

Stoll, Tolentino, and Roseberry-McKibbin (CSHA) studied CLD families with ASD children These families believed in mainstream causes of ASD and also in mainstream treatment (e.g., early intervention, dietary modifications, etc.)

Answer 192

- If ch not speaking, pediatricians say “bilingualism at home” and tell parents ch will “grow out of it” - Many countries: little-no recognition of phenomenon of ASD. Stigma. - Some families not comfortable with play-based tx, may prefer highly structured tx