5/6/2014 1 Connie McGrogan, MEd., LSLS Cert. AVEd and Michelle Parfitt, MA, CCC-SLP, LSLS Cert.AVEd There are no financial or non-financial relationships to disclose for this presentation. Agenda Define the problem- reality check! Normal Development Prerequisites Strategies and Techniques: Early Learners Elementary Age and Beyond Reflect on what you will change.
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5/6/2014
1
Connie McGrogan, MEd., LSLS Cert. AVEd
and
Michelle Parfitt, MA, CCC-SLP, LSLS Cert.AVEd
There are no financial or non-financial relationships to
disclose for this presentation.
Agenda Define the problem- reality check!
Normal Development
Prerequisites
Strategies and Techniques:
Early Learners
Elementary Age and Beyond
Reflect on what you will change.
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Hearing Loss and Vocabulary Deficits Children with hearing loss:
Often struggle with smaller vocabularies
Are slower to learn new words
Learn less through Incidental Hearing
Have more limited contexts to learn words
(Cole and Flexor, 2008; Easterbrooks and Estes, 2007)
Gaps and Difficulties Related to Vocabulary Reading gaps
Figurative language
Idioms
Difficulty transferring word knowledge
Use “tired” words
Understanding humor
Multiple meanings
Homophones
Gaps and Difficulties (continued) Homographs (dove as dove into water, and dove as in a
bird)
Clips -words that has been shortened (ex.- sub/submarine exam/examination
Understanding relationships between the meanings of words(including category words, synonyms and antonyms)
Understanding how parts of words (prefixes and suffixes)
change the meaning of the root word
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Normal Vocabulary Development This is a helpful framework to develop ideas regarding
interventions
What do we already know about how children learn words?
Early Vocabulary Acquisition Incidental learning
Repetitive exposure in meaningful contexts
Natural reinforcement
Connections are made!
Types of Early Words Social words- “uh-oh”, “bye-bye”, “mmm”
Nouns
Important people names – Dada, Mama, siblings, etc.
Power Words – “no”, “open”, “more”
Verbs
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Explosion of Words Example- Normal Expressive Vocabulary development
1 yr. – first word
18 mths – 20-100 words
2 yrs. - 300 words
3 yrs. - 900 words
4 yrs. - 1500 words
5. yrs. - 2500+ words
Vocabulary Building Vocabulary is a critical building block for
competent conversational skills and for reading comprehension.
A typical 5 year old learns 10 new words per day and use 50
new words per week. Typically developing school-age children develop 3000
words a year.
To go on to higher education, need to know 100,000 words! Bartel, N. (1975), Flexer, C. (1994) Sidney,D.(1997)
Vocabulary
Need to develop a breadth (variety-quantity)
And depth(quality-degree of understanding of words and different meanings)
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Vocabulary for Early Readers Vocabulary also expands through reading.
More words and more information about words
Expand connections for vocabulary
Book language examples (to and fro, upon, crept, etc.)
Vocabulary Development in the Elementary Years and Beyond The gap widens:
Incidental learning continues
Peers –slang and expressions
Academic vocabulary
Digital media
So what are we going to do?
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Prerequisites for All Children with Hearing Loss Consistent hearing in the speech range.
Wearing working devices during all waking hours
FM system
Turn-taking skills of listening and speaking for successful communication act
Prerequisites for a Rich Vocabulary Listening Environment
Positioning
Background Noise
Auditory Attention
Language Environment
Experiences
Multiple contexts
Interaction and input
Parent Involvement is Crucial Amount of interaction time
Listening and learning as a way of life
Daily schedule and reinforcement of skills
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Teaching Hierarchy for Language
Input
Comprehension
Imitate
Use
Input Strategies
Auditory First
Auditory Sandwich
Acoustic Highlighting
Repetition /Redundacy
Parentese
Modeling
And more
Teach parents to use these strategies during daily interactions with their child!
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Auditory First Teaches the value of
listening
Auditory imprinting/brain development
Increase attention to sound and motivation to listen
The Auditory Sandwich
• Auditory information
• Visual or tactile
• Auditory information
Acoustic Highlighting Putting emphasis on a sound or word you are practicing with
your child Highlight by, decreasing distance, increasing stress, lengthening
target, Be careful not to distort signal by increasing volume Pausing before target Whispering can also be a form of highlighting for high frequency
sounds - lowlighting.
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Repetition Repeated exposures to
words are necessary.
The more a word is heard the more familiar the word will become.
Pause Time Can be used as an input
strategy
This is helpful for all language learners, not just those who have hearing loss.
Modeling and Expansion Giving the child the word/phrase/sentence that he/she
could say.
Adding to the child’s word/phrase.
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Parallel Talk and Self Talk Talking about what the
child is doing/seeing while it is happening
Talking about what you are doing while the child is attending to your actions
Parentese Main Features
Higher and more varied pitch Sing-song Slow down Talk about the child’s interest Repetitive Pause – Wait and listen Take turns Repeat what the child says Expand child’s utterances
Parentese Why use it?
Gains and holds a child’s attention.
Conveys warmth and happiness
Introduces the concept of conversation
Provides vocabulary and language models
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Read-A-Loud Many benefits
Pace
Variety, ebooks
Discussion/questions
Relating story to child’s experiences
Learning to Listen Sounds
Sounds that go with objects
Easier than words because they differ more in:
Duration
Loudness
Pitch
Easier to produce
Child learns to attach meaning to sound
Provides a non-threatening easy technique to engage child in the activity and allows for imitation and interaction. This provides teaching opportunities for Turn-taking skills of listening and speaking for successful communication act Learning to listen sounds vocabulary development Development of word combinations Speech instruction Auditory training activities
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Imitation (method of practice to get use)
“Tell Mommy”
Give a Choice
Model targeted behaviors
Handcue with cupped hand
Comprehension Strategies Remember the auditory prerequisites
Pause Time
Expectant look
Integrate directions into natural routines
Ask a yes/no question about the target
MAKING CONNECTIONS
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Wait Time
• Providing time for the child to process the language heard and giving time to formulate a response to contribute to the conversation
Personal Photographs
Young children LOVE photos of themselves, friends and family members.
Language Experience Book
Capitalize on child’s interests
Meaningful to child and family
Promotes generalization
Build opportunities for repetitive language
Increase interest in other books
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Spontaneous Use (the goal)
Pause time
Expectant look
Role reversal
Pretend that you don’t understand
Give a reason to communicate
Sabotage Create a need for communication
Examples: The hole in the bottom of the cup
Give them an apple when they asked for a banana
Have the lights off when they enter the room
Take away the chairs from the therapy table.
When getting dressed, give them one sock or one shoe, or the
wrong clothing
Use of music and rhyme for vocabulary development Fun
Repetition
Language development
Rhythmic proficiency
Auditory discrimination
Self confidence
Memory
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The cranberries walked away.
One little, two little, three little Indians
Action Songs Five Little Monkeys
This is the way we _____.
The Wheels on the Bus
Walking walking (video example)
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Walking, Walking
Word lists Tracking vocabulary
Guidance in selection of target words to teach
Power Words -important early words
First 100 words- Moog
Language Development Survey- Rescorla
Dolch sight words (by grade: http://www.mrsperkins.com/dolch-words-all-alpha.html)
Power Word List Hi Off Push
Bye-bye On Pull No More Mine Yes All done Me Mama Come (on) Daddy Stop Up Hot Move Down Cold Eat Open Here Look Help Home
nursery rhymes services sort monitor period share sphere/cube mouse
predict transportation Science save
pretend vote change shift
question want environment space bar
quotation mark Math habitat
real alike hatch
retell before/after hibernate
sequence all together life cycle
setting big/little, etc. living
Different Levels of Vocabulary Comprehension Word is unknown.
Have a general sense of the word. It may be recognized but can’t be explained.
Word is known in narrow context
Rich knowledge of word. Students can use the words in a variety of situations, define in their own words, compare to their own experiences and make novel sentences using the word.
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Robust Knowledge of Vocabulary Learn words in depth and relationship between words
Develop schema or patterns and networks to increase meanings of words (need to hear and work with word over and over again)
Need to build upon known words to develop new words. Need to learn multiple meanings (sent, cent, scent) Synonyms(glee, joy, happiness) Antonyms (snare, release) Homophones(sweet, suite) Homographs -prune(fruit and verb), sewer(sews clothes and in the
ground), desert(dry region and leave someone), grouse(bird, complain), bass(fish and voice)
Homonyms (share spelling and pronunciation)- crane(Long extension)/ crane(bird) Wonder why these objects have the same name.
Increase use of super‐ordinate and subordinate terms (furniture-chair-rocker)
Selection of Vocabulary to Teach Tier 1 words- appear frequently in oral language and text and are
important to develop Tier 2 words. (good, bad, ball, surprised, bed, pencil, marker) Tier2 words - appear frequently in print. High frequency words used by
mature language users across several content areas (convince, glimpse, struggle, bargain, hasty, perseverance) Tier 3 words – topic specific and appear infrequently in
specific to particular topics (nucleus, osmosis) Suggestions include Target words from daily routines Use new words in conversations that are synonyms for words already
used. Target words from Basal Readers Target new words from weekly “topic” that child is interested in.
.
Selection of Vocabulary (continued)
Children’s Classic Literature for Vocabulary Units or Narration organize vocabulary development around a book from the classic
children’s literature list instead of a weekly “theme-based unit” because Children with a hearing loss are at risk in the areas of general knowledge and literacy
this insures that the child will receive regular exposure to the “common knowledge” base that a “typical, well-educated child” receives.
The parent has an easy source and this insures that the child will be read to.
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Word Lists Reading Rockets: www.readingrockets.org
Key Academic vocabulary- Sharon Moore
Fry Words http://makereadingfirst.com/word_list.pdf (app)
Wordnet : http://wordnet.princeton.edu
Hieberts Word Zones –(Words listed in frequency of use) http://www.textproject.org/assets/library/resources/WordZones_4000-simple-word-families .
Coxhead’s Academic Word (Coxhead, 2000); 570 word families that occur reasonable frequently over a range of texts http://www.uefap.com/vocab/select/awl.htm