4/30/2017 What Stage Am I In? When I come to a When I’m in the word I don’t know, I look at each of the car and I see two letters and sound it big yellow arches, I say, “McDonalds!” out. My name is When I’m Davis. When I reading, I look at see any word the words in that starts with a chunks, like “ch – “D” and ends unk.” with an “s,” I think it’s my name. General Order for Early Primary Grades • Initial consonants ( m, n, t, s, p ) • Short vowel and consonant combinations ‐ an, ‐ ap, ‐ at, ‐ aw, ‐ in, ‐ ip, ‐ ir, ‐ op, ‐ or, ‐ ug, ‐ it • Blends ( bl, dr, st ) ‐ ack, ‐ ank, ‐ ash, ‐ ell, ‐ est, ‐ ick, ‐ ill, ‐ ing, ‐ ink, • Digraphs ( th, sh, ph ) • Long vowels ( eat, oat ) ‐ ail, ‐ ain, ‐ eat, ‐ eek, ‐ een, ‐ oot, ‐ eed, ‐ eep, ‐ ait • Final e ( ‐ ake, ‐ ute, ‐ ime ) • Variant vowels and dipthongs ( ‐ oi, ‐ ou ) • Silent letters and inflectional endings ( kn, wr, gn, ‐ es, ‐ s ) 30
4/30/2017 Controlled Texts PHONOLOGICAL AWARENESS 31
4/30/2017 What is Phonological Awareness? • a child’s sensitivity to the phonological – or sound – structure of spoken language, or speech • important for cracking the alphabetic code 32
4/30/2017 Phonological Awareness • Being aware of the small segments that make up the speech stream 33
4/30/2017 Children who have phonological awareness…. • Can break a spoken word into its syllables • Can produce and detect rhyme patterns • Can identify the initial sound in a word or produce two words with same initial sound • Can identify each of the individual sounds in a word Children who have phonological awareness…. • Can break a spoken Large segments word into its syllables (syllables) • Can produce and detect rhyme patterns • Can identify the initial sound in a word or produce two words with same initial sound • Can identify each of the individual sounds Small segments in a word (individual sounds) 34
4/30/2017 Phonological Awareness Continuum of Development SYLLABLE LEVEL SOUND LEVEL All Initial Syllables Rhymes sounds sounds Phonological Awareness Why is Phonological Awareness So Important? Early Childhood Kindergarten Early Primary Letter-Sound Phonological Decoding Relationships Awareness 35
4/30/2017 Phonological Awareness Ability and Reading Achievement Torgesen and Mathes, 2000 Task Segment Let’s clap for each part in this word: alligator… Which word starts different: map, mill, nine, mop I’m going to break a word into its pieces – you put it back together: s…i….p Say ‘baseball’ without the ‘ball’ Clap for each word in this sentence: The dogs name is Spot 36
4/30/2017 Screening Tasks • At these early ages, it’s not as important as to differentially diagnose a problem, as it is to identify when lags are occurring in code ‐ based skills – Print Knowledge – Phonological Awareness – Emergent Writing Screening Tasks • Informal criterion ‐ referenced tasks are reasonable – Addressing lags in these skills is often ancillary to primary targets in therapy (e.g., language concerns, speech ‐ sound issues) – Not necessary to use standardized assessments to document problems, as these won’t help pinpoint where to target efforts 37
4/30/2017 Screening Tasks Each of these tasks is described in an ASHA journal, with scoring guidelines available in the article These can be used freely and easily with any young children Print Concepts Task Justice, Skibbe, & Bowles, 2006 38
4/30/2017 Print Concepts Task Justice, L. M., Bowles, R., & Skibbe, L. Measuring preschool attainment of print ‐ concept knowledge: A study of typical and at ‐ risk 3 ‐ to 5 ‐ year ‐ old children using item response theory. Language, Speech, and Hearing Services in Schools , 2006, vol. 37, no 3, p. 224 ‐ 235. Individual Differences in Print Knowledge 115 110 105 Typical Peer 100 Language Disorder 95 111 90 85 Scores based on normal 94 curve, where M = 100, SD = 15 Justice et al., 2006 39
4/30/2017 Phonological Awareness Task Catts, Fey, Zhang, & Tomblin, 2001 Phonological Awareness Task Catts et al (2001). Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research ‐ Based Model and Its Clinical Implementation. Language, Speech, and Hearing Services in Schools, 32, 38 ‐ 50. 40
4/30/2017 Alphabet Knowledge Task B F N C M O Q Y G Z E J L A O K R H S X P U T W D I Comparison of Groups on Alphabet Knowledge (Cabell, Justice et al., 2009) 25 20 15 Typical 20.04 LI 10 5 6.78 0 41
4/30/2017 Benchmarks for ABC Knowledge for 4 ‐ year ‐ olds Optimal knowledge prior to kindergarten entry is 18 upper ‐ case letters and 15 lower ‐ case numbers (Piasta, Petscher, & Justice, 2012) When and Who To Screen and Intervene for Code ‐ Based Skills All children who are not yet in kindergarten should be screened, even informally, for development of code ‐ based skills Entering kindergarten behind on these skills significantly increases child’s probability of long ‐ term reading difficulties 42
4/30/2017 PART 3 Meaning ‐ based skill development from infancy to kindergarten transitions PART 3 Narrative & Vocabulary 43
4/30/2017 Narrative Early Narratives 44
4/30/2017 Early Narratives Early Narratives 45
4/30/2017 Early Narratives Fictional Narratives 46
4/30/2017 Narrative is one type of discourse Text for Informational Purposes Advertisements Recipes Maps Instructions Directions Lists Menus Expository Text Structures: Informational in Nature 47
4/30/2017 Text Structure Text Structure Primary text structures of expository texts: Description Cause ‐ effect Sequence Compare ‐ contrast 48
4/30/2017 Structure Purpose Key Words Example Description/List To provide details For instance, for Yucky Worms on a topic, such as example, in fact attributes Cause ‐ effect To describe Since, because, If You Give a Mouse phenomena therefore, then/so a Muffin governed by cause and effect Sequence & Cycles To present events or Before, after, finally, How to Teach a Slug activities that unfold and then, next to Read over time Compare ‐ contrast To examine Likewise, similar to, Then and Now similarities and the difference differences between between entities Vocabulary 49
4/30/2017 Birth 10 months 18 months 24 months 5 years 18 years 0 words 1 ‐ 2 words 50 words 300 words 4,000 words 60,000 words Peak acceleration: equates to 100s of words acquired per month Birth 10 months 18 months 24 months 5 years 18 years 0 words 1 ‐ 2 words 50 words 300 words 4,000 words 60,000 words Children with language disorders lag significantly behind these “universals” due to constraints on word ‐ learning processes 50
4/30/2017 General Trajectory Birth: hard ‐ wired for language; no receptive or expressive use 3 months: coo and goo 6 months: Understands approximately 2 words, begins to babble 8 ‐ 10 months: Becomes an intentional communicator (gesture, persistence, eye contact) 12 months: understands 10 words, produces first word 18 months: understands 150 words, expressive vocabulary of 50 words, two ‐ word combinations 24 months: understands 300+ words, expressive vocabulary of 100 words, some three ‐ word combinations 36 months: ask questions, uses four ‐ word combinations frequently, understands many wh ‐ questions 60 months: language system more or less complete 51
4/30/2017 Deprivation • Children with limited input due to deprivation show delays in language acquisition… • But, they can make up for it! Vocabulary gains after early institutionalization Glennen & Masters, 2002 52
4/30/2017 Nature ‐ Nurture Children are hard ‐ wired to acquire words very rapidly But what is a word, anyway? Active Learning Opportunity: With your table-mates, develop a definition of the word ‘word’ and be sure you have consensus 53
4/30/2017 Two Words Most Children “Know” By Age 5 Miss Mess Knowing a Word Its meaning How it sounds Miss How it looks in print Its grammatical category How it can be inflected 54
4/30/2017 What do you know about this word? Its meaning How it sounds learn How it looks in print Its grammatical category How it can be inflected What is a Word? Meaning Phonology/Sound Structure Spoken and written forms Grammatical form Inflections 55
4/30/2017 What is a Word? Semantic unit Phonological unit Orthographic unit Morphological unit Metalinguistic unit Lesaux et al (2011) Building a Lexicon – Not Teaching a Word 56
4/30/2017 Our Goal • …is not to teach a child a new word • …rather, it is to change the lexicon by: ‐ building relations among words (largely by teaching some key words deeply ), and ‐ introducing words to which the child will seldom be exposed, but which are important Poor Comprehenders • Have small vocabularies • Have a limited core of ‘academic vocabulary’ • Have very poor word consciousness (they do not recognize when they come across words they don’t understand • As a result, they have impoverished mental models of what they read 57
4/30/2017 PART 4 Promoting Code ‐ Based Skills: Print Knowledge Elements of Instruction • Targets : What you address • Materials : Tangible objects needed • Techniques : Specific procedures you use 58
4/30/2017 Elements of Instruction • Targets : print knowledge • Materials : two books • Techniques : empirically supported techniques ‘Book ‐ Reading Intervention’ Enhancements to the amount of reading, the types of books read, and the ‘extratextual conversations’ taking place during reading 59
4/30/2017 ‘Book ‐ Reading Intervention’ starts with a book! 60
4/30/2017 Print Knowledge Take a minute and explore one of the books at your table. Are there features of the books you see that could help you teach about print? Print Knowledge Key areas of understanding before formal reading instruction Book and print organization Print meaning Letters Words 61
4/30/2017 Targeting Print Knowledge in Children with LI Some children show lags in the development Left: Upper-case alphabet of print knowledge Below : Name-writing Cabell, Justice, Zucker, & McGinty, 2009 Early lags in print knowledge result in long ‐ term problems with reading achievement (about 1 ‐ 2 grade levels) Skibbe, Grimm, Stanton-Chapman, Justice, Pence, & Bowles, 2008 62
4/30/2017 Read with a systematic focus on print: Print referencing Book and print organization Print meaning Letters Words Read Aloud with Reference to Print identified as one of 9 essential practices in early literacy 63
4/30/2017 Print referencing Active Ingredients: • Print-rich book • Explicit attention to print (talk and nonverbal) • Scope and sequence of instruction – organized over an academic year Ingredient 1: Print ‐ Rich Books 64
4/30/2017 Ingredient 2: Explicit attention to print (talk and nonverbals) Print Referencing Style Typical Style This is the title of the book… What do you think this book is about? (book and print organization) What do you think this says? This book is about a garden. (print meaning) This letter is an M… it makes the sound /m/. What’s he doing here? (letters) Show me a really long word on this page. This dog looks so sad. (words) Justice & Ezell, 2002 Practice with a Peer • When you used these techniques, what did you tend to talk about? Words? Letters? Other things? 65
4/30/2017 Active Ingredient 3: Scope and Sequence 131 Scope and Sequence FOUR ‐ FOLD SCOPE and 15 OBJECTIVES book and print organization (‘print concepts’) print meaning letters words Sequence is cycling 66
4/30/2017 Scope and Sequence (1) Book and print organization STAR Objectives: a. page order b. role of author c. page organization d. role of title e. print direction Anything missing? Scope and Sequence (2) Print meaning STAR Objectives: a. print function b. metalinguistic concept of reading (‘why and what we read’) c. environmental print Anything missing? 67
4/30/2017 Scope and Sequence (3) Letters STAR Objectives: a. upper ‐ and lower ‐ case letters b. names of letters c. metalinguistic concept of letters (what is a letter?) Anything missing? Scope and Sequence (4) Words STAR Objectives: a. Some simple sight words (word identification) b. Long and short words c. Letters vs wordsd d. Concept of word in print Anything missing? 68
4/30/2017 Books and Objectives STAR Cards 138 69
4/30/2017 STAR Cards The CCEC is proud to offer this book as a free download - http://ccec.ehe.osu.edu/ research/publications/bo oks-chapters/ 139 70
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4/30/2017 STAR Card Inserts: Provide scope and sequence + scaffolding 145 STAR Card Inserts: Provide scope and sequence + scaffolding 146 73
4/30/2017 Scaffolding Strategies Repeating objectives requires extending learning over time It also promotes deep learning Think of children on a ladder; your support must match their place on the ladder • Too Easy! • Just Right! • Too Hard! What’s this letter? This is a very long word. I wonder what the title of this book is… 74
4/30/2017 High Support Strategies: When something is Too Hard • Model the Answer: Uses self-talk to walk through the solution to a question or problem • Elicit: Provides children with the correct answer to a question or problem by providing an exact model of the ideal response • Co-Participate: Provides children with the correct answer to a task through their completion of the task with another person – the teacher or a peer Low Support When Something is Too Easy • Predict: asks children to describe what might happen next or to hypothesize the outcome of an event/activity • Explain/Extend: expands and extends a child’s response by adding more information to further solidify the concept or skill. • Link to Child’s Experience: Utilizes a child’s own experiences and background knowledge to reinforce learning, especially when the child is headed toward mastery of a concept. 75
4/30/2017 Print Referencing: Consistent Effects on Children’s Early Literacy 1.15 0.95 0.75 0.55 Effect Size 0.35 0.15 -0.05 Print Alphabet Name Writing Concepts Knowledge These findings last until at least the end of first grade (Piasta et al., 2012) 76
4/30/2017 Children with disabilities benefit similarly as children without disabilities (same size effect) The intervention can be implemented by parents at home or parents at school, or simultaneously, but parents show low fidelity to the program 12 ‐ week home reading program 25% Completers Leavers 77
4/30/2017 Twice ‐ weekly reading is nearly as effective as daily, if print ‐ related discussions are robust PART 5 Promoting Meaning ‐ Based Skills: Vocabulary 78
4/30/2017 I was walking through the park the other day, and I saw this young man talking with his friends. He turned and looked at me and dabbed. It’s the first time I saw someone actually do a dab. It made me laugh. How Do People Learn New Words? Let’s all learn how to DAB 79
4/30/2017 Setting the Stage 80
4/30/2017 1 first second third last 2 hare small large medium sleigh 81
4/30/2017 3 quarter dime penny nickel few a lot cents 4 mile mart smock mock mall 82
4/30/2017 5 bed candles sand castle moon umbrella raft towel 6 milk toothbrush coat ketchup thank you spoon ice cream 83
4/30/2017 What are These??? 84
4/30/2017 A New Way to do Business Increased concern about reading comprehension Growing corpus of rigorous studies of what good vocabulary intervention looks like 85
4/30/2017 Empirically Validated Interventions Study Age of children TX Implementer Intensity of Tx Number of Words Impacts Gonzales et al 4 ‐ 5 yr olds Teachers 18 weeks X 5 20 ‐ min lessons 94 science and social +PPVT (2011) per week (90 lessons total) (5 ‐ studies words (5 per ‐ EOWPVT day lesson cycle) week) +bespoke measures of vocab (breadth) Coyne et al (2010) Kindergartners Classroom teachers 18 weeks X 3 30 ‐ min lessons 54 words (3 per week) + PPVT and interventionists per week (36 lessons total) + listening composition each work rec’d 12 ‐ 20 min of (trend) instruction +bespoke measure of vocabulary (depth) Snow et al (2009) 6 ‐ 8 yr olds Teachers (language 24 weeks X 4 15 ‐ min lessons 96 words (5 per week) +bespoke measure of vocab arts, social studies, per week (96 lessons total) (4 ‐ (breadth) science) day lesson cycle +state reading test (only breadth) Beck & McKeown Kindergarteners and Classroom teachers 10 weeks X 5 short lessons per 22 words (2.2 per week) +bespoke measure of vocab (2007; Study 1) first graders week (40 lessons total) (5 ‐ day (breadth) lesson cycle) Leseux et al (2010) Sixth graders Classroom teachers 18 weeks X 4 45 ‐ min lessons 87 words (8 ‐ 9 per unit; 5 +bespoke measure of vocab per week (72 lessons total) (8 ‐ per week) (breadth) day lesson cycle) +bespoke measure of vocab (depth) +Gates Reading Comp (trend) Beck et al (1982) Fourth graders Classroom teachers 15 weeks X 5 30 ‐ min lessons 104 words (7 words per +standardized measure of per week (75 lessons total week) (5 day cycle) vocab and reading (ITBS) +story recall To “know” a word – Lexical aspects – Syntactic aspects – Morphological aspects – Phonological aspects – Orthographic aspects 86
4/30/2017 To Know A Word • Shallow Knowledge – Fragile state – you don’t have it yet! (incremental) • Deep Knowledge – Non ‐ fragile state – you got it! Words are learned in bits and pieces… SHALLOW DEEP I’ve never I’ve heard of it, I recognize it, I know it, it heard it but I don’t it has means… before… know what it something to means… do with… 87
4/30/2017 (1) (2) (3) (4) I’ve never I’ve heard of I recognize it, I know it, it heard it it, but I don’t it has means… before… know what it something to means… do with… Puerile Abrogate Malapropism Sobriquet Ascetic Vocabulary Acquisition Many words are acquired Some words should be taught These require very careful thought! 88
4/30/2017 • Vocabulary – Teaching one word deeply promotes depth and breadth – Learning about “tigers” increases knowledge of … Two Types of Approaches: Use in Combination Provide the child with incidental instruction to many many words through conversations, play, art, drama, etc. Provide the child with direct instruction to a small set of very important words 89
4/30/2017 Incidental vs Direct 90
4/30/2017 Differentiating Vocabulary Goals for Younger and Older Children • Infants and Toddlers: – Build the base (breadth) but include some ‘ hard’ words • Preschool and beyond: – Emphasize academically relevant words and focus on depth 91
4/30/2017 ‘Tiers’ of Words Tier 3: femur, isotope, delta, vinyasa Tier 2: powerful, virtue, normal, reason Tier 1: clock, lamp, run, garage, tell 92
4/30/2017 Tier 2 Words Power Words General All ‐ Purpose Academic Words Academic Words Academic Vocabulary 93
4/30/2017 Academic Language (nagy & townsend, 2012) …The specialized language (oral and written) of academic settings that facilitates talking and thinking about disciplinary content… Academic Vocabulary General Academic Words Specialized Words Typically abstract words of Words that are typically unique lower frequency that occur to one academic discipline across multiple disciplines Structure Polynomial Function Cytoplasm Correlate Dendrite Hypothesis Mitochondria Constitute Synapse Abstract Synaptogenesis 94
4/30/2017 Academic Vocabulary: Not Present in Everyday Talk Finding Tier 2 Words … When the dreaming had just begun, Baimai had made all the animals for the earth. The animals had no coats and were all lined up waiting for Baimai for their turn at receiving something special… (from Kootear, The Echidna) …Daisy was an ordinary dog. Every day she went for an ordinary walk with Stanley. Life had always been ordinary for as long as Stanley and Daisy could remember… (from Daisy All ‐ Sorts ) 95
4/30/2017 Power of Trade Books Red Leaf, Yellow Leaf They transplanted the sprouts and tended them year after year. Just as the trees were settling in, they were measured, marked, and uprooted again! Each ball of roots was wrapped and tied with twine. My tree was loaded onto a truck filled with other trees and delivered to the garden center. Power of Trade Books Red Leaf, Yellow Leaf They transplant ed the sprout s and tend ed them year after year. Just as the trees were settling in, they were measure d, marked, and uproot ed again! Each ball of roots was wrap ped and tied with twine . My tree was load ed onto a truck filled with other trees and deliver ed to the garden center. 96
4/30/2017 Complex Texts Tier ‐ Two Word How to Define? Comment Occurrence Tend Mention Emerge Admit Haunt 97
4/30/2017 Now What? Targeting tier 2 words Integrating robust during read-alouds vocabulary Provide highly informative instruction into exposures in context via read ‐ alouds dialog Ensure opportunities to revisit/repeat 98
4/30/2017 Normal Reading Practices (4 ‐ year ‐ olds) 0 times 0.8 times 3 times Average number of ‘word elaborations’ per book reading by preschool teachers (Zucker et al., 2012) Teacher: Alexander and the terrible, horrible, no good, very bad day. That’s the name of this book. Child: We read this book before. Teacher: That’s right. We read it yesterday. Do you know the word “horrible?” Child: “Horrible” is like bad. Teacher: Yes, “horrible” means very bad. “Horrible” and “terrible” mean the same thing. Child: Horrible and terrible. 99
4/30/2017 Effects of Word Elaborations Over Time (Coyne et al., 2009) Depth of Word Knowledge (0=6 points) 6 5 4 3 2 1 0 Elaborated Words Non ‐ Elaborated Words Elaborated Exposure: Daisy All-Sorts Tier 2 Word • – ordinary – admire – trick – exhausted Elaborated Exposure • – Identify the word – Define the word REPEAT and EXTEND – Extend the word – Contextualize the word 100
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