Child Language 2

what does language include? (5 items)

listening

speaking

reading

writing

spelling

kindergarten language skills

following 1-2 step commands

understand stories and conversations

answer questions

tell stories

take turns in conversation

print/book knowledge

beginning knowledge of sound-letter correspondence

identify first sound in words

write name

first grade language skills

Following directions

Using complete sentences

Ask and answer wh- questions

Uses most parts of speech

Provides directions

Produces rhyming

Assembles sounds to make words

Reads common words

Spells words

second grade language skills

Follow multiple directions in a row

Begin and terminate conversations

Formulate complex sentences

Can persuade

Locate information in text to answer questions

Able to retell a story they have read

Clear printing

Use of punctuation and capitals in sentences

third grade language skills

Maintain attention in groups

Speak clearly and moderate volume (soft and loud voice)

Explain school day to others

Understanding of phonics

Correct errors made while reading

Write stories, letters, etc

Correct spelling

fourth grade language skills

Develop opinions

Use language for a variety of purposes: asking questions, to joke, to argue

Participate in group discussions

Summarize

Understand written directions

Take notes

Use the dictionary

Writing is more organized

fifth grade language skills

Reach conclusions about presented info

Prepare and deliver speeches

Participate in class discussions

Extract important info from texts

Discussion of poetry

Write for varied purposes

middle school language skills

cognitive development continues

reasoning, abstraction

analogies

increased vocab

• words with multiple meanings

• social language

language for learning age range

5-12, grades K-6

advanced language age range

12-18, grades 6-12

spoken language disorders

a persistent difficulty in the acquisition and use of listening and speaking skills across any of the five language domains: phonology, morphology, syntax, semantics, and pragmatics

written language disorders

involves a significant impairment in fluent word reading (i.e., reading decoding and sight word recognition), reading comprehension, written spelling, and/or written expression; a word reading disorder is called dyslexia

components of assessment in L4L stage

content

form

use

components of content (dx) (L4L)

lexical development

• knowledge

• learning/fast mapping

• semantic clausal relationships

word retrieval

multiple meanings/ambiguity

literate language

signs that word retrieval is difficult

circumlocutions

lots of filler words and pauses

components of form (dx) (L4L)

phonology

morphology

syntax

components of use (dx) (L4L)

functional flexibility

conversational skills

narrative

L4L metalinguistic skills

editing

morphological units within words

figurative language

multiple meanings of words

metapragmatics

L4L metacognitive skills

self-assessment of understanding

identifying learning goals

choosing appropriate learning strategies

monitoring progress during a task

adjusting strategies based on feedback

reflecting on learning experiences

some standardized language tests

CELF-5

• ages 5-21

CASL 2

• ages 3-21

OWLS II

• ages 5-21

TILLS

• 6-18

TOWL-4

• ages 9-18

assessing content (general tasks) (L4L)

receptive tasks

• pointing

• categorization

• acting out

• drawing

• act out

expressive tasks

• naming

• defining

assessing expressive vocab (content) (L4L)

expressive vocabulary

• NDW

• NTW

word retrieval

• standardized test subtests from CELF for example

quick incidental learning/fast mapping

semantic relationships (temporal, causal)

assessing form: phonology (L4L)

higher order phonological skills/awareness

non-word repetition

direct PA assessments

rapid automatized naming

• students are presented w common objects and asked to name as quickly as possible, good at discriminating kids who are good readers / need help w reading

assess PA as part of advancing language and reading

assessing form: syntax and morphology (L4L)

examine production and comprehension

• across contexts

• oral and written

comprehension approaches

• probable event (generally extinguished 4-5 years

• order preference (generally extinguished 7 years)

assessing form: receptive syntax and morphology: decontextualized (L4L)

point to pictures

follow directions

manipulating objects

judgment

• semantic acceptability

• correct interpretation

paraphrasing

sentence comparison for same/different meaning

assessing form: expressive syntax and morphology: decontextualized (L4L)

standardized tests

structured probes

assessing form: expressive syntax and morphology: contextualized (L4L)

language sample

• conversation

• other contexts (narrative, expository, persuasive)

  • some evidence that narratives may be even better than standardized tests in some cases

• MLUw

• morphological and syntactic errors

assessing use (general) (L4L)

conversation skills

classroom discourse

narrative

assessing use: conversation (L4L)

communicative intents/functions

• e.g. self-monitoring, reasoning, multi-faceted imaginative play

communicative style

• e.g. does the child adjust based on context/communicative partner

discourse management

• e.g. turn-taking, repairing breakdown

assessing use: narratives (L4L)

macrostructure

• organization, story grammar, cohesion

microstructure

• T-units, NDW, TDW, conjunctions, etc

creativity/artfulness

steps to intervention in L4L stage

identify a broad need (eligibility for services)

identify areas of specific need (in-depth assessment)

select treatment targets

write meaningful goals

collect baseline data

implement evidence-based intervention

monitor progress and adjust/update goals as needed

principles of intervention in L4L stage

curriculum of the school

• classroom performance / academic success / real-life application

• least restrictive environment

address both oral and literate contexts

the metas

• increasing awareness of talking and thinking - higher level!

response to intervention

intervention approach characteristics (L4L)

who is directing? (clinician or student?)

• spectrum —> not as clear cut for younger children

programmatic vs. individualized

broad vs. narrow focus

levels of support/scaffolding

• consider child’s ZPD

zone of proximal development

a concept in educational psychology that describes the gap between what a learner can do independently and what they can achieve with guidance and support from a more knowledgeable person

intervention domains L4L: content

lexical development: knowledge, learning/fast mapping, semantic clausal relationships

word retrieval

multiple meanings/ambiguity

literate language

intervention domains L4L: form

phonology

morphology

syntax

intervention domains L4L: use

functional flexibility

conversational skills

narrative

content: principles of vocab tx

build on what kids alr know

have an adult describe new vocab

teach-back

draw/symbolize new items

make connections between items

oral and written contexts

peer-to-peer discussion

use new words

repeat over time

depth and breadth

go meta

content: vocab and word finding tx tools

maps

ladders

webs

scripts

meta tools

content: comprehension and inferencing tools

prediction activities

sentence bridges

• saying/writing what’s not said

inferential questions

form: principles of syntactic and morphological tx

support literate language

oral and written

• give examples and make connections - also consider spelling

choose goals based on standardized and classroom data

go meta

form: morphological tx components

categorize words based on morphology (e.g. prefix, root, suffix)

take word components and build new words

discuss word origins

create pairs of words based on morphology

form: syntactic tx components

use text/stories/activities from the classroom to learn about new forms

breaking down/building up compelx sentences

visual representations of sentence meaning

verb argument diagrams

sentence expansion activities - consider elaboration

• verb phrases, noun phrases, adverbs, etc

advanced language age range

age: >12-18

grades: 6-12

goal of assessment in advanced language stage

fill in missing info and assess target areas in depth

general characteristics of kids in advanced stage

difficulties may be more or less noticeable over time

• d/t curriculum demands

children in range with lower-level skills

typically have some hx of speech and language issues unless acute injury

have mastered developing stage skills

children may have skills from L4L stage that are not solid

• e.g. inferences, complex syntax, narrative, metalinguistics, word finding

difficulty may emerge in new situations/under increasing demands

general principles of assessment in advanced stage

ensure you identify the correct stage

make sure assessment captures the target

• harder for higher-level nuanced skills

assess across discourse contexts

combine standardized and non-standardized assessment (e.g. criterion referenced, behavioral observation)

• standardized tests required for eligibility

• language sample analysis

literate language

assessment domains advanced: content

literate lexicon

word retrieval

definitions

word relations

figurative language

semantic integration

verbal reasoning

lexical diversity

assessment domains advanced: form

assess comprehension and production across…

• conversation

• narrative

• expository

• persuasive

and in…

• spoken

• written

to examine…

• t-unit length (an independent clause and all its units)

• clause density

• use of literate language structures

general intervention principles: advanced stage

functional and academic focus

real-world generalization

remediation and/or compensation

intervention goals: advanced stage

remediating basic deficits

• focused on knowledge & concrete skills

learning strategies

• focused on meta-level approaches

• compensatory

• need minimum of 4th grade language & reading skills

teaching learning stages

explain strategy

build understanding

discuss current performance

model strategy

joint practice

solo practice and mastery

generalization

content tx domains: advanced stage

literate lexicon, definitions, lexical diversity, and figurative language

word retrieval

semantic integration and verbal reasoning

form tx domains: advanced stage

target comprehension and production across…

• narrative

• expository

• persuasive

and in…

• spoken

• written

to address…

• syntax

  • clause density, t-unit length, literate language structures and grammaticality

use tx domains: advanced stage

conversation skills

expanding discourse genres

• classroom

• narrative

• expository

• persuasive

• written communication

example topics for use tx: advanced stage

social

academic

vocational

survival

• nutrition

• consumer skills

• housing

• health

• relationships