LS Ch 10/12 PPT

•U.S. ranks 4^th in world for _____ spending

•However, we are much lower than other countries in ___and ___

•American 15-year olds--___zone in reading, near ____in math

•U.S. ranks 4^th in world for per-pupil spending

•However, we are much lower than other countries in math and reading

•American 15-year olds--middle zone in reading, near bottom in math

biggest lang changes are in _____ and _____ skills

semantic and pragmatic

ability to think about lang-makes big leaps

ex: the signs in the back of the room are all upper case letters

metalinguistic ability

early elementary school years:

1. most ch have fine motor skills to __ and __

2. gross motor skills develop, esp. in sports

3. peers become more ____

4. theory of _____ continues to develop

1. read and write

2. gross motor skills

3. important

4. theory of mind continues to develop

when is full metalinguistic awareness achieved 

7-8 years 

Noun Phrases

I. persons, place, things 

II. sentance role filled by people and objects

1. noun

2. noun phrase 

noun phrases become more _____ and _____

ex: at 5 “ A big cat (article+ adj+ noun) 

at 6 “A big fluffy cat (article + adjective + adjective + noun)

more complex and sophisticated

• ch become better at using pronouns _____

• they add _____ (e.g. himSELF and herSELF)

• distinguish between ___ and ____ nouns

using pronouns appropriately

reflexives

mass and count nouns

homogenous, nonindividual substances (water, sand, air, earth, rain)

mass nouns

heterogenous, individual objects (pencil, tomato, girl)

count nouns

T/F : verb phrases are easier than noun phrases

FALSE: more complex because of the different tenses

irregular verbs develop ______ and should be there by ____ years

• caught, slid, blew

develop slowly and should be there by 8 years

• sentences become longer, more ____ and _____

• ch understand passive sentences age ____ years 

• 80% of ____-____year old’s produce full ____ sentences 

  • ex: the class was taught by a teacher 

• longer, more sophisticated, and varied 

• 5 years 

• 7.5- 8 year olds produce full PASSIVE sentences 

1. independent + dependent clause

2. two independent clauses joined by conjunction

1. complex sentence

2. compound sentence

why is morphological development so important

knowledge is really stressed in the Common Core State Standards

_______: change word classes

• root word: attatch—→ attachMENT 

  • noun to a verb

• root word: teach—> teachER

  • noun to verb 

derivational suffixes

• what does -ly convert words from

  • appropriately, sincerely, thankfully

• not mastered until _____

adjectives to adverbs

adolescence 

mark initiator of an action (ex: paintER) mastered around

8 years old

mark an instrument for accomplishing an action (eraser, stapler, blower); mastered around

11

used as comparative (smaller, stronger); mastered in

mid- elementary school 

T/F We brought the kids some Halloween masks. In this context, brought contains a derivational morpheme.

false

•5-year olds have an expressive vocabulary of around ___words

2200

•A first grader has an expressive vocabulary of around ____words but may understand ___-____English root words

around 2600 words but understand 8-10k English root words

•By 6^th grade, a child understands around ____ words

50, 000

ch with low vocabularies are ____ popular with their peers- social cost

• less popular

ch with lang impairments need ____ exposures to learn a new ___

36 exposures to learn a new WORD

Holly Storkel, ASHA:

T/F: we should be massed, not distributed, practice— teach words all in one sitting, not over time

FALSE: we should do distributed, not massed, practice— teach words over time, not just in one sitting

Holly Storkel and Kelly Farquarson, ASHA

ch learn better with ______ representation

• have _____ word with the ____

orthographic representation

• have PRINTED word with the PICTURE

previous _____ is so important to vocab ______:

• previous knowledge is so important to vocab acquisition:

  • child trying to learn “aquatic” 

  • needs to relate this to her previous experience w/ aquariums, ocean, etc 

• ability to ____ words is highly correlated with involvement in an ___culture 

  • is taught at ___

  • related to ____ skill

• ability to define words is highly correlated with involvement in an academic culture 

  • taught at school 

  • related to metalinguistic skill

add features beyond the functional and physical aspects of something

•For example, at 5 years, they think of a dog as a furry animal that barks

•At 12 years, they think of a dog as a furry animal that barks and is a mammal that has descended from wolves and is carnivorous

slow mapping

words that are very common, usually learned without direct teaching (car, book, sun, phone)

tier 1 words

high frequency vocab for mature language users (lang. of BOOKS)

tier 2 words

highly SPECIALIZED (e.g. peninsula, isotope, linear equation)

• shouldn’t spend much therapy time on this 

tier 3 words

we need to teach tier ___ words

• they go across the _____

• e.g. function, constitute, correlate, imply, relationship

tier 2 words

• go across the curriculum

one recent study found on SLPs caseloads in schools:

• ___% of vocab words worked on in therapy were tier ___

• only ___ % were tier __

88% tier 1

12% tier 2

tier 2 words are important because

• the ____ words ch know in a text, the _____ likely they are to ____ it

• it’s about the ____of words they know, but also about deeper ____

• promote deeper understanding through increased ___ of ____

more words ch know in a text, the more likely they are to understand it

• it’s about the number of words they know, but also about deeper understanding 

• promote deeper understanding through increased knowledge of synonyms 

A highly successful strategy for teaching synonyms

•Choose words that give children more ____ways to talk about what they already ___

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

T/F: research shows it’s better to do a pull out tx method than push into classroom 

teach new curriculum vocab in regular classroom, not pull-out tx in a small room 

if SLP does this, non-special students benefit too! 

words used in an imaginative sense, rather than a literal one, to create an imaginative or emotional expression

• Connotes _____order language skills

figurative language 

• higher order language skills 

short expressions that cannot be analyzed grammatically for meaning

• can’t be interpreted literally

“hit the road, strike a bargain, etc) 

idioms

•Implies an analogous relationship

•Love is a rose.

•He’s a bull in a china shop.

•She’s a kid in a candy store.

metaphor

explicit comparison where like is usually used

“Your lips are like pedals—bicycle pedals.”

(like or as)

simile 

•Short, popular sayings that embody a generally accepted truth, useful thought, or advice

“The early bird gets the worm.”

proverbs 

Proverbs are hard for children through about ____years old

• they take things very ___

8 years old

• take things very literally 

pragmatic development 

A. conversational skills

• theory of mind _____

• children learn to respond to ____ and ____ in classroom

• theory of mind INCREASES

• respond to QUESTIONS and REQUESTS in classroom

during 7-9

• largest gains in ____ perspective-taking occur 

  • ch understand perspective of others and _____ their _____

• largest gains in SOCIAL perspective taking

• ch understand perspective of others and INDIVIDUALIZE their MESSAGES 

IRE format

teacher ______

child ______

teacher _______ child’s response

INIATES 

RESPONDS 

EVALUATE 

as they mature children become better at ____ requests 

• _____ a topic into convo

• ___it through several turns, and CLOSING OR SWITCHING topic 

indirect requests 

• introducing a topic into convo

• SUSTAINING it through several turns, and CLOSING OR SWITCHING topic 

• repairing conversational breakdowns through providing MORE BACKROUND CONTEXT and defining terms 

middle school

• ch look for ____support

• increase social _____

• ch _____independence, _____reliant on family

• struggle w/ social _____

• increase emphasis on _____ qualities 

• ______ hierarchies 

• ch look for PEER support

• increase social PRESSURE

• ch INCREASE independence, DECREASE reliant on family

• struggle w/ social EXPECTATIONS 

• increase emphasis on superficial qualities 

• social hierarchies 

for building social skills 

• _____ talk is important as a bonding ritual 

• start with ____ contact, then ____, next is ___

• throw a ball for ___ taking

for building social skills

• SMALL TALK is important as a bonding ritual 

• EYE contact, then SMILE, next is GREETING 

• throw a ball for turn taking

People who live in glass houses shouldn’t throw stones” is a

•A. Simile

•B. Analogy

•C. Metaphor

•D. Proverb

•E. Irregular past tense construction

D

narrative skills 

•Narratives reflect the storyteller’s ______

• Being a good storyteller enhances children’s ___image and group _____ within their families and communities

•Narratives reflect the storyteller’s experience

• Being a good storyteller enhances children’s self image and group identification within their families and communities

these are all good ways too…

• by the way… 

• that makes me think of…

• this is off topic, but…

change the subject

cultural differences in narratives 

• European American ch organize narratives _____

• Japanese American ch’s stories very ____
  

• organize narratives SEQUENTIALLY 

• Japanese American ch’s stories very CONCISE

what are the 4 types of narratives

stories, recount, event cast, account

known patterns— main character must overcome a challenge

stories 

adult requests a ch to tell about past experiences

recount

explanation of current or anticipated event

eventcast

highly individualized spontaneous narratives where ch share their experiences

account

Children need to develop story grammar (components and rules of a story)

usually ______ + _____ structure

intro contained in the _____\

“when I was driving down highway 50 today, it was raining really hard”

setting + episode structure

intro contained in the setting

•1. ______; introduce characters etc.**

- There once was a girl who lived in New Hampshire

•2. ______ event (action, seeking something)

•and she wanted to become famous.

•3. ____response (character’s reactions, thoughts, intentions, motivations)

•She thought it would make her happy.

setting, initiating action, internal response 

A middle school student is telling you what he thinks will happen in the election in November. This is called a(n):

A. Story

•B. Recount

•C. Eventcast

•D. Account

•E. Nonfictional narrative

C

• shifting from one language to another

•It is a typical behavior that demonstrates the continuing separation of two languages

code switching 

for ch who speak AAE it is recommended to be

•proficiently _____, using ____with friends and family and mainstream ____ at school

•Children must ____ and spell in mainstream English in order to be successful academically

•proficiently bidialectal, using AAE with friends and family and mainstream English at school

•Children must write and spell in mainstream English in order to be successful academically

which one is false

•A. The word water is a mass noun.

•B. Even for typically-developing children, verb phrases are harder than noun phrases.

•C. In order to truly learn a new word, children with language impairment need 36 exposures.

•D. Tier 2 words go across the curriculum.

•E. A simile implies an analogous relationship (“he’s an absolute train wreck”)

E

•Best indicators of children’s potential for success with reading and writing: ____ language and _____ skills

•Best indicators of children’s potential for success with reading and writing: oral language and metalinguistic skills

•____life experiences are SO important

•The ch who comes to kindergarten with ↓ oral lang and minimal metalinguistic skills is already at a disadvantage

•Early life experiences are SO important

•The ch who comes to kindergarten with ↓ oral lang and minimal metalinguistic skills is already at a disadvantage

big help: _____day kindergarten 

• positive impacts on both _____ and _____ skills

• ch esp. learn to engage with more ch to ch interactions 

• teachers— more time for small group activities 

big help: all day kindergarten 

• positive impacts on both social and academic skills

• ch esp. learn to engage with more ch to ch interactions 

• teachers— more time for small group activities 

written lang skills are based on 2 major factors

environment and genetics (play a dominant role in reading)

This is why, when a child is struggling, I often ask a parent is there any _____ of reading ______

is there a family history of reading difficulty

process of reading:

• requires ______ lang processing and good ____skills

• poor readers —>poor narrative skills

• - in early tx, build ch’s ______ abilities

requires decontextualized lang processing and good narrative skills

poor readers —>poor narrative skills

thus, in early tx, build ch’s narrative abilities

step 1 in reading is called ________

•Breaking a word down into its component sounds and then blending them together to form a recognizable word

decoding print 

step 2 to reading 

• knowledge of sounds and syllables and sound structure of words 

• best predictor of _____ in elementary school 

phonological awareness (PA)

• knowledge of sounds and syllables and sound structure of words 

• best predictor of spelling in elemtary school 

PA skills to teach 

• r_____

•Rhyming

•# syllables in a word

•

•First sound

•

•Last sound

•

•# of sounds in the word

Tambyraja, Farquharson, Logan, & Justice. Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance

• They looked at children with language impairment (LI) and measured their phonological processing and word decoding skills 2x during the academic year

True false

1. Phonological awareness skills in the fall significantly predicted children’s

2. spring decoding outcome

• in treatment, focus on PA skills they impact reading

True: Phonological awareness skills in the fall significantly predicted children’s

F in tx, focus on PA skills they impact reading

step 3 in reading:

• recognition, understanding, and use of word parts that carry significance

• Ex: Students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning.

morphological awareness

• •Students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning.

More than ___% of English words are _____ complex**

Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to ____ the word’s ____

•This helps in many areas: decoding, spelling, comprehension, and oral language

More than 50% of English words are morphologically complex**

Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to predict the word’s meaning

•This helps in many areas: decoding, spelling, comprehension, and oral language

MA is especially critical because 

T/F

1. in third grade, morphological awarness because more important than PA in literacy achievement

2.   -approx 60% of new written words school-age ch encounter by 3rd grade are morphologically complex  

MA is especially critical because 

• in third grade, it becomes more important than PA in literacy achievement

• approx 60% of new written words school-age ch encounter by 3rd grade are morphologically complex  

In the Good, Lance, & Rainey Study: The effects of morphological awareness training on reading, spelling, and vocabulary skills.

• what did they examine?

• found that children with that did so much better than controls in spelling, vocab, reading

  generalized knowledge to untaught words 

  increase in overall lang and literacy skills

• examined the impact of linguistically explicit instruction on the morphological awareness (MA) skills of 3^rd grade children with language impairment

the Good, Lance, & Rainey Study also

• helped ch increase ___knowledge through using the words in different ____

• helped ch increase vocab knowledge through using the words in different contexts

what worked in the Good, Lance, & Rainey Study 

• Discussion of rules (e.g., “adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”)

•Word ____: e.g., stack words into piles based on affixes such as –ly and –able

•____blocks to separate affixes from base words and then join them

• Discussion of rules (e.g., “adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”)

•Word sorts: e.g., stack words into piles based on affixes such as –ly and –able

•Visual blocks to separate affixes from base words and then join them

true false 

grades 3-8: MA more important to reading than PA

students with reading disorders have increased MA 

T grades 3-8: MA more important to reading than PA

F students with reading disorders have decreased MA 

Brimo, D. Evaluating the effectiveness of a morphological awareness intervention

T/F Brimo says ch with RD always get help in the classroom 

False: his explicit morphological awareness treatment  helped students with RD- don’t always get in the classroom

T/F: in 4th grade, phonological awareness becomes more important than morphological awareness in reading success

FALSE —> 3rd grade

step 4 in reading ______

•Meaning is actively constructed by interaction of words and sentences with ____ meanings and _____

•Basic level: ____

•Meaning is actively constructed by interaction of words and sentences with personal meanings and experiences

•Basic level: decoding

highest level:

 a reader is able to relate content to other knowledge which is called

dynamic literacy 

step 5: reading fluency (wpm) depends on number of factors

1. ______awareness (how words SOUND)

2. visual ______

3. _____awareness (how words looks)

4. word _____

5. speed of _____retrieval 

6. higher level _____ and conceptual knowledge 

step 5: reading fluency (wpm) depends on number of factors

1. phonological awareness (how words SOUND)

2. visual perception 

3. print awareness (how words looks)

4. word recognition

5. speed of lexical (word) retrieval 

6. higher level lang and conceptual knowledge 

Reading Development

social rather than formal instruction- parents and children read together

• The more and earlier parents read, the greater the child’s oral language and emergent literacy skills

prereading 

formal reading instruction

• occurs in ______

_______: sound-letter correspondence in early grades

•By ___-___ years old, most ch have the knowledge to become competent readers

•Occurs in school

•Phonics: sound-letter correspondence in early grades

•By 7-8 years old, most ch have the knowledge to become competent readers

which is FALSE

•A. In 3^rd grade, children shift from learning to read to reading to learn

•B. Phonological awareness refers to how words sound

•C. Print awareness refers to how words look

•D. Step 1 in reading is decoding print

•E. Pre-reading involves formal instruction in an academic preschool setting

E 

english lang arts consists of which 4 areas

1. reading 

2. writing 

3. speaking and listening 

4. language 

5. drawing

overarching goal: create students who are ready to succeed in a globally competitive, 21st century society

1. reading 

2. writing 

3. speaking and listening 

4. language 

emphasize ____reading- reading for information

expository reading

4 major goals of common core

•create globally _____ citizens in 21^st century,

•2) prepare students for ____

•3) create critical readers who “read ___,”

• 4) help students become responsible citizens who use _____for deliberation.

•create globally competitive citizens in 21^st century,

•2) prepare students for college,

•3) create critical readers who “read deeply,”

• 4) help students become responsible citizens who use evidence for deliberation.

In common core 

T/F

Like No Child Left Behind (2002), there are fiscal and punitive consequences in the standards.

— many professionals nationwide are trying hard to figure out how to help children achieve the standards

F- Unlike No Child Left Behind (2002), there are no fiscal or other punitive consequences in the standards.

T

many professionals nationwide are trying hard to figure out how to help children achieve the standards

—The Common Core State Standards, enacted in 2010, have been adopted by ___out of 50 states.

—The standards address English, Language Arts, and Math

—The Common Core State Standards, enacted in 2010, have been adopted by 42 out of 50 states.

—The standards address English Language Arts and Math

•Have put a strong emphasis on reading narratives

•B. Want students to succeed in a globally competitive society
C. Emphasize reading quickly or “skimming” for overall meaning.

•D. A, B

E. A, B, C

D?