Transcript Working with Hillside students

Reading and
Language Intervention
for Children with
Down Syndrome
Sandra Akerman and
Julia Cornwell
•Aims of Session
To be confident that the intervention program will
ensure progress for the individual child.
To know how to access support after today’s
training
To understand the structure of the intervention.
To have clarity about the preparation needed; both
pre-assessment of the child and gathering of
resources.
To know how to deliver each element of the 45
minute daily intervention.
Confidentiality
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The intervention grew out of a major research
project by Down Syndrome Education, starting in
2008. It involved 50 primary schools, 57
children and 70 teaching assistants. The
intervention was evaluated by a randomised
control trial, it was one of the largest studies of
children with Down Syndrome to date. The
findings were published in 2012.
Aimed at children in Key Stages 1 and 2.
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Children with Down Syndrome’s spoken
language is delayed relative to their
understanding and need to communicate.
Unlike children who follow a typical pattern of
development, reading can help improve their
spoken language, so there is an interweaving of
written and spoken communication. This
intervention helps to address this.
Children with Down Syndrome:
Learn more slowly – Therefore benefit
from small steps, intensive daily
instruction, frequent opportunities for
revision and consolidation.
 Short term memory: visual stronger
than verbal – Visual supports for learning.
 Comprehension an extra challenge Emphasise and support reading for
meaning from the outset
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Maintaining attention and managing
behaviour – Short, varied activities and
teaching approaches that ensure success.
More support for phonological awareness
and phonics – Explicit instruction and frequent
practise, alongside sight word instruction.
Recognising the wide range of ability – Scope
to tailor program for individual abilities.
Research Findings
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There was a wide variation in progress
What influenced this?
Younger children tended to make more
progress.
Missed sessions affected progress and when
this dropped to less than 80% (4 out of 5 days a
week) progress was significantly affected.
Staff delivering the intervention reported that:
 Though the intervention was hard work they
enjoyed it
 Increased confidence and feelings of
competence
 Improved skills and expertise
 Increased self-esteem and greater job
satisfaction
 Potential for application to other children in the
classroom
Ongoing support
Hillside Outreach Website Section:
 Forum
 Email:
[email protected]
[email protected]
 Research papers available at:
www.dseinternational.org
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Programme Structure
There are two parts to the programme, a
reading strand and a language strand.
 Daily 40-50 minutes (or 2 x 20-25 minutes)
sessions
 Monday to Thursday are teaching
sessions and Friday is a consolidation of
the weeks learning.
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Session structure
Reading Strand (20 mins)
Reading easy level book
2-3 min
Reading new instructional level book
5 mins
Sight word learning
2-3 mins
Letters, sounds, phonology
5 mins
Introduce new instructional level book
5 mins
Language Strand (20mins)
Vocabulary: Introduce new words
5 mins
Vocabulary: Reinforce meaning of new words
5 mins
Expressive language: Use new words in connected
speech
5 mins
Expressive language: Use new words in written
language.
5 mins
Assessment
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For this intervention it is essential that a
thorough assessment is made of the
individual. This will establish exactly what
that child can and cannot do, creating a
starting point that will create a challenge
that is within their capability to meet.
Go through Assessment pack (R2 – R9)
 Look at Example (R10) score Burt
Reading test and identify Hatcher book
level.
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Practise using Hatcher
Do an example – Polar Bear Polar Bear
 Selection of books, work in pairs.
 Use Page 48 of handbook (photocopied)
 Fill in Record form (R16)
 Put onto excel spread sheet on whiteboard
when complete and mark book with a
graded post it note.
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Cumbria CPS
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www.cleo.net.uk/consultants_resources/sen/cpsb
ooklist/index.htm
This has a huge list of books available to
search by
 a) level of difficulty
 b) title (alphabetically)
 c) publisher (alphabetically)
 There is an excel spreadsheet on the
resources disk (R15) for you to use.
Miscue analysis/Running Record
A running record has two purposes:
a) To calculate reading accuracy
b) To code the errors the child has made.
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Looking at correctly read word and incorrectly
read word
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Missed out word and inserted word
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Educator inserted word
Handa’s Surprise
Calculating Reading Accuracy:
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The aim of the running record is to calculate reading
accuracy. Books can then be graded in to an ‘Easy’
reader 95%, ‘Instructional Reader’ – 90 -94%, Hard
(frustrating) – less than 90%.
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The formula is:
1.
Total the number of errors (e) and take away from the
number of the words in the text.
2.
Count the number of words in the text (n),
3.
n – e = a this gives you the number of words read
correctly.
4.
a ÷ n x 100 = percentage score of book
Error Coding
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Misread, but evidence of phoneme knowledge
(P)
Misread, but meaning makes sense (M)
Grammatical or syntactic error (G)
This error coding allows you to find a focus for
your Sight word reading and Letters, sounds and
phonology sections of the intervention.
Coffee Break (15 mins)
The reading intervention daily
session.
Strand
Component
Reading 1.Easy level book reading
Duration
2-3 mins
2.Instructional level book
reading
3.Sight word reading
5 mins
4.Letters, sounds and
phonology
5.New instructional book
reading
5 mins
2-3 mins
5 mins
Component 1:
Easy level book reading (95%
or more reading accuracy)
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An easy level book is designed to be a positive
and enjoyable experience for the pupil enabling
them to feel confident in their reading.
There should be a focus on fluent reading and
the pleasure of reading for meaning.
DVD
Component 2:
Instructional level book (accuracy
90-94%)
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This level of book presents slightly more of a
challenge, it has been previously looked at the
end of the last session.
Take a running record to assess the child’s
independent reading skills – do not correct any
errors or prompt the child. There will be time to
correct errors at the end.
Can be part of a book, not always a whole book.
DVD
Instructional level teaching
After reading the book you will go back
and look at difficult words which you have
discovered through using your running
record.
 See figure 11 on P.52 of the teachers
handbook for some suggestions.
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If the child is still between 90 – 94% accuracy
the educator and child will re read this book at
the end of the session as component 5 ‘New
instructional level book reading’.
If the child has read with 95% + accuracy this
becomes a new easy read and a new
instructional level book will be introduced in
component 5 ‘new instructional level book’.
Component 3:
Sight word reading
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Reading words by sight is a an important
strategy for reading. Many high frequency words
are irregular and cannot be decoded and
therefore have to be taught as sight words.
All of these sight words are on flash cards in the
resource kit.
There are lots of ideas in the handbook P. 58
Do not forget to make sentences with these
flashcards and find the words in text.
Matching, Selecting and Naming,
with flash cards.
Matching:
The pupils is asked to find 2 words that look
the same (pairs, lotto/bingo)
 Selecting:
Choosing from a small group of words
‘which one is….?’
 Naming:
Say the word when shown a card.
 DVD
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Component 4:
Letters, sounds and phonology.
Developing phonic reading strategies is essential
for independent reading. These include the
ability to sound out the letters in a word and
blend them to identify a word when reading. To
reach this point a child needs to learn the
sounds that letters represent, develop
phonological awareness (hear the sounds that
make up spoken words) and link the 2 together.
This what this component teaches.
Activity
2.
Describe to your partner the phonological
activities you are doing with the child you work
with.
List the activities you use.
What are you trying to teach?
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DVD
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1.
Flip chart
Component 5:
New Instructional level book reading
The goals of this component are to
demonstrate good reading behaviour,
support comprehension, promote
enjoyment and expand vocabulary.
 The child is not expected to read the book
independently – but share and enjoy the
book with the adult.
 Tips for this are on P. 53 of the handbook
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Strand
Component
Reading 1.Easy level book reading
Duration
2-3 mins
2.Instructional level book
reading
5 mins
3.Sight word reading
2-3 mins
4.Letters, sounds and
phonology
5 mins
5.New instructional book
reading
5 mins
Lunch 30 mins.
Session Structure
Reading Strand (20 mins)
Reading easy level book
2-3 min
Reading new instructional level book
5 mins
Sight word learning
2-3 mins
Letters, sounds, phonology
5 mins
Introduce new instructional level book
5 mins
Language Strand (20mins)
Vocabulary: Introduce new words
5 mins
Vocabulary: Reinforce meaning of new words
5 mins
Expressive language: Use new words in connected
speech
5 mins
Expressive language: Use new words in written
language.
5 mins
Language Strand
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The second part of the intervention also takes
20-25 mins and can be done at a different point
in the day.
It has 4 components that take place Monday –
Thursday with a consolidation day on Friday.
The SLT working with you will be a great source
of support for this strand. Many of the targets
you will work towards will be on the child’s
speech and language programme
Aims of the strand
To learn new vocab.
 Experience and use vocab in multiple contexts.
 Use new vocab in spoken and written
sentences.
 Build up grammatical skills and knowledge of the
syntactic structure of language.
 Develop appropriate social use of language.
The language strand is also designed to support
the reading strand, as research suggests that
pupils with limited language make more
progress on a reading intervention when it is
accompanied with language support.
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Language group activity
Personal language
Explain personal words /colloquialisms etc in
small groups.
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Vocabulary is more meaningful and
motivating (and easier to remember) when
we can see how it has personal relevance.
Sequence of language strand
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Introduce the word
Reinforce the word
Develop spoken language skills using the word
Develop written language skills using the word
This strand should be adapted to meet pupils’
abilities and needs to link with personal interests
and the school curriculum. Consider what vocab
will be useful to them in their everyday lives at
home, school and in other contexts.
The language strand daily session
Strand
Component
Language 1. Introducing new words
2. Reinforcing the meaning of
new words
3. Using new words in
connected speech
4. Using new words in written
language
Duration
5 mins
5 mins
5 mins
5 mins
Vocab themes
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Vocab needs to be grouped into themes/topics.
The idea is that you introduce a new word every
day except Friday.
Your topic/theme will run for 2 weeks and will be
recorded in a topic book (which can then
become one of your easy reads!)
i.e. you will teach 8 words and have 2
consolidation sessions.
Component 1 – introducing new
words
This component uses written and spoken
representations, and pictures and objects to
teach new words.
 A variety of word types should be targeted:
Nouns
Verbs
Adjectives
Prepositions
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Activity : Orangeness of an orange.
Example
Motorbike – part of a transport theme.
4.00
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Note down how many different ways does the INA
introduce the word motorbike?
Flip chart
Example
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Dirty – related to class topic recycling.
What activities would you use to teach this
word to the child you work with.
Watch DVD
Example of how to implement
component 1.
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Look at L1 in resource folder.
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Relevant topics for primary aged children
(The park, food , clothes, my body,
animals, weather, transport, cooking, in
the home, occupations)
Component 2
Reinforcing the meaning of new
words.
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This component aims to increase the pupils
depth of understanding of a word and to revise
and reinforce vocab learning.
It uses simple repetitive structured games and
activities.
Offers the pupils a variety of opportunities to
experience the words and their meanings.
Fun 5 mins of games!
Ideas could be:
Matching pairs
Word hunt
Dominoes
Simon says
Feely bag
Odd one out
What’s missing
Practical activities (making and doing)
Sequencing – first, next, last and before
Singing songs
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Using new words in connected
speech.
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Most pupils with Down Syndrome understand
more than they can say. When they
communicate, many pupils with DS will often use
key words but leave out joining words and omit
the correct word endings.
These last 2 components are aimed at helping
the pupils use their new words in grammatically
correct sentences.
Toy topic
1.
2.
3.
What is your chosen vocab? 8 words
(mix of nouns, verbs, adjectives)
List Activities that encourage speech and
conversation.
Think about aims, what do you need to
be mindful of?
Component 4
Using words in written language
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Remember that children with DS will use their
visual skills to learn new sentence
structures/grammatical structures through this
strand.
What this component looks like will depend on
the writing ability of the child you work with.
It is an opportunity to practise writing skills,
including written grammar.
Written work is recorded in the pupils topic book
which then provides a useful resource for
revision and record keeping.
Activities to support the written
language component
Muddly sentences
Missing words
Post it notes covering words
Tracing
Copying
Sound shapes (letters) in sand/air etc
Letter size and shape
Finger space
Full stops capital letters
Connectives, verbs and tenses, prepositions
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This topic book work is flexible, if the child
is struggling with specific vocab these can
be addressed during the language strand.
Tea break (15 mins)
Action Plan
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2.
3.
4.
5.
6.
Who do you need to discuss this
intervention with?
Finding a time to work.
Finding a space to work in.
Assessments
Resources
planning
Evaluation
[email protected]
[email protected]