Transcript - Academic Csuohio - Cleveland State University

Monica Gordon Pershey, Ed.D., CCC-SLP
Cleveland State University, Cleveland, OH
[email protected], [email protected]
216-687-4534
Language and Literacy Development
in Students with Special Needs
Workshop Sponsored by PSI
Independence, OH
Part I – October 24, 2006
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Learner Outcomes
1. Learners will identify how students’ language deficits
are related to literacy difficulties.
2. Learners will describe how school SLPs can assess
the literacy abilities of students with special needs
for purposes of helping students access the
general curriculum.
3. Learners will identify strategies for collaboration with
teachers and tutors.
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Introduction
Learners with special needs are emergent literacy
learners – compare a learner’s development to
emergent literacy milestones
SLP documents deficits in cognitive, language, and
literacy foundations and determines how deficits
prevent a student from successfully attaining
curriculum objectives
Match each developmental assessment with grade level
indicators from the Ohio Reading/Language Arts
Content Standards
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Ohio English/Language Arts Content
Standards
5 Essential Areas:
Phonemic Awareness
Phonics
Fluency (rapid, automatic, effortless decoding of
text for both oral and silent reading)
Text Comprehension
Vocabulary
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NCLB and IDEIA
IEP goals and objectives connect to standards-based
curricula
IEP provides for how elements of the general
curriculum will be brought to the student by specialists
IEP (SLP) services help students become capable of
performing on achievement tests
Emphasis on testing outcomes must not shortchange
learner’s needs
Therapy progress is subsumed under school
progress
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NCLB- Mandated Testing for Special
Needs Learners
Accommodations - Do not change what is to be
learned; Do change how content or skills will be
learned
Examples:
Alternate Methods
Alternate Materials
Alternate Response Modes
Modifications - Alter specific content or performance
expectations
Examples:
Change level of complexity of content or skills
Change entire curriculum
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The Alphabetic Principle
Concepts about phonology and written language
Linguistic abstractions pertinent to phonology,
semantics, syntax, and pragmatics
How speech sounds are represented in print, or English
orthography
The written code is entirely arbitrary and abstract
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The Alphabetic Principle: Phonology and
Orthography
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WHAT IS A SOUND?
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WHAT IS A SPEECH SOUND?
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WHAT IS A LETTER?
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HOW DOES A LETTER "MAKE A SOUND?“
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WHY DOES THIS LETTER MAKE ONE SOUND
SOMETIMES AND ANOTHER SOUND AT OTHER
TIMES?
WHAT LETTERS MAKE THE SOUNDS THAT I AM
INTERESTED IN?
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The Alphabetic Principle: Phonology and
Orthography
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HOW CAN I TALK ABOUT WHAT I KNOW ABOUT
LETTERS AND SOUNDS?
WHAT IS RHYMING?
WHAT IS MEANT BY BEGINNING SOUND? A MIDDLE
SOUND? AN ENDING SOUND?
HOW DO I BLEND SOUNDS TOGETHER TO SAY
WORDS?
HOW DO I TAKE WORDS APART TO HEAR THEIR
SOUNDS?
WHAT IS A SYLLABLE? HOW DO I FIND THEM IN
WORDS?
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The Alphabetic Principle: Semantics
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WHAT IS A WORD?
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WHAT DOES A WORD LOOK LIKE?
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WHAT DOES IT MEAN FOR A WORD TO HAVE
MEANING?
WHAT OTHER WORDS DO WE USE TO DISCUSS
WHAT A WORD MEANS?
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The Alphabetic Principle: Syntax
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WHAT IS A SENTENCE?
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WHAT ARE THE PARTS OF A SENTENCE?
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HOW DO WORDS LOOK WHEN THEY ARE TOGETHER
IN SENTENCES?
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HOW DO WORDS CHANGE THEIR MEANINGS IN
SENTENCES?
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HOW DO WORDS CHANGE? (MORPHOLOGY,
MORPHOSYNTAX)
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The Alphabetic Principle: Pragmatics
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WHAT DOES PRINT STAND FOR IN OUR WORLD?
WHAT IS THE PURPOSE OF THE PRINT I AM SEEING
NOW?
WHEN I READ, WHO IS TALKING TO ME?
WHAT IS THE CONTEXT OF WHAT IS BEING SAID TO
ME?
WHAT SIGNALS ARE IN THIS PRINT (SUCH AS
PUNCTUATION MARKS)?
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Order of Emergence of the
Language Systems
Oral Language
Literacy
Pragmatics
Phonology
Semantics
Syntax
Pragmatics (+Syntax)
Semantics (+ Syntax)
Phonology
Syntax
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Designing Assessments
Assessments show skills that are in place
Assessments tell us where to begin interventions
Begin with no assistance and move incrementally
through minimal to maximal assistance; Note all
assistance given
Large print in a type face that does not use Greek
letters (example: g or a, use g and a) or block printed
by hand
Choose the number of items and trials
Audio or video tape assessment interactions
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Assessing the Literacy Pragmatic –
The Logographic Stage of
Print Awareness
See “whole print configurations” found in
environmental print
Recognize stop sign, McDonald’s sign, Coke, Pepsi
Not reading words
Assess by showing logos, labels, signs, book covers
Reproduce logos, etc., in plain type and match for
recognition
Memorization of small units of decontextualized print:
Survival words such as "Men," "Walk," "Exit“
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Assessing the Literacy Pragmatic –
The Logoraphic Stage of
Print Awareness
Is the learner aware that print conveys meaning?
Is the learner interested in print – points to text during
read aloud; asks “What does this say?”; experiments
with writing
Recognition of some sight words – Not sounding words
out – See words as letter groups
Cannot be sure whether the learner is recognizing the
letters, the words, or the configuration
Ohio Content Standards – Kdg:
Recognize and understand words, signs and symbols
seen in everyday life.
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The Alphabetic Stage of
Print Awareness
Awareness that printed text is composed of letters
Interest in single letters and the first letter of words
The language system of phonology becomes operative
Letters are linguistic abstractions and arbitrary
Symbols that begin to make sense
Insight!!
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Assessing the Alphabetic Stage of
Print Awareness
Learners point to letters and say letter names, both in
and out of alphabetical order
SLP reads letters, asks learner to point to the letters
the SLP names
Scanning: Find letters in the words as SLP says the
letters
Sound-letter correspondences: Learner may say
sounds represented by letters
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Assessing the Alphabetic Stage of
Print Awareness
Spontaneously write all known letters – upper case,
lower case
Learner might create letter forms but not know the
letter name
Write single letters to dictation, both in and out of
alphabetical order
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The Alphabetic Stage of
Print Awareness
Ohio Content Standards that are met during the
Alphabetic stage – Kdg:
Read own first and last name.
Distinguish and name all upper and lower case
letters.
Recognize, say, and write the common sounds of
letters.
Distinguish letters from words by recognizing that
words are separated by spaces.
Hear and say the separate phonemes in words,
such as identifying the initial consonant sound in a
word, and blend phonemes to say words.
Read one-syllable and often-heard words by sight.
Identify and distinguish between letters, words and
sentences.
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The Orthographic Stage of
Print Awareness
Learning to break words into component parts
Learning to assemble parts of words into whole words
Look beyond the first letter of a word and deliberately
or automatically scan letters, syllables, and word parts
Find letter-sound relationships, syllables, word parts,
or small words within large words
Orthographic readers do not rely on known whole
configurations
Make use of information about the sound structure of
language and the orthographic code
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The Orthographic Stage of
Print Awareness
Learners have gone through a heuristic period of
exploration that prepares them for the logorhythms of
literacy
Exploration, intuition, and inductive learning have led
the way for deductive learning about reading, writing,
spelling
A spelling conscience develops
Ohio Content Standards that are met by during the
Orthographic stage – Kdg:
Show characteristics of early letter name-alphabetic
spelling.
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The Orthographic Stage of
Print Awareness
Ohio Content Standards that are met during the
Orthographic stage – Grade 1:
Read regularly spelled multi-syllable words by sight.
Blend phonemes (sounds) of letters and syllables to
read unknown words with one or more syllables.
Use knowledge of common word families (e.g., -ite
or -ate) to sound out unfamiliar words.
Segment letter, letter blends and syllable sounds in
words.
Distinguish and identify the beginning, middle and
ending sounds in words.
Demonstrate a growing stock of sight words.
Read text using fluid and automatic decoding skills.
Read accurately high-frequency sight words.
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Reading Automaticity
Reading is a parallel examination of stimulus and
memory – search memory for knowledge about this
stimulus
For readers with the least experience, stored
knowledge is about logos
For alphabetic readers, stored knowledge is about
initial letters in words and other salient letters present
in familiar examples of print
Sight word readers make use of both logographic and
alphabetic skills
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The Later Orthographic Stage of
Print Awareness
Ohio Content Standards that are met during the later
Orthographic stage – Grade 2:
Use letter-sound knowledge and structural
analysis to decode words.
Read text using fluid and automatic decoding skills.
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SLPs Work on the Language Skills that
Make Spelling and Decoding Possible
Phonics is integrated into word study and meaningful
word use
Phonics learners are metalinguistically aware, have
insight into their own pattern detection
Capitalize on learners’ pattern detection abilities and
teach phonics rules that make sense and can be
applied to spelling on a daily basis
Consistencies in our language can be learned – work
with “chunks,” such as word families
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Marie Clay’s Concepts About Print Test
A test of awareness of the conventions of print
Choose an engaging picture book with more than one
line of print per page
Print and pictures on the same page
Read from top to bottom on each page
Punctuation and upper and lower case letters
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Marie Clay’s Concepts About Print Test
Ask learner to show the book cover or front – Say,
"Show me the front of the book“ or "Show me the title"
Identify text as distinct from illustrations – Say,
"Where do I start reading?" Learners understand
reading is interaction with print
Directionality – Left to right, top to bottom
Say, "Which way will I read from here?"
Return Sweep – Say, "Show me where I read next?”
Learner should point to the next line of print
Word Awareness – Say, "Now you point to the
words while I read" Learner should be pointing word by
word, line by line, while read to aloud
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Marie Clay’s Concepts About Print Test
Beginning of a Word – Say, “Where is the beginning of
the word “____” referring to the last word read
Say, “show me the first letter in that word”
Upper and Lower Case Letters – Say, "Show me a
capital letter" "Show me a small letter"
Punctuation – Say, “What is this for?”
Word Order – While finger pointing, read a line
backwards, Say, "What did I do wrong?”
End of a Word – After reading a page, select a word,
show its beginning letter, Say "Where does this word
end?"
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Marie Clay’s Concepts About Print Test
Sentence – After you read a given sentence, ask
“Where did that sentence begin?” "Where did that
sentence end?“
Back of the Book – Say, "Where is the back of the
book?“
Beginning of story – Say, "Do you remember how the
story began?"
End of the story, Say, "Do you remember how the
story ended?"
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Marie Clay’s Concepts About Print Test
Ohio Content Standards that are assessed using the
Concepts About Print Test – Kdg:
Hold books right side up, know that people read pages
from front to back and read words from left to right.
Know the differences between illustrations and print.
Identify and distinguish between letters, words and
sentences.
Grade 1:
Follow simple oral directions.
Speak clearly and understandably.
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Rationale for Clinician Constructed
Literacy Assessments
For most learners with moderate to severe special
needs, it has already been ascertained that their skills
vary from normative expectations – we do not need to
use standardized measures to confirm this
Scattered, spotty, or inconsistent skills are revealed
because clinician constructed testing progresses “at
leisure” and no ceiling or criterion must be enforced
Clinician constructed tests show accomplishment of
functional behaviors
Establish functional tasks to be continued in therapy
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Rationale for Clinician Constructed
Literacy Assessments
Tasks coincide with Ohio Content Standards and
establish the need for modification of mandated
achievement tests or use of alternative testing
Use pre-primer or primer passages, unless learner
surpasses this level
Record both correct and incorrect responses
Note how many items were attempted, how many
responses were accurate, and how many were
inaccurate
For most tasks that require lists, 10 items are usually
sufficient
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Collaboration Models: Working With
Special Needs Personnel
GOAL SETTING:
Competitive Goal Setting: Win/Lose
Little attempt to have outside services impact upon
classroom success
Teacher is uninvolved with specialists; specialists don’t
know curricular/instructional needs of the child
Worst case: “When you are out of class for work with
your specialists, you are still responsible for class
work”
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Collaboration Models: Working With
Special Needs Personnel
Individualistic Goal Setting: No Interdependence
Goals for one service have no relationship to goals for
another service
Team members seldom communicate about progress
Worst case: “I’ll do mine, you do yours, we’ll staple
them together and call it a team report.”
Worst case: too many cooks; too much time spent in
diverse pull-outs
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Collaboration Models: Working With
Special Needs Personnel
Cooperative Goal Setting: Positive Interdependence
Goals are written to coincide
Help child address their main areas of curricular/
instructional needs
Worst case: too many strategies and interventions,
even if they all coincide
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Group Sharing
Planning How to Enhance Your Practice
Assessment
Setting Goals/Objectives
Intervention Ideas
Collaboration
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