Transcript the-science-of-learning-words-ohio-2016handout

The Science of Learning Words
Judy K. Montgomery, Ph.D. CCC-SLP
Chapman University
Irvine, CA
[email protected]
Abstract
Learning new words is a science. There are
specific steps that children use at each age
level to acquire new vocabulary. These steps
are based on linguistic theory and language
development milestones. Our focus will be on
building deeper, rather than wider
vocabularies for students with communication
disabilities.
Learning Objectives
Attendees will be able to:
1.Identify the basic elements of vocabulary
development
2.List 4 methods to help children use semantic
fields
3.Practice intervention of “deep” rather than
“wide” vocabulary development
What do we know…
Limited vocabulary is a hallmark of
under-developed language skills
and a serious obstacle to literacy and
academic success. Vocabulary is first learned
indirectly from adults, then from sibs and
friends. Later it is learned directly. SLPs can
increase vocabulary acquisition in children.
How Do We Select Strategies?
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Old vs. new (“I’d like to try that.”)
Anecdotal claims ("It really helped Marty.")
Availability ("I can get you a copy of it.")
Functional outcomes ("She does it herself now.")
Evidence-based (Large numbers of clients made
progress)
• Research-based (Standardized tests, random
clinical trials, and/or laboratory evidence)
(Montgomery, 2015)
What should we do
• Check the Common Core Standards
• Functional Outcomes
• Evidence-based practices
• Research-based information
• Consult the ASHA Practice Portal
What is science?
Science is the intellectual and practical
activity encompassing the systematic study of
the structure and behavior of the physical and
natural world through observation and
experiment.
Evidence-based Practice
An approach in which
current high quality
research evidence is
integrated with
practitioner expertise and
client preferences and
values into the process of
making clinical decisions
(ASHA, 2005).
Knowledge Bases for Evidencebased Practices
Literature/theory based
Research-based
Practice-based
Knowledge: How we know
something is true or right
• Literature/theory based- position papers,
policy analysis, descriptive reviews of the
literature
• Research-based- peer reviewed studies, with
appropriate design, address cause and effect,
can be replicated
• Practice-based- promising practices, model
programs, professional wisdom, implicit
effectiveness due to wide use, action research
(CEC, 2005)
Statements from the Common Core
State Standards Kgn- 1st
• Kgn- Participate in
collaborative
conversations with diverse
partners
• Understand a text read
aloud by ask and answer
Q’s about key details
• Describe familiar people,
places, things, events with
prompting and support
• 1st- Follow rules for
discussions, speaking
one at at time
• Ask and answer Q’s in
a text presented orally
• Describe people,
places, things, events
expressing thoughts
and feelings
Statements from the Common
Core State Standards -2nd- 3rd
• 2nd - Participate in
collaborative
conversations with diverse
partners, link remarks
• Recount key ideas from a
text read aloud
• Tell story or recount an
experience with facts,
details, with audible voice
in coherent sentences
• 3rd –Come to discussions
prepared, read or studied
material; explore ideas
• Ask and answer Q’s
adding elaboration &
detail.
• Report on a topic; speak
clearly; create audio
recordings; add visual
displays
Standards- Middle & High School
MIDDLE/JUNIOR HIGH SCHOOL
1.A.3a Apply knowledge of word origins and derivations to comprehend words
used in specific content areas (e.g., scientific, political, literary,
mathematical).
1.A.3b Analyze the meaning of words and phrases in their context.
EARLY HIGH SCHOOL
1.A.4a Expand knowledge of word origins and derivations and use idioms,
analogies, metaphors and similes to extend vocabulary development.
1.A.4b Compare the meaning of words and phrases and use analogies to
explain the relationships among them.
HIGH SCHOOL
1.A.5a Identify and analyze new terminology applying knowledge of word
origins and derivations in a variety of practical settings.
1.A.5b Analyze the meaning of abstract concepts and the effects of particular
word and phrase choices.
Four Types of Vocabulary
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Listening – all the words you hear
Speaking- all the words you say
Reading –all the words you read
Writing- all the words you write (spell)
Four Types of Vocabulary
• Listening – all the words you hear
• Speaking- all the words you say
For 150,000 years (our brains are hard-wired)
• Reading –all the words you read
• Writing- all the words you write (spell)
For 5,500 years (a fairly new skill to learn)
For 400 years (more than 1% of population reads)
How does this work?
We have a language
brain– listening and
speaking is innate
We do not have a
reading/writing brainthese skills must be
learned.
Four Types of Vocabulary
• Listening – all the words you hear
• Speaking- all the words you say
Encourage, develop, support what children possess
• Reading –all the words you read
• Writing- all the words you write (spell)
Teach new language skills
Four types of vocabulary
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Listening
Speaking
Reading
Writing
SLP decides if vocabulary
intervention will target:
Size
Depth
More words overall; in which of the
4 types of vocabulary; in which
languages; aligned with which tiers;
and connected to all or some
curricular areas or standards???
More definitions for words
already known; multiple
meanings; antonyms and
synonyms; more uses for known
words; more languages; aligned
with topics/purposes???
Should I go deeper…?
Should I go wider…..?
Any Word:
Size (large number of words
in many categories)
Depth (large number of
meanings for the same word)
Clear
Size (large number of words
in many categories)
• Clear
• Fear
• Steer
• Clap
• Class
• Dirty
• Confusing
Depth (large number of
meanings for the same word)
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Clear the table
Clear your mind
Clear the room
Clear skies
Clear out
Clear to the top of the hill
Consider focusing on many
meanings for the same word
• Many meanings for
the same word:
polysemous (poly=
many; semantic =
meanings)
• English is a
polysemous language80% of the words have
more than one
meaning - Use that!
What makes this vocabulary
building approach effective?
• The students already KNOW the words
• Easy to say, read, and often easy to spell
• Focus on meanings of the same word- it
doesn’t feel like continual new learning
• Concept of “neighborhood density”belongs together but is not a semantic field
Key Strategies for Oral
Language (young children)
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Eliciting child talk
Early Narrative Forms
Finding patterns
Read aloud
Categorizing
Private speech
Provide words
Children need lots
of words
surrounding what
they are seeing,
thinking and doing.
Increasing vocabulary …
How many words do children learn and use?
12 months
18 months
3 years
6 years
2-5 words
50 words
500 words
6,000 words
Does vocabulary continue to
increase?
• What about adults?
• 18 year olds
• 40 year olds
• English language
80,000 words
50,000 words
450,000 words
Rate of learning new words
Typically developing
children learn 5 new
words a day.
Children with language
learning disabilities
learn approximately 2
new words a week.
Close the gap! (Bates, 02)
Neighborhood Density
Neighborhood density
refers to the number
of phonologically
similar words in the
lexicon (Luce and
Pisoni, 1998, Storkel,
2011). Words that
are alike, are easier to
learn.
How to Use Adult Talk
to Elicit Child Talk
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Be sensitive to what they are doing
You might be ignored by children
Children are less tolerant of interruption
Often don’t follow a direction because they don’t
see others doing so
• Face to face level whenever possible
Nouns and Verbs are Salient
• Nouns and verbs are more salient
• Children “hear” and quickly understand
names and actions.
• Children aged 2 to 4 years do not recognize
adverbs or modifers as easily. They focus
on names and actions.
Vygotsky proposed:
• So when you say “Don’t throw sand.”
• They hear “throw sand”.
• When you say “Do not sit there.”
• They hear “sit there.”
Adult Speech directed to young
or language delayed children
Adult says:
“Don’t throw sand!”
Child hears:
“throw sand!!”
Adult speech…
Adult speech:
“Don’t sit and cry on
that curb!”
Child hears:
“Sit and cry on the
curb!”
Use
to make
these directions more effective…
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Don’t throw sand. Pour the sand here.
Don’t hit Elaine.
Don’t sit there.
Do not eat that.
Don’t press so hard.
Do not make a mess.
Don’t run.
Measuring the amount of speech
• Mean length of
utterance (MLU)
• Record a language
sample of 50
utterances
• Count the number of
morphemes (free and
bound)
• Divide to get MLU
I can talk in long sentences.
MLU = age within 6 mons
Thus,
1 yr olds speak in 1 word
sentences
2 yr olds use 2-3 words
3 yr olds use 3-4 words
4 yr olds use 4-5
5 yr olds use 5-6
Most effective strategies ...
• Talk about what the
child is doing - “You
are pushing the truck.”
• Label items
specifically - “You
need this red jacket.”
Rather than “You
need this.”
Most effective strategies ...
• Emphasize key words“You like to watch the
dogs run.”
• Repeat key words and
phrases - “You like to
eat crackers. I like to
eat crackers, too. Let’s
get another cracker to
eat.”
Most effective strategies ...
• Expand the child’s
utterance to a slightly
longer one. “Heart.”
“Yes, that’s a red heart
on the card.”
• “Mine”. “Okay, that
pencil is yours. This one
is mine.”
Most effective strategies ...
The big three!!!
1. Pause after talking–
look at the child and
expect him to take his
turn.
2. Slow down your rate.
3. Talk carefully, not
constantly.
Early Narratives
• Event Casts- child talks about what is happening as
it happens.
Playing school, playing doctor, playing store
• Recounts- child retells what s/he has experienced
with an adult while the adult listens.
“Tell Uncle Tony what we did today.”
• Stories- child talks about things he has thought
about or imagined but not done.
Talking while/after a book is read to group.
(Moreau, 2002)
Early event narratives
• Developmental process
• Prompt the next stage
• Children with disabilities are less skilled
initially, likely to develop all 3 stages
• Write in the FSP, or IEP - so educators and
parents can encourage the narratives
Writing Goals for early
narratives
• Sean will correctly answer 3 picture
based questions 4 of 5 times, without
prompts, from a story read aloud. {Kgn}
• Chloe will report on a topic; speak clearly; create
audio recordings; add visual displays with extensive
adult prompts using her AAC device, 4 of 5 times in
her class {3rd}
Finding Patterns
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Motor patterns
Visual patterns
Oral Language patterns
Eventually, written language patterns
Motor patterns
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Clap patterns
Instruments
Ball patterns
Lots of practice
Visual Patterns
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Observing the environment
Finding shapes
Beads, blocks, pictures in a pattern
Counting feet
Oral language patterns
• Repeating dialogue
• Repeating sentences (5-7 words in length)
from the book
• Objects in a row (using left to right )
• Pictures in a row
• Brief repeated instruction is most effective
Vocabulary & Phonological
Awareness: RELATED!
• The size of a child’s expressive vocabulary
is a key marker for language development.
• This expressive vocabulary also regulates
how quickly children acquire phonological
awareness (hearing and manipulating the
sounds in words).
(Snow, 02)
The First 400 Words!
• Child’s first 400
words trigger the
grammaticality
function of the brain.
• This number of single
words (nominals,
actions, modifiers,
personal and
functional words is
critical (Bates, 02).
• This is the point where
syntax begins.
• Grammar follows
vocabulary.
• L2 research also
reports 400 words.
• Why???
Read Stories Aloud
Read stories aloud
"The single most important activity for
building these understandings and
skills essential for reading success
appears to be reading aloud to
children (Wells 1985; Bus, Van
Ijzendoorn, & Pellegrini 1995). “
(NAEYC and IRA Statement, 2005)
Reading Aloud incorporates:
• Vocabulary
• Child talk
• Finding
patterns
• Categorizing
7 Step Read Aloud Method- Preschool
• 1. Introduce the book, author, inside pages,
covers, link to former books, etc.
• 2. Read the text all the way through the
book with feeling and high interest.
• 3. Read again highlighting all the pictures.
• 4. Read again, sharing all the repetitive
phrases
5. Read again and only whisper the last word
in the sentence-- let children say it aloud.
6. Re-read the dialogue sections -- or any 5-7
word sentences-- and have students repeat
imitating your expression and intonation.
7. Add props to support the re-tell process.
Read Aloud Interventions for Preschoolers:
How to Facilitate Print Awareness
Prompts/Picture
• Character
Prompts/Print
Print
– Who is that?
– What is girl doing?
• Perceptual
Front of book?
Show me the word rabbit.
Word
– Color of coat?
– What’s under table?
• Action
Point to any word.
Count the words on this page.
Alphabet knowledge
– Grandpa doing?
– Where policeman going?
Find an “m”
Letters from your name?
The Napping House
Picture Focus
Print Focus
1
4
2
5
3
6
Repeat sentences in stories
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Repeat 3-5 word sentences from a story.
Show the picture, repeat the sentence.
Ask children to say sentence as a group.
Ask individual children to repeat it.
Only choose sentences within the child’s
MLU (mean length of utterance) based on
age and abilities.
Babies love books!
• Read to babies several
times a day.
• Read to Pre-K and K
at least once a day.
• Re-read books often.
• Read with expression.
Stories
• Children begin to tell
self-generated stories
between 2 and 3 years.
• At first the events are
not connected.
• Later, they “chain” the
events together.
• They talk to hold your
attention.
Re-telling a Story
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Main character
Setting
Kick off event
Response and reactions of main character
Plan of action
Events
Direct consequences (ending)
Reactions of the main character
(Stein & Glenn, 1983; Moreau, 2008)
Story Grammar Marker (SGM)
• Students 6 years and up
• All parts of a story
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Character
Plot
Kick-off event
Feelings
Events
Conclusion
Feelings about ending
www.mindwingconcepts.com
Categorizing
• Essential oral
language and
“thinking” skill
• We all learn by
categorizing-- what
“fits” with something
else we already know.
• First physical, later
mental sorting by
category.
Categorization Activities
• Start with 2 categories (in the group or not
in the group)
• Then 3 or 4 categories
• Object sort, then picture sort, finally a
“thinking” sort
• Shoe sort
Private Speech
l All young children use it, as do some adolescents
and adults- often when stressed.
l Sometimes you can overhear a child using it.
l It accounts for 20-60% of the remarks of children
younger than 10 years of age.
l It is an essential part of cognitive development.
l It defines the strong link between social
experience, speech and learning.
l It helps us control behavior and master new skills.
l It is one of the methods that all children use to
teach themselves.
Private Speech
There are six distinct
types of private speech
with different purposes.
Egocentric
communication
Fantasy play
Emotional release
Self-direction
Reading aloud
Inaudible muttering
Private Speech
• Children with
language disabilities
often need
encouragement to
use their private
speech. They need it
as a meta-cognitive
and self-regulating
guide. They need
private speech more
often and for longer
periods of time.
(Berk, 94)
Private Speech
Originally noted in
Vygotsky’s work with
young children …but
lost favor when Piaget
didn’t embrace it.
From: L. Berk. (1994). Why
Children Talk to Themselves.
Scientific American. 78-83.
Adapted by J. Montgomery, 2014
Private Speech
Adults use private
speech, too!
When do you use it?
Driving the car?
In your office?
When you run or
exercise?
Under pressure?
These strategies, based on the
science of word learning, will:
• Include all four
vocabulary types
• Combine print and
speech supports
• Need to be modified
for grades and ages
• Require many
repetitions to be
successful
Intervention Strategies
•Bloom’s Taxonomy
•Reverse Brainstorming
•Object Definition
Matches with CCSS Tasks
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Content areas
Q and A format
Reinforces listening, speaking, reading
Typically involve lists, categories, parts
to wholes, critical content, sequence
• May be created/written by students
• Power vocabulary
EBP Statements
• Maximize the number of
responses in a limited
amount of time to get
vocabulary growth (Paul,
2001; Gillon, 2007)
• Struggling learners may
need as many as 25 trials
to acquire novel words
compared to 9-11 trials for
typical learners (Pence &
Justice, 2008; Gray, 2003).
• Provide a definition and a
lexical contrast to
establish a more detailed
understanding and longer
retention of new words
(Paul, 2001; Gillon, 2007)
• Word consciousness-- an
awareness and interest in
words, their meanings and
their power-- fosters
vocabulary growth (NRP,
2000).
Bloom’s Taxonomy (2012)
In 1956, Benjamin Bloom
with collaborators Max Englehart,
Edward Furst, Walter Hill, and
David Krathwohl published a
framework for categorizing
educational goals. Widely
acclaimed, it became the preferred
method to teach to the “Cognitive
Domain”. It became today’s
learning objectives. Revised in
2012 with some slight changes.
• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create
Action Words for Bloom’s Taxonomy
(2012)
• Know
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name
list
Tell
duplicate
• Understand
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describe
express
cite
convert
• Apply
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solve
sketch
manipulate
transfer
• Analyze
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separate
deduce
calculate
prioritize
More Bloom’s …
• Evaluate
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reframe
criticize
order
assess
predict
estimate
justify
persuade
• Create
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design
combine
hypothesize
anticipate
infer
intervene
simulate
devise
Reverse Brainstorming
An instructional strategy to use
at the secondary level
Classroom Discourse
Brainstorming
Teacher/leader, highly
knowledgeable in a topic, asks
students to think of words,
ideas, and concepts they believe
belong. Leader records
responses in view of students,
but frequently provides most
information him/herself.
Reverse Brainstorming
Teacher/leader/SLP, less expert
in a topic, provides a list of
words and asks students to cross
out the words that do not belong
to this topic. All students
participate in oral and written
forms.
Example: Reverse Brainstorming
Palm trees
tall
in sunny climates
easy to climb
flowers
coconuts
grapefruit
fronds
Example: Reverse Brainstorming
Voice disorders
15-25% of children
pitch
loudness
quality
abuse
allergies or trauma
tongue
6-9% of children
Example: Reverse Brainstorming
U.S. government
Congress
democracy
carbonated
Senate
monarchy
veto
executive branch
olive branch
rouge
voter
Reverse Brainstorming –
Summary
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Use core curriculum content
Provide list of correct vocabulary, plus foils
Use words already introduced
Students actively cross out the words they are not going to discuss
(This means they have to mentally address the meaning of each
word, or they will do unnecessary work – surprisingly motivating!)
• 15-second discussion on each remaining word with partner
• 1-minute discussion on each remaining word with a group of four
• Eliminates the long, unproductive pauses from students who cannot
“brainstorm” topics they do not yet understand
Strategy
Object Description
(Zimmerman, 2007)
• Many students cannot
retain definitions of
words.
• Others cannot write or
recall them.
• Writing student-friendly
definitions is an important
step in vocabulary
development (Beck et al, 2002)
• Students do not know
the structure of a word
definition.
• Combined with poor
memory skills, they
fail to store or retrieve
definitions, and thus
“forget” words.
Student’s typical definitions
• “is when”
• A pedestal is when you stand on something
tall.
• A tornado is when the wind blows really
hard and you can get hurt.
• Choose is when you pick someone.
Object Description
1. What is it called? __________
2. What is the category? _________
3. What do you do with it? What does it do? ___
4. What does it look like? __________
5. What parts does it have?__________
6. What does it feel like?____________
7. Where can I find it?___________________
Next, Build a Definition
A _____(#1)______ is a(n)
________(# 2)________ that
_____(#3)_______. It
_______(#4, 5, 6 or 7)_________
and ____(#4, 5, 6 or 7)_________.
Object Description
1. What is
it called? _vestibule_________
2. What is the category? _small space that comes
before a more important place_
3. What do you do with it? What does it do? _hold
supplies__
4. What does it look like? _small________
5. What parts does it have?__door________
6. What does it feel like?____________
7. Where can I find it?_near the main door of homes
and buildings_______
Last step, write definition
without the frame
A vestibule is an area or space that
comes before a more important
area. It is small, may hold
supplies, and you can find it near
the main door of some homes and
buildings.
Object Description- practice
1. What is it called? _chasm_________
2. What is the category? _geological feature___
3. What does it do? ___occurs in rocky areas__
4. What does it look like? __ deep________
5. What parts does it have?__________
6. What does it feel like?__dangerous______
7. Where can I find it?___in deserts_________
Next, Build a Definition
A _____(#1)______ is a(n)
________(# 2)________ that
_____(#3)_______. It
_______(#4, 5, 6 or 7)_________
and ____(#4, 5, 6 or 7)_________.
Student Definition(s)
• Definition 1
• Definition 2
• A chasm is geological
feature of the earth
that occurs in rocky
areas. It may be deep
and dangerous and
you can find it in
deserts.
• A chasm is a natural
thing that makes it
hard for you to cross.
It looks like a valley
and sometimes you
find it in a cave.
Math Vocabulary
• Don’t teach the math- teach the math
vocabulary- in class or pullout.
• Names, categories, phonological loop
• Repetitions, engagement
• Experiences
• Opposites
• All 4 types of vocabulary
Math Vocabulary- 6th grade curriculum
Category: Math words- all nouns (content words)
line prism perimeter pyramid hundred
fraction coin dollar calendar clock timer
spinner ruler scale thermometer tape
measure graph grid pattern set unit point
corner noon temperature percent week
sum blank sign size share
Let’s practice writing an object
definition.
prism
Object Description- practice
1. What is it called? _prism_________
2. What is the category? _solid; transparent body___
3. What does it do? ___breaks light beams into colors__
4. What does it look like? _ all sides are parallelograms_
5. What parts does it have?__________
6. What does it feel like?__hard______
7. Where can I find it?___in the math lab_________
What is a prism?
A prism is a transparent body that
breaks light beams into colors. It’s
hard, all of its sides are parallelograms,
and you can find it in our math lab.
V-Cards
Prism
a transparent body that breaks light
beams into colors. It’s hard, all of its
sides are parallelograms, and you can find
it in our math lab.
References
Bates, E. (2002). Language. Presentation at Kay Butler Symposium, San Jose, CA. February 23, 2002.
Beck, I. McKeown, M. & Kucan, L. (2014). Bringing words to life.2nd ed. .NY: Guilford.
Berk, L. (1994). Why children talk to themselves. Scientific American. P. 78-83.
Fagan, M. & Prouty, V. (1998). Language Strategies for Little Ones. Eau Claire, WI: Thinking
Publications.
Hyson, M. (2003). Putting early academics in their place. NAEYC. Educational Leadership, ASCD, 60,
7, p 20-23.
Justice, L. & Ezell, H. (2000).Use of storybook reading to increase print awareness in at-risk children.
AJSLP, 11, 1, 17-29.
Lybolt, J., Armstrong, J., Techmanski, K. E. & Gottfred, C. (2007). Building Language Throughout the
Year. Baltimore: Brookes Publishing.
McGregor, K.K. (2010). Vocabulary Instruction-Evidence for five instructional strategies. ASHA Self
Study Publication.
Montgomery, J. K. (2002). Preschool language development. Early Reading First Grant. University of
California-Irvine Institute.
Montgomery, J.K. (2007). The Bridge of Vocabulary. Bloomington, MN: Pearson.
Snow, C. (2002). Reading and Literacy. Presentation at Kay Butler Symposium, San Jose, CA. February
23, 2002.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA:
Harvard University Press.
Wolf, M. (2008). Proust and the squid: The story and science of the reading brain. Harper.