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Spoken Language

Spoken Language. Carolina Summer Institute June 16, 2011. What we’re going to talk about today:. Bloom and Lahey: Quick Overview What is it? How do I use it next week? Vocabulary: Development Hierarchy for teaching vocabulary Strategies: Indirect language stimulation

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Spoken Language

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  1. Spoken Language Carolina Summer Institute June 16, 2011 Originally developed by Erin Thompson 06/13/2008

  2. What we’re going to talk about today: • Bloom and Lahey: Quick Overview • What is it? • How do I use it next week? • Vocabulary: • Development • Hierarchy for teaching vocabulary • Strategies: • Indirect language stimulation • Strategies for NEW targets • Strategies for EMERGING targets • Practice  Originally developed by Erin Thompson 06/13/2008

  3. The LSLS - AV Approach • AV Principle: Guide and coach parents to use natural developmental patterns of audition, speech, language, cognition, and communication. • Need a strong foundation in normal language development Originally developed by Erin Thompson 06/13/2008

  4. The LSLS - AV Approach • AV Principle: Administer ongoing formal and informal diagnostic assessments to develop individualized Auditory-Verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family. • Can only do diagnostic teaching if the therapist has a thorough, working knowledge of Normal Language Development. Originally developed by Erin Thompson 06/13/2008

  5. The AV Approach • Working Knowledge of Normal Language Development includes: • Precursory Goals to Symbolic Language • Hierarchies of Development in all Semantic Categories • Concurrent development of goals in language, speech, audition and cognition (and make it FUN) Originally developed by Erin Thompson 06/13/2008

  6. Originally developed by Erin Thompson 06/13/2008

  7. A Model for Normal Language Development • Bloom and Lahey Model: • What is it? • A developmental sequence of the way children code ideas of the world in language (semantic model) • How is it set up? • Broken into 8 phases - phases represent the appearance of new language skills • Various semantic categories are covered in each phase Originally developed by Erin Thompson 06/13/2008

  8. Chart: The Bloom and Lahey Model • Adapted from: Language Disorders and Language Development by Margaret Lahey Originally developed by Erin Thompson 06/13/2008

  9. Originally developed by Erin Thompson 06/13/2008

  10. The Chart DOES NOT stand Alone… GET the BOOK… AND/Or use another detailed model for language development (CASLLS: Elizabeth Wilkes, Ph.D., CED, CCC-SLP www.sunshinecottage.org) Originally developed by Erin Thompson 06/13/2008

  11. Originally developed by Erin Thompson 06/13/2008

  12. Vocabulary • The meaning of words, or symbolic language, but it becomes confusing in English because one word can have several meanings, as for example, the word “fly.” • Educational Audiology For The Limited-Hearing Infant and Preschooler (pg. 169) Originally developed by Erin Thompson 06/13/2008

  13. How Do Children with Normal Hearing Learn Vocabulary? • Babies learn words by listening to their caregivers. Research that was conducted by Parents Report showed that children learn words faster by hearing more words consistently. – Richard Laliberte • Pre-teaching • why, who, when, how? • Read Aloud Looking up definitions in a dictionary is not an effective way to teach vocabulary!! Originally developed by Erin Thompson 06/13/2008

  14. How Does This Effect Children Who are Hearing Impaired? • Children who have hearing loss & especially children who were identified later are not given the full benefit of “overhearing” their caregivers talking. • So, they may not quickly “pick up” vocabulary words that are said throughout the day. • This makes it critical for parents to focus on informal language stimulation techniques. • If the child continues to have difficulty learning vocabulary, a hierarchy should be followed to TEACH the vocabulary. Originally developed by Erin Thompson 06/13/2008

  15. Vocabulary Development Expressive • 12-18 mo. • 18-24 mo. • 2-3 yrs. • 3-4 yrs. • 5-6 yrs • To go on to higher education, kids need to know 100,000 words! • Owens, R.E. (1992). Language Development: An Introduction, 3rd edition. New York: MacMillian. Originally developed by Erin Thompson 06/13/2008

  16. By age 5, typically developing children are learning as many as _____ new words per day. Originally developed by Erin Thompson 06/13/2008

  17. The Word Gap • Children from lower socieoeconomic homes have heard 32 Million words less than their peers from homes with ‘professional parents’ when they start kindergarten (Hart and Risley, Meaningful Differences in the Everyday Experience of Young American Children) • 83% of words used in normal conversation with a child come from the most commonly used thousand words. (Hayes & Ahrens, 1988). So you have to read aloud for further vocabulary growth past those 1000 Originally developed by Erin Thompson 06/13/2008

  18. Rate of Expressive Vocabulary Acquisition • Vocabulary Goal: (to maintain “normal” rate of progress) Spontaneously produce a core vocabulary of 10 new words each week. • How to determine this goal: Child currently has a vocab. age of approximately 2 yrs, (i.e. ___ words expressively). By this time next year, they will need to use approximately ___ words, (i.e. gain __ new words) over the next year. This equals approximately 10 new words each week (10 words x __ wks = ___ words). Originally developed by Erin Thompson 06/13/2008

  19. Resources for Development of Expressive Vocabulary • In the beginning: • “Power Words” • Lexicon 1 • Learning in Language Units: • Ling Basic Vocabulary & Language Thesaurus Levels 1 & 2 (currently out of print) • Preparing for School:(formal reading instruction) • Ling Basic Vocabulary & Language Thesaurus Levels 3 (currently out of print) • Children’s Classic Literature • Reading Text Analysis • DON’T FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!! Originally developed by Erin Thompson 06/13/2008

  20. Relationship between language/vocabulary and success in reading • The child with severely delayed language and vocabulary is not ready to read. “Because one must know and be able to use the language that is to be read, the best way to work with such a child is to concentrate on his/her acquisition of lang. & vocabulary.” (L. Robertson, 2000) • “Low oral vocabulary and poorer overall language skills begin to exact a heavy toll on reading achievement by grade 3 when text demands increase.” (Storch & Whitehurst, 2002) Originally developed by Erin Thompson 06/13/2008

  21. Relationship between language/vocabulary and success in reading • “Reading is a poor means of acquiring initial language skills. To learn a significant amount of language through reading, children must already have basic visual word recognition skills, a good vocabulary, an awareness of syntactic skills, understanding of the semantic properties of words and sentences, and extensive experience of the world around them. Only if such skills are present can children search a text for it’s meaning.” Ling, Foundations of Spoken Language for the Hearing Impaired. • “Extensive research has proven that reading aloud to a child is the single most important factor in raising a reader”. J.Trelease Originally developed by Erin Thompson 06/13/2008

  22. Originally developed by Erin Thompson 06/13/2008

  23. Vocabulary Hierarchy • INPUT • COMPREHENSION • IMITATION • USE Originally developed by Erin Thompson 06/13/2008

  24. What that means! • INPUT: Bombard the child in different meaningful situations with the word. • COMPREHENSION: Check to see if a child understands the meaning of a word. • IMITATION: The child hears someone say a word and directly imitates the person. • USE: The child uses the word in a different situation all on their own. Originally developed by Erin Thompson 06/13/2008

  25. Vocabulary word: Throw • How to check for comprehension: • Playing with a child and you give them a ball. You ask them to throw the ball. • The child then throws the ball. • Does the child have comprehension of the word “throw”? • Why or Why not? Originally developed by Erin Thompson 06/13/2008

  26. Checking for Comprehension • ANSWER? Originally developed by Erin Thompson 06/13/2008

  27. Checking for Comprehension • A more effective approach to check for comprehension of a word may be to hand the child sand and ask them to throw it! • If the child holds the sand and does nothing with it after you ask them to “throw” it, then they probably do not understand “throw.” Originally developed by Erin Thompson 06/13/2008

  28. Video! Originally developed by Erin Thompson 06/13/2008

  29. Strategies • That promote auditory learning of language targets Originally developed by Erin Thompson 06/13/2008

  30. Indirect Language Stimulation • Self Talk • Parallel Talk • Descriptions • Repetition • Expansion • Expansion Plus Originally developed by Erin Thompson 06/13/2008

  31. Strategies For ElicitingNewTargets • Auditory Bombardment • Acoustic Highlighting • Modeling • Parentese Originally developed by Erin Thompson 06/13/2008

  32. Strategies For Establishing Consistent Production of Emerging Targets • Imitation • Delayed Imitation • Prompting • Spaced Practice • Acoustic Highlighting Originally developed by Erin Thompson 06/13/2008

  33. Imitation Strategies • Model the target then look expectantly at child. • WAIT TIME • Direct child to tell something to another person using the target language. For example, say, “Tell Susie, ‘I need that one.’” • Give the child a choice of two words/phrases with the target language being the last choice. • LAST DITCH EFFORT: Can you say, “_____?” Originally developed by Erin Thompson 06/13/2008

  34. Delayed Imitation StrategiesEncourage child to think on his own a bit more… • Ask another person a question then immediately ask the same question of the child. • Begin a sentence containing part of the target and wait to let the child complete it. • Direct child to tell another person, e.g., say, “Tell Susie, ‘I need that one.’” Then direct him to tell 2 or 3 more people (or stuffed animals or dolls.) Originally developed by Erin Thompson 06/13/2008

  35. Prompting Strategies • Stop talking. Provide frequent pauses in your input and WAIT for the child to initiate conversation. This may take several seconds or even close to a minute. Resist the urge to continually provide input. • Look expectantly at child and WAIT. • Lean toward child, cup your ear and WAIT. • Set up a situation in a way that creates a reason (other than to please the adult) for the child to communicate his ideas, i.e., give the child a puzzle board and keep the pieces or give the child half of what he needs to complete a task. (SABOTAGE!) • As you share a book with a child, turn the page and then look expectantly as if to say, “what do you think is important on this page?” rather than immediately telling the story yourself. WAIT until he comments. Originally developed by Erin Thompson 06/13/2008

  36. PRACTICE!! • Noun: cow • Preposition: under • Adjective: big • Verb: cut Originally developed by Erin Thompson 06/13/2008

  37. QUESTIONS?? Originally developed by Erin Thompson 06/13/2008

  38. THANK YOU! • Information in this presentation was gathered from prior workshops and Auditory Verbal Modules • Special thanks to information contributed by: Kathryn Wilson Beth Walker Originally developed by Erin Thompson 06/13/2008

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