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Word-finding Intervention

Word-finding Intervention. Retrieval Strategy Instruction Self Advocacy Instruction Classroom Accommodations. RETRIEVAL STRATEGY INSTRUCTION. Designed to teach students MNEMONIC WF strategies to facilitate retrieval of specific words in single word retrieval contexts and in discourse.

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Word-finding Intervention

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  1. Word-finding Intervention • Retrieval Strategy Instruction • Self Advocacy Instruction • Classroom Accommodations

  2. RETRIEVAL STRATEGY INSTRUCTION Designed to teach students MNEMONIC WF strategies to facilitate retrieval of specific words in single word retrieval contexts and in discourse.

  3. WFCLASSROOM ACCOMMODATIONS Differentiated Instruction - provides Classroom Accommodations to remove “barriers to learning” for students with WF difficulties.

  4. SELF ADVOCACY TEACHING Designed to to help students develop their "executive system" around their WF abilities. Students will become aware of the classroom and home accommodations they need in order to participate fully in their school and home life.

  5. Responsiveness to Intervention(RTI) For Learner’s With Word-Finding Difficulties

  6. RTI • It involves assessment of student response to scientifically based instruction across education settings for the purpose of making decisions about students needs (Graner, Faggella-Luby, & Fritschmann (2005)

  7. RTI RTI for learners with word-finding difficulties needs to focus on: • Vocabulary Learning • Reading • Spelling • Writing • Math and Science

  8. Three Tier Approach • Tier 1 - Students with word-finding difficulties receive instruction with the teacher in the general education classroom while their progress is assessed.

  9. Three Tier Approach • Tier 2 - Students with word-finding difficulties who struggle with general education instruction in Tier 1, receive in Tier 2 • Dual focus vocabulary instruction in the classroom and • Differentiated or accommodated instruction in the general education classroom.

  10. Three Tier Approach • Tier 3 - Students with word-finding difficulties who do not succeed in Tier II are considered in need of intensive word-finding intervention with the SLP in the language room. • In addition these students continue to receive word-finding accommodations in the classroom.

  11. Three Tier Approach • Tier 3 - Students with word-finding difficulties who do not succeed in Tier II are considered in need of intensive word-finding intervention with the SLP in the language room. • In addition these students continue to receive word-finding accommodations in the classroom.

  12. Three Tier Approach Tier 3 WF Accommodations Retrieval Strategies Tier 2 Tier 1

  13. Tier 2 and Tier 3 Retrieval Strategy Instruction

  14. Tier 2 • Dual Focus Vocabulary Instruction in the classroom • Al students are taught both word meanings and retrieval strategies

  15. DUAL FOCUS VOCABULARY INSTRUCTION Explain to students that they need to learn both the meanings of words (storage strength) and to become fluent and automatic (retrieval strength) in their retrieval of these words.

  16. Vocabulary Instruction Focused on Meaning Semantic Feature Analysis - used to help students discriminate between items or characters in a story that have common features. Semantic Mapping - a study of a word or concept in relation to other related ideas using a graphic flow chart*

  17. Vocabulary Instruction Typically Focused on Meaning Word Sort - students are asked to sort words into categories.* Word Wall - a display or collection of words that support teaching and learning. *

  18. Source * Allen, Janet (2007) Inside Words, Tools For Teaching Academic Vocabulary http://www.stenhouse.com/productcart/pc/viewprd.asp?idProduct=9092&r=n121&REFERER=

  19. Vocabulary Instruction Focused on Retrieval Strategies Procedure 1: Use retrieval Strategies To Enhance Learner’s Ability to Access Known Target Words Instruction is focused on elaboration of the word’s “retrieval strength” thereby Increasing the ease with which these known words can be accessed.

  20. RETRIEVAL STRATEGIES MNEMONIC-CUEING STRATEGIES Mnemonic Cueing, based on knowledge of memory processes, is a Retrieval Strategy in Which the Learner is taught to Associate or Link a Cue Word With The Target Word To Aid Retrieval of the Target Word

  21. RETRIEVAL STRATEGIES MNEMONIC-CUEING STRATEGIES Use Mnemonic Cueing and Syllable Dividing strategies to develop the retrieval strength of technical terms in science, names and dates in Social Studies and Language Arts and vocabulary in Math.

  22. PROCEDURE 2, IDENTIFY RETRIEVALSTRATEGIES APPORPIRATE FOR THE LEARNERS in Your Classroom Match Retrieval Strategies To The Error Patterns Typical Of The Student Error Pattern 1 : Lemma Related Semantic Errors Error Pattern 2: Word Form Blocked Errors Error Pattern 3: Word From Phonologic Errors

  23. PROCEDURE 3. USE RELEVANT AND THEMEATIC CURRICULUM Vocabulary Should Be Drawn From These Sources • Classroom Curriculum • Focus on Words You Anticipate Will Be Difficult For The Class • Known Words With Which he/she Has Difficulty

  24. Procedure 4. Consider Phonological Lexical Factors Of Target Words When Matching Vocabulary To Retrieval Strategies Phonological Lexical Factors of Words Can Make Some Words Harder or Easier to Retrieve For The Students in Your Class

  25. Phonological Organization Defined by Phonological Lexical Factors • Word length • Phonological Probability • Target Word Frequency • Phonological Neighborhood

  26. Phonological Lexical Factors • Word Length: • How long the word is. • Phonological Probability • How frequent is the phonological sequence

  27. Phonological Lexical Factors • Word frequency: • Counts of how often the word occurs in the language, transformed into a log scale • Phonological Neighbors to the Target Word • Refers to words that contains sounds that are similar to the target word. These words are stored together in the phonological lexicon.

  28. Phonological Organization • In the phonological lexicon it is theorized that a target word and its phonological neighbors are stored together so that if a target word is primed so are its neighbors.

  29. Phonological Organization • Neighborhood density • The number of neighboring words in the lexicon differing from the target word by a single phoneme

  30. Phonological Organization • Ex. hum is located in a dense neighborhood (many neighbors), as there are many other words in English that are similar to it (bum, dumb, numb, him, and hug, among others). • void is located in sparse neighborhood and has very few neighbors (voice and avoid).

  31. Research Study Impact of Lexical factors on Children’s word-finding Errors (German & Newman,2004)

  32. Lexical Factors Studied Semantic and Phonological Organization • Age of Acquisition • Word Length • Phonological Probability • Word frequency • Lexical Neighborhood

  33. Findings Error Patterns Tip of the Tongue • Children are likely to have word form-related (blocked) errors on words with few neighbors (Sparse Neighborhoods). Twist of the Tongue • Children are likely to have word form segment-related (phonologic) errors on words that are low in frequency and have low-frequency neighbors.

  34. Findings Error Patterns Slip of the Tongue • Children are likely to have lemma related semantic errors on high frequency words with many neighbors (Dense Neighborhoods).

  35. Practical Implications Knowing the type of word-finding errors children are likely to make on specific words could guide your selection of what words in the curriculum need to be treated for which children.

  36. PROCEDURE 5. MOVE FROM SINGLE WORD TO DISCOURSE The goal for the students in your class is to be able to apply the retrieval strategies when speaking and writing the vocabulary words. Therefore only in initial instruction do activities focus on vocabulary in isolation.

  37. PROCEDURE 6. Encourage Ongoing Rehearsal of vocabulary in isolation, sentences, and discourse The WFIP-2 provides three types of rehearsal techniques. Rehearsal of target words in isolation. (Class says target word 3 times in isolation)

  38. PROCEDURE 6. Encourage Ongoing Rehearsal of vocabulary in isolation, sentences, and discourse Rehearsal of target words in sentences. (Students volunteer say words in a sentence following the teachers examples) Rehearsal of target words in discourse (Cooperative Group Activity).

  39. Procedure 9. Implement activities that encourage generalization of retrieval strategies to everyday classroom, home, and work situations. As a learner shows competence in applying retrieval strategies, intervention should focus on helping the learner self apply these strategies in academic situations inside and outside of school. Use Technology To Make Dual Focus Vocabulary Instruction Interesting to Students in your classroom

  40. Procedure 9. Implement activities that encourage generalization of retrieval strategies to everyday classroom, home, and work situations. Use Technology To Make Dual Focus Vocabulary Instruction Interesting Electronic Dictionaries Cueing Dictionaries

  41. Procedure 9. Implement activities that encourage generalization of retrieval strategies to everyday classroom, home, and work situations. Use Technology To Make Dual Focus Vocabulary Instruction Interesting Electronic Dictionaries To Learn Meanings http://www.yourdictionary.com/fun Cueing Dictionaries http://www.rhymezone.com/ and http://www.rhyme.poetry.com

  42. ERROR PATTERN 2, WORD FORM RELATED ERROR (TIP OF THE TONGUE ERROR) SLOW AND INACCUATE OR ACCURATE

  43. W F Mnemonic Strategies For Word-Form Related Error • SAME-SOUNDS CUE B. FAMILIAR-WORD CUE

  44. W F Strategies Word-Form Related Error A. Same Sounds Cue Here the student is taught to link a prompt word that sounds like the target word: 1. a phonological neighbor of the target word 2. A homonym

  45. STRATEGIES TO AID RETRIEVAL OF THE TARGET WORD'S PHONOLOGICAL FORMTip of the Tongue Errors Use technology as a source for vocabulary and same sounds or homonym cues to support retrieval strategy instruction. http://www.rhymezone.com/ and http://www.yourdictionary.com/fun http://www.rhyme.poetry.com

  46. ERROR PATTERN 3, Word Form and Segment Related Error (TWIST OF THE TONGUE)See Figures 1.2 and 2 SLOW AND INACCURATE

  47. THREE-PRONGED APPROACH TO AID RETRIEVAL Of THE PHONOLOGICAL FORMOF MULTISYLLABIC WORDS Students are taught to use metalinguistic reinforcement and same-sound syllable cues to aid retrieval of target word syllables (German, 2001)

  48. THREE-PRONGED APPROACH Rhythm and Visual Syllable Dividing Students are taught to segment target words to aid retrieval of the syllabic (metrical) frame and phonological content of multisyllabic words.

  49. THREE-PRONGED APPROACH B. Same-Sounds Syllable Cue. Students are taught to link a word that is a phonological neighbor or homonym of the evasive syllable(s) to aid future retrieval of that form (link mom/ ther-mo-me-ter).

  50. THREE-PRONGED APPROACH Rehearsal Activities. Students are taught to rehearse the target word as a unit in isolation and in sentences.

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