SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS

1. SPECIFIC INTERVENTION STRATEGIES FOR DEVELOPING ORAL AND WRITTEN LANGUAGE SKILLS

2. I. Response to Intervention

3. In the old days we had….** Regular education in the classroom OR ▼ Special education with an IEP

4. Now more schools across the U.S. are implementing RTI** (page 312) Regular education classroom (Tier 1)—no modifications ▼ Regular education classroom (Tier 2)—minor modifications ▼ Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3) ▼

5. Many ELLs benefit from Tier 3

6. This is partially in response to No Child Left Behind and IDEA 2004…** Idea 2004 especially emphasizes intervention for reading in the early grades to prevent problems later on

7. Nelson suggests that:** 80% students: core instruction in classroom 15%: targeted small group, specialized instruction, or RtI 5% sped

8. RtI can be very helpful in decreasing special education caseloads….** Good news for us and the students!

9. In review--Diane Blevins, Santa Ana, CA:** • Santa Ana had a deluge of “at risk” preschoolers referred for assessment and probable intervention • Many were ELLs • It would have cost $2 million to hire enough SLPs to serve all these children

10. She implemented RtI:** • Preschoolers at risk for language difficulties were seen by SLPAs; they received language support • At the end, approximately 95% of the children were functioning well and were no longer “at risk”—did not need special ed testing; 5% went on to IEPs

11. II. SERVING PRESCHOOL ELLs WITH LI** • These children are especially vulnerable because they may be rejected by peers, even as young as 3 years of age

12. A. General Suggestions** • Tabors recommended that teachers give children some immediate, routine phrases to use to initiate conversation with peers. • If an ELL child with LI can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.

13. Teachers/SLPs can “double** the message” by adding gesture, action, or directed gaze ↑ children’s comprehension and confidence

14. One of the most helpful things for the preschool children….** • Was the establishment of a consistent set of routines that were simple and used daily.

15. **It was found that during routines such as singing, many ELL children “opened up” for the first time as they sang songs in their second language of English.

16. Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more:** • Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children. • The ELL children because they did not have to negotiate entry into the groups; they were automatically included. • They gained more exposure to English and more opportunities to interact with other children.

17. A great resource for supporting social skills:** • Kimochis—Seven Keys to Effective Communication • Ellen Pritchard Dodge and colleagues

18. Kimochis are “feeling” plush toys**

19. The Kimochi’s toys** • Program: 7 keys to successful communication (e.g., “Choose words that help instead of hurt.”) • Help ch discuss feelings constructively • Hands-on, easy to teach and learn! ellen@kimochis.com

20. B. Increasing Literacy Skills** • Reading, writing, spelling •  • Phonological awareness •  • Oral language •  • Foundation is environmental experiences and exposure

21. Begin with phonological awareness:** • Ability to consciously reflect on and manipulate the sound system of a language • Foundational to success in reading, writing, and spelling

22. Einarsdottir et al (2016). The predictive value of… American Journal of Speech-Language Pathology, 25, 67-79.** • This longitudinal study was carried out in Iceland with Icelandic-speaking children • Their phonological awareness (PA) skills had been tested when they were 5:4-5:10 years old • The researchers contacted these children when they were 18-19 years old and asked if they could look at their performance on national tests in 4th, 7th, and 10th grades. The tests examined math and Icelandic skills. • Research question: is there a correlation between early PA skills and scores on national academic achievement tests later?

23. Einarsdottir et al (2016)—study’s findings:

24. Goldstein et al. (2017). Efficacy of a supplemental phonemic awareness… Journal of Speech, Language, and Hearing Research, 60, 89-103** • They implemented a program with 104 preschool children in 39 classrooms • These children had early literacy delays • There were 36 daily 10-minute lessons carried out as supplemental lessons in the regular preschool classroom • They used interactive games designed to teach PA and alphabet skills

25. Goldstein et al. 2017 found:

26. So encouragingly, we see that:** • Early PA intervention with small groups of children in the preschool setting works!! • We don’t have to pull them out of the classroom or try to give them 1:1 treatment

27. Use the following hierarchy:** (review from SPHP 112) • 1. Count the # of words in a sentence • 2. Count the number of syllables ina word • 3. Count the number of sounds in a word • 4. Identify rhyming words • 5. Use sound blending skills (e.g., “What word is this? S-u-n”) • 6. Identify the first sound in a word • 7. Identify the last sound in a word

28. Other ideas include:** • Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable. • Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word. • Use rhymes such as Dr.Seuss. Many ELL preschoolers with LI have underdeveloped rhyming skills.

29. Ideas to make book reading enjoyable and motivating include:** • Keep it short! • Predictable books– simplified, repetitive text

30. Books on the iPad can be fun • iPad: useful, captures interest**

31. But we have to be cautious:** • Extensive new research is showing that paper/print books are actually better for young children—better comprehension and memory

32. There is a wonderful new product on the market for Spanish-speaking preschoolers (not on exam)** • VOLAR: Improving the Vocabulary and Oral Language Skills of Bilingual Latino Preschoolers: An Intervention for Speech-Language Pathologists • Vera Gutiérrez-Clellen, PhD, CCC-SLP, Gabriela Simon-Cereijido, PhD, CCC-SLP, Maria Adelaida Restrepo, PhD, CCC-SLP • From Plural Publishing

33. Written Language Attainments: Preschool Period—Print Awareness Skills:** • 1. Display interest in reading & sharing books 2. Hold a book right side up

35. 7. Identify titles of favorite books** • 8. Distinguish between pictures and print on a page • 9. Know where the story begins in the book • 10. Identify letters that occur in their own names • 11. Print the first letter of their name • 12. Recite the first 10 letters of the alphabet

36. 13. Point to the first letter in a word**14. Differentiate uppercase from lowercase letters15. Use terms such as letter, word, alphabet • 16. Point to words individually as they are read • 17. Respond to signs in the classroom • 18. Recognize common environmental signs (e.g., stop sign)

37. Pratt et al. (2015). Impact of parent-implemented early-literacy intervention… International Journal of Language and Communication Disorders, 50(5), 569-579**. • Conducted a study of print-focused intervention for Spanish-speaking children with LI in southeastern Mexico (Yucatan) • Asked—would it be effective for parents to be trained to administer this intervention in the home for 8 weeks?

38. Pratt et al. 2015 found:

39. The research of Justice et al. showed that:** • When teachers of disadvantaged preschoolers used print referencing strategies, ↑ gains than children who were not exposed • Gains: print concept knowledge, alphabet knowledge, name writing

40. On their own, ** preschoolers do not attend to print • Adults: prompt children to attend to print

41. Youtube video • Fostering print awareness • Celeste Roseberry Youtube channel

42. Cohen-Minran et al. (2016) An activity-based language… Early Childhood Education Journal, 44, 69-78. ** • This retrospective study examined the effect of small-group intervention with 220 Hebrew-speaking children ages 3-5 years • They were Israeli and low-income and had low language skills, especially vocabulary. The question: did children in the preschool program show greater increases than controls who didn’t enroll in the program?

43. Cohen-Minran et. al. 2016:** (don’t worry about numbers for test 4 ) • SLPs saw children in their classrooms in small groups once a week for 7 months • Each classroom had 30-35 children, and they were divided into groups of 5-6 to work with the SLP • 6 sessions per book (total of 3-5 books during the 7 months)

44. Cohen-Minran et al., 2016:

45. Cohen-Minran et al. 2016—in sessions 3-6:** • 1) Planning phase —pictures used to introduce activity, SLP talked about how to carry out the activity (e.g., for a book about fruit, making a fruit salad) • 2) Experiencing phase —children cut the fruits • 3) Reconstructing phase —SLP used pictures to allow children to re-tell the activities they’d done

46. Cohen-Minran et al. 2016—in each session, the SLPs:

47. Cohen-Minran et al. 2016--In comparison to control group who did not enroll in the program, the experimental group:

48. Cohen-Minran et al. 2016—what worked?

49. If preschool students receive comprehensive support in oral and written language skills….** • They will be far more successful in elementary school and beyond.

50. III. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT STUDENTS: ENHANCING LITERATE AND ORAL SKILLS