Dual Focus Approach To Vocabulary Instruction

1. Dual Focus Approach To Vocabulary Instruction Teach Vocabulary Meanings Teach Mnemonic Retrieval Strategies

2. Target Word is Hibernate Teach Vocabulary Meanings

4. Teach Retrieval Strategies • Syllable Dividing • Same Sound Cues • Rehearsal

5. Teach Retrieval Strategies • Syllable Dividing

8. Teach Retrieval Strategies • Same Sounds Cue

11. Teach Retrieval Strategies • Rehearsal of the word in isolation and in a sentence

13. Dual Focus Vocabulary in the Classroom • Tier Two Interventions for the Inclusive Classroom

15. Dual Focus Vocabulary Instruction

20. RTI • How Does All of this Work on Word Finding fit into the RTI Service Delivery Model??

21. Responsiveness to Intervention(RTI) For Learner’s With word-finding Difficulties

22. 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).

23. RTI: Learner’s With WF Difficulties Needs to Focus on: • Vocabulary Learning • Word Finding Accommodations

24. Three Tier Approach Pull Out Tier 3 Response to Intervention Tier 2 Typical Instruction Tier 1 Adapted from Graner, P.S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005).

25. Tier1 Students with Word-finding Difficulties receive instruction with the teacher in the general education classroom while their progress is assessed.

26. Three Tier Approach Tier 3 Tier 2 Typical Instruction Tier 1 Adapted from Graner, P.S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005).

27. Tier 2 Students with word-finding difficulties who struggle with general education instruction in Tier 1, receive: • Dual Focus Vocabulary Instruction in the classroom. All students are taught both word meanings and retrieval strategies. • Receive WF Accommodations Across the Curriculum

28. Tier 2 Tier 3 WF Accommodations Dual Focus Vocab. Instruction Tier 2 Tier 1

29. Tier 3 • Students with WF difficulties who do not succeed in Tier 2 are considered in need of intensive retrieval strategy instruction with the SLP in the language room. • In addition these students continue to receive WF accommodations in the classroom.

30. Tier 3 Retrieval Strategies Tier 3 WF Accommodations Tier 2 Tier 1

31. Tier 3Retrieval Strategy Instruction • Use Mnemonic Strategies to Improve Retrieval in Single Word Contexts • Use Mnemonic Strategies to Improve Retrieval in Discourse Contexts

32. Compensatory Strategies for Tip and Twist of the Tongue Errors

33. Compensatory Strategies for Tip and Twist of the Tongue Errors Synonym and Category Substituting Here the student is taught to substitute a synonym or a category word during the discourse for the word he/she is unable to retrieve.

34. Compensatory Strategies for Tip and Twist of the Tongue Errors Intervention focuses on both teaching synonyms and category words to increase students’ word selection choices (stored lemmas and forms) and the teaching of how to substitute category words for elusive target words in the discourse. Use Technology http://www.thefreedictionary.com/ http://www.visualthesaurus.com/trialover.jsp

35. Synonym Substituting

36. Synonym Substituting Use Electronic Thesaurus To Identify Synonyms for target words.

37. http://thesaurus.reference.com

38. Compensatory Strategies for Tip and Twist of the Tongue Errors Intervention focuses on both teaching synonyms and category words to increase students’ word selection choices (stored lemmas and forms) and the teaching of how to substitute category words for elusive target words in the discourse. Use Technology http://www.thefreedictionary.com/> • http://www.visualthesaurus.com/trialover.jsp

39. Retrieval Strategies For Error Pattern 1, Lemma Related Semantic Errors (Slip of the Tongue) • Lemma Related Errors. The student failed to retrieve the target word because he or she selects a competing lemma.

40. Error Pattern 1, Slip of the Tongue Errors Recommended Retrieval Strategies A. Pausing Here the student is instructed on the appropriate and constructive use of pausing. Students are taught to screen and disregard competing lemmas to reduce fast inaccurate responses.

41. Pausing Pausing Occurs at two vulnerable points in the T-Unit: • Before the subject in the noun phrase - …Mary will be late. • Before the object, adjective, or preposition in the verb phrase - The food is very …spicy.

42. Error Pattern 1, Slip of the Tongue Errors B. Self Monitoring And Self Correction This strategy is designed to help you self monitor and self correct your word finding errors.

43. Dual Focus Vocabulary Instruction A.Match Strategies to Learner’s Error Patterns B. Match Vocabulary to Learner’s Error Patterns

44. Dual Focus Vocabulary Instruction How Do You Choose The Vocabulary to Apply the Retrieval Strategies?

45. Choosing the Vocabulary Apply Strategies to only relevant words: • That the student has difficulty retrieving[ • That are in the students’ curriculum and you predict will be difficulty to retrieve; and/or • That are in the students’ home/recreational life and you predict will be difficulty to retrieve

46. Consider Phonological Lexical Factors of Target Words To Predict What Words Will be Difficult to Retrieve For Which Students

47. Organization of Phonological Lexicon Defined by Phonological Lexical Factors • Word length • Phonological Probability • Target Word Frequency • Phonological Neighborhood

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

49. Phonological Lexical Factors • Word frequency: • A Count of how often the word occurs in the language • 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.

50. Phonological Organization • When we talk about Phonological Neighbors we talk about Neighborhood Density • The number of neighboring words in the lexicon differing from the target word by a single phoneme