AEDC National Conference February Presented by Rosemary Simpson North East Language Development Centre

Transcription

1 AEDC National Conference February 2015 Presented by Rosemary Simpson North East Language Development Centre

2 There are 5 Language Development Centres that cover the whole state; PEEL, FREMANTLE, SOUTH EAST, WEST COAST & NORTH EAST Fremantle LDC Peel LDS Each Language Development Centre provides: A direct service Early Intervention An indirect service - Outreach West Coast LDC Peel LDS North East LDC South East LDC

3 Children vulnerable on one or more domains of EDI significantly more likely to perform poorly on reading and numeracy assessments. (Gregory & Brinkman, 2010)

4 Children from low SES backgrounds have gaps in the development of language processing including vocabulary, phonological awareness and syntax. (Perkins, Finegood & Swain 2013 and Stanton-Chapman, Chapman, Kaiser and Hancock 2004)

5 C. Nelson, in From Neurons to Neighborhoods, Sensing Pathways Synapse Formation Sensing Pathways (vision & hearing) Language Higher Cognitive Function m 6m 9m Months Years

6 Locke, J. (1997). A Theory of Neurolinguistic Development Age Stage Learning processes Child s communication Prenatal Vocal learning Babies listen to the sounds and intonation of people talking 5 7 months Utterance acquisition The child listens to & takes in words being spoken to them. NA becomes familiar with mother s voice Child tries to mimic adults & communicate by using gestures, sounds & babbling Words are remembered as whole units months Analysis & computation 50 words stored = memory threshold. Language starts being broken down into smaller units Child learns the rules of language use 1 st words around 12 months Child understands more words & is now saying more words too 3+ years Integration and elaboration The child has learnt the foundational rules of language & can use this to communicate effectively 2 word sentences at 2 years Continual increase in sentence length. Use of grammar

7 Hart and Risely (1995) conducted a longitudinal study of children and families from three groups: 1. Professional families 2. Working-class families 3. Families on welfare

8 Interactions Welfare Working Professional

9 Cumulative Words Per Hour Compounding Effects Welfare Working Professional

10 Different words used per hour 500 Cumulative Language Experiences Welfare Working Professional

11 the early catastrophe of the 30 million word gap. 50 Cumulative Words Spoken to Child (in millions) Professional Working Welfare Age of child (in months)

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14 Phonological Awareness Print concepts Vocabulary of Text & Sentence Structures Decoding & Sight Word Background Fluency & Use of Context Automatic Word Recognition Language Comprehension Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading (McKenna and Stahl, 2009)

15 Phonological awareness in Kindergarten is the strongest predictor of reading and spelling in grade two. (Lundberg, 1980 & Bradley and Bryant 1983, as cited in Gillon, 2004) Phonological awareness is a stable predictor of later literacy success over an 11 year period. (Mcdonald and Cornwell, 1995 as cited in Gillon, 2004)

16 (Stackhouse & Wells, 1997) WORD STARFISH SYLLABLE STAR FISH ONSET RIME ST AR F ISH PHONEME S T AR F I SH

17 The relationship between the letters (graphemes) of written language and the sounds (phonemes) of spoken language. Phonics instruction involves the explicit and systematic teaching of letter-sound relationships.

18 Part to whole. Children learn to synthesize (blend) speech sounds (phonemes) and link them to letters (graphemes). Children learn to segment words into their constituent sounds and link these letters in order to spell them. Simple forms (one representation for each of the 44 phonemes) then complex forms (multiple representations for the same phoneme). Small groups of letters taught rapidly (can combine together to make up many words). Most successful approach to teaching reading and spelling.

19 phonological awareness phonemic awareness phonics NO

20 Phonological awareness Print concepts Decoding Sight words Fluency Use of context Automatic word recognition

21 Phonological Awareness Print concepts General Purposes for Reading Vocabulary of Text & Sentence Structures Decoding & Sight Word Specific Purposes for Reading Background Fluency & Use of Context of Strategies for Reading Automatic Word Recognition Language Comprehension Strategic (McKenna and Stahl, 2009)

22 General purposes for reading Specific purposes for reading of strategies for reading Strategic knowledge

23 Phonological Awareness Print concepts General Purposes for Reading Vocabulary of Text & Sentence Structures Decoding & Sight Word Specific Purposes for Reading Background Fluency & Use of Context of Strategies for Reading Automatic Word Recognition Language Comprehension Strategic (McKenna and Stahl, 2009)

24 The National Reading Panel Rowe, 2005 Vocabulary Fluency Phonemic Awareness Comprehension Phonics

25 Direct instruction in vocabulary influences comprehension more than any other factor. (Bromley, 2007) Explicit Phonological Awareness + Semantic Organisation = Improved vocab storage

26 Synonyms Compound Words Word Relationships antonyms Associations Comparison body parts label category special features Description location body covering colour shape size proverbs metaphors Figurative Language irony similes Key vocabulary General concept Phonological Awareness Definition sounds syllables classification

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28 Read storybooks to children that contain varied and complex vocabulary Choose a subset of target words that are contained in the storybook and provide basic instruction on these words (usually tier 1/2 words) Offer rich instruction on a second set of words from the story (usually tier 2/3 words)

29 Phonological Awareness Print concepts General Purposes for Reading Vocabulary of Text & Sentence Structures Decoding & Sight Word Specific Purposes for Reading Background Fluency & Use of Context of Strategies for Reading Automatic Word Recognition Language Comprehension Strategic (McKenna and Stahl, 2009)

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31 GRAMMAR SYNTAX MORPHOLOGY PUNCTUATION Grammar - Sentence (Rules that organise words into sentences) Syntax specifies: Word type & order Sentence organisation Word relationships Grammar - Word (Relates to the smallest unit of meaning in words) Morphology relates to Affixes Base words Root words Written Syntax (sentence level grammar) The written system which marks the division of written matter into sentences, clauses etc. which aids comprehension

32 Vocabulary of structure of strategies for reading Language comprehension

33 Phonological Awareness Print concepts Vocabulary of Text & Sentence Structures Decoding & Sight Word Background Fluency & Use of Context Automatic Word Recognition Language Comprehension Strategic General Purposes for Reading Specific Purposes for Reading of Strategies for Reading (McKenna and Stahl, 2009)

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35 Reading & Writing Texts Strong Social Interactions Expressive Oral Language Receptive Oral Language Vocabulary Schema Spelling knowledge Handwriting Phonics Comprehension PA Strategies Reading Strategies Concepts of Print Comprehension Monitoring Narrative Syntax Morphology Social Skills

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37 Benner, G., Nelson, J., & Epstein, M. (2002). Language skills of children with EBD: A literature review. Journal of Emotional & Behavioral Disorders, 10(1), Department of Education and Training, Western Australia, (2006). Conductive Hearing Loss and Aboriginal Students [Handout]. Western Australia: Department of Education and Training. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: P.H. Brookes. Hayward, D. V., Schneider, P., & Gillam, R. B. (2009). Age and task-related effects on young children s understanding of a complex picture story. The Alberta Journal of Educational Research. 55(1), Jitendra, A. K., Edwards, L. L., Sacks, G., & Jacobson, L. A. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children. 70(3), Johnston, R., & Watson, J. (2005). Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment. Scottish Executive Education Department Laing, S., & Kamhi, A. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers. Journal of Learning Disabilities, 35(5), Lapp, D., Fisher, D. & Grant, M. (2009). You can read this text I ll show you how : Interactive comprehension instruction. In D. Lapp & D. Fisher (Eds.), Essential readings on comprehension (pp ). Newark, DE : International Reading Association Leitao, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long-term follow-up. International Journal of Language and Communication Disorders, 39, Love, E., Reilly, S. (1995). A Sound Way. Australia, Pearson Education Press. Maynard, K., Pullen, P. & Coyne, M. (2010) Teaching Vocabulary to first-grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49, McKenna, M. C & Doughty Stahl, K. A (2009). Assessment for Reading Instruction. New York, The Guildford Press. Owens, R. E. (2005). Language Development: An Introduction (6 th ed.). Boston: Pearson/Allyn and Bacon, Stackhouse, J. & Wells, B. (1997). Children s Speech and Literacy Difficulties 1- A psycholinguistic framework. London, Whurr publishers. Taylor, B., Mraz, M., Nichols, W., Rickelman, R. & Wood, K. (2009) Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers. Reading and Writing Quarterly. 25, WA Child Health Survey (1997) Wittmer, D., & Petersen, S. (2006). Infant and toddler development and responsive program planning: A relationship-based approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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