Vocabulary 4 Success ACEDHH conference NYC 2016 Shirin Antia, Jennifer Catalano, Catherine Creamer, Rose Andreacola University of Arizona Tucson, Arizona
Funding for this project provided by the Institute of Education Sciences Grant # R24C12001
Purpose What are the effects of content-area vocabulary instruction on word knowledge of DHH children K-2?
Why teach vocabulary? Vocabulary is a predictor of reading comprehension Many DHH children are delayed in vocabulary learning
The Simple View of Reading Printed Word Recognition Language Comprehension Reading for meaning
Vocabulary Delays in DHH Children Impoverished vocabulary environment Inability to access vocabulary Adults who do not have a large sign vocabulary Adults who engage in linguistic overprotection
Vocabulary Language Comprehension Reading comprehension Vocabulary growth
Components of good vocabulary instruction Choose appropriate words Connect to a theme Provide child-friendly definitions Provide repetition Get students to use the words
What words should be taught? Tier 3: Low frequency; highly specific Tier 2: High frequency; not limited to a specific domain Tier 1: High frequency; basic
Vocabulary for Success Adapted an intervention called PAVed for Success (Hamilton, & Schwanenflugel, 2013). Designed as a supplemental intervention for DHH children grades K-2 Centered around a content area: Science
Four Components Fast mapping Interactive book reading Conversation Extension activities
Fast Mapping Which is the branch? How did you know that? You know this is a carrot and this is a spoon so this has to be the branch
Interactive Book Reading Read each book twice Ask competence, abstract, and relate questions Draw attention to the new words
Questions During Book Reading Type of question Competence Abstract Relate Description Information from the book Inferences need to be made Relate to own experience
Conversation Provides an opportunity for student and teacher to use target words and express concepts Provides opportunities for teacher to model complex language Provides opportunities for teacher to expand student s language
Productive Conversational Moves Type of adult conversation move Open ended questions/tell me statements Example Why do you think the bats eat bugs? Tell me about a time you saw a bat. Contributions Acknowledgements Expansions and recasts I like the little bats best You are right! Student: I no like bugs Teacher: You don t like bugs because they sting you
Extension Activities Drill and Practice Conceptual Repeated opportunities for practice Extends and enriches concepts Receptive and Expressive Provides opportunities to use words in context
Research Completed three single subject studies Thirteen DHH children Grades K-2 Range of Hearing Loss Using Sign language, spoken language, or spoken and sign language Will report results on one study
Participants (n=5) Hearing Loss Implant users = 2 HA users range = PTA 57-100 db Vocabulary Standard Score (EOWPVT) Mean = 74 (Range = 56-88) Reading Comprehension Standard Score (WJ) Mean = 87 (Range = 79-100) Grade 1 st graders = 2 2 nd graders = 3 Gender Boys = 2 Girls = 3 Communication/Language Spoken English = 4 Sign = 1
Design and Procedures Single Subject Multiple Baseline Design across participants Topic of unit was Dental Health Teacher/researchers met with students 20 minutes a day, three days a week Seven intervention sessions
Dental Health Sample words and pictures B A B C dentist gums enamel
Measures Target Words In isolation Elicited by picture prompt Spontaneously in connected language Elicited pre- and post intervention using an expository book from the unit Definitions Scored on a 4 point scale (0-3) Elicited by picture and teacher prompt Tell me about.
Definition Scoring SCORE DEFINITION KNOWLEDGE EXAMPLE Dentist: a person who takes care of people s teeth 0 unknown or unrelated Like a me get a water 1 Emerging Tooth fall out 2 Partial Person helps patient 3 Complete Doctor tooth
Screening and Baseline Created a list of Tier 1, 2, and 3 target words based on the selected books Tested target words in isolation Selected a set of 8 unknown words for each child Obtained 3 baseline data points on target words and definitions Elicited spontaneous use during a book walk
Intervention and Maintenance Target words and definitions Obtained three intervention data points during intervention (approximately every 2 nd session) One maintenance data point 1 3 weeks following intervention Spontaneous use Elicited spontaneous use during a book walk at final intervention assessment
Treatment Integrity 96 100 100 100 93 N3C Book Reading Drill and Practice Conceptual Conversation
Results: Words Learned
Total Definition Scores Results: Total Definition Scores* at Baseline, Intervention, and Maintenance 25 20 15 10 5 maintenance 0 120023 120021 120076 120036 120057 baseline intervention Students *max score = 24
Results: Spontaneous Word Use Pre-Intervention Post-Intervention 6 4 3 4 4 0 0 0 0 0 120023 120021 120076 120036 120057
Conclusions All children were able to learn target vocabulary Increase their ability to provide explanations and definitions of the target vocabulary Use some of the new vocabulary in spontaneous connected language Vocabulary 4 Success is a promising strategy for increasing vocabulary learning in DHH children