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36309301201420003630930148780500CSAD 223—please know the slides highlighted in yellow for test 3 567055132715001106805-508000Oral Language Ideas for Older Students00Oral Language Ideas for Older Students3630930-972820003630930-686435003630930-400050003630930-11366500 By: Felice Clark M.S. – CCC SLP1544068-20440A little bit about me…36309304572000I am in my 13thyear as a school-based Speech Pathologist.Language and social pragmaticdisorders are my36309304127500jam.Helping SLPs implement push-inservices andincreasing student engagement is a363093014605000167322582613500passion of mine.2?I have threechildren.?Riley is 11 and in 6thgrade. Afterschool he does jiujitsu and swimteam in thesummer. ?Hanna is 7 and insecond grade. Sheis enthusiasticabout ballet, GirlScouts and soccer. ?Little Chloe is 2months old andthe sweetest addition to theClark fam!3544195-12700Learner ObjectivesYou will be able to explain why narrative skills are important.You will be able to develop a language lesson plan for teaching narrative skills.You will be able to explain and demonstrate strategies and evidence- based practices for teaching language skills with books.00Learner ObjectivesYou will be able to explain why narrative skills are important.You will be able to develop a language lesson plan for teaching narrative skills.You will be able to explain and demonstrate strategies and evidence- based practices for teaching language skills with books.3630930234315003630930520700003630930807085003630930109410500363093013804900036309301667510004950975-20233453630930-1768475003630930-1481455003630930-1195070003630930-908685003630930-621665003630930-335280003630930-488950051884210203384363093041719500363093070421500Narrative skills are importantfor academics36309304254500and363093012001500everyday363093047688500social interactions6Benefits of teaching narrative skills and vocabulary36309301289050012-year-olds were placed in one of four groups: narrative treatment, vocabulary treatment, both narrative and vocabulary treatment and a wait-listed control group.36309303016250036309301460500The students received instruction for 45-60 minutes, three times a week for six weeks led by a teacher assistant (like a paraprofessional).Results from this study showed that after the six weeks, students in all three treatment groups improved on standardized tests of narrative skill, and students in the narrative and combined groups improved on some of the study narrative measures.3630930-21780500The researchers did not see a difference among the groups on the standardized vocabulary tests, but vocabulary skills363093019748500improved when given researcher development assessments related to the treatment activities.Joffe, V. L., Rixon, L., & Hulme, C. (2019). Improving storytelling and vocabulary in secondary school students with language disorder: A randomized controlled trial. International Journal of Language and Communication Disorders. doi:10.1111/1460-6984.124717363093026289000363093054991000363093083629500544195-1009650Interventions that focus on a broad set of oral language skills such as vocabulary, grammar, syntax, narrative skills and inferencing are linked to showing effective outcomes for student’s reading comprehension abilities.So, when oral language improves, the student’s readingcomprehension improves as well.Lerv?g, A. , Hulme, C. and Melby‐Lerv?g, M. (2017). Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development. Advance online publication. doi:10.1111/cdev.1286100Interventions that focus on a broad set of oral language skills such as vocabulary, grammar, syntax, narrative skills and inferencing are linked to showing effective outcomes for student’s reading comprehension abilities.So, when oral language improves, the student’s readingcomprehension improves as well.Lerv?g, A. , Hulme, C. and Melby‐Lerv?g, M. (2017). Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development. Advance online publication. doi:10.1111/cdev.12861 363093013335000363093011557000363093011557000836309302622550036309305492750036309308356600036309301122045003630930140843000544195-1533525Structured NarrativeRetell InstructionThis therapy intervention used published children’s books. The students took the books home after the session.Strategies used during the narrative intervention:Lead think-alouds about the bookPointed out story elementsDiscussed challenging vocabulary wordsAnswered comprehension questionsHelped children with story retellAdlof, S. M., McLeod, A., & Leftwich, B. (2014). Structured narrative retell instruction for young children from low socioeconomic backgrounds: A preliminary study of feasibility. Frontiers in Psychology, 5, 391. doi:10.3389/fpsyg.2014.0039100Structured NarrativeRetell InstructionThis therapy intervention used published children’s books. The students took the books home after the session.Strategies used during the narrative intervention:Lead think-alouds about the bookPointed out story elementsDiscussed challenging vocabulary wordsAnswered comprehension questionsHelped children with story retellAdlof, S. M., McLeod, A., & Leftwich, B. (2014). Structured narrative retell instruction for young children from low socioeconomic backgrounds: A preliminary study of feasibility. Frontiers in Psychology, 5, 391. doi:10.3389/fpsyg.2014.00391 363093012700000936309301257300010544195-2055495Tips for teaching vocabulary in books00Tips for teaching vocabulary in books3630930-1768475003630930-1481455003630930-1195070003630930-908685003630930-621665003630930-335280003630930-4889500115441951016000Types of Vocabulary Words36309306667500Tier I – Everyday words that don’t require direct instruction.363093011239500363093039878000Tier II - are words that help students in all subject areas, found on standardized tests, and will help students year after year.363093028321000Tier III - are content specific and important for classroom units and exams.Evidence has shown association with vocabulary knowledge and academic attainment. This study showed working on tier 2 vocabulary words in a systematic way can help students build vocabulary knowledge and transfer into their classrooms.36309306223000Spencer, S., Clegg, J., Lowe, H., & Stackhouse, J. (2017). Increasing adolescents’ depth of understanding of cross-curriculum words: an intervention study. Advance online publication. doi: 10.1111/1460-6984.12309.58064410500363630930120142000363093014878050036309301774190003630930206057500363093023469600012544195912495Can you identify tier II vocabulary?00Can you identify tier II vocabulary?363093014878050036309301774190003630930206057500363093023469600036309302633980003630930707707500363093073634600036309307650480003630930793686500compare tree continent arrangedespise moleculebook school protagonist predictgerminate evaluate36309301905000013544195-2015490Vocabulary Grabber00Vocabulary Grabber6720836406063630930-1768475003630930-1481455003630930-1195070003630930-908685003630930-621665003630930-335280003630930- is much like is much like VocabGrabber3630930276860003630930120142000363093014878050036309307650480003630930793686500544195-2018030Flocabulary Word List For Kindergarten00Flocabulary Word List For Kindergarten544195631825How To Use TheVocabulary In TherapyStudents with language impairments need more exposures to learn new words and their meanings compared to typically developing peers.We want students to get Tier 2 words into semantic long term memory and then transfer to automatic memory.To do this, we need to create new pathways in the brain to help with building strong word memories.00How To Use TheVocabulary In TherapyStudents with language impairments need more exposures to learn new words and their meanings compared to typically developing peers.We want students to get Tier 2 words into semantic long term memory and then transfer to automatic memory.To do this, we need to create new pathways in the brain to help with building strong word memories.3630930-1158240003630930-871855003630930-585470003630930-299085003630930-12065003630930920750003630930120713500163630930-1195070003630930-908685003630930-621665003630930-335280003630930-4889500173630930266065003630930553085003630930839470003630930112649000 3 Stages to Build Long Term MemoriesEncodingStorageRetrieval (Carryover)introduce new wordsmultisensory activities to help get words to be permanently stored in the brainbe able to define in your own wordscreating sentences, giving synonyms, finding related words, etc.using the words in normal conversation, daily writingunderstanding what words mean when read3630930346075003630930632460003630930918845003630930793686500Word Webs544195-769620Best, Hughes, Masterson, Thomas, Fedor, Roncoli, Fern-Pollak, Shepherd, Howard, Shobbrook & Kapikian (2017).Word webs have been found to be a useful tool for elementary aged students with word finding difficulties.00Best, Hughes, Masterson, Thomas, Fedor, Roncoli, Fern-Pollak, Shepherd, Howard, Shobbrook & Kapikian (2017).Word webs have been found to be a useful tool for elementary aged students with word finding difficulties. 363093027178000363093055816500363093084518500193630930352425003630930638810003630930925830003630930121221500363093014986000036309301785620003630930207200500679450283210 Dictionaries205822954114800036309304165600036309307035800036309309899650036309301276350003630930156337000Build Depth of Knowledge36309301201420003630930148780500544195-2002155Compare and Contrast00Compare and Contrast544195634365What does the research say about teaching inferences to children with language impairments?00What does the research say about teaching inferences to children with language impairments?3630930-1157605003630930-871220003630930-584835003630930-298450003630930-114300022363093026289000363093054991000 363093027241500363093055880000363093084518500363093011322050023544195-145415Using Dialogic Reading Techniques and Asking Inferential Questions To Preschoolers with A Developmental Language Disorder (all had normal intelligence, but exhibited language delays) improved the children’s abilities to answer inference questions.Dialogic Reading is intended to be used with individual children or in small groups. It is a process that helps the child engage with the story.The SLP would show the students the cover of the book and ask the children what they think the story is about.Then, while reading the story, the SLP would stop and ask questions. Some of the questions included inferential questions such as “What do you think John is going to do with his tools?”.The SLPs used a book for two sessions and scaffolded supportwhen a child gave an incorrect response.After 10 weeks, they found that the children increased with the quality of their answers. They used a rubric to score answers.Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxes-Fournier, C. (2013). Intervention for improving comprehension in 4-6 year old children with specific language impairment: Practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27, 540–55200Using Dialogic Reading Techniques and Asking Inferential Questions To Preschoolers with A Developmental Language Disorder (all had normal intelligence, but exhibited language delays) improved the children’s abilities to answer inference questions.Dialogic Reading is intended to be used with individual children or in small groups. It is a process that helps the child engage with the story.The SLP would show the students the cover of the book and ask the children what they think the story is about.Then, while reading the story, the SLP would stop and ask questions. Some of the questions included inferential questions such as “What do you think John is going to do with his tools?”.The SLPs used a book for two sessions and scaffolded supportwhen a child gave an incorrect response.After 10 weeks, they found that the children increased with the quality of their answers. They used a rubric to score answers.Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxes-Fournier, C. (2013). Intervention for improving comprehension in 4-6 year old children with specific language impairment: Practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27, 540–552 36309301193800036309304064000036309306927850036309309791700036309301265555002436309301201420003630930148780500544195-2018030Let’s PracticeDialogic Reading00Let’s PracticeDialogic Reading544195633730Teaching Inferencing Helped Students With Reading Comprehension For Both Students With Adequate Decoding Skills And Those With Weaker Decoding Skills.This study results came from 2nd-9th grade inference interventions.They identified seven primary types of inference instruction. The most commonly used were:using text clues (finding clues from the text to create a logical answer).background knowledge (using background knowledge to make guesses aboutwhat the text isn’t explicitly saying).The study found students made moderate to large gains on reading comprehension and the less skilled readers also made gains with their decoding.Intervention happening in small groups vs. whole class had better learning outcomes. Many students showed positive results to this intervention in a short amount of time (i.e. less than 10 hours).Elleman, A. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: a meta-analytic review. Journal of Educational Psychology. Advance onlinepublication. 10.1037/edu000018000Teaching Inferencing Helped Students With Reading Comprehension For Both Students With Adequate Decoding Skills And Those With Weaker Decoding Skills.This study results came from 2nd-9th grade inference interventions.They identified seven primary types of inference instruction. The most commonly used were:using text clues (finding clues from the text to create a logical answer).background knowledge (using background knowledge to make guesses aboutwhat the text isn’t explicitly saying).The study found students made moderate to large gains on reading comprehension and the less skilled readers also made gains with their decoding.Intervention happening in small groups vs. whole class had better learning outcomes. Many students showed positive results to this intervention in a short amount of time (i.e. less than 10 hours).Elleman, A. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: a meta-analytic review. Journal of Educational Psychology. Advance onlinepublication. 10.1037/edu00001803630930-1158240003630930-871855003630930-585470003630930-299085003630930-12065003630930920750003630930120713500253630930-1195070003630930-908685003630930-621665003630930-335280003630930-488950026544195-53975Teaching Background KnowledgeStart with picturesbefore moving to text.Activate prior knowledge by asking questions-Have I seen this on TV or in a movie?-Does the topic remind me of any experiences I have had?Show the students pictures of unfamiliar vocabulary.Discuss your student’s lives. Or pick a certain topic and brainstorm what you know about the topic. For example, discuss eating at a restaurant or sitting in traffic.00Teaching Background KnowledgeStart with picturesbefore moving to text.Activate prior knowledge by asking questions-Have I seen this on TV or in a movie?-Does the topic remind me of any experiences I have had?Show the students pictures of unfamiliar vocabulary.Discuss your student’s lives. Or pick a certain topic and brainstorm what you know about the topic. For example, discuss eating at a restaurant or sitting in traffic. background knowledge and clues00Teaching background knowledge and clues544195633730Teaching Inferencing Using Books00Teaching Inferencing Using Books3630930-1158240003630930-871855003630930-585470003630930-299085003630930-12065003630930920750003630930120713500283630930-1195070003630930-908685003630930-621665003630930-335280003630930-488950029363093026289000544195-405130Teach Inferential VocabularyOnce your student understands how to look for clues and apply background knowledge, you can have your students work on understanding and using inference vocabulary.00Teach Inferential VocabularyOnce your student understands how to look for clues and apply background knowledge, you can have your students work on understanding and using inference vocabulary. 363093012763500363093041465500 363093027749500303630930679069000363093070770750036309307363460003630930765048000544195-396240Teaching StoryElements00Teaching StoryElements363093017716500 36309301276350036309304140200036309307004050036309309874250031174040757538Story Elements36309302286000363093030924500Each student gets a job to share about the book.Give each student a couple of storyelement cards. 54406815280913630930168275003630930454660003630930167195500They have to identify the story element while being read the book.36309301130300032363093014478000Use Ornie the Pig to teach story elements363093012014200036309301487805003630930707707500363093073634600036309307650480003630930793686500544195-2017395Time to Create Book Companion Cheat Sheets00Time to Create Book Companion Cheat Sheets3630930-1157605003630930-871220003630930-584835003630930-298450003630930-114300034363093026289000 544195-632460Brainstorm With Your GroupIdentify tier II vocabulary words and create kid friendly definitions (word hippo is awesome).Brainstorm inferential questions to ask while reading the story.Label the story elements from the story.00Brainstorm With Your GroupIdentify tier II vocabulary words and create kid friendly definitions (word hippo is awesome).Brainstorm inferential questions to ask while reading the story.Label the story elements from the story. 363093023431500 363093025908000 544195835660You have 30 minutes to create!00You have 30 minutes to create!36309309398000036309301226820003536309301201420003630930148780500544068-20181385440686336213630930-1158240003630930-871855003630930-585470003630930-299085003630930-12065003630930920750003630930120713500375440685948863630930-1195070003630930-908685003630930-621665003630930-335280003630930-48895003630930882015003630930116903500383630930-1195705003630930-909320003630930-622935003630930-336550003630930-495300039 ................
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