Gordon Pershey, M. (2006) PSI1 Language and Literacy Development in Students with Special Needs...
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Transcript of Gordon Pershey, M. (2006) PSI1 Language and Literacy Development in Students with Special Needs...
Gordon Pershey, M. (2006) PSI 1
Language and Literacy Development in Students with Special Needs
Workshop Sponsored by PSI Independence, OH Part I – October 24, 2006
Monica Gordon Pershey, Ed.D., CCC-SLPCleveland State University, Cleveland, [email protected], [email protected]
Gordon Pershey, M. (2006) PSI 2
Learner Outcomes
1. Learners will identify how students’ language deficits are related to literacy difficulties.
2. Learners will describe how school SLPs can assess the literacy abilities of students with special needs for purposes of helping students access the general curriculum.
3. Learners will identify strategies for collaboration with teachers and tutors.
Gordon Pershey, M. (2006) PSI 3
Introduction
Learners with special needs are emergent literacy learners – compare a learner’s development to emergent literacy milestones
SLP documents deficits in cognitive, language, and literacy foundations and determines how deficits prevent a student from successfully attaining curriculum objectives
Match each developmental assessment with grade levelindicators from the Ohio Reading/Language ArtsContent Standards
Gordon Pershey, M. (2006) PSI 4
Ohio English/Language Arts Content Standards
5 Essential Areas:
Phonemic Awareness
Phonics
Fluency (rapid, automatic, effortless decoding of text for both oral and silent reading)
Text Comprehension
Vocabulary
Gordon Pershey, M. (2006) PSI 5
NCLB and IDEIA
IEP goals and objectives connect to standards-basedcurricula
IEP provides for how elements of the generalcurriculum will be brought to the student by specialists
IEP (SLP) services help students become capable ofperforming on achievement tests
Emphasis on testing outcomes must not shortchangelearner’s needs
Therapy progress is subsumed under schoolprogress
Gordon Pershey, M. (2006) PSI 6
NCLB- Mandated Testing for Special Needs Learners
Accommodations - Do not change what is to belearned; Do change how content or skills will belearned
Examples:Alternate MethodsAlternate MaterialsAlternate Response Modes
Modifications - Alter specific content or performanceexpectations
Examples:Change level of complexity of content or
skillsChange entire curriculum
Gordon Pershey, M. (2006) PSI 8
The Alphabetic Principle
Concepts about phonology and written language
Linguistic abstractions pertinent to phonology,semantics, syntax, and pragmatics
How speech sounds are represented in print, or Englishorthography
The written code is entirely arbitrary and abstract
Gordon Pershey, M. (2006) PSI 9
The Alphabetic Principle: Phonology and Orthography
WHAT IS A SOUND?
WHAT IS A SPEECH SOUND?
WHAT IS A LETTER?
HOW DOES A LETTER "MAKE A SOUND?“
WHY DOES THIS LETTER MAKE ONE SOUND SOMETIMES AND ANOTHER SOUND AT OTHER TIMES?
WHAT LETTERS MAKE THE SOUNDS THAT I AMINTERESTED IN?
Gordon Pershey, M. (2006) PSI 10
The Alphabetic Principle: Phonology and Orthography
HOW CAN I TALK ABOUT WHAT I KNOW ABOUT LETTERS AND SOUNDS?
WHAT IS RHYMING?
WHAT IS MEANT BY BEGINNING SOUND? A MIDDLE SOUND? AN ENDING SOUND?
HOW DO I BLEND SOUNDS TOGETHER TO SAY WORDS?
HOW DO I TAKE WORDS APART TO HEAR THEIR SOUNDS?
WHAT IS A SYLLABLE? HOW DO I FIND THEM IN WORDS?
Gordon Pershey, M. (2006) PSI 11
The Alphabetic Principle: Semantics
WHAT IS A WORD?
WHAT DOES A WORD LOOK LIKE?
WHAT DOES IT MEAN FOR A WORD TO HAVE MEANING?
WHAT OTHER WORDS DO WE USE TO DISCUSS
WHAT A WORD MEANS?
Gordon Pershey, M. (2006) PSI 12
The Alphabetic Principle: Syntax
WHAT IS A SENTENCE?
WHAT ARE THE PARTS OF A SENTENCE?
HOW DO WORDS LOOK WHEN THEY ARE TOGETHER IN SENTENCES?
HOW DO WORDS CHANGE THEIR MEANINGS IN SENTENCES?
HOW DO WORDS CHANGE? (MORPHOLOGY, MORPHOSYNTAX)
Gordon Pershey, M. (2006) PSI 13
The Alphabetic Principle: Pragmatics
WHAT DOES PRINT STAND FOR IN OUR WORLD?
WHAT IS THE PURPOSE OF THE PRINT I AM SEEING NOW?
WHEN I READ, WHO IS TALKING TO ME?
WHAT IS THE CONTEXT OF WHAT IS BEING SAID TO ME?
WHAT SIGNALS ARE IN THIS PRINT (SUCH AS PUNCTUATION MARKS)?
Gordon Pershey, M. (2006) PSI 14
Order of Emergence of the Language Systems
Oral Language Literacy
Pragmatics Pragmatics (+Syntax)Phonology Semantics (+ Syntax)Semantics PhonologySyntax Syntax
Gordon Pershey, M. (2006) PSI 15
Designing Assessments
Assessments show skills that are in place
Assessments tell us where to begin interventions
Begin with no assistance and move incrementallythrough minimal to maximal assistance; Note allassistance given
Large print in a type face that does not use Greekletters (example: g or a, use g and a) or block printed by hand
Choose the number of items and trials
Audio or video tape assessment interactions
Gordon Pershey, M. (2006) PSI 16
Assessing the Literacy Pragmatic – The Logographic Stage ofPrint Awareness
See “whole print configurations” found inenvironmental print
Recognize stop sign, McDonald’s sign, Coke, Pepsi
Not reading words
Assess by showing logos, labels, signs, book covers
Reproduce logos, etc., in plain type and match forrecognition
Memorization of small units of decontextualized print:Survival words such as "Men," "Walk," "Exit“
Gordon Pershey, M. (2006) PSI 17
Assessing the Literacy Pragmatic – The Logoraphic Stage ofPrint Awareness
Is the learner aware that print conveys meaning?
Is the learner interested in print – points to text duringread aloud; asks “What does this say?”; experimentswith writing
Recognition of some sight words – Not sounding wordsout – See words as letter groups
Cannot be sure whether the learner is recognizing theletters, the words, or the configuration
Ohio Content Standards – Kdg:Recognize and understand words, signs and symbolsseen in everyday life.
Gordon Pershey, M. (2006) PSI 18
The Alphabetic Stage ofPrint Awareness
Awareness that printed text is composed of letters Interest in single letters and the first letter of words
The language system of phonology becomes operative
Letters are linguistic abstractions and arbitrarySymbols that begin to make sense
Insight!!
Gordon Pershey, M. (2006) PSI 19
Assessing the Alphabetic Stage ofPrint Awareness
Learners point to letters and say letter names, both inand out of alphabetical order
SLP reads letters, asks learner to point to the lettersthe SLP names
Scanning: Find letters in the words as SLP says the letters
Sound-letter correspondences: Learner may saysounds represented by letters
Gordon Pershey, M. (2006) PSI 20
Assessing the Alphabetic Stage of Print Awareness
Spontaneously write all known letters – upper case,lower case
Learner might create letter forms but not know theletter name
Write single letters to dictation, both in and out ofalphabetical order
Gordon Pershey, M. (2006) PSI 21
The Alphabetic Stage of Print Awareness
Ohio Content Standards that are met during theAlphabetic stage – Kdg:
Read own first and last name.Distinguish and name all upper and lower case letters.Recognize, say, and write the common sounds ofletters.Distinguish letters from words by recognizing thatwords are separated by spaces.Hear and say the separate phonemes in words,such as identifying the initial consonant sound in aword, and blend phonemes to say words.Read one-syllable and often-heard words by sight.Identify and distinguish between letters, words andsentences.
Gordon Pershey, M. (2006) PSI 22
The Orthographic Stage ofPrint Awareness
Learning to break words into component parts
Learning to assemble parts of words into whole words
Look beyond the first letter of a word and deliberatelyor automatically scan letters, syllables, and word parts
Find letter-sound relationships, syllables, word parts,or small words within large words
Orthographic readers do not rely on known wholeconfigurations
Make use of information about the sound structure oflanguage and the orthographic code
Gordon Pershey, M. (2006) PSI 23
The Orthographic Stage ofPrint Awareness
Learners have gone through a heuristic period ofexploration that prepares them for the logorhythms ofliteracy
Exploration, intuition, and inductive learning have ledthe way for deductive learning about reading, writing,spelling
A spelling conscience develops
Ohio Content Standards that are met by during theOrthographic stage – Kdg:Show characteristics of early letter name-alphabeticspelling.
Gordon Pershey, M. (2006) PSI 24
The Orthographic Stage ofPrint Awareness
Ohio Content Standards that are met during theOrthographic stage – Grade 1:
Read regularly spelled multi-syllable words by sight.Blend phonemes (sounds) of letters and syllables toread unknown words with one or more syllables.Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.Segment letter, letter blends and syllable sounds in words.Distinguish and identify the beginning, middle and ending sounds in words. Demonstrate a growing stock of sight words.Read text using fluid and automatic decoding skills.Read accurately high-frequency sight words.
Gordon Pershey, M. (2006) PSI 25
Reading Automaticity
Reading is a parallel examination of stimulus andmemory – search memory for knowledge about thisstimulus
For readers with the least experience, storedknowledge is about logos
For alphabetic readers, stored knowledge is aboutinitial letters in words and other salient letters presentin familiar examples of print
Sight word readers make use of both logographic andalphabetic skills
Gordon Pershey, M. (2006) PSI 26
The Later Orthographic Stage ofPrint Awareness
Ohio Content Standards that are met during the laterOrthographic stage – Grade 2: Use letter-sound knowledge and structuralanalysis to decode words. Read text using fluid and automatic decoding skills.
Gordon Pershey, M. (2006) PSI 27
SLPs Work on the Language Skills that Make Spelling and Decoding Possible
Phonics is integrated into word study and meaningfulword use
Phonics learners are metalinguistically aware, haveinsight into their own pattern detection
Capitalize on learners’ pattern detection abilities andteach phonics rules that make sense and can beapplied to spelling on a daily basis
Consistencies in our language can be learned – workwith “chunks,” such as word families
Gordon Pershey, M. (2006) PSI 28
Marie Clay’s Concepts About Print Test
A test of awareness of the conventions of print
Choose an engaging picture book with more than oneline of print per page
Print and pictures on the same page
Read from top to bottom on each page
Punctuation and upper and lower case letters
Gordon Pershey, M. (2006) PSI 29
Marie Clay’s Concepts About Print Test
Ask learner to show the book cover or front – Say, "Show me the front of the book“ or "Show me the title"
Identify text as distinct from illustrations – Say,"Where do I start reading?" Learners understandreading is interaction with print
Directionality – Left to right, top to bottomSay, "Which way will I read from here?"
Return Sweep – Say, "Show me where I read next?”Learner should point to the next line of print
Word Awareness – Say, "Now you point to thewords while I read" Learner should be pointing word byword, line by line, while read to aloud
Gordon Pershey, M. (2006) PSI 30
Marie Clay’s Concepts About Print Test
Beginning of a Word – Say, “Where is the beginning ofthe word “____” referring to the last word readSay, “show me the first letter in that word”
Upper and Lower Case Letters – Say, "Show me acapital letter" "Show me a small letter"
Punctuation – Say, “What is this for?”
Word Order – While finger pointing, read a linebackwards, Say, "What did I do wrong?”
End of a Word – After reading a page, select a word,show its beginning letter, Say "Where does this wordend?"
Gordon Pershey, M. (2006) PSI 31
Marie Clay’s Concepts About Print Test
Sentence – After you read a given sentence, ask“Where did that sentence begin?” "Where did thatsentence end?“
Back of the Book – Say, "Where is the back of thebook?“
Beginning of story – Say, "Do you remember how thestory began?"
End of the story, Say, "Do you remember how thestory ended?"
Gordon Pershey, M. (2006) PSI 32
Marie Clay’s Concepts About Print Test
Ohio Content Standards that are assessed using theConcepts About Print Test – Kdg: Hold books right side up, know that people read pagesfrom front to back and read words from left to right.Know the differences between illustrations and print.Identify and distinguish between letters, words andsentences.Grade 1:Follow simple oral directions.Speak clearly and understandably.
Gordon Pershey, M. (2006) PSI 33
Rationale for Clinician Constructed Literacy Assessments
For most learners with moderate to severe special needs, it has already been ascertained that their skills vary from normative expectations – we do not need touse standardized measures to confirm this
Scattered, spotty, or inconsistent skills are revealedbecause clinician constructed testing progresses “at leisure” and no ceiling or criterion must be enforced
Clinician constructed tests show accomplishment offunctional behaviors
Establish functional tasks to be continued in therapy
Gordon Pershey, M. (2006) PSI 34
Rationale for Clinician Constructed Literacy Assessments
Tasks coincide with Ohio Content Standards andestablish the need for modification of mandatedachievement tests or use of alternative testing
Use pre-primer or primer passages, unless learner surpasses this level
Record both correct and incorrect responses
Note how many items were attempted, how many responses were accurate, and how many wereinaccurate
For most tasks that require lists, 10 items are usually sufficient
Gordon Pershey, M. (2006) PSI 35
Collaboration Models: Working With Special Needs Personnel
GOAL SETTING:
Competitive Goal Setting: Win/Lose
Little attempt to have outside services impact upon classroom success
Teacher is uninvolved with specialists; specialists don’t know curricular/instructional needs of the child
Worst case: “When you are out of class for work with your specialists, you are still responsible for class work”
Gordon Pershey, M. (2006) PSI 36
Collaboration Models: Working With Special Needs Personnel
Individualistic Goal Setting: No Interdependence
Goals for one service have no relationship to goals for another service
Team members seldom communicate about progress
Worst case: “I’ll do mine, you do yours, we’ll staple them together and call it a team report.”
Worst case: too many cooks; too much time spent in diverse pull-outs
Gordon Pershey, M. (2006) PSI 37
Collaboration Models: Working With Special Needs Personnel
Cooperative Goal Setting: Positive Interdependence
Goals are written to coincide
Help child address their main areas of curricular/instructional needs
Worst case: too many strategies and interventions, even if they all coincide