Lucy Hart Paulson, EdD, CCC-SLP The University of … •Early literacy learning is defined as the...
-
Upload
nguyenkhuong -
Category
Documents
-
view
216 -
download
2
Transcript of Lucy Hart Paulson, EdD, CCC-SLP The University of … •Early literacy learning is defined as the...
Words and More: Critical Steps to Early Literacy
Lucy Hart Paulson, EdD, CCC-SLP
The University of Montana
Definitions • Early literacy learning is defined as
the time period from birth to six years of age (Robyak, Masiello, Trivette, Roper & Dunst, 2007).
• Early reading and writing occur in kindergarten into the early elementary grades.
• Early Childhood is the period from birth through age 8.
Early Literacy Foundations
• Oral Language – Speaking and listening
• Phonological Awareness – Conscious awareness and ability to
manipulate sound structures of words
• Print Knowledge – Concepts of print
– Alphabet knowledge
– Being a writer
Predicting Literacy Development
Oral and Written Language Connections
Oral Language Assessment
Best Practice in Oral Language Instruction
Agenda
National Education Goals Panel (NEGP, 1995)
• Based on the 5 dimensions of readiness described in Reconsidering Children’s Early Development and Learning: Toward Common Views and Vocabulary (NEGP, 1995).
– Research-based, peer reviewed document
describing dimensions of school readiness
– Includes aspects of children’s development that have been empirically linked with later school success
NEGP 5 Developmental Domains • Physical Well-Being and Motor Development
– Growth, physical health, and motor abilities • Social and Emotional Development
– Interactions and relationships with others and feelings toward self and others
• Approaches Toward Learning – Inclinations, dispositions or styles involved in learning
• Language and Communication Development – Oral and written language
• Cognition and General Knowledge – Physical, logico-mathematical and social-conventional
knowledge areas
Language and Communication Development
Verbal Language (6 Components)
1. Listening (increase ability to discriminate and identify sounds; process sounds to formulate words and meanings; attend to and follow directions)
2. Speaking (increase the ability to produce a broad range of sounds, gradually develop and apply grammatical rules; increase clarity of pronunciation and speech)
3. Social Uses of Language (use language as a tool to get services and objects, express emotions, get and give information; use language pragmatically and as part of social conventions and manners) (NEGP, 1995)
Language and Communication Development
Verbal Language (6 Components)
4. Vocabulary and Meaning (increase the number of meaningful words understood and used; explore and discover meanings of words and sentences; know relational terms of sequence and causality)
5. Questioning (develop questioning ability of what, where, when, why and how)
6. Creative Uses of Language (listen attentively to stories, songs, and poetry; play with rhyming sounds and words; develop and tell a story) (NEGP, 1995)
Emerging Literacy (Closely related to verbal language)
– Literature Awareness (show interest in various forms of literature; recall familiar stories)
– Story Sense (be aware of the sequence of a story and permanency of story sequence)
– Print Awareness (be aware of print permanency; be aware of the connection between the text and the telling of the story; assign verbal labels to familiar letters; assign sounds to letter combinations; recognize own name in writing)
– Writing Process (produce ordered scribbling; produce writing configurations) (NEGP, 1995)
Note: very little inclusion of phonological awareness
Language and Communication Development
National Early Literacy Panel (NELP, 2008)
• Oral language, phonological processing and print knowledge are strongly predictive of how well children will learn to read and write.
• Early literacy factors that lead to early reading
– Reading comprehension
– Basic concepts of print
– Name writing ability
– Alphabet knowledge
– Decoding skills
– Invented spelling
– Phonological awareness
– Rapid automatic naming
Print Knowledge
Oral Language
Phonological Processing
English Language Arts Common Core Kindergarten
• Reading literature • Reading Informational text
– Foundational skills • Print concepts • Phonological awareness • Phonics and word recognition • Fluency
• Writing • Speaking and Listening • Language
Predictive variables strongly correlated to later literacy skills (controlling for confounding factors such as SES):
phonological awareness (PA): the ability to detect, manipulate, or analyze the auditory aspects of spoken language independent of meaning
phonological memory: the ability to remember spoken information for a short period of time
rapid automatic naming (RAN) of a sequence of random letters, digits objects or colors
alphabet knowledge (AK): knowledge of the names and sounds associated with printed letters
writing or writing name in isolation on request or to write own name (NELP, 2008)
Predicting Literacy Development
We can determine with over 90% accuracy whether or not a child in kindergarten will be in the bottom 10% of readers in 2nd grade by looking at: (Wagner, 2001)
- phonological awareness
- semantics (vocabulary)
- orthographic knowledge
Early Language Indicators for Literacy Difficulties
2 ½ YEARS
3 YEARS
4 YEARS
5 YEARS
- produce only short, simple sentences
- less accurate word production
- receptive language problems
- difficulty naming items, objects, people
- may have phonological patterning problems
- word junction problems
- problems differentiating similar sounding words
- problems distinguishing and producing
complex sound clusters and complex words
- poor word recall
- poor rhyming
- poor letter and sound knowledge
- poor sound segmentation
Language and Literacy
Developmental Sequences
Language Development Literacy Development
1. Prelexic 1. Prelogographic
2. Lexic (whole word) 2. Logographic (visual)
3. Systematic simplification 3. Early Alphabetic (sound)
4. Assembly
(syllable combinations)
5. Metaphonological 5. Orthographic
(morphologic)
4. Later Alphabetic (sound)
Stage One: Before a symbolic relationship is established
Oral Language
Prelexic – before words
- Babies
Written Language
Prelogographic – before logos
- Toddlers to preschoolers
gagoobabada
Stage Two: Whole word representation Oral Language
Lexic –single words
- Toddlers
Written Language
Logographic – whole word or graphic recognition
- Toddlers to kindergarten
More
Stage Three: Simplified representations Oral Language Systematic Simplification – simple word combinations - Toddlers to Preschoolers
Written Language Early Alphabetic – simplified word
representations - Late preschool through kindergarten
Du pes!
Stage Four: Developing awareness of structures Oral Language
Assembly –word endings in combinations
- Preschool
Written Language
Later Alphabetic – more complete word representations
- Kindergarten to early elementary grades
I drawed
that gooder,
huh?
Oral Language
Metaphonological – words have meanings and structures
- Preschool
Written Language
Orthographic – structure and pattern recognition
- Elementary grades on up
I can say my name frontwards and
backwards!
Stage Five: Ability to manipulate structures
Classic Language Disorder:
Classic Learning Disability:
a child gets “stuck” at the
______________________________
a child gets “stuck” at the
____________________________
Oral Language • Listening
• Speaking
• Social uses
• Vocabulary and meaning
• Questioning
• Creative uses of language
• Creative expression
• Comprehension
• Story sense
Oral Language Skills
____ Uses speech that is understandable with only age-appropriate errors
____ Understands concepts such as top/bottom, under/over, first/last/next,
beginning/middle/end, before/after, one/all, more/less, same/not same
____ Uses word endings that indicate plurals, possessives, present tense,
past tense (e.g., -s, -ing, -ed)
____ Uses sentences with correct word order, of appropriate length, and
includes pronouns, verbs, and question forms
____ Relates a story with three to five events
Early Literacy Checklist (LETRS for Early Childhood Educators, Paulson & Moats, 2010)
Building Vocabulary
The number of words young children hear in their environments is significantly correlated to academic success.
(Hart & Risley, 1995)
There is a relationship between oral vocabulary acquisition and development of well-specified phonological representations.
(Sutherland and Gillon, 2005)
Language-Stimulation Techniques
• Parallel talk An adult describes what the child is doing.
• Self-talk An adult talks about what he or she is doing, using
short sentences.
• Expansion An adult adds more information to the sentences
that the child expresses.
Talk about Words by Category, Characteristics and Attributes
= carrot
= bus
Vegetables or Fruits
Types of Transportation
= apple Sort by Shape and Color
plane =
Song Cards and Finger Plays
The Wheels of the Bus Five Little Ducks
Twinkle, Twinkle Little Star Old MacDonald
If You’re Happy and You Know It Tiny Tim
The Itsy Bitsy Spider Five Little Monkeys
Pattern Books (to read with children)
Brown Bear, Brown Bear Polar Bear, Polar Bear
The Very Busy Spider The Very Quiet Cricket
Chicken Soup with Rice The Napping House
Dialogic or Shared Storybook Reading
Step 1 – Preview the book.
Step 2 – Read the book to the children pointing out things they may not know.
Step 3 – Reread the book in a small group using general questions to engage the children. Build upon what they say.
Step 4 – Reread the book many times expanding on what the children know.
Dialogic Reading Techniques • Ask “what” questions and follow answers with more
questions.
• Ask open-ended questions.
• Repeat what children say and help as needed.
• Follow children’s interests.
• Ask children to say more.
• Expand what children say.
• Keep your explanations short and simple.
• Have fun!
With repeated readings, children:
• use more language
• respond to questions in more complex ways
• gain more control of the reading process
Use the story We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury. Create your own bear hunt or simulate the events in the book. Have the children draw a picture and narrate to you what they saw or where they went on their bear hunt. Make a book of their drawings.
Going on a Bear Hunt
The Mitten by Jan Brett A snowshoe rabbit came hopping by. He stopped for a moment to admire his winter coat. It was then that he saw the mitten, and he wiggled in, feet first. The mole didn’t think there was room for both of them, but when he saw the rabbit’s kickers he moved over.
Next a hedgehog came snuffling along. Having spent the day looking under wet leaves for things to eat, he decided to move into the mitten and warm himself. The mole and the rabbit were bumped and jostled, but not being ones to argue with someone covered with prickles, they made room.
As soon as the hedgehog disappeared into the mitten, a big owl, attracted by the commotion, swooped down. When he decided to move in also, the mole, the rabbit, and the hedgehog grumbled. But when they saw the owl’s glinty talons, they quickly let him in.
The Mitten by Jan Brett A snowshoe rabbit came hopping by. He stopped for a moment to admire his winter coat. It was then that he saw the mitten, and he wiggled in, feet first. The mole didn’t think there was room for both of them, but when he saw the rabbit’s kickers he moved over. Next a hedgehog came snuffling along. Having spent the day looking under wet leaves for things to eat, he decided to move into the mitten and warm himself. The mole and the rabbit were bumped and jostled, but not being ones to argue with someone covered with prickles, they made room. As soon as the hedgehog disappeared into the mitten, a big owl, attracted by the commotion, swooped down. When he decided to move in also, the mole, the rabbit, and the hedgehog grumbled. But when they saw the owl’s glinty talons, they quickly let him in.
In 3 paragraphs of “The Mitten”
Basic concepts and vocabulary 23 potentially unfamiliar words Speech intelligibility Complex word structures Sentence structure Longest sentence is 23 words Narratives Several events in each paragraph
Show and Tell Book During a show and tell activity, write the words a child is
saying to describe the show and tell item. The sentence
structure and speech production can be scaffolded so
the words on the page are grammatically correct. Have
the child draw a picture of the item. This activity can be
used as a wall story, an “add on” book, and individual
pages to go home.
Have the audience members ask “Who” “What” and
“Where” questions of the Show and Teller.
National Early Literacy Panel Results
• Oral language, phonological processing and print knowledge are strongly predictive of how well children will learn to read and write.
– Systematic and sequential
• Targeted practices are more likely to be effective than non-targeted practices.
– Direct instruction
• When many unrelated skills are targeted simultaneously, the learning outcomes are not as strong as compared to interventions that focus on a one skill or a set of inter-related skills.
– Explicit instruction
Developmentally Appropriate Practice
• A hallmark of developmentally appropriate teaching is intentionality. Good teachers are intentional in everything they do—setting up the classroom, planning curriculum, making use of various teaching strategies, assessing children, interacting with them, and working with their families. (NAEYC, 2009)
Contact Information
• Lucy Hart Paulson, Ed.D, CCC-SLP
Communicative Sciences and Disorders
The University of Montana
32 Campus Drive
Missoula, MT 59812