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Connie McGrogan, MEd., LSLS Cert. AVEd

and

Michelle Parfitt, MA, CCC-SLP, LSLS Cert.AVEd

There are no financial or non-financial relationships to

disclose for this presentation.

Agenda Define the problem- reality check!

Normal Development

Prerequisites

Strategies and Techniques:

Early Learners

Elementary Age and Beyond

Reflect on what you will change.

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Hearing Loss and Vocabulary Deficits Children with hearing loss:

Often struggle with smaller vocabularies

Are slower to learn new words

Learn less through Incidental Hearing

Have more limited contexts to learn words

(Cole and Flexor, 2008; Easterbrooks and Estes, 2007)

Gaps and Difficulties Related to Vocabulary Reading gaps

Figurative language

Idioms

Difficulty transferring word knowledge

Use “tired” words

Understanding humor

Multiple meanings

Homophones

Gaps and Difficulties (continued) Homographs (dove as dove into water, and dove as in a

bird)

Clips -words that has been shortened (ex.- sub/submarine exam/examination

Understanding relationships between the meanings of words(including category words, synonyms and antonyms)

Understanding how parts of words (prefixes and suffixes)

change the meaning of the root word

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Normal Vocabulary Development This is a helpful framework to develop ideas regarding

interventions

What do we already know about how children learn words?

Early Vocabulary Acquisition Incidental learning

Repetitive exposure in meaningful contexts

Natural reinforcement

Connections are made!

Types of Early Words Social words- “uh-oh”, “bye-bye”, “mmm”

Nouns

Important people names – Dada, Mama, siblings, etc.

Power Words – “no”, “open”, “more”

Verbs

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Explosion of Words Example- Normal Expressive Vocabulary development

1 yr. – first word

18 mths – 20-100 words

2 yrs. - 300 words

3 yrs. - 900 words

4 yrs. - 1500 words

5. yrs. - 2500+ words

Vocabulary Building Vocabulary is a critical building block for

competent conversational skills and for reading comprehension.

A typical 5 year old learns 10 new words per day and use 50

new words per week. Typically developing school-age children develop 3000

words a year.

To go on to higher education, need to know 100,000 words! Bartel, N. (1975), Flexer, C. (1994) Sidney,D.(1997)

Vocabulary

Need to develop a breadth (variety-quantity)

And depth(quality-degree of understanding of words and different meanings)

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Vocabulary for Early Readers Vocabulary also expands through reading.

More words and more information about words

Expand connections for vocabulary

Book language examples (to and fro, upon, crept, etc.)

Vocabulary Development in the Elementary Years and Beyond The gap widens:

Incidental learning continues

Peers –slang and expressions

Academic vocabulary

Digital media

So what are we going to do?

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Prerequisites for All Children with Hearing Loss Consistent hearing in the speech range.

Wearing working devices during all waking hours

FM system

Turn-taking skills of listening and speaking for successful communication act

Prerequisites for a Rich Vocabulary Listening Environment

Positioning

Background Noise

Auditory Attention

Language Environment

Experiences

Multiple contexts

Interaction and input

Parent Involvement is Crucial Amount of interaction time

Listening and learning as a way of life

Daily schedule and reinforcement of skills

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Teaching Hierarchy for Language

Input

Comprehension

Imitate

Use

Input Strategies

Auditory First

Auditory Sandwich

Acoustic Highlighting

Repetition /Redundacy

Parentese

Modeling

And more

Teach parents to use these strategies during daily interactions with their child!

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Auditory First Teaches the value of

listening

Auditory imprinting/brain development

Increase attention to sound and motivation to listen

The Auditory Sandwich

• Auditory information

• Visual or tactile

• Auditory information

Acoustic Highlighting Putting emphasis on a sound or word you are practicing with

your child Highlight by, decreasing distance, increasing stress, lengthening

target, Be careful not to distort signal by increasing volume Pausing before target Whispering can also be a form of highlighting for high frequency

sounds - lowlighting.

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Repetition Repeated exposures to

words are necessary.

The more a word is heard the more familiar the word will become.

Pause Time Can be used as an input

strategy

This is helpful for all language learners, not just those who have hearing loss.

Modeling and Expansion Giving the child the word/phrase/sentence that he/she

could say.

Adding to the child’s word/phrase.

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Parallel Talk and Self Talk Talking about what the

child is doing/seeing while it is happening

Talking about what you are doing while the child is attending to your actions

Parentese Main Features

Higher and more varied pitch Sing-song Slow down Talk about the child’s interest Repetitive Pause – Wait and listen Take turns Repeat what the child says Expand child’s utterances

Parentese Why use it?

Gains and holds a child’s attention.

Conveys warmth and happiness

Introduces the concept of conversation

Provides vocabulary and language models

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Read-A-Loud Many benefits

Pace

Variety, ebooks

Discussion/questions

Relating story to child’s experiences

Learning to Listen Sounds

Sounds that go with objects

Easier than words because they differ more in:

Duration

Loudness

Pitch

Easier to produce

Child learns to attach meaning to sound

Provides a non-threatening easy technique to engage child in the activity and allows for imitation and interaction. This provides teaching opportunities for Turn-taking skills of listening and speaking for successful communication act Learning to listen sounds vocabulary development Development of word combinations Speech instruction Auditory training activities

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Imitation (method of practice to get use)

“Tell Mommy”

Give a Choice

Model targeted behaviors

Handcue with cupped hand

Comprehension Strategies Remember the auditory prerequisites

Pause Time

Expectant look

Integrate directions into natural routines

Ask a yes/no question about the target

MAKING CONNECTIONS

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Wait Time

• Providing time for the child to process the language heard and giving time to formulate a response to contribute to the conversation

Personal Photographs

Young children LOVE photos of themselves, friends and family members.

Language Experience Book

Capitalize on child’s interests

Meaningful to child and family

Promotes generalization

Build opportunities for repetitive language

Increase interest in other books

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Spontaneous Use (the goal)

Pause time

Expectant look

Role reversal

Pretend that you don’t understand

Give a reason to communicate

Sabotage Create a need for communication

Examples: The hole in the bottom of the cup

Give them an apple when they asked for a banana

Have the lights off when they enter the room

Take away the chairs from the therapy table.

When getting dressed, give them one sock or one shoe, or the

wrong clothing

Use of music and rhyme for vocabulary development Fun

Repetition

Language development

Rhythmic proficiency

Auditory discrimination

Self confidence

Memory

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The cranberries walked away.

One little, two little, three little Indians

Action Songs Five Little Monkeys

This is the way we _____.

The Wheels on the Bus

Walking walking (video example)

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Walking, Walking

Word lists Tracking vocabulary

Guidance in selection of target words to teach

Power Words -important early words

First 100 words- Moog

Language Development Survey- Rescorla

Dolch sight words (by grade: http://www.mrsperkins.com/dolch-words-all-alpha.html)

Power Word List Hi Off Push

Bye-bye On Pull No More Mine Yes All done Me Mama Come (on) Daddy Stop Up Hot Move Down Cold Eat Open Here Look Help Home

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Techniques and Strategies for Elementary Age and Beyond Continue embellished teaching with acoustic

highlighting as needed

Language experiences continued

Increase development of incidental Learning of vocabulary as the auditory feedback loop continues to develop

Key Academic Vocabulary

NC Standard Course of Study Developed by Sharon Moore, CED, LSLS Cert. AVT, NBCT

Resource Support Program

Kindergarten

Language Arts action words (verbs) uppercase different nonliving author vocabulary differences observe

author’s purpose vowel equal/same precipitation

back what? estimate rain gauge

compound words word graph skeleton

consonant Social Studies half smell

describe caring least/most/equal solution describing words celebrations less (than) spring

illustrating human resources number words winter

illustration laws pattern Comp./Tech. illustrator magazines pattern names arrow key

listening map positional wordscursor

nursery rhymes services sort monitor period share sphere/cube mouse

predict transportation Science save

pretend vote change shift

question want environment space bar

quotation mark Math habitat

real alike hatch

retell before/after hibernate

sequence all together life cycle

setting big/little, etc. living

Different Levels of Vocabulary Comprehension Word is unknown.

Have a general sense of the word. It may be recognized but can’t be explained.

Word is known in narrow context

Rich knowledge of word. Students can use the words in a variety of situations, define in their own words, compare to their own experiences and make novel sentences using the word.

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Robust Knowledge of Vocabulary Learn words in depth and relationship between words

Develop schema or patterns and networks to increase meanings of words (need to hear and work with word over and over again)

Need to build upon known words to develop new words. Need to learn multiple meanings (sent, cent, scent) Synonyms(glee, joy, happiness) Antonyms (snare, release) Homophones(sweet, suite) Homographs -prune(fruit and verb), sewer(sews clothes and in the

ground), desert(dry region and leave someone), grouse(bird, complain), bass(fish and voice)

Homonyms (share spelling and pronunciation)- crane(Long extension)/ crane(bird) Wonder why these objects have the same name.

Increase use of super‐ordinate and subordinate terms (furniture-chair-rocker)

Selection of Vocabulary to Teach Tier 1 words- appear frequently in oral language and text and are

important to develop Tier 2 words. (good, bad, ball, surprised, bed, pencil, marker) Tier2 words - appear frequently in print. High frequency words used by

mature language users across several content areas (convince, glimpse, struggle, bargain, hasty, perseverance) Tier 3 words – topic specific and appear infrequently in

specific to particular topics (nucleus, osmosis) Suggestions include Target words from daily routines Use new words in conversations that are synonyms for words already

used. Target words from Basal Readers Target new words from weekly “topic” that child is interested in.

.

Selection of Vocabulary (continued)

Children’s Classic Literature for Vocabulary Units or Narration organize vocabulary development around a book from the classic

children’s literature list instead of a weekly “theme-based unit” because Children with a hearing loss are at risk in the areas of general knowledge and literacy

this insures that the child will receive regular exposure to the “common knowledge” base that a “typical, well-educated child” receives.

The parent has an easy source and this insures that the child will be read to.

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Word Lists Reading Rockets: www.readingrockets.org

Key Academic vocabulary- Sharon Moore

Fry Words http://makereadingfirst.com/word_list.pdf (app)

Wordnet : http://wordnet.princeton.edu

Hieberts Word Zones –(Words listed in frequency of use) http://www.textproject.org/assets/library/resources/WordZones_4000-simple-word-families .

Coxhead’s Academic Word (Coxhead, 2000); 570 word families that occur reasonable frequently over a range of texts http://www.uefap.com/vocab/select/awl.htm

Instructional Develop ability to categorize

Develop ability to define words – Hand Cue

Use friendly definitions with known words

Active processing -make judgment of a word

Hand Cue (Define Words-1)

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Hand Cue (Define words 2)

Hand Cue (Define words 3)

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Elementary Age (continued) Strategies on the go and in conversations

Sandwich techniques

__New--- familiar--- New

__New—explain—connect

Talk about Words

Category games

First letter game

Opposite games

Sound alike games

Long/short

Hard/easy to say

Funny sounding

Related words

Games Secret square

In a pickle

Apples to apples

Word games on apps

Sort it Out (beginning categorization)

Simple Mind (relationships between words)

Visual Dictionary and Thesaurus

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Figurative Language Spoken or written expressions that have special meanings not predictable from the meanings of their individual words

Idiomatic expressions (“see daylight”, “have our work

cut out for us”)

Also prevalent:

– expressions that the majority of English language users

recognize without processing as idiomatic (e.g. to “drop

something off” or to “lose it”)

It is critical that children are exposed to these

expressions in the same “rich” fashion as other vocabulary items

In full context and in varying contexts

Create a Word Line

_______________________________________

I I I I I

Huge immense big gigantic enormous

More Basic Strategies Increase use of super‐ordinate and subordinate

terms

Make sure to use brand names as well as generics

To clarify use, take particular care with contextual

language

Make connections for kids

Encourage student to compare and make connections

Develop ability to use precise language

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Precise Language Look

Gaze glimpse view

Stare peep watch

Glance examine observe

Glare observe

Word Bank

Walk move paced

rambled wandered accompany

Traveled Cross go

meander stroll wind

Use the best word for each sentence. •Sue was looking around the park. She __________________ down the path as she looked for wild flowers.

•Johnny is ten years old. His mother said he could ___________home from the neighbors house by himself.

•Jane can _______________the street at the corner.

•The family ________________home from another city yesterday.

•The old man likes to _______________ down the street every morning. He takes his time to go to the store each day.

•Dad kept walking back and forth around the house. He _______________around the house for two hours.

Create a Word Map

Things in closet

I

------------- clothing-----------

I I

pants I shirt

shoe

----------------------------I-----------------------

I I

Flat dress girls boot

high heel running baby sandal

walking f lip flops

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Read Aloud It is still important and very appropriate to continue read

aloud time. Face to face time, high energy, and interaction is critical for continued vocabulary development.

Sources

Wordless books

Poems

Fiction

Non-Fiction

Read-A-Loud Strategies Age Five to Seven

Child develops motivation to read independently

Talk about what you’ve read previously

Make Predictions

Relate and compare book to others you’ve read

Role play and extension activities

Stop reading at a suspenseful point in chapter books

Talk about the book

Book features

Fairy tales Joke books

Adventure books Chapter books

Series books Reference/information books

Social and Moral Issues “Easy Readers”

Preferred authors Various styles, genres, media types

Some Titles for 5-7 Years The Mouse and the Motorcycle-B. Cleary

Mike Mulligan and His Steam Shovel—V. Burton

Junie B. Jones series-B. Park

Where the Wild Things Are- M/ Sendak

Stellaluna—J. Cannon

If you take a Mouse to School—L.Numeroff

The Princess and the Pea—J. Cech

Stranger in the Woods—C. Sams & J. Stoick

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Strategies -Older Children Age 9+

Learning to think abstractly and understanding others’ point of view

Continue reading at regular times

Read spontaneously

Vary the “weight” of what you read

Model thinking about what you read

Stimulate discussions

Accept their thoughts

Book features

Current Events Fantasy

Humor Superheroes

Magazines and news articles

Five Finger Method Children K-2

Look at 2-3 pages

Raise a finger every time you see a word you can’t read.

The book may be too hard to read if you raise all five fingers

Children grades 3-6

Read an entire page from the middle to end of a book

Raise a finger for words you can’t read

The book is too hard if all five fingers are raised

The book may be too easy if only 1-2 fingers are raised

Some Titles for Older Children Encounter-J Yolen

Molly Bannaky- A. McGill Baseball in April-G. Soto

The Bear’s House- M. Sachs Black Beauty- A Sewell

Harry Potter books- J.K.Rowling

The Secret Knowledge of Grown-Ups—D. Wisniewski

The Indian in the Cupboard-L.R.Banks

Lord of the Rings Trilogy- J.R.R. Tolkein

National Geographic Kids

Haunted House Jokes-L.Phillips

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Choose materials that meet their interest level.

Current Events Fantasy

Humor Superheroes

Magazines and news articles

Current Events Fantasy

Humor Superheroes

Magazines and news articles

Song Lyrics You Belong With Me by Taylor Swift

You’re on the phone

With your girlfriend

She’s upset

She’s going off about

Something that you said

She doesn’t get your humor

Like I do

Summary: Today we discussed… Vocabulary Development

Gaps and Difficulties Related to Vocabulary

Strategies for Early Learners

Strategies for Elementary Age and Beyond

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So what will we do? Write down one new thing that you will do next week

based on what was discussed today.

More Reading Resources

www.scholastic.com/bookflix -a resource that pairs classic video storybooks with related nonfiction eBooks from Scholastic.

www.edhelper.com –leveled reading books, puzzles, word searches

www.familyreads.com/levels.html reviews of books by levels

http://www.dltk-teach.com-educational activities for kids

http://tarheelreader.org online beginning readers

http://cochlearimplantonline.com/site/books-with-lots-of-learning-to-listen-sounds -list of books with learning to listen sounds

www.carnegielibray.org/kids Carnegie Library – ebooks, bookflix, book suggestions by age.

Feel free to contact us: Connie McGrogan: cm@depaulhearingandpseech.org Michelle Parfitt: mparfitt@depaulhearingandspeech.org