PowerPoint Presentation

(10/21/2019)

(Oral Language Ideas for Older Students) By: Felice Clark M.S. – CCC SLP

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A little bit about me…

· I am in my 13th

year as a school-

based Speech Pathologist.

· Language and social pragmatic

disorders are my

jam.

· Helping SLPs implement push-in

services and

increasing student engagement is a

passion of mine.

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•

I have three

children.

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Riley is 11 and in 6th

grade. After

school he does

jiujitsu and swim

team in the

summer.

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Hanna is 7 and in

second grade. She

is enthusiastic

about ballet, Girl

Scouts and soccer.

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Little Chloe is 2

months old and

the sweetest

addition to the

Clark fam!

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(Learner 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.)

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Narrative skills are important

for academics

and

everyday

social interactions

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Benefits of teaching narrative skills and vocabulary

· 12-year-olds were placed in one of four groups: narrative treatment, vocabulary treatment, both narrative and vocabulary treatment and a wait-listed control group.

· The 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.

· The researchers did not see a difference among the groups on the standardized vocabulary tests, but vocabulary skills

improved 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:10.1111/1460-6984.12471

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(Interventions 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.Lervåg, A. , Hulme, C. and Melby‐Lervåg, 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)

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(Structured 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)

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(Tips for teaching vocabulary in books)11

Types of Vocabulary Words

· Tier I – Everyday words that don’t require direct instruction.

· Tier II - are words that help students in all subject areas, found on standardized tests, and will help students year after year.

· Tier 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.

Spencer, 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.

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(Can you identify tier II vocabulary?)

compare tree continent arrange

despise molecule

book school protagonist predict

germinate evaluate

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(Vocabulary Grabber)14

(Vocabulary.com is much like VocabGrabber)

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(Flocabulary Word List For Kindergarten) (How 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.)16

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3 Stages to Build Long Term Memories

Encoding

Storage

Retrieval (Carryover)

· introduce new words

· multisensory activities to help get words to be permanently stored in the brain

· be able to define in your own words

· creating sentences, giving synonyms, finding related words, etc.

· using the words in normal conversation, daily writing

· understanding what words mean when read

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Word Webs

(Best, 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.)

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(http://bit.ly/persdictionary)Personal Dictionaries

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Build Depth of Knowledge

(Compare and Contrast) (What does the research say about teaching inferences to children with language impairments?)22

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(Using 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)

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(Let’s PracticeDialogic Reading) (Teaching 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. doi.org/10.1037/edu0000180)25

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(Teaching 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.)http://bit.ly/STF-InferandBackgroundKnowledgeBlog

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(Teaching background knowledge and clues) (Teaching Inferencing Using Books)28

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(Teach 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.)

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(Teaching StoryElements)

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Story Elements

Each student gets a job to share about the book.

Give each student a couple of story

element cards.

They have to identify the story element while being read the book.

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Use Ornie the Pig to teach story elements

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(Time to Create Book Companion Cheat Sheets)34

(Brainstorm 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.)

(You have 30 minutes to create!)35

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