language delays dec 2011

11/29/2011

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The Foundation for Future Reading: Early Language

DevelopmentBy Angela Searcy, M.S.

[email protected]

708-845-2343

Simple Solutions © 2011

www.overtherainbowsimplesolutions.com

Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.Developed by: Angela Searcy, M.S.• Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher

certification though the state of Illinois and a M.S. degree in early childhood developmentfrom Erikson Institute, with a specialization in infant studies and a credential indevelopmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow atArgosy University in the Doctor of Education Program

• Angela is the owner and founder of Simple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by the Illinois State Board of Education, a national literacy trainer for theMultisensory Training Institute (MTI) in Needham, MA, Lakeshore Learning, Carson CAand Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atVanderbilt University and an adjunct professor at Rasmussen College

• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois,Angela has specialized training as a neuro-developmental specialist and is a nationallyrecognized speaker with extensive experience working with professionals, young children,and their families as an early childhood teacher, child development specialist, staffdeveloper, mental health consultant, parent educator, language arts teacher, collegeprofessor and tutor. Her expertise encompasses developing behavior modificationprograms from a neuropsychological perspective, and creating professional developmentgrounded in neuroscience research related to adult learning.

• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for the Learning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.

Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com [email protected]

What Are your Challenges?



Learning Language…

• At around 6 to 8 weeks of age,

infants begin producing drawn out vowel

sounds

• Sometime between 6 and 10 months of age,

infants begin to babble by repeating strings of

sounds comprising a consonant followed by a vowel

• Most infants produce their first words

between 10-15 months of age



Learning Language Continued…

• On average, American children say their first

word at around 13 months, experience a

vocabulary spurt at around 19 months, and

begin to produce simple sentences at around

24 months

• 2 years olds have about 50 words, 3 year olds

have about 1,000

• Environment can impact development:

exposure, bilingual, parent historySimple Solutions © 2011


Red flags

• Absence of cooing or very muted in play

• Difficulty imitating tongue movements(raspberries)Excessive drooling after 12 months

• Difficulty swallowing, chewing

• Poor attention for stories, songs, directions

• Difficulty with word retrieval, rhyming, articulation

• Not answering to one’s own name



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Children learn through relationships

and sensory experiences!



Summary of Educational Impact• More than three infections under the age of 12 months is a significant

risk factor

• Even without a current ear infection children can still suffer the effects of

a history of conductive hearing loss

• Poor ability to discriminate sounds in words and to hear words in words;

difficulty chunking words into individual parts;

• Language learning difficult; frequently have restricted content,

vocabulary, language and confidence;

• Poor foundation for literacy and without help will fall further behind every

year

• Socialization difficulties and behavior problems are likely



Pragmatics relates to the use and functions of language for communication. Pragmatic awareness is the knowledge of conversational rules and includes both verbal and non-verbal aspects.(adapted from Holt & Spitz, 2000 ; Owens 1992)

Children with a hearing difficulties may have problems with:

• Entering into a group, requesting, responding and taking turns

• Initiating conversations

• Understanding subtle social rules

• Accepting others points of view and others’ feelings

• Monitoring the listener

Impact on Pragmatics



Phonological processing relates to the ability to use the sounds of a language to process oral and written language, which allows us to form phonological codes and access a word stored in our brain’s lexicon. Phonological awareness skills (explicit awareness of sound structure and ability to manipulate structure of words) are dependent on phonological processing skills.

• Need to hear words to learn words – to ‘map’ words to objects

car? ar? bar? tar? …

• Absence of second sound in two-letter blend (eg frog, block)

• Absence of unstressed syllable(s) (banana, dinosaur, balloon)

• Poor discrimination and identification of sounds

Impact on Phonological Processing



Children with hearing/language difficulties, however, are also likely to present with social and emotional challenges due to:

• Their own frustration and/or the frustration of their

peers

• Avoidance

• Just not “getting it” i.e. the subtleties and unwritten

rules of social exchanges

Impact on Socialization



Oral Motor Play

• It is critical for language skills!



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Phonemes are sounds in words

Infants, toddlers and twos have

extra wiring in the brain that helps

them process the sounds in

language faster than adults



What’s Happening to the Brain?

• Samuel T. Orton “the

father of dyslexia” was

the first to offer a

neuropsychological

explanation for dyslexia.

He hypothesized less

than normal activation

in the left temporal

region of the brain.



*New Research!

• A recent study conducted at Yale University in children with dyslexia between the ages 7 to 18 years provides some clues and is consistent with the notion that the differences in children seem to be presented in both brain hemispheres (Shaywitz et al., Annals of Neurology, 2007).



Reading problems are just a

symptom of a deeper language

problem

Children who have a hard time producing

sounds in speech often have a hard time

producing those same sounds in reading



Phonological Awareness –Umbrella term-

An understanding of the words, syllables, and

sounds of language

FACTS

• 25-40%

• 3rd Grade

• 15%

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How do I know if a child lacks

phonemic awareness?

• 3 discrimination

• 3-4 rhyme

• 4-5 syllables

• 5-6 sound substitution

• 5-6 blending

• 6 segmentation

• 7+ manipulation

Objectives

• Discriminate

• Sequence

• Manipulate



Language vs. Speech



What is the difference?

• Language is made up of socially

shared rules that include the

following:

• What words mean (e.g., "star" can

refer to a bright object in the night

sky or a celebrity)

• How to make new words (e.g., friend,

friendly, unfriendly)

• How to put words together (e.g.,

"Peg walked to the new store" rather

than "Peg walk store new")

• What word combinations are best in

what situations ("Would you mind

moving your foot?" could quickly

change to "Get off my foot, please!"

if the first request did not produce

results)

• Speech is the verbal means of

communicating. Speech consists

of the following:

• ArticulationHow speech sounds

are made (e.g., children must

learn how to produce the "r"

sound in order to say "rabbit"

instead of "wabbit").VoiceUse of

the vocal folds and breathing to

produce sound (e.g., the voice

can be abused from overuse or

misuse and can lead to

hoarseness or loss of

voice).FluencyThe rhythm of

speech (e.g., hesitations or

stuttering can affect fluency).Simple Solutions © 2011


Language or Speech?

• Tommy is four years

old, Friends and family

have a hard time

understanding what he

is saying. He speaks

softly, and his sounds

are not clear.

• Tanisha is two years old.

She doesn’t make eye

contact when you speak

to her. She can label

objects and animals

well –but doesn’t

answer simple

questions.



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Strategies • Vary pitch, tone, and speed when talking and

singing

• Add movement to stories and songs

• Add sensory to activity –smell, touch, visual, motor

• Add a visual to help children pay attention to your words—pictures or sign language

• Subgrouping—helps you to work in small groups and hear a child with speech difficulties



•Use visual aids whenever possible

•Use overhead •Have key vocabulary accessible visually

•Provide “hearing/talking partner”

•Allow for breaks •Educate the class about language issues and hearing loss

•Eliminate or reduce extraneous noise

•Reduce the distance from you to student

•Face the student when speaking

•Appropriate use of equipment

•Advantageous seating for student

•Repeat questions and comments other students make

•Do not speak with back faced to class

•Point out who is speaking in class discussions

•Do not stand or sit in front of a bright window

• Use multi-sensory techniques to teach skills

•Always use captioned films/videos

•Use lights to get classroom attention



Visual Strategies!



Teacher’s Visual Cue Cards



Teacher’s Visual Cue Cards



Choice Chart



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Visuals Of What Children AND Adults are in the Room and what how they are this morningRoom 13 Uses a Key Ring at Uptown and this is Logan Sqaure



Daddy, Papa, This is what I can do

when I feel sad…





Before Children come to school



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Uptown!



Uptown! 1.Stand on a square

2.Stand behind a friend

3.Catch a bubble

4. Hold on to the railing



Jovan

Jovan is four years old---he is difficult to

understand. He has a speech-language

therapist that visits his home. You are worried

that he has a hard time listening to directions

and the other children don’t understand him.

How can you give support

Stop sign provides a visual reminder that the activity is not currently available

HSCI Curriculum Modifications Module



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Environmental Support








Activity Turn Taking Cue



How WE Wait –Mom/ Dad/Ya Ya!



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Telling Isn’t Teaching



Steps to Arrival







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Parent book:How I should Hang out

my Coat



Logan Sqaure



Right Way/Wrong Way





Logan Square!



Circle Time

Simplify the Activity

From: www.headstartinclusion.orgSimple Solutions © 2011


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Circle Time – Universal Design


From: www.headstartinclusion.orgSimple Solutions © 2011


NAEYC says…Read Story While

children Act it Out







Fun Ideas!

• Syllable duck duck goose, syllable “Mother

may I”

• Cut out animals from “Brown Bear” put them

on bubble wrap and let kids jump when they

hear the animal

• Clap every time you hear “no david”, clap

when you hear the “g” sound, or the “sh”

sound

• Sound rocks! Simple Solutions © 2011


Sign Language!



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Muscle Memories

• Sign Language

• Hand over hand/hand under hand

• Slowing down sequences of steps and making

it multi-sensory



washingtonpost.com

"So many kids are so visual that words just wash over them," she said. "A lot of times the more words you use, (sometimes) the less effective you are."



Brown Bear, Brown Bear What Do You

See?



Basic Brain Development



What’s this look like??What’s this look like??

• Teach labeling Why?? – This pairs items and

actions with their defining word/ sign

•• What does this look like?What does this look like?

• For items: Touch or point to item; Model sign; Touch or point

to item again; Use hand-over-hand to have child produce sign

• For actions: Model sign; engage in action; Use hand-over-

hand procedure to have child produce sign; Repeat action



Fitting Instructors' Need For Order to a T (or B or W)

More Using Sign Language to Manage Class Without Disruption

By Emma BrownWashington Post Staff Writer

Friday, October 16, 2009

washingtonpost.com

• "The less I speak, the more we can get done," said

Gwen Ward, a music teacher at William Halley

Elementary in Fairfax Station. A 27-year veteran of

the classroom, she began using sign language with

students four years ago after teaching herself basic

signs. In Ward's room, a sideways thumb means stop

what you're doing, make a better choice. "No child

wants to continually hear their name called," she

said. Simple Solutions © 2011


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Madison

• Madison is 2 years old. She is very quiet and

only says a three words. She cries often. How

can you support her and her language

development.



In my classroom, we use simple signs in a variety of ways.

Probably my favorite way to incorporate sign language in the classroom is with music. During my calendar time, students will sign and sing the months of the year, the days of the week, etc. I also use sign language with songs and books,

such as Brown Bear. One fabulous resource that I was introduced to this summer was the Signing

Time videos. These are fantastic!



Add Signs to…

• Alphabet song

• Calendar

• Stories

• Songs



Targeting Pragmatics

•• What’s this look like??What’s this look like??

• After giving child something that you know they are wanting, take their hand to their chin and say “Thank You” as you extend their hand in an outward motion.

• Answer “Your Welcome” as you extend your hand from your chin in

an outward motion

• Thank you



Targeting Syntax

• Teach child to string together the word ‘want’ and label of item or action that is desired

• Why??– this pushes child to level of 2 word phrases and where syntactic skills emerge

• Learned is that the label of the requested item follows the word “want”.

• Implement this after child effectively uses sign for want


• Child makes request; Affirm correct use of sign for want.“Want? Amy wants?”

• Let child see you look around with eyes. You may touch 1 or 2 undesired objects while saying their label.

• Touch desired item, or demonstrate desired action, point

to desired location, etc. Verbalize “Ohh.. Want _____(label of desired

item or action)”.

• Use hand-over-hand to have child produce ‘want ________”;

respond “ok” and grant desire IMMEDIATELY.



Targeting Semantics

• Teach want

• Why??– this will show

that the word/sign

“want” functionally

serves a request( saying

“want” means “I desire”)


• When aware that child’s cry, gesture, reach, or eye

contact is signifying that they want something specific, use hand over hand procedure to have child produce sign for want as you say “want”.

• Give child desired item IMMEDIATELY after production of “want sign”



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Opportune moments to implement approachOpportune moments to implement approach

• Anytime centered around feeding (opportunity for “want”

and “thank you”).

• When child is “whining” or “crying” for a highly preferred

object such as pacifier, bottle, or security blanket/ stuffed

animal (opportunity for ‘want’ and “thank you”

• When child spontaneously points (labeling opportunity)

• When child gives approaches you and gives you object

(labeling opportunity)



Let’s Practice



Lifeprint.com

More



How Can We Help Children

Communicate Their Feelings?



12 Month Old Baby Signs “Cry” Instead

of Crying

As Educators are we teaching children multiple

ways of communicating their feelings



Ticks of the Trade! Using Sign

Language in the Classroom!

•



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Fun ideas

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USE all the Senses to Teach!

• You must use each of the senses to teach

numbers!

• Sight/visuals

• Sounds

• Touch

• Smell/taste

• Movement



Jovan

Jovan is four years old---he is difficult to

understand. He has a speech-language

therapist that visits his home. You are worried

that he has a hard time listening to directions

and the other children don’t understand him.

How can you give support



What Do You Remember???



American Speech-Language-Hearing Association. (2005). Acoustics in Educational

Settings: Position Statement [Position Statement]. Available from www.asha.org/policy

Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47

Centers for Disease Control and Prevention. National Center for Birth Defects and

Developmental Disabilities, Early Hearing Detection and Intervention Program.

http://www.cdc.gov/ncbddd/ehdi/default.htm.

"Interesting Facts about the Deaf." DeafNet. 19 July 2008 <www.deaf.net>.

http://kidshealth.org/parent/general/eyes/cochlear.html website

Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse

on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>.

“Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye,

M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002.



language delays dec 2011

Education

learning language

early language angela

months of agesimple

likelysimple solutions

namesimple solutions

structure of words

written language

angela searcy