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Monica Gordon Pershey, Ed.D., CCC-SLP Cleveland State University, Cleveland, OH [email protected], [email protected] 216-687-4534 Language and Literacy Development in Students with Special Needs Workshop Sponsored by PSI Independence, OH Part I – October 24, 2006 Gordon Pershey, M. (2006) PSI 1 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 2 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 level indicators from the Ohio Reading/Language Arts Content Standards Gordon Pershey, M. (2006) PSI 3 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 4 NCLB and IDEIA IEP goals and objectives connect to standards-based curricula IEP provides for how elements of the general curriculum will be brought to the student by specialists IEP (SLP) services help students become capable of performing on achievement tests Emphasis on testing outcomes must not shortchange learner’s needs Therapy progress is subsumed under school progress Gordon Pershey, M. (2006) PSI 5 NCLB- Mandated Testing for Special Needs Learners Accommodations - Do not change what is to be learned; Do change how content or skills will be learned Examples: Alternate Methods Alternate Materials Alternate Response Modes Modifications - Alter specific content or performance expectations Examples: Change level of complexity of content or skills Change entire curriculum Gordon Pershey, M. (2006) PSI 6 Gordon Pershey, M. (2006) PSI 7 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 English orthography The written code is entirely arbitrary and abstract Gordon Pershey, M. (2006) PSI 8 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 AM INTERESTED IN? Gordon Pershey, M. (2006) PSI 9 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 10 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 11 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 12 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 13 Order of Emergence of the Language Systems Oral Language Literacy Pragmatics Phonology Semantics Syntax Pragmatics (+Syntax) Semantics (+ Syntax) Phonology Syntax Gordon Pershey, M. (2006) PSI 14 Designing Assessments Assessments show skills that are in place Assessments tell us where to begin interventions Begin with no assistance and move incrementally through minimal to maximal assistance; Note all assistance given Large print in a type face that does not use Greek letters (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 15 Assessing the Literacy Pragmatic – The Logographic Stage of Print Awareness See “whole print configurations” found in environmental 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 for recognition Memorization of small units of decontextualized print: Survival words such as "Men," "Walk," "Exit“ Gordon Pershey, M. (2006) PSI 16 Assessing the Literacy Pragmatic – The Logoraphic Stage of Print Awareness Is the learner aware that print conveys meaning? Is the learner interested in print – points to text during read aloud; asks “What does this say?”; experiments with writing Recognition of some sight words – Not sounding words out – See words as letter groups Cannot be sure whether the learner is recognizing the letters, the words, or the configuration Ohio Content Standards – Kdg: Recognize and understand words, signs and symbols seen in everyday life. Gordon Pershey, M. (2006) PSI 17 The Alphabetic Stage of Print 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 arbitrary Symbols that begin to make sense Insight!! Gordon Pershey, M. (2006) PSI 18 Assessing the Alphabetic Stage of Print Awareness Learners point to letters and say letter names, both in and out of alphabetical order SLP reads letters, asks learner to point to the letters the SLP names Scanning: Find letters in the words as SLP says the letters Sound-letter correspondences: Learner may say sounds represented by letters Gordon Pershey, M. (2006) PSI 19 Assessing the Alphabetic Stage of Print Awareness Spontaneously write all known letters – upper case, lower case Learner might create letter forms but not know the letter name Write single letters to dictation, both in and out of alphabetical order Gordon Pershey, M. (2006) PSI 20 The Alphabetic Stage of Print Awareness Ohio Content Standards that are met during the Alphabetic stage – Kdg: Read own first and last name. Distinguish and name all upper and lower case letters. Recognize, say, and write the common sounds of letters. Distinguish letters from words by recognizing that words are separated by spaces. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words. Read one-syllable and often-heard words by sight. Identify and distinguish between letters, words and sentences. Gordon Pershey, M. (2006) PSI 21 The Orthographic Stage of Print 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 deliberately or 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 whole configurations Make use of information about the sound structure of language and the orthographic code Gordon Pershey, M. (2006) PSI 22 The Orthographic Stage of Print Awareness Learners have gone through a heuristic period of exploration that prepares them for the logorhythms of literacy Exploration, intuition, and inductive learning have led the way for deductive learning about reading, writing, spelling A spelling conscience develops Ohio Content Standards that are met by during the Orthographic stage – Kdg: Show characteristics of early letter name-alphabetic spelling. Gordon Pershey, M. (2006) PSI 23 The Orthographic Stage of Print Awareness Ohio Content Standards that are met during the Orthographic stage – Grade 1: Read regularly spelled multi-syllable words by sight. Blend phonemes (sounds) of letters and syllables to read 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 24 Reading Automaticity Reading is a parallel examination of stimulus and memory – search memory for knowledge about this stimulus For readers with the least experience, stored knowledge is about logos For alphabetic readers, stored knowledge is about initial letters in words and other salient letters present in familiar examples of print Sight word readers make use of both logographic and alphabetic skills Gordon Pershey, M. (2006) PSI 25 The Later Orthographic Stage of Print Awareness Ohio Content Standards that are met during the later Orthographic stage – Grade 2: Use letter-sound knowledge and structural analysis to decode words. Read text using fluid and automatic decoding skills. Gordon Pershey, M. (2006) PSI 26 SLPs Work on the Language Skills that Make Spelling and Decoding Possible Phonics is integrated into word study and meaningful word use Phonics learners are metalinguistically aware, have insight into their own pattern detection Capitalize on learners’ pattern detection abilities and teach phonics rules that make sense and can be applied to spelling on a daily basis Consistencies in our language can be learned – work with “chunks,” such as word families Gordon Pershey, M. (2006) PSI 27 Marie Clay’s Concepts About Print Test A test of awareness of the conventions of print Choose an engaging picture book with more than one line 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 28 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 understand reading is interaction with print Directionality – Left to right, top to bottom Say, "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 the words while I read" Learner should be pointing word by word, line by line, while read to aloud Gordon Pershey, M. (2006) PSI 29 Marie Clay’s Concepts About Print Test Beginning of a Word – Say, “Where is the beginning of the word “____” referring to the last word read Say, “show me the first letter in that word” Upper and Lower Case Letters – Say, "Show me a capital letter" "Show me a small letter" Punctuation – Say, “What is this for?” Word Order – While finger pointing, read a line backwards, 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 word end?" Gordon Pershey, M. (2006) PSI 30 Marie Clay’s Concepts About Print Test Sentence – After you read a given sentence, ask “Where did that sentence begin?” "Where did that sentence end?“ Back of the Book – Say, "Where is the back of the book?“ Beginning of story – Say, "Do you remember how the story began?" End of the story, Say, "Do you remember how the story ended?" Gordon Pershey, M. (2006) PSI 31 Marie Clay’s Concepts About Print Test Ohio Content Standards that are assessed using the Concepts About Print Test – Kdg: Hold books right side up, know that people read pages from front to back and read words from left to right. Know the differences between illustrations and print. Identify and distinguish between letters, words and sentences. Grade 1: Follow simple oral directions. Speak clearly and understandably. Gordon Pershey, M. (2006) PSI 32 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 to use standardized measures to confirm this Scattered, spotty, or inconsistent skills are revealed because clinician constructed testing progresses “at leisure” and no ceiling or criterion must be enforced Clinician constructed tests show accomplishment of functional behaviors Establish functional tasks to be continued in therapy Gordon Pershey, M. (2006) PSI 33 Rationale for Clinician Constructed Literacy Assessments Tasks coincide with Ohio Content Standards and establish the need for modification of mandated achievement 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 were inaccurate For most tasks that require lists, 10 items are usually sufficient Gordon Pershey, M. (2006) PSI 34 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 35 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 36 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 Gordon Pershey, M. (2006) PSI 37 Group Sharing Planning How to Enhance Your Practice Assessment Setting Goals/Objectives Intervention Ideas Collaboration Gordon Pershey, M. (2006) PSI 38