DOREEN BINNIE MA CCCSLP CAROL SPEARS MA CCCSLP 1 Session Objectives Participants will be able to develop therapy activities that will enhance language skills through literacy Participants will be able to create differentiated literacy based activities appropriate for the clients cogniti ID: 760748
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BRINGING LITERACY TO LIFE: RECHARGING THE SLP TOOLKIT FROM ABC TO AAC
DOREEN BINNIE, MA, CCC-SLPCAROL SPEARS, MA, CCC-SLP
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Slide2Session Objectives
Participants will be able to develop therapy activities that will enhance language skills through literacy.Participants will be able to create differentiated literacy based activities appropriate for the clients cognitive and communication abilities.
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Slide3LITERACY
Literacy, as defined in the National Literacy Act of 1991 (Public Law 102-73), for speakers of English is “an individual's ability to read, write, and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and to develop one's knowledge and potential.” --ASHA, Technical Report, Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents. (NLA, 1991)
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Slide4LANGUAGE DISORDERS IMPACT LITERACY
As high as 60% of children with language impairment may experience difficulties with literacy.
Cook, et. al, 2015
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Slide5LANGUAGE AND READING DISORDERS
Children with early language impairment are at higher risk for later reading problems.Approximately 50% meet criteria for reading disorderEven children with isolated speech sound disorders may still lag behind
Cook, et. al, 2015
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Slide6Risk of reading difficulties greatest for children with a history in both articulation and receptive language and expressive languageIn general, oral language comprehension have poor reading comprehension with average phonological abilitiesChildren who are poor decoders often have poor phonological abilities with average oral language comprehension
LANGUAGE AND READING DISORDERS
Cook, et. al, 2015
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Slide7INTERPLAY BETWEEN LANGUAGE AND READING DISORDERS
It’s important because…Reading difficulties are generally not apparent until the child has been exposed to formal literacy instruction, generally in school. Speech sound disorders and language impairments are more likely to appear and be apparent earlier in the child’s life and may be an indicator of later problems in reading
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Slide9LITERACY AND THE SLP
ASHA Position Statement for Roles and Responsibilities of Speech-Language Pathologists with Respect to Reading and Writing in Children and Adolescents [Position Statement] (2001)“It is the position of the American Speech-Language-Hearing Association (ASHA) that speech-language pathologists (SLPs) play a critical and direct role in the development of literacy for children and adolescents with communication disorders, including those with severe or multiple disabilities” (emphasis added)
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Slide10LITERACY AND THE SLP
ASHA recommends that Speech-Language Pathologists play a role in literacy intervention and have the following responsibilities:Educate both teachers and parents in relationships between oral language and literacy.Identify children who are at risk of having literacy difficultiesMake referrals to good literacy-rich programs.Recommend assessment and treatment in pre-literacy skills when needed.
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Slide11As SLPs, we may provide services to children diagnosed with language disorders that also have an impact on literacy such as: Speech Sound Disorders, Language Impairment, and Reading Difficulties
LITERACY AND THE SLP
ASHA, 2002
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Slide12CHALLENGES FOR THE SLP AND LITERACY INTERVENTION FOR AAC USERSKnowing which activities are most likely to result in literacy learningUnderstanding how to adapt the tasks to enable active participation
Beukelman & Mirenda, 2013
LITERACY AND THE SLP
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Slide13EMERGENT LANGUAGE AND LITERACY
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Slide14LITERACY STARTS VERY EARLY
Language development and literacy development go hand in handBegins very early, not just in preschoolReading and enriching experiences should begin at birth (and before!) WHY?????????
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Slide15EARLY LANGUAGE ABILITIES
Children’s early language abilities have positive relationships with later language and literacy skill development
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Slide16EMERGENT LITERACY
Emergent Literacy Refers to the earliest period of learning about reading and writing Children’s literacy abilities depend heavily on the oral language skills they begin to acquire in infancy and toddlerhood—those skills needed to comprehend language and use language expressively.
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Slide17EMERGENT LITERACY
YOUNG CHILDREN NEED:Well-developed phonological systems before they can make sense of grapheme-to-phoneme correspondences Well-developed vocabularies to derive meaning from text.
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Slide18TAPP THE BOOK STRATEGY T = Title P = Picture A = Author P = PrintIncreases Print AwarenessPhoneme-grapheme awarenessReading conventionsLearning to Read/Reading to Learn
TEACHING EMERGENT LITERACY
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Slide19TEACHING COMMUNICATIVE PARTNERS TO USE STRATEGIES THAT PROMOTE EFFECTIVE COMMUNICATION
Select appropriate books
Introduce the topic of the bookIntroduce new vocabulary as neededRead the text of the bookUse time delay/wait expectantlyAsk appropriate questionsModel use of AAC and speechRespond to communication attemptsEncourage the learner to retell the story
Beukelman & Mirenda, 2013
TEACHING EMERGENT LITERACY- AAC
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Slide20Aspects of literacy that are important to SLPsphonological awarenessmorphological awarenesscomprehension
LITERACY AND THE SLP
Cook, et. al, 2015
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Slide21PHONOLOGICAL AWARENESS
Knowledge of the sounds and syllable
and sound structure of words.Phonemic awareness- specific ability to manipulate sounds such as blending sounds to create new words or segmenting words into sounds.
Cook, et. al, 2015
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Slide22SKILLS INVOLVED IN PHONOLOGICAL AWARENESS
Syllabication and phoneme identificationAlliterationRhymingBlendingSegmentation
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Slide23Activities that require children to judge presence/absence of a phoneme, to identify a phoneme in a particular word position, or to match words which have the same (initial or final) phoneme Name environmental soundsSequence soundsWhat sound is missing when word is repeated missing a soundClap out the number of syllables in words
Bowan, 2011
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Slide24PHONOLOGICAL AWARENESSINTERVENTIONS FOR AAC
CHALLENGE- Traditional phonological awareness interventions require students to produce oral responses for blending sounds form words, segmenting words into component sounds, rhyming, and determining initial, medial, and final sounds.
Beukelman & Mirenda, 2013
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Slide25PHONOLOGICAL AWARENESSINTERVENTIONS FOR AAC
INTERVENTIONSSOUND BLENDING- Interventionist says word by extending each phoneme for 1-2 seconds (ex. mmmmmooooommmm). The student to blend the phonemes heard using subvocal rehearsal and state the word using their AAC method.
Beukelman & Mirenda, 2013
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Slide26PHONOLOGICAL AWARENESSINTERVENTIONS FOR AAC
INTERVENTIONSPHONEME SEGMENTATION-Interventionists says the word and asks students to identify sounds within the word using their AAC method. Also may give a group of words and ask student to identify the word that has /t/ in the initial position.
Beukelman & Mirenda, 2013
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Slide27MORPHOLOGICAL AWARENESS
Cook, et. al, 2015
An ability to recognize, understand,
and use affixes or word parts (prefixes, suffixes, etc) that “carry significance” when speaking as well as during reading tasks. It is a hugely important skill for building vocabulary, reading fluency and comprehension as well as spelling
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Slide28MORPHOLOGICAL AWARENESS INTERVENTIONS
Direct intervention on tense, plurals, possessives, prefix, suffixFind root word in longer wordsChange words by adding an additional element
Beukelman & Mirenda, 2013
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Slide29MORPHOLOGICAL AWARENESS INTERVENTIONS FOR AAC USERS
Direct intervention on tense, plurals, possessives, prefix, suffix on speech generating deviceIdentify root word in longer words by pointing, circling, using AAC method to spell root wordMatch words with morphological differences to corresponding pictures
Beukelman & Mirenda, 2013
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Slide30COMPREHENSION
Occurs on several levelsBasic Comprehension: Deriving meaning by blending understanding of words and sentences with personal meanings and experiences.2. Critical literacy- “reading between the lines”3. Dynamic literacy- “reading across and beyond the lines”
Beukelman & Mirenda, 2013
GOT IT!
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Slide31COMPREHENSION INTERVENTIONS
Vocabulary development Answering questions (Dumb Bunnies Easter)Generating questions (Where Can It Be)Summarizing/retelling (Bear Hunt)
Adler, 2001
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Slide32Picture taken from
No Glam Articualtion, 2003, Lingua Systems
IN THE WOODSByJohnny Student Once upon a time, Rashawn went hiking in the woods. He likes to go really far in the woods so he can see animals. While he was in the woods he saw a snake, a hawk, and a duck. He was so happy to see all these animals he fell off of his pogo stick. When he fell, he hurt his knee. He put ice cubes on his knee to help it feel better. After he felt better, Rashawn listened to music and read a book. It was almost time to go home, so he used the rake to clean the area. It is almost dark and Rashawn had to get home, so he hopped on his bike and rode home. Rashawn was happy to be home.THE END
Use artic scene pictures to write a story
Slide33THE
BUSY MOTHER Once upon a time, there was a very busy, busy mother. Her baby, whose name is Christian, was crying and pulling his mothers hair. His big brother, Malik was asking his mother for food. The dog, Daday, is scratching her dress. All of a sudden the phone starts ringing. Now, Mom looks and her hands are full. She is stirring the soup in the pot on the stove with one hand, and she is holding the baby with her other hand. Mom feels really tired and frustrated because she cannot get everything she needs to do done. Mom decides to put the baby in his crib to take a nap and answers the telephone. Mom’s boyfriend named JoJo was on the phone and he asked her what she was doing. Mom said, “I am frustrated because I have too much stuff to do”. Jojo said, I know you have a lot to do, but I would like to give you something so you would feel better. Jojo said, I got you a card, a box of chocolates, and some new clothes
for mother’s day. “HAPPY MOTHER’S DAY” he said. This made Mom feel really happy. She was so happy she went to take a nap after she hung up the phone. When she woke up, she was able to get all of her work done and the children were fed. They all lived happily ever after. THE END
Use funny Pictures from Google Images to prompt literacy and comprehension activities.
Slide34DUMB BUNNIES EASTERWhich eggs should you dye for Easter and why?Summer clothesEaster pictureWhat you carve for HalloweenFood you can carveWinter clothesChristmas picture
Slide35PRAGMATIC ISSUES
Has trouble getting
along with others.
Has
trouble understanding the rules of
games.
Has a hard time following
directions.
Perseverates on a thought.
Slide36PRAGMATIC INTERVENTIONS
Choose books that explore social experiences (Dr. Jed Baker)Video Modeling/DVDS (School Rules, My Community)Social StoriesRole Playing while videoing on IPAD Write own scripts for social situationsRead and respond to different scenarios
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Slide37CHALLENGES WHEN TEACHING LITERACY
“MY CHILD/STUDENT DOES NOT LIKE TO READ”!How many times have we heard this?WHAT CAN WE DO?
NOT!
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Slide38ESTABLISH AN INTEREST IN READING
CREATE MOTIVATIONIntroduce materials the students are interested in such as magazines, computers, social media, or TV shows.Immerse reading activities in fun activities such as “I spy” type game, “What am I” activity, sentence lotto, or “Test the Teacher, Story Starters” about reading passage with a reward system.Allow student to choose materials/activitiesChoose materials with cultural relevance
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Slide39Storybook reading interactions differ between AAC users and typically developing peersPeers often choose book to be read usually choosing the same book repeatedly--- Parents of AAC users often chooses book to be read and tends to choose a different book each timeRESULT- AAC user may not be as interested during the reading session and become less responsiveAAC user does not benefit from the comprehension, inference, retelling, anticipate event, and pretend reading skills that repeated readings offer
Beukelman & Mirenda, 2013
LITERACY CHALLENGES FOR AAC USERS
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Slide40ESTABLISHING INTEREST IN READING
PAIR READING WITH HANDS ON ACTIVITIESBenefits of hands-on interactive experiencesDifferent modalities/different learnersMemory retentionComprehensionShared experienceEnjoymentMakes reading more interesting to children who may not like to/be interested in reading--create life-long love of reading
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Slide41ESTABLISHING INTEREST IN READING
EXAMPLES OF PAIRED READING WITH HANDS ON ACTIVITIESAbiyoyoSeven Blind Mice Journal Cards
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Slide42PAIRING READING WITH CLASSROOM ACTIVITIES
Take advantage of literacy materials and activities introduced in the school setting.DUCKS HATCHINGSCIENCE EXPERIMENTS
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Slide43Individuals who read to AAC users often provide few opportunities for them to participateFocus is on reading the storyParticipation of the AAC user is limited to turning pages and pointing to picturesRESULT- Interaction and discussion of story does not happen limiting comprehension, language, and communication development
Beukelman & Mirenda, 2013
LITERACY CHALLENGES FOR AAC USERS
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Slide44INTERVENTIONS FOSTERING LITERACY FOR AAC USERSEmergent Literacy
Provide access to AAC method that has appropriate vocabulary during reading timeUsing signs gestures during reading activity (Abiyoyo)Using object to communicate choices and interactions (Snake Alley Band)Provide simple switches programmed with repeated story lines (Snake Alley Band)Use low tech boards with vocabulary for questions/comments (Abiyoyo)
Beukelman & Mirenda, 2013
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Slide45INTERVENTIONS FOSTERING LITERACY FOR AAC USERSEmergent Literacy
Provide access to AAC method that has appropriate vocabulary during reading timeUsing signs gestures during reading activityUsing object to communicate choices and interactions (Snake Alley Band)Provide simple switches programmed with repeated story lines (Snake Alley Band)Use low tech boards with vocabulary for questions/comments (Abiyoyo)
Beukelman & Mirenda, 2013
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Slide46LITERACY PROJECT
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Slide47MAKING YOUR OWN LITERACY PROJECT
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Slide48MAKING YOUR OWN LITERACY PROJECT
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Slide49FROGGY BUILDS A TREE HOUSE
Title: Froggy Builds A Tree House
Author: Jonathan LondonIllustrator: Frank Remkiewicz
Shared Reading Activity Directions: Read the book together, then have fun with this activity.Froggy and his friends had a lot of fun playing in their tree house. Have you ever built a tree house or a fort? Lets build a cool fort for you to play in! Gather three or four chairs.Arrange the chairs in a way to form the boundaries of the fort.Find a large bed sheet or a large blanket.Throw the sheet or blanket over the tops of the chairs.
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Slide50FROGGY BUILDS A TREE HOUSE SHARED READING: VOCABULARY AND QUESTION IDEAS
Vocabulary WordsPoint to the words on the page and sound out the letters.Example: Frog--What sound does /f/ make? What does F-r-o-g spell? “Frog”Green, he, his, they, hammer, hammers, hammering, tree
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Slide51FROGGY BUILDS A TREE HOUSE SHARED READING: VOCABULARY AND QUESTION IDEAS
Ask questionsUse the vocabulary words in sentences. What color is Froggy? Froggy is green!What is Froggy building? He is building a tree house.What tools are they using? Froggy and his friends are using hammers. They are hammering.
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Slide52REFERENCES
Adler, C. R. (2001). Seven Strategies to Teach Students Text Comprehension. http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension. Retrieved July, 2016American Speech-Hearing Association. (2002). Augmentative and alternative communication: knowledge and skills for service delivery [Knowledge and Skills]. Available from 222.asha.org/policy.Beukelman, D. and Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, Fourth Edition. Baltimore: MD. Paul Brookes PublishingBowan, Caroline. (2011). Phoneme Awareness Intervention. http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=81:pa&catid=11:admin&Itemid=118. Retrieved July, 2016.Cook, A., Polgar, J. (2015). Assistive Technologies: Principles and Practice, Fourth Edition. St. Louis MI: Elsevier Publishing.David Newmonic Language Resources (DNLR). (2016). Language Literacy Disorders. www.speechlanguage-resources.com/language-literacy-disorders.html. Retrieved July, 2016.National Literacy Act (NLA) of 1991. Public Law 102-73-July 23, 1991. gpo.gov/fdsys/pkg/STATUTE-105/pdf/STATUTE-105-Pg333.pdf. Retrieved July, 2016.Owens, R., Farinella, K., Metz, D. (2015). Introduction to Communication: A Lifespan Evidence-Based Perspective, Fifth Edition. Pearson Education, Inc.Richmond, Keli. (2013). OSSPEAC Convention. www.LiteracySpeaks.com. Retrieved July 2016.
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