language delays new20111(1)

The Foundation for FutureReading: Early Language

DevelopmentBy Angela Searcy, M.S.

[email protected]

708-845-2343

Simple Solutions © 2011 www.overtherainbowsimplesolutions.com

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 IllinoisFellow at Argosy 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, and Center on the Social andEmotional Foundations for Early Learning (CSEFEL) at Vanderbilt University and anadjunct 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 history


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


Children learn through relationshipsand 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!


Phonemes are sounds in wordsInfants, toddlers and twos have

extra wiring in the brain that helpsthem process the sounds inlanguage 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 asymptom 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


FACTS

• 25-40%

• 3rd Grade

• 15%

Phonological Awareness –Umbrella term-An understanding of the words, syllables, and

sounds of language

How do I know if a child lacksphonemic 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

www.overtherainbowsimplesolutions.com

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.


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


Choice Chart


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 dowhen I feel sad…


Before Children come to school


Uptown!


Uptown! 1.Stand on a square

2.Stand behind a friend

3.Catch a bubble

4. Hold on to the railing


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

HSCI Curriculum Modifications Module


Environmental Support



Activity Turn Taking Cue


How WE Wait –Mom/ Dad/Ya Ya!


Telling Isn’t Teaching


Steps to Arrival


Parent book:How I should Hang outmy Coat


Logan Sqaure


Right Way/Wrong Way


Logan Square!


Circle Time

Simplify the Activity

From: www.headstartinclusion.orgSimple Solutions © 2011 www.overtherainbowsimplesolutions.com

Circle Time – Universal Design


From: www.headstartinclusion.orgSimple Solutions © 2011 www.overtherainbowsimplesolutions.com

NAEYC says…Read Story Whilechildren 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

www.overtherainbowsimplesolutions.com

Sign Language!


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 wordsjust wash over them," she said. "A lot oftimes the more words you use,(sometimes) the less effective you are."


Brown Bear, Brown Bear What Do YouSee?


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.


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

•• What does this look like?What does this look like?• 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”)

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


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 ChildrenCommunicate Their Feelings?


12 Month Old Baby Signs “Cry” Insteadof Crying

As Educators are we teaching children multiple ways of communicating their feelings


Ticks of the Trade! Using SignLanguage in the Classroom!

•


Fun ideas


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 new20111(1)

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