sandie barrie blackley, ma/ccc & vicki mccready, ma/cc

The Language Structure The Language Structure Knowledge and Knowledge Calibration Knowledge and Knowledge Calibration

of Speech-Language Pathology Students of Speech-Language Pathology Students in Eight SEUCE Programsin Eight SEUCE Programs

Sandie Barrie Blackley, MA/CCC & Vicki McCready, MA/CCand

Peggy Agee, Brenda Beverly, Dawn Botts, Mary Dale Fitzgerald, Sally Ann Giess, Arianne Pait & Elissa Zylla-Jones

Thanks to Bill Dudley, Ph.D. and Jamila Minga, MS/CCC-SLPThanks to Bill Dudley, Ph.D. and Jamila Minga, MS/CCC-SLPwho worked on the statistical analysiswho worked on the statistical analysis

2008 SEUCE Conference2008 SEUCE ConferenceAsheville, NC September 18-19, 2008Asheville, NC September 18-19, 2008

Language StructureLanguage Structure FundamentalsFundamentals

How completely and successfully How completely and successfully are we teaching our are we teaching our SLP graduate SLP graduate

studentsstudents these fundamentals these fundamentals……and and

How much do How much do licensed SLPslicensed SLPs know…know… ??

Language Structure Language Structure ParametersParameters

Spoken Language parameters (ASHA, 1983): phonology morphology semantics syntax pragmatics

Written Language parameters add: phonics orthography

Are these included in your curriculum?

Language StructureLanguage Structure

Print is a visual representation of language Print is a visual representation of language form and structure: form and structure:

• phonologyphonology- the sequence of speech - the sequence of speech soundsound

• orthography- orthography- spelling patterns spelling patterns • Explicit phonicsExplicit phonics• Implicit phonicsImplicit phonics

• morphologymorphology- units of meaning in - units of meaning in wordswords

• syntax- syntax- sentence structuresentence structure

A little history…..A little history…..

During Orientation Week in 2005 SBB & VMc During Orientation Week in 2005 SBB & VMc gave incoming UNCG graduate students an gave incoming UNCG graduate students an adapted version of a word structure survey adapted version of a word structure survey developed by Cunningham et al. (2004) for K-3 developed by Cunningham et al. (2004) for K-3 teachers. teachers.

That pilot survey was focused at the That pilot survey was focused at the word-level:word-level:I. Phonological KnowledgeI. Phonological KnowledgeII. Explicit Phonics KnowledgeII. Explicit Phonics KnowledgeIII. Implicit Phonics KnowledgeIII. Implicit Phonics Knowledge

SEUCE InvolvementSEUCE Involvement

In the fall of 2006 SBB & VMc presented In the fall of 2006 SBB & VMc presented these pilot findings to SEUCE. these pilot findings to SEUCE.

SEUCE members were interested in SEUCE members were interested in assessing the language structure assessing the language structure knowledge of their SLP students and knowledge of their SLP students and wanted to expand the survey to include wanted to expand the survey to include morphology and syntax.morphology and syntax.

Survey ExpandedSurvey Expanded

With the help of SEUCE members, items With the help of SEUCE members, items addressing morphology and syntax were addressing morphology and syntax were added to the survey.added to the survey.

A multi-site IRB was approved by UNCG A multi-site IRB was approved by UNCG in 2005. A modification was approved in in 2005. A modification was approved in 2007.2007. The IRB was recently renewed until The IRB was recently renewed until August 2009August 2009

The following programs are The following programs are included on the UNCG IRB:included on the UNCG IRB:

1.1. Appalachian State U.Appalachian State U.

2.2. Arkansas State U.Arkansas State U.

3.3. Auburn U.Auburn U.

4.4. Longwood U.Longwood U.

5.5. Tennessee State U.Tennessee State U.

6.6. U. of Central FloridaU. of Central Florida

7.7. U. of North Carolina at GreensboroU. of North Carolina at Greensboro

8.8. Southern Alabama U.Southern Alabama U.

9.9. Western Carolina U.Western Carolina U.

The following SEUCE programs The following SEUCE programs submitted data for this (multi-site) pilotsubmitted data for this (multi-site) pilot

(listed alphabetically)(listed alphabetically)

1.1. Appalachian State University-group #1 Appalachian State University-group #1 (N = 28)(N = 28)2.2. Auburn University Auburn University (N = 18)(N = 18)3.3. Arkansas State University Arkansas State University (N = 20)(N = 20)4.4. Longwood University Longwood University (N= 11)(N= 11)5.5. Tennessee State University Tennessee State University (N = 21)(N = 21)6.6. University of Central Florida-group #1 University of Central Florida-group #1 (N = 29)(N = 29)7.7. University of Central Florida-group # 2University of Central Florida-group # 2 (N = 13)(N = 13)8.8. University of NC–Greensboro University of NC–Greensboro (N = 29)(N = 29)9.9. University of. South Alabama University of. South Alabama (N = 20)(N = 20)

TOTAL Ss= 204 graduate studentsTOTAL Ss= 204 graduate students

For comparison: a group of 36 School-based SLPs

The survey was used as an assessment on July 26, 2007 to begin a two day NC Department of Public Instruction continuing education event (A Language-Literacy Tune-Up for SLPs) taught by Barrie-Blackley & McCready and other UNCG Clinical Educators.

The Ten Groups The Ten Groups (universities listed alphabetically) (universities listed alphabetically)

1.1. Appalachian State University-group #1 Appalachian State University-group #1 (N = 28)(N = 28)2.2. Auburn University Auburn University (N = 18)(N = 18)3.3. Arkansas State University Arkansas State University (N = 20)(N = 20)4.4. Longwood University Longwood University (N= 11)(N= 11)5.5. Tennessee State University Tennessee State University (N = 21)(N = 21)6.6. University of Central Florida-group #1 University of Central Florida-group #1 (N = 29)(N = 29)7.7. University of Central Florida-group # 2University of Central Florida-group # 2 (N = 13)(N = 13)8.8. University of NC–Greensboro University of NC–Greensboro (N = 29)(N = 29)9.9. University of. South Alabama University of. South Alabama (N = 20)(N = 20)10.10. SLPs licensed in NC SLPs licensed in NC (N= 36)(N= 36)

TOTAL Ss = 240TOTAL Ss = 240

The SurveyThe Survey

The word-level knowledge items adapted The word-level knowledge items adapted from thefrom the Cunningham et al. (2004) survey Cunningham et al. (2004) survey are identified by are identified by

New items added to assess morphology New items added to assess morphology and syntax knowledge ( identified by and syntax knowledge ( identified by ))

Overview FormatOverview FormatUniversities: unidentified order

Licensed SLPS: Group 8

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9

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1 2 3 4 5 6 7 8 9 10

sites (programs) … only you know your program’s number (s)

Ss

res

po

nse

acc

ura

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mean

Part A: Knowledge CalibrationPart A: Knowledge Calibration

Before taking the survey Ss were askedBefore taking the survey Ss were asked

to gauge their knowledge & skill level into gauge their knowledge & skill level in

five areas of language structure: five areas of language structure:

A) no experience (0)A) no experience (0)

B) minimal skills (1)B) minimal skills (1)

C) proficient (2)C) proficient (2)

D) expertD) expert (3) (3)

Language Structure DomainsLanguage Structure Domains

1. 1. Phonological Awareness Phonological Awareness (sound counting(sound counting)) 2. Explicit Phonics 2. Explicit Phonics (orthographic concepts)(orthographic concepts)

3. Implicit Phonics 3. Implicit Phonics (ID phonologically irregular words)(ID phonologically irregular words)

4. Morphology 4. Morphology morpheme countingmorpheme counting free & bound morphs.free & bound morphs. inflectional & derivational morphs.inflectional & derivational morphs. grammatical morphs.grammatical morphs.

5. Syntax5. Syntax sentence typessentence types parts of speech parts of speech

Knowledge Calibration Knowledge Calibration (5 questions x 3 = 15 max. score)(5 questions x 3 = 15 max. score)

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2

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8

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12

14

1 2 3 4 5 6 7 8 9 10

7.2

(Between groups difference is significant < .01)

sites (programs)

Part B: KnowledgePart B: Knowledge

1. 1. Phonological Awareness:Phonological Awareness:Indicate the number of phonemes in the following words:Indicate the number of phonemes in the following words:

1. 1. Phonological Awareness:Phonological Awareness:Indicate the number of phonemes in the following words:Indicate the number of phonemes in the following words:

sun sun laughedlaughed grassgrass ChristmasChristmas thoughthough psychologypsychology scratch scratch eacheach saysay chalkchalk exitexit

s-u-n (3)s-u-n (3)l-au-gh-ed (4)l-au-gh-ed (4)g-r-a-ss (4)g-r-a-ss (4)Ch-r-i-st-m-a-s (7)Ch-r-i-st-m-a-s (7)th-ough (2)th-ough (2)ps-y-ch-o-l-o-g-y (8)ps-y-ch-o-l-o-g-y (8)s-c-r-a-tch (5)s-c-r-a-tch (5)ea-ch (2)ea-ch (2)s-ay (2)s-ay (2)ch-al-k (3) *ch-al-k (3) *e-x-i-t (5)e-x-i-t (5) k sk s

The reliability of this

scale is .85

1. Phonological Awareness:1. Phonological Awareness:

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2

4

6

8

10

1 2 3 4 5 6 7 8 9 10 sites (programs)

7.6

(Between groups difference significant <.001)

Accuracy in counting the number of phonemes in 11 wordsAccuracy in counting the number of phonemes in 11 words

2. 2. Explicit Phonics KnowledgeExplicit Phonics Knowledge

PHONICS= How >40 English speech sounds are PHONICS= How >40 English speech sounds are represented by just 24 lettersrepresented by just 24 letters

of the alphabetof the alphabet

Phonics knowledge was tested through Phonics knowledge was tested through nine nine multiple choice questionsmultiple choice questions requiring p requiring precise recise definition of terms:definition of terms:

syllablesyllable syllable type syllable type diphthongdiphthong digraph digraph schwaschwa consonant blend consonant blend

2. Explicit Phonics Knowledge-12. Explicit Phonics Knowledge-1A syllable is a unit that:A syllable is a unit that:

a)a) contains at least one consonantcontains at least one consonant

b)b) contains one and only one vowel soundcontains one and only one vowel sound

c)c) contains a combination of vowels and contains a combination of vowels and consonantsconsonants

d)d) is the smallest meaningful unit of languageis the smallest meaningful unit of language

40%

Percent correct average for all sites

2. Explicit Phonics Knowledge-22. Explicit Phonics Knowledge-2

Consonant speech sounds in American-Consonant speech sounds in American-English are represented: English are represented:

a)a) by 18 of the consonant letters of the alphabet by 18 of the consonant letters of the alphabet plus certain digraphsplus certain digraphs

b)b) by single letter consonants plus their two- and by single letter consonants plus their two- and three-letter blendsthree-letter blends

c)c) by consonant-vowel combinationsby consonant-vowel combinations

d)d) American English language is too irregular to American English language is too irregular to represent the consonant speech sounds with any represent the consonant speech sounds with any degree of accuracy.degree of accuracy.

57%


2.2. Explicit Phonics Knowledge-3Explicit Phonics Knowledge-3

The open syllable of the nonsense word The open syllable of the nonsense word botembotem would most likely rhyme with: would most likely rhyme with:

a)a) cotcot

b)b) hothot

c)c) ranran

d)d) lowlow

e)e) gemgem

56%



A diphthong is best illustrated by the vowels A diphthong is best illustrated by the vowels representing the sound of:representing the sound of:

a)a) ow ow in in snowsnow

b)b) ou ou in in mousemouse

c)c) oooo in in footfoot

d)d) aiai in in saidsaid

e)e) a and ba and b

49%



The sound of the schwa is represented by The sound of the schwa is represented by the:the:

a)a) a a inin baited baited

b)b) e e inin early early

c)c) e e in in happenhappen

d)d) w w inin show show

e)e) all of the aboveall of the above

68%



An example of a ‘closed syllable’ is:An example of a ‘closed syllable’ is:a)a) deskdesk

b)b) homehome

c)c) tighttight

d)d) all of theseall of these

e)e) none of thesenone of these

10%



If If e e were the only vowel in an open were the only vowel in an open syllable, the syllable, the ee would most likely would most likely represent the same sound as the:represent the same sound as the:

a)a) e e inin pine pine

b)b) ea ea inin meat meat

c)c) y y inin my my

d)d) e in sete in set

e)e) none of thesenone of these

41%



An example of a consonant blend is the:An example of a consonant blend is the:a)a) ch ch inin chip chip

b)b) sl sl inin slip slip

c)c) th th in in bathbath

d)d) rl rl inin girl girl

e)e) a and ca and c

34%


2. 2. Explicit PhonicsExplicit Phonics Knowledge-9 Knowledge-9

An example of a digraph is the:An example of a digraph is the:a)a) ch ch inin cheese cheese

b)b) st st inin steel steel

c)c) th th in in thinthin

d)d) mb mb inin thumb thumb

e)e) a and ca and c67%


2. Explicit Phonics2. Explicit Phonics (Between groups difference significant at <.05)

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4.2

33. . Implicit PhonicsImplicit Phonics Knowledge Knowledge

In this list of (26) words circle the words that In this list of (26) words circle the words that contain irregular American-English spelling contain irregular American-English spelling patterns:patterns:

done, make, but, skill, on, said, rebate, done, make, but, skill, on, said, rebate, chunk, the, sir, have, tax, was, five, give, chunk, the, sir, have, tax, was, five, give, kick, velvet, what, one, does, still, backed, kick, velvet, what, one, does, still, backed, pint, mash, yacht, wordpint, mash, yacht, word

See next slide……

3. Implicit Phonics3. Implicit Phonics ((Between groups difference- Between groups difference- significant significant at <.001)at <.001)

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4.6

Mean number of correctly identified Mean number of correctly identified irregularly spelled words out of 11 targetsirregularly spelled words out of 11 targets

4. Morphology4. Morphology

A. Indicate the number of grammatical A. Indicate the number of grammatical morphemes in each of the following: morphemes in each of the following: dog dog (1)(1) is jumping is jumping (3)(3) ran ran (1)(1) does*does* (1)(1) clapped clapped (2)(2) Sara’s balls Sara’s balls (4)(4)

The reliability of this scale is .85

See next slide………..


B. In which of the following does a “third B. In which of the following does a “third person singular” grammatical morpheme person singular” grammatical morpheme occuroccur? ?

does does jumpjump eatseats ranran

51% (range: 5.3% 17%)



C. Indicate if each C. Indicate if each example is a free example is a free (f) or a bound (b) (f) or a bound (b) morpheme: morpheme:

but (f)but (f) ortho (b)ortho (b)

lovely (f)lovely (f) the (f)the (f)

bi (b)bi (b) ed (b)ed (b)

cred (b)cred (b) gobble (f)gobble (f)

spite (f)spite (f) ly (b)ly (b)


C. Indicate if each C. Indicate if each underlined example is underlined example is an inflectional (I) or a an inflectional (I) or a derivational (D) derivational (D) morpheme: morpheme:

PatPat’s ’s

electricelectricityity

ununhappyhappy

forgetforgetfulful

drivdrivinging

boyboyss

boyboyishish

eateatinging

singsingerer

singsingss

II

DD

DD

DD

II

II

DD

II

DD

II


D. D. From the following sentence give one From the following sentence give one example of the following grammatical example of the following grammatical

morphemes (1-4):morphemes (1-4):

The girl who jumped on the trampoline fell The girl who jumped on the trampoline fell when she dropped her brother’s ballwhen she dropped her brother’s ball..

• a regular past tense verb: a regular past tense verb: jumped jumped or or droppeddropped• an irregular past tense verb: an irregular past tense verb: fellfell• an article: an article: thethe• a possessive form of a noun: a possessive form of a noun: brother’sbrother’s

4. Morphology 4. Morphology ((Between groups difference is Between groups difference is notnot significant at .05)significant at .05)

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21

Mean correct for Items IV. A.-DMean correct for Items IV. A.-D

5. Syntax5. Syntax

E. E. In the sentence, In the sentence, It’s not true, It’s not true, the wordthe word ‘ ‘ It’s’It’s’ is: is:

a possessive pronoun a possessive pronoun a possessive nouna possessive noun a pronoun + copula a pronoun + copula a pronoun + auxiliarya pronoun + auxiliary

51%


5. 5. Syntax Syntax F. Indicate if following sentences areF. Indicate if following sentences are

simple (S), compound (C), or complex (CX):simple (S), compound (C), or complex (CX):

1.1. Mary was admitted to graduate school but she might not Mary was admitted to graduate school but she might not go.__go.__CC______

2.2. The author, John Lane, autographed his books at Barnes and The author, John Lane, autographed his books at Barnes and Noble on the third Saturday in March, 2006. ___Noble on the third Saturday in March, 2006. ___SS____

3.3. When Sara announced her engagement, her parents cried. When Sara announced her engagement, her parents cried. ____CXCX____

4.4. The bike that was in the accident was blue.__The bike that was in the accident was blue.__CXCX______

Average accuracy on this four item task was 43% across all sites, ranging from 15% accuracy for item 2 to 100% on item 1.

5. Syntax 5. Syntax

G. Circle all the G. Circle all the adverbsadverbs in the following in the following sentence. How many adverbs are there?sentence. How many adverbs are there?

That ferocious dog ran That ferocious dog ran veryvery fastfast down the down the dusty road to chase the elderly mail dusty road to chase the elderly mail carrier who was carrier who was onlyonly doing his job. doing his job.

Average percent accuracy across all sites was 27% (range 15.4% - 41%).

5. 5. Syntax Syntax

H. H. Circle all the Circle all the nounsnouns in the following in the following sentences and indicate the number of sentences and indicate the number of

nouns in each.nouns in each.

1.1. It’s a cloudy It’s a cloudy dayday. __. __11______

2.2. FlowersFlowers of all of all kindskinds dotted the distant dotted the distant landscapelandscape. ___. ___33____

3.3. MandyMandy counted five counted five fishfish. __. __22______

4.4. Come here right now Come here right now GandalfGandalf, you naughty , you naughty dogdog! __! __22______

69%

27%

92%

73%


5. 5. Syntax Syntax I. I. Circle all the Circle all the pronounspronouns in the following sentences and in the following sentences and

indicate the number of pronouns in eachindicate the number of pronouns in each..

1.1. II don’t think don’t think itit’s important that ’s important that youyou give give somethingsomething to to everyoneeveryone whowho comes. __ comes. __66______

2.2. WhoWho was was thatthat whowho did not pay did not pay herher fine? __ fine? __44______

3.3. If If hehe does does whateverwhatever hehe wants wants he he won’t please won’t please himselfhimself or or youyou.___.___66____

4. 4. WhichWhich is best, is best, yoursyours or or minemine?___?___33____

5.4%

5.9%

7.4%

12.3%


5. Syntax (Items E.-I.)5. Syntax (Items E.-I.)(Between Group difference is (Between Group difference is notnot significant at .05)significant at .05)

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Mean correct out of 14 possible

KNOWLEDGE CALIBRATIONKNOWLEDGE CALIBRATION

In general, Ss’ self-ratings are not associated with their In general, Ss’ self-ratings are not associated with their level of their knowledge. There was a weak association level of their knowledge. There was a weak association

only for the Explicit Phonics items (at <.05)only for the Explicit Phonics items (at <.05)..

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7.2

sites (programs)

Groupsdiffer: <.01

Language Structure Language Structure ParametersParameters

Spoken Language parameters (ASHA, 1983): phonology morphology semantics syntax pragmatics

Written Language parameters add: phonics orthography

What are the curricular implications of

this data?

Sandie Barrie Blackley, MA/CCC, & Vicki McCready, MA/CCCand

Peggy Agee, Brenda Beverly, Dawn Botts, Mary Dale Fitzgerald, Sally Ann Giess,

Arianne Pait & Elissa Zylla-Jones

Poster Board 316 Session #1966Poster Board 316 Session #1966

Friday 11/21/08 8- 9:30 AM Friday 11/21/08 8- 9:30 AM

Poster Session Poster Session ASHA ~ ChicagoASHA ~ Chicago

English Language Structure: English Language Structure:

What Do Our Graduate Students Know?What Do Our Graduate Students Know?

Where do we go from here??Where do we go from here??

Develop a skills and knowledge assessment instrument?

Make money for SEUCE?

Meet in Hawaii………..!

How to fund it?

Thanks!!

Sandie: [email protected]

Vicki: [email protected]

ReferencesReferences

Blackley, S. B. & McCready, V. Blackley, S. B. & McCready, V. Word Structure Knowledge and Word Structure Knowledge and Knowledge Calibration of First Year Graduate Students in Speech-Knowledge Calibration of First Year Graduate Students in Speech-Language PathologyLanguage Pathology. A presentation to the Annual Conference of . A presentation to the Annual Conference of the International Dyslexia Association. Denver, CO, November 10, the International Dyslexia Association. Denver, CO, November 10, 2005 2005

Blackley, S. B. & McCready, V. Blackley, S. B. & McCready, V. Word Structure Knowledge and Word Structure Knowledge and Knowledge Calibration of First Year Graduate Students in Speech-Knowledge Calibration of First Year Graduate Students in Speech-Language PathologyLanguage Pathology. A Poster Session presented at the Annual . A Poster Session presented at the Annual Convention of the American Speech, Language, Hearing Convention of the American Speech, Language, Hearing Association. Miami, FL, November 17, 2006. Association. Miami, FL, November 17, 2006.

Cunningham, A.E., Perry, K.E., Stanovich, K.E., & Stanovich, P.J. Cunningham, A.E., Perry, K.E., Stanovich, K.E., & Stanovich, P.J. (2004). (2004). Disciplinary knowledge of K-3 teachers and their knowledge Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early languagecalibration in the domain of early language. . Annals of DyslexiaAnnals of Dyslexia, , 5454 (1), 139-167.(1), 139-167.

ReferencesReferences-continued-continued

Moats, L. C. (2000). Moats, L. C. (2000). Speech to print: LanguageSpeech to print: Language essentials for teachersessentials for teachers. . Baltimore: Paul H. Brookes Co.Baltimore: Paul H. Brookes Co.

Moats, L. C. and Foorman, B. F. (2003). Moats, L. C. and Foorman, B. F. (2003). Measuring teachers’ content Measuring teachers’ content knowledge of language and readingknowledge of language and reading. . Annals of DyslexiaAnnals of Dyslexia, , 5353, 23-45. , 23-45.

National Reading Panel (2000). National Reading Panel (2000). Teaching children to read: An Teaching children to read: An evidence-based assessment of the scientific research on reading evidence-based assessment of the scientific research on reading and its implications for reading instruction.and its implications for reading instruction. Bethesda, MD: The Bethesda, MD: The National Institute of Child Health and Human Development, The National Institute of Child Health and Human Development, The

National Institutes of Health.National Institutes of Health.

Part A: Knowledge CalibrationPart A: Knowledge Calibration

Word Structure Knowledge Word Structure Knowledge (Part A) (Part A) (Please circle only (Please circle only one one answer per questionanswer per question))

I. How would you describe your current knowledge or skill level I. How would you describe your current knowledge or skill level in providing clients with structured practice in phonemic in providing clients with structured practice in phonemic awareness?awareness?

A) no experience B) minimal skills C) proficient D) expertA) no experience B) minimal skills C) proficient D) expert

II. How would you describe your current level or skill level II. How would you describe your current level or skill level instructing clients to relate sounds to letters and spelling?instructing clients to relate sounds to letters and spelling?


III. How would you describe your current knowledge or skill level III. How would you describe your current knowledge or skill level in providing clients with explicit phonics instruction?in providing clients with explicit phonics instruction?


Part A- continuedPart A- continued

IV. How would you describe your current knowledge or skill level IV. How would you describe your current knowledge or skill level in helping clients expand the morphological complexity of their in helping clients expand the morphological complexity of their language?language?


V. How would you describe your current knowledge or skill level V. How would you describe your current knowledge or skill level in helping clients improve the grammatical clarity of their in helping clients improve the grammatical clarity of their language?language?


sandie barrie blackley, ma/ccc & vicki mccready, ma/cc

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