Herb and Joanne Hein, Speech-Language Pathologists Hein Speech-Language Pathology, Inc.

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UNDERSTANDING THE LANGUAGE-READING CONNECTION : HOW SPEECH-LANGUAGE PATHOLOGY CAN SUPPORT LITERACY SUCCESS. Herb and Joanne Hein, Speech-Language Pathologists Hein Speech-Language Pathology, Inc. Third Annual Spring Conference San Diego Branch of the International Dyslexia Association - PowerPoint PPT Presentation

Transcript of Herb and Joanne Hein, Speech-Language Pathologists Hein Speech-Language Pathology, Inc.

LANGUAGE SKILLS AND LEARNING Joanne G. Hein, MS, CCC-SLP

Herb and Joanne Hein, Speech-Language PathologistsHein Speech-Language Pathology, Inc.

Third Annual Spring ConferenceSan Diego Branch of the International Dyslexia AssociationApril 28th, 2012

UNDERSTANDING THE LANGUAGE-READING CONNECTION:HOW SPEECH-LANGUAGE PATHOLOGY CAN SUPPORT LITERACY SUCCESS

1HEIN SPEECH-LANGUAGE PATHOLOGY, INC.

WHAT IS A SPEECH-LANGUAGE PATHOLOGIST (SLP)?PATHOLOGY = disease processes & disorders SPEECH-LANGUAGE PATHOLOGIST studies disorders that interfere with communication.EVALUATE, DIAGNOSE & TREAT

Masters Degree or Ph.D.National & State Licensing

2HEIN SPEECH-LANGUAGE PATHOLOGY, INC.INPUTReceptive Language

3HEIN SPEECH-LANGUAGE PATHOLOGY, INC.

INPUT CHANNELS (Receptive Language)

LISTENINGHEARING the sounds of the languageATTACHING MEANING to the soundsUNDERSTANDING connected language

READINGDECODING THE SYMBOLS to represent soundsCOMBINING THE SOUNDS into words COMPREHENDING THE MEANING of the wordsUNDERSTANDING the sentences, paragraphs, chapters, stories, etc.

4HEIN SPEECH-LANGUAGE PATHOLOGY, INC.OUTPUTExpressive Language

5HEIN SPEECH-LANGUAGE PATHOLOGY, INC.

OUTPUT CHANNELS (Speech Production & Expressive Language)

SpeakingARTICULATION PRODUCING SOUNDS with our mouth musclesDEVELOPING RULES (Phonological Awareness)EXPRESSIVE LANGUAGEFORMULATING IDEASFINDING WORDSSYNTAX - organizing word orderWritingSPELLINGWRITTEN EXPRESSIONWRITTEN LANGUAGE CONVENTIONSPunctuationCapitalization

6HEIN SPEECH-LANGUAGE PATHOLOGY, INC.

THE COGNITIVE SKILLSTHAT SUPPORTSUCCESSFUL LANGUAGECOGNITION = THINKING

7HEIN SPEECH-LANGUAGE PATHOLOGY, INC.SOME COGNITIVE SKILLS AREAROUSAL = being in a wakeful state

ATTENTION = ability to focus on an activity

SHIFTING FOCUS = from one thing to another

CONCENTRATION = paying focused attention to one activity, while ignoring unrelated information

DISCRIMINATION = sorting out the important details from a field with lots of extra information

8HEIN SPEECH-LANGUAGE PATHOLOGY, INC.MORE COGNITIVE SKILLS ARE

MEMORY:STORAGEstoring information in the brain for later useRETRIEVAL pulling out the information when it is needed

CATEGORIZATION grouping related information together for improved storage, processing, & retrieval

SEQUENTIAL ORGANIZATION organizing information in a logical order

9HEIN SPEECH-LANGUAGE PATHOLOGY, INC.HIGHER-LEVEL COGNITIVE SKILLSASSOCIATION - making connections between bits of information

INTEGRATION applying these connections to what you already know

ANALYSIS - breaking down information into smaller parts

SYNTHESIS making new conclusions, based on the analysis

ABSTRACT REASONING & PROBLEM SOLVING thinking in a flexible way, so we can draw new conclusions and solve problems

GENERALIZATION taking what is learned in one setting and applying it to other situations, without needing to re-learn the skill for each new setting

10HEIN SPEECH-LANGUAGE PATHOLOGY, INC.DIAGNOSINGSPEECH & LANGUAGE DISORDERS

EVALUATION

11HEIN SPEECH-LANGUAGE PATHOLOGY, INC.SPEECH & EXPRESSIVE LANGUAGE TESTS EXAMINE:

COGNITIVE LANGUAGE SKILLSSentence repetition

EXPRESSIVE LANGUAGE Expressive vocabularyGrammar testingDefining wordsNarrative LanguageProblem-solving

THE LANGUAGE SAMPLE

OTHER COMMUNICATION AREASARTICULATION / SPEECH PRODUCTIONSTUTTERING / FLUENCYVOICE PRODUCTION12HEIN SPEECH-LANGUAGE PATHOLOGY, INC.WRITTEN LANGUAGE TESTS EXAMINE:SINGLE WORD WRITINGSPELLINGFOLLOW DIRECTIONS IN WRITINGSENTENCE FORMULATIONFrom a pictureWrite a sentence using several wordsWRITTEN NARRATIVE LANGUAGEDEFEND PRO & CON VIEWPOINTS

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.13RECEPTIVE LANGUAGE TESTS EXAMINE:COGNITIVE LANGUAGE SKILLSAuditory attention, discrimination and memoryListen for same-different wordsMemory for numbers, words, and sentencesScreening for an auditory processing disorder

PHONEMIC AWARENESSRhymesIdentifying the number of syllables in words and phrasesBeginning-middle-ending sounds in wordsBlending of sounds into wordsRemembering and manipulating sounds in wordsadding or subtracting or substituting sounds

COMPREHENSION Following directions (responding to pictures, following commands)Receptive vocabulary testingStory comprehension (Narrative Language)Recalling detailsProcessing increasingly abstract questions14HEIN SPEECH-LANGUAGE PATHOLOGY, INC.THE SPEECH-LANGUAGE THERAPY PROCESS

15HEIN SPEECH-LANGUAGE PATHOLOGY, INC.THERAPY: THE PLAN IN A NUTSHELL Build Skills

Teach Compensatory Strategies

Develop Environmental Accommodations

Establish Team Connections

I work with children and adults with a wide variety of communication disorders. But my general plan for therapy is the same, no matter the age or challenges in the person I am treating.

Build Skills whenever possible

Teach Compensatory Strategies Re-route the pathways in the brain to work around challengesLearn to use systems that help you overcome the deficits

Develop Environmental AccommodationsSeating changes in classGet full attention before giving directions, etc.

Establish Team connections so everyone is on the same page with this childTeam CollaborationCommunication notebookE-mailsPhone calling, etc.

16HEIN SPEECH-LANGUAGE PATHOLOGY, INC.PHONOLOGICAL AWARENESSWord DiscriminationCane came (tongue vs. lips) place plays (voiceless voiced)

Sound Matching-Duck.run, kick, dicesame first sound?Facecake, fish, micesame last sound?

If skills are weak, we strengthen the students ability to perceive and manipulate sounds. We often follow up on the test findings of audiologists after they have determined that students have particular weaknesses in their auditory processing skills that are affecting their reading development.

We help students perceive sound differences by providing specific activities and any cues that benefit them. Word Discrimination: Are these words different or the same? Can the student tell if the comprising sounds are the same or not. Can you tell the difference between these two words cane and came. Place plays. If the child is having difficulty, we can strengthen abilities by providing cues in different modalities. Show /n m/ gesturesI use gesturing of the different sounds to help the student perceive a specific aspect of how that sound is formed. This often helps the student start to track the sound easier. Voiceless voiced gesturesIf you cant hear it well initially, you will be able to tell the difference when you see the difference or feel the difference.

Sound Matching-Can you tell if parts of words are the same? Can you perceive the first sound in words and tell if they match other words?..Which words start the same as duck? Run, kick, or dice? Which words end the same as face? Cake, fish or mice? We help the student pay attention to specific sounds in specific positions in the words so their skills are stronger before more words or longer words are presented. HEIN SPEECH-LANGUAGE PATHOLOGY, INC.17PERCEIVING AND MANIPULATING SOUNDS AND SYLLABLESPhonological Segmentation-Say cup. Now say cup without saying /k/Say toothbrush. Now say toothbrush without saying tooth

Phonological Blending-Listen to these sounds and then say them altogether: s.t..a..m..p

Phoneme Reversals-Say noops now say noops backwards We help the student develop a framework so the presence and order of sounds can be perceived better.Phonological Segmentation..Can the student perceive different manipulations to the sounds in the word..Can they track the change? If a sound is taken from the beginning, middle or end of a word, can the student tell what sounds are left? Say cup. Now say cup without saying /k/. Say sling. Now say sling without saying /l/If a syllable is eliminated from a word, can the student tell what is left? Say toothbrush. Now say toothbrush without saying tooth. We work to strengthen the students awareness of the number of sounds and syllables in word, the position and the ability to hang on to the sounds and words long enough in their working memory to be able to determine what is missing and what is left. Another skill that requires working memory is Phonological Blending Listen to these sounds and then say them altogether: s..t..a ..m..p.. This is done with real words and nonsense words to see if students can read novel words. We help the student perceive and blend an increasing number of sounds. This is a critical skill for reading. Another skill tested and an activity that strengthens sound and sound sequence memory is Phoneme Reversal..This tests whether the student can say the word and continue repeating and maintaining the trace of the word long enough in working memory to be able to analyze and reverse the comprising sounds. Say noopsnow say noops backwards. HEIN SPEECH-LANGUAGE PATHOLOGY, INC.18DEVELOPING CUES FOR PROCESSING OF SOUNDSAnalyze it for yourself!!!!. Say the word. Feel the sounds in your mouth. Watch and feel how the sounds are made. Notice the position of the sound or syllable in the wordFirst?second?..third?last? Lets change it up and track the moves!!Lets add (+) a sound. Lets take away (-) a sound. Lets change the order of the sounds. top stop tops If the student is having difficulty perceiving sounds, we can help the child become more aware of cueshow is the sound made? Watch how the sound is made compared to how other sounds are made. We may use gestural cues to perceive the difference between sounds. Usually this process also helps the student say the sounds in the word better so we are helping them develop their speaking and reading skills simultaneously.

So if the student is having difficulty perceiving sounds, we can help the child become more aware of cueshow is the sound made? Watch how the sound is made compared to how other sounds are made. Pay attention to the gesture that helps you perceive this sound. When students orally read a word incorrectly, due to misperceiving a sound or a syllable, they are asked to actually take the time and effort to say every sound and every syllable that they see. They often do not want to slow down to do this, but afterwards find that it was beneficial.

Our treatment usually helps the student say the sounds in the word better so we are helping them develop their speaking and reading skills simultaneously.

Here is an activity I developed with an occupational therapist to assist the student in fully perceiving the concepts of first, middle, last sounds as well as adding, taking away or switching sounds by having different students actually be the sounds that are first or last and then actually be the sounds that are added, taken away or switched. Let s try this active letter activity out: top. topsstop..volunteers. Green you are first, we are starting with you.then add.then add. Then addNow we have a new first sounds now we have stop. now we are switching ..the first sound is becoming the last soundtops

Once their abilities are stronger, the students usually like to take turns telling the other children which position to move to.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.19PERCEIVING THE AMOUNT AND ORDER OF SYLLABLESWe increase the complexity by having the student analyze more than one syllable.Say the word. Feel the sounds and syllables in your mouth. Tap the number of syllablesWhat is the order of the syllables?Which is first? second? third? last? Belief disbeliefImage imagining imaginationPossible impossible impossibility

We support the teachers in strengthening the childs ability to play and experiment with sounds

We increase the complexity of the task by having the student perceive sounds in longer words and then perceiving parts of words called syllables. We expand and strengthen their listening for sounds which they then transfer to perceiving sounds as they read the associated letters.

As speech-language pathologists, we are very aware of how to help students learn to feel for themselves how to make each sound that they can then associate these feelings with the sounds and letters as they read. Learning how they make the sound helps them perceive and track each of the sounds in words which is a skill they can then develop to keep them from getting lost as words get longer.

When possible we highlight the first syllable or prefixes that provide specific meaning for the word. We also highlight the last syllable or suffix that also provide specific meaning for the word.HEIN SPEECH-LANGUAGE PATHOLOGY, INC.20SYLLABLEENCODING-DECODINGLindamood-Bell programsAuditory ConceptualizationDecoding & encoding sounds

This says bip. If this says bip, show me blip.

Both of us trained with the Lindamoods and Nanci Bell in San Luis Obispo in the late 1970s and have used their programs over the 3+ decades since then.They developed several tests under the name Lindamood Auditory Conceptualization Test which looks at the clients ability to retain and manipulate individual sounds in sequences, and represent what they hear with colored blocks.

In therapy, we use their LiPS program or a modified approach we call sound blocks to have them listen to syllables and detect where the sound changes are being made.

For example

This says bip. If this says bip. Show me blip.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.21ALERTING THE BRAIN TO VOCABULARYATTEND..DIFFERENTIATE.. ASSOCIATE

First second between last

Before during then meanwhile after

because since therefore

Pre- in- dis- inter- post-

-ful -er -ation -ness -ly

SAY IT READ IT USE IT REMEMBER ITWe teach the student how to be involved in the process of learning new words so these words can be recognized when they hear them or read them on their own. We present the meaning of vocabulary in various ways to help to alert the brain to:1. Attend to the presentation2. Concentrate upon the important details as the meaning of the word is being explained or demonstrated so the new word is differentiated from other words3. We alert the brain to notice the associations between the new word and other words to help the student recognize and remember the word when it is presented in another sentence or a totally different context.We have the students say the word.read the word.use the wordand challenge themselves to think of ways to remember the word and its meaning.

SLPs help students learn critical basic concept vocabulary that helps them understand the language presented in the classroom. For example, We help the student understand the meaning of sequential vocabulary words (first, second, between, last), time related words (before, during, then, meanwhile, after), quantity related words (fewer, more less), and cause and effect words (because, since, therefore)in addition to others. These words become critical for reading comprehension. We also help the students to perceive and use the important parts of words called prefixes and suffixes. This becomes very important when students have to recognize parts of speech such as nouns, adjectives, verbs and adverbs in their language arts classes. HEIN SPEECH-LANGUAGE PATHOLOGY, INC.22IMPROVING COMPREHENSION OF VOCABULARYMany students dont learn vocabulary through osmosis. Often the meaning of the word does not easily pass into the brain of the student, so direct work is required to guide the process.

Lets focus on how we can comprehend new vocabularyThe word iWho does not know the meaning of the word osmosis? I encourage you to admit, just as I would encourage any of my students to admit when they dont know. We want to be open to learning. O.k.s osmosis. Lets say it. osmosis Here it is sentence contexts. Many students dont learn vocabulary through osmosis. Often the meaning of the word does not easily pass into the brain of the student, so direct work is required to guide the process. Is osmosis an easy process?Listen to see if osmosis is an easy process. Osmosis is the net movement of solvent molecules (such as water) through a partially permeable membrane into a region of higher solute concentration, so that the concentration of the solute like sugar or salt is equal on both sides. The most important thing for you to remember when we talk about osmosis is that the water moves easily through the membrane so that there is equal sugar or salt concentration on both sides. Osmosis may be thought of in easy terms as a process in which something moves easily from one side to another without input of energy. So, is osmosis an easy process.Now we look at our sentence again. Many students dont learn vocabulary through osmosis. Is it easy to learn vocabulary? Do words easily pass into the brain? .

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.23EXPERIENCING VOCABULARY THROUGH ALL SENSESSince some students dont learn new vocabulary through osmosis, Vocabulary needs to be experienced through different modalities:Hearing it..and simultaneously seeing what it relates toSeeing how it is used in a picture or sceneExperiencing how it can be acted out in a meaningful scenarioUsing it with related words In a meaningful context.So since some students dont learn new vocabulary through osmosis, which means that vocabulary is not learned easily, we have to help the student with the process.Vocabulary needs to be experienced through different modalities including: (Read the slide)Hearing it..and simultaneously seeing what it relates toSeeing how it is used in a picture or sceneExperiencing how it can be acted out in a meaningful scenarioHearing and then using it with related words In a meaningful context.

I hope I demonstrated some of these multisensory presentations in discussing the word osmosis.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.24INCREASING ACTIVE LEARNINGWhen you dont know the meaning of a wordDont be passive. Assert yourself and ask questions Do this with vocabulary and other information you need

Let me know when you hear something you do not understandI DO UNDERSTAND.

I DONT UNDERSTAND

Remember, we encourage students to be more aware when they do not know the meaning of a word.We dont want them to be passive! We want to encourage assertive, active questioning when new vocabulary is presented.So we say: Let me know when you hear a word that you do not know

Students can raise different color signals to let teachers, therapists, parents know when there is something being presented that they do not understand.I DO UNDERSTAND. GreenI DONT UNDERSTAND Red

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.25COMPREHENSION OF SENTENCES & PARAGRAPHSCan the student understand the connections between words?

Determine where comprehension breakdowns occur.

Help the student analyze and put the pieces together.

Now, in addition to improving the perception of sounds and syllables and improving the understanding of single words and phrases, We are alert to whether the student can understand the connections between words. As increasingly more lengthy and complex information is presented, we work to determine specifically where the student may be having a comprehension breakdown so we can help him or her analyze and put the pieces together.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.26FACTORS THAT ALLOW FOR THE HIGHEST LEVEL OF COMPREHENSIONRATE- How fast?

AMOUNT-How much at one time?

DURATION- How long at one time?

COMPLEXITY-How difficult?

The student can learn to balance these factors so they work the best for comprehension!

This is very important. Overall, we want to always consider the parameters of what is being presented to the student and HOW it is being presented. We always consider these parameters and encourage teachers and parents to always be aware of these as well. Rate- What is the best reading rate for this student? If the student reads slower, will this allow him or her to perceive more important details successfully?Amount- How much can the student concentrate upon at a given time? Can the student be successful answering more than one detail question or does only one question need to be presented at a time?Duration- What is the maximum period of time the student can maintain attention and concentration? Does the student need to take breaks to maintain high levels of functioning? Can this period of time gradually be stretched?Complexity- How complex is the language being presented? Is the language in the students reading material too difficult for the student to understand without support? Can the student comprehend complex sentences or can he or she understand better when simple sentences are presented? Can the student comprehend several paragraphs independently or does he or she do best when one paragraph is focused upon, unpacked or analyzed at a time. A key point to know is if the reading material involves inferential thinking and making of connections that are not explicit or clearly spelled out. We ultimately want students to be aware of what conditions work best for them as well so they can advocate for support when the presentation levels increase beyond their functioning level. Things the self-aware student may say include: I need to read a bit slower to understand this. I need to read this a second time. I need to read one paragraph at a time. I need to take a short break and come back. Can you explain this word? What is this word it referring to? HEIN SPEECH-LANGUAGE PATHOLOGY, INC.27 FINDING AND UNDERSTANDING DETAILSWho? When? and Why?

1Steven Stoppers was happy in the afternoon because he got to ride on a roller coaster.

Who was happy?______________________________________________

When was he happy? _________________________________________

Why was he happy? __________________________________________

___________________________________________________________

A first step in developing comprehension is helping the student notice and understand details.

We encourage the student to be a detective and help him or her perceive that different parts of the sentence answer different questions. Different parts of the sentence provide different clues.

Parts of sentences are more clear and students often are more motivated to be a comprehension detective when color coding is involved. Students learn to find the specific part of the sentence that answers each specific question. With colored pencils or highlighters, they match the color of the detail answer in the sentence with the color of the question word. Review slide:

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.28 Who? When? Why?

Billy stayed up until 12:00 midnight playing video games. When he did finally go to bed, he forgot to set his alarm. In the morning he missed the bus to school.

Who was playing video games? ____________________________________

When did he go to sleep? _________________________________________

When did he miss the bus? ________________________________________

Why did he miss the bus? ________________________________________

What should he do the next time so he does not have the same problem?

______________________________________________________________

When the student is successful in comprehending the parts of one sentence, we can increase the presentation to two and three sentences. Gradually we can increase the amount as the student displays success in being an analyzing detective.

Read the slide: Notice that in this example the student has to read three sentences in order to answer the five questions. The student has to perceive that there are two details that relate to time and has to determine which time period relates to the each question.

We have also included a question in which the answer is not on the paper. The student has to think of his or her own experience to help this character avoid the same problem the next time.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.29BE AWARE OF PUNCTUATION so you know when to stop!Each sentence tells about one thought.

Notice the phrases in sentences.

Pause at the commas

Completely stop at the periods.

Notice how the thought in one sentence is different from the thought in the next.

BE AWARE OF PHRASES AND PUNCTUATION!!!As we increase the number of sentences to read, we begin to directly focus upon how the student is orally reading. Some students need to have explicit instruction regarding punctuation or else they just read all of the words on the page as if they are not separate ideas. They do not stop at the stop signals.So, to help the student comprehend, we must help them to perceive separate sentences as well as the phrases in the sentences. We provide them with guidance so they can orally read correctly, pausing at the commas and completely stopping at the periods. Students need to understand that each sentence tells about one thought. Many times students who read without stopping at the period are not fully comprehending each separate thought. We help them notice how the thought in one sentence is different than the thought in the next. HEIN SPEECH-LANGUAGE PATHOLOGY, INC.30

INFERRING MEANINGWhat are the clue words that help us determine how each character felt and why?_____ maybe felt ________ because ___________1. Sam knew he had worked really hard and deserved the perfect grade he got. His heart swelled as he watched his teacher put the A+ test paper on the bulletin board and add the golden star sticker that he was hoping for.2. Jen had waited all week for this moment. She had worked so hard to make the team. She ran to read the list that had just been posted on the coachs door. Her heart sank and she fought back some tears when she did not see her name on the list. We help students infer or fill in the pieces from clues that are given?This requires the student to provide a response that is more than just repeating back the words.We further help them develop detective skills to notice clues from which they can draw conclusions and make inferences.One activity that we use is having the student make inferences about how a character is feeling and why the character is feeling that way because this becomes an important skill when reading literature. It is also an important skill for students who may have challenges with perceiving how others are feeling because they do not pick up on social cues easily. As we review each possible detail, we have the opportunity to discuss vocabulary about feelings. Now lets think about how this character is feeling and why. (Read about Sam).. We help the student to fill in the blanks from the clues. .Sam maybe felt PROUD because he got an A+ on his test. --Lets think about how this next character is feeling. (Read about Jen). Jen maybe felt DISAPPOINTED because she did not make the team.Notice that we take the opportunity to teach about non-literal language such as heart swelled and heart sank. These are not to be interpreted literally.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.31VISUALIZE!TURN ON THE MOVIE IN YOUR HEAD!

In our treatment to improve comprehension, we guide the students to see what he or she is reading about by noticing and connecting or synthesizing the details to form a whole picture that they can describe and use to then answer questions. We say, If there was a movie playing in your head that was showing what you just read, tell me what was happening in the movie.

We develop this visualization skill by asking questions that guide the student to focus on specific details. To help the student develop a clearer picture from important details, we ask contrasting questions to help the student effectively visualize the scene and the action in the scene. . Example of contrasting questionsAre there two birds or just one.Is the mother smiling or looking sad. Is John walking away from or moving toward the house. We work to establish an initial basic image and then help the student change it as new information is presented. Did you notice that change. How is your picture different now? We develop the students awareness when characters change their actionsor when feelings change and when scenes change altogether We help the students to flexibly change the images in their head

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.32GUIDING THINKINGGUIDING COGNITIONFOCUS ATTENTION

FOCUS UPON KEY DETAILS

WHAT IS MOST RELEVANT?

ACTIVELY SEARCH FOR ANSWERS

GUIDE SO STUDENTS LEARN TO GUIDE THEIR OWN THINKING

We use the treatment technique of guided cognition.

We guide the student to focus upon important details or a feature they may not be noticing on their ownWhen they are listening, we help them focus their attention with guided listening questions. When they are reading, we help them focus with guided reading questions so they can actively search for answers. We are guiding the students brain to focus in this way so they can learn to do it with greater independence in the future.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.33GUIDED READING QUESTIONSWHO- Highlight the name of the person in the sentence.WHERE- Underline the word that tells you where the character is.WHAT- Highlight what the character did. WHEN- Circle when it happened.WHY- Underline the words that tell why it happened. FEELINGS- Highlight the words that tell how the character felt. Here we are guiding the reader to find specific details as he or she is reading Read slide: WHO- Highlight the name of the person in the sentence.WHERE- Underline the word that tells you where the character is.WHAT- Highlight what the character did. WHEN- Circle when it happened.WHY- Underline the words that tell why it happened. FEELINGS- Highlight the words that tell how the character felt.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.34GUIDING HIGHER LEVEL ANALYSISFocus on pronoun referentsCircle what it is referring to.Underline who he is referring to.

Focus on sequence of eventsCircle what happened first and underline what happened second. Underline what happened before he fell.

Focus on character traits Highlight in green what the character did that was friendly and empathetic.

We then increase the complexity of what the student is being asked to hear, read and comprehend. We assist the student in perceiving that pronouns refer to people or things that were mentioned in the same sentence or in a previous sentence, or sometimes in a previous paragraph!! We help the student find who or what is being talked about. We assist the student in becoming a sequence detective. -Circle what happened first and underline what happened second. Underline what happened before he fell.

We also help the student to notice words that tell us about the traits of characters. This is important as students have to read and understand narratives in short stories and novels. Highlight in green what the character did that was friendly and empathetic.We can also help the student to determine the characters motives for their actions.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.35GET INVOLVED IN READING. ASK YOURSELF QUESTIONS!What is going on?What is happening now? So what? RelevanceWhy is this important?Personal involvement or reflectionHow do I feel about this?Cause and effectHow did this happen?What will happen next?

Throughout the treatment process we encourage active involvement of the student.We work to get the student involved in reading. We want them to ask themselves questions! (Read slide)What is happening now? So what? Relevance-Why is this important?Personal involvement- helps with attention and retentionHow do I feel about this?Cause and Effect-What caused this? What do I think will happen next?

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.36LEARNING THE FRAMEWORK OF NARRATIVES (STORIES)A program by Maryellen Rooney MoreauUse a stable representation for organizing story grammar. WHO are the characters? roles and relationships?WHERE is the setting?WHAT kicks off the story-sets it into actionHOW does the character feel in response to the event?WHAT is the characters plan?HOW the character takes actionWHAT are the direct consequences of the action HOW character feels about the consequences?

As we move to higher levels of comprehension, we work to help students comprehend stories that they listen to and read stories from their language arts curriculum.By asking questions and asking for the story or parts of the story to be retold, we determine if the student is on target or is in need of treatment. Is the student analyzing, understanding and remembering what is known as story grammar?One approach we use is the Story Grammar Marker to help students analyze the parts of a story to be able to put them into a meaningful framework: Through questioning and through these tangible symbols, the numerous aspects of story can get organized in a meaningful way.The student can then increase independence in actively reading to find these aspects of the story: Who are the characters? What are their roles and relationships?What is the setting?What happens in the story to make it get started, to get the plot going? This is kick-off.Then we assist the student to think about what is going on inside the head of the characters. Why did they do what they did?What is the characters internal response to the kick-off action?The character stops to think to make a planand then acts upon the plan (How) What are the direct consequences of the characters action?How does the character feel about the consequences. What is the moral or what did the character learn?We are helping to develop the students thinking skills as we are helping the student to understand and retell stories.

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.37WHAT YOU CAN DO TO SUPPORT IMPROVED LITERACY THROUGHSPEECH & LANGUAGE SKILLS

38HEIN SPEECH-LANGUAGE PATHOLOGY, INC.IF YOUR CHILD IS RECEIVING SLP SERVICESSit in on therapyAsk questions!!Understand your childs Individualized Education Plan (IEP)Connect your childs school team with your outside providersPut together a COMMUNICATION BINDERFollow up with therapy homeworkMake suggestions

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.39GENERAL TIPS FOR PARENTSREAD WITH YOUR CHILDOFTEN!Learn about language & learning disordersExplain the game-plan to your childUnderstand the assessment reports & treatment planEducate your childs educatorsPraise your child when he asks for clarificationwhen he uses strategies he has been learningHelp your child write down key words/pictures to help her remember information

HEIN SPEECH-LANGUAGE PATHOLOGY, INC.40MORE TIPS FOR PARENTSSlow things down!Encourage First-time ListeningLimit background noise (dishwasher / TV)Write or draw important concepts to help illustrate wordsFamiliarize yourself with technologyBE PATIENT!!AND PERSISTENT!!

HEIN SPEECH-LANGUAGE PATHOLOGY, [email protected]@san.rr.comwww.heinspeechlanguagepathology.com THANKYOU!!

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