Language delays new20111(1)

The Foundation for Future
Reading: Early Language
Development
By Angela Searcy, M.S.

www.overtherainbowsimplesolutions.com
asearcya@aol.com
708-845-2343
Simple Solutions © 2011

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 development
from Erikson Institute, with a specialization in infant studies and a credential in
developmental therapy. Angela is a Diversifying in Higher Education in Illinois
Fellow at Argosy University in the Doctor of Education Program

• Angela is the owner and founder of Simple Solutions Educational Services, has over 20
years of experience in the field of education, is an approved professional development
provider by the Illinois State Board of Education, a national literacy trainer for the
Multisensory Training Institute (MTI) in Needham, MA, and Center on the Social and
Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University and an
adjunct 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 nationally
recognized speaker with extensive experience working with professionals, young children,
and their families as an early childhood teacher, child development specialist, staff
developer, mental health consultant, parent educator, language arts teacher, college
professor and tutor. Her expertise encompasses developing behavior modification
programs from a neuropsychological perspective, and creating professional development
grounded in neuroscience research related to adult learning.

• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and
Chicago Baby Magazines and is a regular speaker for the Learning and the Brain
Conference Sponsored by Harvard, Yale and Stanford Universities.
Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com asearcya@aol.com

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 relationships
and 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


Impact on Pragmatics
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 Phonological Processing
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 Socialization
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


Oral Motor Play

• It is critical for language skills!


Phonemes are sounds in words
Infants, toddlers and twos have
extra wiring in the brain that helps
them process the sounds in
language 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 • A recent study conducted
Research! 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 a
symptom 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 lacks
phonemic 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 • Speech is the verbal means of
shared rules that include the communicating. Speech consists
following: of the following:
• What words mean (e.g., "star" can
• ArticulationHow speech sounds
refer to a bright object in the night
sky or a celebrity)
are made (e.g., children must
learn how to produce the "r"
• How to make new words (e.g., friend,
friendly, unfriendly)
sound in order to say "rabbit"
instead of "wabbit").VoiceUse of
• How to put words together (e.g.,
"Peg walked to the new store" rather the vocal folds and breathing to
than "Peg walk store new") produce sound (e.g., the voice
• What word combinations are best in can be abused from overuse or
what situations ("Would you mind misuse and can lead to
moving your foot?" could quickly hoarseness or loss of
change to "Get off my foot, please!" voice).FluencyThe rhythm of
if the first request did not produce speech (e.g., hesitations or
results) stuttering can affect fluency).

Language or Speech?
• Tommy is four years • Tanisha is two years old.
old, Friends and family She doesn’t make eye
have a hard time contact when you speak
understanding what he to her. She can label
is saying. He speaks objects and animals
softly, and his sounds well –but doesn’t
are not clear. 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 •Use overhead •Have key vocabulary
whenever possible accessible visually
•Provide •Allow for breaks •Educate the class about
“hearing/talking partner” language issues and
hearing loss
•Eliminate or reduce •Reduce the distance •Face the student when
extraneous noise from you to student speaking

•Appropriate use of •Advantageous seating •Repeat questions and
equipment for student comments other
students make
•Do not speak with back •Point out who is •Do not stand or sit in
faced to class speaking in class front of a bright window
discussions
• Use multi-sensory •Always use captioned •Use lights to get
techniques to teach films/videos classroom attention
skills

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 morning
Room 13 Uses a Key Ring at Uptown and this is Logan Sqaure


Daddy, Papa, This is what I can do
when 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


HSCI Curriculum Modifications Module

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



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 out
my Coat


Logan Sqaure


Right Way/Wrong Way


Logan Square!


Circle Time

Simplify the Activity

From: www.headstartinclusion.org2011
Simple Solutions ©

Circle Time – Universal Design

Environmental Support

From: www.headstartinclusion.org2011
Simple Solutions ©

NAEYC says…Read Story While
children 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!

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


Brown Bear, Brown Bear What Do You
See?


Basic Brain Development


What’s this look like??

• Teach labeling Why?? – This pairs items and
actions with their defining word/ sign
• 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 Brown
Washington 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??
• After giving child
something that you know
they are wanting, take
• Thank you 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


Targeting Syntax
• What does this look like?
• Teach child to string • Child makes request; Affirm
correct use of sign for
together the word ‘want’ want.“Want? Amy wants?”
and label of item or • Let child see you look around
action that is desired with eyes. You may touch 1 or 2
• Why??– this pushes child undesired objects while saying their
label.
to level of 2 word phrases
• Touch desired item, or
and where syntactic skills demonstrate desired action, point
emerge to desired location, etc. Verbalize
• Learned is that the label “Ohh.. Want _____(label of desired
item or action)”.
of the requested item
• Use hand-over-hand to have
follows the word “want”. child produce ‘want ________”;
• Implement this after child respond “ok” and grant desire
effectively uses sign for IMMEDIATELY.
want

Targeting Semantics
• Teach want • What does this look like?
• Why??– this will show • When aware that child’s
that the word/sign cry, gesture, reach, or eye
contact is signifying that
“want” functionally they want something
serves a request( saying specific, use hand over
“want” means “I desire”) 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 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 Children
Communicate Their Feelings?


12 Month Old Baby Signs “Cry” Instead
of Crying
As Educators are we teaching children multiple
ways of communicating their feelings


Ticks of the Trade! Using Sign
Language 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.

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