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Herb and Joanne Hein, Speech-Language Pathologists Hein Speech-Language Pathology, Inc. Third Annual Spring Conference San Diego Branch of the International Dyslexia Association April 28th, 2012 UNDERSTANDING THE LANGUAGE-READING CONNECTION: HOW SPEECH-LANGUAGE PATHOLOGY CAN SUPPORT LITERACY SUCCESS

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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

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INPUT Receptive Language

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INPUT CHANNELS (Receptive Language) LISTENING oHEARING the sounds of the language oATTACHING MEANING to the sounds oUNDERSTANDING connected language READING oDECODING THE SYMBOLS to represent sounds COMBINING THE SOUNDS into words oCOMPREHENDING THE MEANING of the words oUNDERSTANDING the sentences, paragraphs, chapters, stories, etc.

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OUTPUT Expressive Language

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OUTPUT CHANNELS (Speech Production & Expressive Language) Speaking ARTICULATION PRODUCING SOUNDS with our mouth muscles DEVELOPING RULES (Phonological Awareness) EXPRESSIVE LANGUAGE FORMULATING IDEAS FINDING WORDS SYNTAX - organizing word order Writing SPELLING WRITTEN EXPRESSION WRITTEN LANGUAGE CONVENTIONS oPunctuation oCapitalization

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THE COGNITIVE SKILLS THAT SUPPORT SUCCESSFUL LANGUAGE COGNITION = THINKING

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SOME COGNITIVE SKILLS ARE AROUSAL = 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

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MORE COGNITIVE SKILLS ARE MEMORY: STORAGE storing information in the brain for later use RETRIEVAL 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

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HIGHER-LEVEL COGNITIVE SKILLS ASSOCIATION - 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

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DIAGNOSING SPEECH & LANGUAGE DISORDERS EVALUATION

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SPEECH & EXPRESSIVE LANGUAGE TESTS EXAMINE: COGNITIVE LANGUAGE SKILLS Sentence repetition EXPRESSIVE LANGUAGE Expressive vocabulary Grammar testing Defining words Narrative Language Problem-solving THE LANGUAGE SAMPLE OTHER COMMUNICATION AREAS ARTICULATION / SPEECH PRODUCTION STUTTERING / FLUENCY VOICE PRODUCTION

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WRITTEN LANGUAGE TESTS EXAMINE: SINGLE WORD WRITING SPELLING FOLLOW DIRECTIONS IN WRITING SENTENCE FORMULATION From a picture Write a sentence using several words WRITTEN NARRATIVE LANGUAGE DEFEND PRO & CON VIEWPOINTS

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RECEPTIVE LANGUAGE TESTS EXAMINE: COGNITIVE LANGUAGE SKILLS Auditory attention, discrimination and memory Listen for same-different words Memory for numbers, words, and sentences Screening for an auditory processing disorder PHONEMIC AWARENESS Rhymes Identifying the number of syllables in words and phrases Beginning-middle-ending sounds in words Blending of sounds into words Remembering and manipulating sounds in words oadding or subtracting or substituting sounds COMPREHENSION Following directions (responding to pictures, following commands) Receptive vocabulary testing Story comprehension (Narrative Language) oRecalling details oProcessing increasingly abstract questions

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THE SPEECH-LANGUAGE THERAPY PROCESS

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THERAPY: THE PLAN IN A NUTSHELL 1. Build Skills 2. Teach Compensatory Strategies 3. Develop Environmental Accommodations 4. Establish Team Connections

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PHONOLOGICAL AWARENESS Word Discrimination Cane came (tongue vs. lips) place plays (voiceless voiced) Sound Matching- Duck.run, kick, dicesame first sound? Facecake, fish, micesame last sound?

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PERCEIVING AND MANIPULATING SOUNDS AND SYLLABLES Phonological 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

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DEVELOPING CUES FOR PROCESSING OF SOUNDS Analyze 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

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PERCEIVING THE AMOUNT AND ORDER OF SYLLABLES We 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 syllables What is the order of the syllables? Which is first? second? third? last? Belief disbelief Image imagining imagination Possible impossible impossibility

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SYLLABLE ENCODING-DECODING Lindamood-Bell programs Auditory Conceptualization Decoding & encoding sounds This says bip. If this says bip, show me blip.

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ALERTING THE BRAIN TO VOCABULARY ATTEND..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 IT

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IMPROVING COMPREHENSION OF VOCABULARY 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.

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EXPERIENCING VOCABULARY THROUGH ALL SENSES Since some students dont learn new vocabulary through osmosis, Vocabulary needs to be experienced through different modalities: Hearing it..and simultaneously seeing what it relates to Seeing how it is used in a picture or scene Experiencing how it can be acted out in a meaningful scenario Using it with related words In a meaningful context.

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INCREASING ACTIVE LEARNING When you dont know the meaning of a word Dont 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 understand I DO UNDERSTAND. I DONT UNDERSTAND

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COMPREHENSION OF SENTENCES & PARAGRAPHS Can the student understand the connections between words? Determine where comprehension breakdowns occur. Help the student analyze and put the pieces together.

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FACTORS THAT ALLOW FOR THE HIGHEST LEVEL OF COMPREHENSION RATE- 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!

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FINDING AND UNDERSTANDING DETAILS Who? When? and Why? 1 Steven 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? __________________________________________ ___________________________________________________________

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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? ______________________________________________________________

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BE 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.

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INFERRING MEANING What 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.

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VISUALIZE! TURN ON THE MOVIE IN YOUR HEAD!

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GUIDING THINKING GUIDING COGNITION FOCUS ATTENTION FOCUS UPON KEY DETAILS WHAT IS MOST RELEVANT? ACTIVELY SEARCH FOR ANSWERS GUIDE SO STUDENTS LEARN TO GUIDE THEIR OWN THINKING

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GUIDED READING QUESTIONS 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.

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GUIDING HIGHER LEVEL ANALYSIS Focus on pronoun referents Circle what it is referring to. Underline who he is referring to. Focus on sequence of events Circle 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.

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GET INVOLVED IN READING. ASK YOURSELF QUESTIONS! What is going on? What is happening now? So what? Relevance Why is this important? Personal involvement or reflection How do I feel about this? Cause and effect How did this happen? What will happen next?

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LEARNING THE FRAMEWORK OF NARRATIVES (STORIES) A program by Maryellen Rooney Moreau Use 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 action HOW does the character feel in response to the event? WHAT is the characters plan? HOW the character takes action WHAT are the direct consequences of the action HOW character feels about the consequences?

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WHAT YOU CAN DO TO SUPPORT IMPROVED LITERACY THROUGH SPEECH & LANGUAGE SKILLS

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IF YOUR CHILD IS RECEIVING SLP SERVICES 1. Sit in on therapy 2. Ask questions!! 3. Understand your childs Individualized Education Plan (IEP) 4. Connect your childs school team with your outside providers 5. Put together a COMMUNICATION BINDER 6. Follow up with therapy homework 7. Make suggestions

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GENERAL TIPS FOR PARENTS 1. READ WITH YOUR CHILDOFTEN! 2. Learn about language & learning disorders 3. Explain the game-plan to your child 4. Understand the assessment reports & treatment plan 5. Educate your childs educators 6. Praise your child when he asks for clarification when he uses strategies he has been learning 7. Help your child write down key words/pictures to help her remember information

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MORE TIPS FOR PARENTS 8. Slow things down! 9. Encourage First-time Listening 10. Limit background noise (dishwasher / TV) 11. Write or draw important concepts to help illustrate words 12. Familiarize yourself with technology 13. BE PATIENT!! 14. AND PERSISTENT!!

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jheinspeechlanguage@san.rr.com hheinspeechlanguage@san.rr.com www.heinspeechlanguagepathology.com THANK YOU!!