Transcript Language Learning, Literacy

Language Learning,
Literacy
SLA G304 Kim Ho, PhD CCC-SLP
Overview
Hand back papers
 Discuss language development and
intervention
 Discuss Literacy development and
instruction
 In-class activity
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Speech Acts and Pragmatics
Speech Acts
 Primarily in role of respondent
 Seldom initiate
 Only produce utterance as long as needed to
get info across
Pragmatics
 Many AAC users have impaired pragmatics –
see Light’s work
Phonology
Phonological awareness
 PA as a primary predictor
 Beginning research suggests this is an
area of concern
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Semantics
Understanding words and how they
relate to another
 AAC users at a disadvantage
 External lexicon may not represent
internal lexicon
 Don’t receive symbol feedback
 Can AAC users fast map?
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Morphology
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Rules for building and changing words
AAC users tend to have problems
Maybe because communication display
doesn’t show tense
User may prefer efficiency over accuracy
May not have learned morphological rules
Late expressive language learner
AAC Modality does not require English
morphemes
Example
Syntax
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Rules for putting words into sentences
Many AAC users only make one to two-word
messages
Problems with receptive and expressive word
order
Omission of words even if appear on display
Simple clauses
Multimodal combinations, word
overextensions to compensate for a lack of a
target symbol
Summarize Language
Development for AAC Users
Many have receptive and expressive
impairments
 Some have only one impairment
 Some have excellent language
 Language learning experiences are
different if have disabilities
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Graphic Symbols and Language
Blissymbolics
 Rules of morphology, syntax, and
message construction
 Generative system
 Composed of 100 key symbols
(elements)
 Markers for possession, plurality,
questions and commands
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Semantic Compaction
Iconic encoding technique
 Not a language
 Can be individualized
 Generative in nature
 Promote language development?
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Manual Signing
ASL
 Signed English – manually coded
language
 Range of disabilities can develop an
extensive vocabulary
 Often stalls at one word stage
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Teaching Language and Symbols
Environmental Labeling
 Labeling objects/areas with symbols
and print
 Environment or Activity display
 Example
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Aided Language Stimulation
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Type of milieu teaching
ALS or System for Augmenting Language
Total immersion approaches for teaching
symbol use
Provides learners with models of symbol use
Mimics the way speakers learn language
Facilitator highlights on display
Example
SAL is same but uses a SGD
AT Learning Tip
For demo of Dynavox dynamic display,
go to
http://www.setbc.org/setbc/topics/topics
_aut_home.html
Literacy
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Vital to success in Western societies
Includes reading silently with comprehension
and writing
Especially important to the AAC user
Acquired disability versus developmental
Provides many opportunities for AAC users to
communicate, learn, and participate
Phonological Awareness
Alphabet v. phonological representation
 A phonological representation difficult to
have on a SGD
 AAC users have deficits in phonlogical
recoding (Vandervelden & Siegel, 2001)
 25% of students in the first grade have
difficulty with phonological awareness
and difficulty learning to read and write
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Nonverbal Children and Literacy
Delayed literacy development
 Medical and physical issues
 No time for literacy based activities
 Can’t grasp a pencil or crayons
 Often language delayed
 Vocabulary whole words or phrases and
not include the alphabet
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Nonverbal Children and Literacy
Cont’d
Do not get to experiment with sounds
and manipulate them in a bottom-up
learning style
 Difficult for the AAC user to understand
and learn bottom-up style
 Alphabet representation v phonological
representation
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Teaching Literacy Skills
Reading and Story Comprehension
 Establish a communication theme based on a
literature theme
 Set up pretend play, creative and academic
activities that relate to the theme
 Children should be encouraged to act out
scenes and use story language
 All activities should include picture symbol
vocabulary lists with the written words
 Similar to a “wall of words” with PCS
Multiple Reading of Books
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Familiar with the vocabulary, repeated
themes, use of language
Allows students to comprehend, talk about
and participate in the story.
Allowed to participate actively
Interject, predict what’s next, ask for repetition
Symbols or SGD with control phrases and
story vocabulary
Simplification of Story Plots
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Language or vocabulary too difficult
Simplify the story by changing the text,
retyping it and taping into the book.
There are many stories that students need for
shared experience
These are stories that most students have
read or heard.
Students will use these or lines from these
stories in their pretend play
Example
Repeated Line or Repeated
Theme Books
More predictable the easier to
understand
 Allows children to say familiar lines and
take an active role
 Practice the words or phrases
 Help to draw in children with cognitive
disabilities
 Examples
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Use of Props
Three dimensional visual reference for
the vocabulary
 Keep them engaged and actively
participating in the story
 Children with attention deficit disorders
 Props should illustrate story and aid in
story comprehension
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Drama
Acting stories / demonstrating concepts
and vocabulary increase understanding
 Using the children as active participants
good way to supplement readings
 Example
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Communication Display/SGD
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Content vocabulary: key words or phrases,
repeated lines, story characters
 General story vocabulary
 Turn the page, that was funny, I want to hear
that again, I like that story, this is my favorite
 Able to comment about a story and use story
vocabulary that verbal children often use
Assistive Technology and
Literacy
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Single switch to turn pages on-screen story
– Intellitalk
– Speaking Dynamically
– Ke:nx
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Writing stories independently
 Same theme as group story
– Intellikeys keyboard
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See http://aac.unl.edu
Literacy Goals: Emergent
Emergent literacy skills
 Book orientation
 Front to back
 Left to right
 Meaning in the print
 May be level of adolescent/adult
Literacy Goals: Experimenting
Reader
Beginning to recognize letters and
associate letter names with their sounds
 Goal not to each phonetic decoding
 Teach initial letters - sounds that say
their names
 Adapted books, text, choral reading,
daily messages, CD ROM books
 Example of adult reading material
Literacy Goals: Experimenting
Writer
Beginning to associate letter names with letter
sounds’
 Experiment with spelling and writing to break
the code
 First pay attention to first letter consonant
sounds
 Then end letter consonant sounds
 Finally, medial letter sounds, then long vowels
(since say their names)
 Inventive spelling
Experimenting Writer Cont’d
Meaningful writing activities
 Focus on meaning, not “correctness”
 Make own books
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– Themes
– Phrases per page, “When I’m a teenager, I
will . . .
– Read work on SGD
In-Class Activity
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Form groups of 3-5
Write a brief client description (include name,
age, fine motor – access, gross motor,
language, and literacy skills)
Use a “standard” storybook
Formulate goals
Plan an activity that will incorporate literacy
goals and include the AAC user in classroom