Language Learning, Literacy
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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
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
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?
Morphology
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
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
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
Semantic Compaction
Iconic encoding technique
Not a language
Can be individualized
Generative in nature
Promote language development?
Manual Signing
ASL
Signed English – manually coded
language
Range of disabilities can develop an
extensive vocabulary
Often stalls at one word stage
Teaching Language and Symbols
Environmental Labeling
Labeling objects/areas with symbols
and print
Environment or Activity display
Example
Aided Language Stimulation
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
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
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
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
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
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
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
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
Drama
Acting stories / demonstrating concepts
and vocabulary increase understanding
Using the children as active participants
good way to supplement readings
Example
Communication Display/SGD
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
Single switch to turn pages on-screen story
– Intellitalk
– Speaking Dynamically
– Ke:nx
Writing stories independently
Same theme as group story
– Intellikeys keyboard
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
– Themes
– Phrases per page, “When I’m a teenager, I
will . . .
– Read work on SGD
In-Class Activity
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