Language Learning, Literacy

1
Language Learning, Literacy

• SLA G304 Kim Ho, PhD CCC-SLP

2
Overview

• Hand back papers
• Discuss language development and intervention
• Discuss Literacy development and instruction
• In-class activity

3
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
  Lights work

4
Phonology

• Phonological awareness
• PA as a primary predictor
• Beginning research suggests this is an area of
  concern

5
Semantics

• Understanding words and how they relate to
  another
• AAC users at a disadvantage
• External lexicon may not represent internal
  lexicon
• Dont receive symbol feedback
• Can AAC users fast map?

6
Morphology

• Rules for building and changing words
• AAC users tend to have problems
• Maybe because communication display doesnt 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

7
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

8
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

9
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

10
Semantic Compaction

• Iconic encoding technique
• Not a language
• Can be individualized
• Generative in nature
• Promote language development?

11
Manual Signing

• ASL
• Signed English manually coded language
• Range of disabilities can develop an extensive
  vocabulary
• Often stalls at one word stage

12
Teaching Language and Symbols

• Environmental Labeling
• Labeling objects/areas with symbols and print
• Environment or Activity display
• Example

13
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

14
AT Learning Tip

• For demo of Dynavox dynamic display, go to
  http//www.setbc.org/setbc/topics/topics_aut_home.
  html

15
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

16
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

17
Nonverbal Children and Literacy

• Delayed literacy development
• Medical and physical issues
• No time for literacy based activities
• Cant grasp a pencil or crayons
• Often language delayed
• Vocabulary whole words or phrases and not include
  the alphabet

18
Nonverbal Children and Literacy Contd

• 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

19
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

20
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 whats next, ask for
  repetition
• Symbols or SGD with control phrases and story
  vocabulary

21
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

22
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

23
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

24
Drama

• Acting stories / demonstrating concepts and
  vocabulary increase understanding
• Using the children as active participants good
  way to supplement readings
• Example

25
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

26
Assistive Technology and Literacy

• Single switch to turn pages on-screen story
• Intellitalk
• Speaking Dynamically
• Kenx
• Writing stories independently
• Same theme as group story
• Intellikeys keyboard
• See http//aac.unl.edu

27
Literacy Goals Emergent

• Emergent literacy skills
• Book orientation
• Front to back
• Left to right
• Meaning in the print
• May be level of adolescent/adult

28
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

29
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

30
Experimenting Writer Contd

• Meaningful writing activities
• Focus on meaning, not correctness
• Make own books
• Themes
• Phrases per page, When Im a teenager, I will .
  . .
• Read work on SGD

31
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