Vocabulary:
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
Monday, February 11, 2013
RLD Chapter 13: Assessing Language and Communication
Vocabulary:
Cirriculum-based assessment: an approach to assessment that utilizes classroom tasks as the basic for assessment.
Diagnostic assessment: assessment procedures that give in-depth information about a specific skill area.
Ecological assessment: examines the child's behavior in the context of environmental demands and expectations.
Formal assessment: published instruments that utilize a standard set of procedures to gather information to be used for assessment; can include tests, observation forms, rating scales, and so on.
Informal assessments: measures developed by teachers and other practitioners to directly evaluate the hills of children with whom they are working with.
Norm referenced: norm-referenced tests compare an individual's performance t0 that of comparison population.
Reliability: the consistency with which the instrument measures the target skill.
Response to intervention: assessment of students' responses to scientifically based instruction for the purpose of making decisions about students' needs.
Screening: as assessment procedure that is brief and easy to administer to a large number of individuals.
Validity: the extent to which the instrument measures what it purports to measure.
Concepts:
Purposes if assessment of language is identification of children that may have a language learning disability, to evaluate students to see if a language learning disability is present, intervention assessment to determine if a student needs an additional instructional program, and functional outcomes to document the results of intervention.
Students should be assessed on phonology, morphology, syntax, semantics, pragmatics, and bases of language. Bases of language includes social, cognitive, and physiological bases of language.
Assessment measures can be either formal or informal. Formal procedures would be tests that can be evaluated and graded. Informal procedures can be done through language sampling. Language samples may have many problems including problems with picking a topic to talk about, problems maintaing conversation, and problems with register.
A plan of language should include testing of hearing, examination of child's mouth and features inside of it, assessment of cognitive functioning, observation of child's language in school, language sample, and formal tests of language.
Notes:
While reading this chapter I realized how important language and communication is in the classroom. Using many means of assessment are very important in deciding if a student has a language learning disability. I didn't realize that diagnosing a student with this disability takes so much time and different assessments.
Websites:
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
1. http://www.icdl.com/started/therapies/documents/Chapter5.pdf
This website talks about language development stages and different types of assessment that can be used. On page 99 there is a description of language and communication assessment for prelinguistic and early language stages.
2.http://www.autismsupportnetwork.com/news/communication-assessment-and-autism-112543
This article gives a brief overview of assessment of communication for children who has autism. It also talks about the components of communication.
Monday, February 4, 2013
RLD Chapter 6: Language and LIteracy in the School Years
What: Reading about language and literacy in the school years.
Language Development in the School Years: Often when a child reaches his or her school aged years they know how to talk about the past, present, and future. Also they usually have a large vocabulary and varied. Morphology and Syntax: They learn to used derivational suffixes correctly and add to their vocabulary. They start to use reflexives where they talk about myself or himself. They older a child gets he or she may start to use adverbial connectors like although and finally. Semantics: Children start to use and understand figurative language, they can do this by writing poems and stories in class. Research has be found that children can start to do this around age 5. Between age 9 and 12 children start to understand humor and how to use it. Pragmatics: Through story telling children can develop conversational competence and increase their language sophistication. Even if a student may have the ability to use their language skills there might be other reasons like lack of competence that holds them back. During school children learn indirect requests usually from teachers. (ex. teacher says its getting noisy in here- children quiet down.) In schools teachers tend to focus on narrative skills as in journaling about their weekends etc. Metalinguistic Ability: This is the ability to think about language itself. Many students know the rules of language but are not aware of all of the rules they know. They can show their knowledge of language through spelling, reading, and writing.
Implications for Instruction: When you are teaching it is important to remember that not all students may join in on the class conversation but that doesn't mean that they aren't conversational. Observing students in an informal setting will give a more accurate description if a student can engage in conversation. Knowing what age children learn language such as humor and indirect requests, will help you when talking to your students.
Language and Literacy: Even though there are regulations that all students no matter what their socioeconomic status is, that they are all on the same level. As a teacher we must realize that not everyone is on the same level and learn what we can do to best help them reach these regulations. Researchers have focused on phonological awareness, meaning that they focus on studying children understand, using, and recalling the phonological sequence used in an alphabetic orthography.
Phonological Abilities and Reading: Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. This is important when trying to learn to read and write English, because each sound may represent a different sound or meaning. By the time they enter they can recognize English phonemes but when they are in school they learn to become aware of phonemes. Phonological ability is directly related to a students success in reading. Syntactic Skills and Reading: Syntactical knowledge is important in developing reading comprehension and phonological knowledge.
Semantic Skills and Reading: Receptive and expressive vocabulary is also important in being successful in school. Have a higher vocabulary knowledge helps students comprehend while reading in content areas. Narrative Skills: Good readers and writers supposably have better narrative skills. These skills help them understand and compose stories. Children that have been exposed to extended discourse have been found to be better prepared for beginning of reading.
Implications for Instruction: It is important that teachers understand the language basis of literacy. Knowing about language development and the relationship between knowledge and literacy is very important so that you can help your students succeed. Having knowledge about reading-langugae connection can help you identify students that may be at risk. Also it is important that teachers understand the relationship between language and literacy to help students improve in reading and writing.
Why: I read this chapter because I wanted to learn more about language and literacy and how they relate to one another. I also was interested in this because from learning about literacy in my C & I class I have realized how important literacy and language development are to students who are learning reading and writing.
Reaction: I was very intrigued by the different studies that have been done about language development in the classroom and what teachers should do and what they need to understand before going into the classroom. Another reaction I had to this chapter is that I didn't really like the lay out of the chapter. There were so many sub titles underneath the main title that I felt I was reading very repetitive information.
Learned: While reading this section I have learned about the major connection between literacy and language development in children. I also have learned that children become better communicators when they use a wider range of communicative partners and topics. It is crucial that teachers understand language development and how it relates to academic success to identify at risk children.
Goal Setting: My goal after reading this chapter is to learn more about language development so that as a Special education teacher I can easily and accurately find children that are at risk and help those students that are. I will also do this by being actively engaged in SED 377 this semester!
Language Development in the School Years: Often when a child reaches his or her school aged years they know how to talk about the past, present, and future. Also they usually have a large vocabulary and varied. Morphology and Syntax: They learn to used derivational suffixes correctly and add to their vocabulary. They start to use reflexives where they talk about myself or himself. They older a child gets he or she may start to use adverbial connectors like although and finally. Semantics: Children start to use and understand figurative language, they can do this by writing poems and stories in class. Research has be found that children can start to do this around age 5. Between age 9 and 12 children start to understand humor and how to use it. Pragmatics: Through story telling children can develop conversational competence and increase their language sophistication. Even if a student may have the ability to use their language skills there might be other reasons like lack of competence that holds them back. During school children learn indirect requests usually from teachers. (ex. teacher says its getting noisy in here- children quiet down.) In schools teachers tend to focus on narrative skills as in journaling about their weekends etc. Metalinguistic Ability: This is the ability to think about language itself. Many students know the rules of language but are not aware of all of the rules they know. They can show their knowledge of language through spelling, reading, and writing.
Implications for Instruction: When you are teaching it is important to remember that not all students may join in on the class conversation but that doesn't mean that they aren't conversational. Observing students in an informal setting will give a more accurate description if a student can engage in conversation. Knowing what age children learn language such as humor and indirect requests, will help you when talking to your students.
Language and Literacy: Even though there are regulations that all students no matter what their socioeconomic status is, that they are all on the same level. As a teacher we must realize that not everyone is on the same level and learn what we can do to best help them reach these regulations. Researchers have focused on phonological awareness, meaning that they focus on studying children understand, using, and recalling the phonological sequence used in an alphabetic orthography.
Phonological Abilities and Reading: Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. This is important when trying to learn to read and write English, because each sound may represent a different sound or meaning. By the time they enter they can recognize English phonemes but when they are in school they learn to become aware of phonemes. Phonological ability is directly related to a students success in reading. Syntactic Skills and Reading: Syntactical knowledge is important in developing reading comprehension and phonological knowledge.
Semantic Skills and Reading: Receptive and expressive vocabulary is also important in being successful in school. Have a higher vocabulary knowledge helps students comprehend while reading in content areas. Narrative Skills: Good readers and writers supposably have better narrative skills. These skills help them understand and compose stories. Children that have been exposed to extended discourse have been found to be better prepared for beginning of reading.
Implications for Instruction: It is important that teachers understand the language basis of literacy. Knowing about language development and the relationship between knowledge and literacy is very important so that you can help your students succeed. Having knowledge about reading-langugae connection can help you identify students that may be at risk. Also it is important that teachers understand the relationship between language and literacy to help students improve in reading and writing.
Why: I read this chapter because I wanted to learn more about language and literacy and how they relate to one another. I also was interested in this because from learning about literacy in my C & I class I have realized how important literacy and language development are to students who are learning reading and writing.
Reaction: I was very intrigued by the different studies that have been done about language development in the classroom and what teachers should do and what they need to understand before going into the classroom. Another reaction I had to this chapter is that I didn't really like the lay out of the chapter. There were so many sub titles underneath the main title that I felt I was reading very repetitive information.
Learned: While reading this section I have learned about the major connection between literacy and language development in children. I also have learned that children become better communicators when they use a wider range of communicative partners and topics. It is crucial that teachers understand language development and how it relates to academic success to identify at risk children.
Goal Setting: My goal after reading this chapter is to learn more about language development so that as a Special education teacher I can easily and accurately find children that are at risk and help those students that are. I will also do this by being actively engaged in SED 377 this semester!
RLD Chapter 5 Language Development
What: I read about language development from birth through preschool years.
Birth to 6 months: Early communicative interaction is that babies are constantly interacting even inside of the womb. Vocalizations are apart of this early communication. First sounds that infants produce are reflexive-burps, gurgles, and sounds that respond to their physical states. These sounds help parents to decide what the infant needs. Once the infant gets older their sounds move to cooing and babbling. Parents play an essential role in communicating with their baby. They alter their communication to the needs of the baby. They use shorts words and pronounciate more.
6 months to 12 months: Prelocutionary communication is when the parents interpret everything the baby says and does. Illocutionary stage of communication is when the child uses intentional communication. Joint attention is when the child shows interest in certain objects and are making more meaningful movements and actions. Protodeclaritive is when the child uses objects to get the attention of the adult. Protoimperative is when the child uses vocalizations to get the adult to get what he or she wants. At this stage the baby's receptive language is far more advanced than their expressive language.
Emergence of Expressive Language: When the child is finally starting to say words that the parents can understand. Stage 1: (0-8 weeks) baby cries and makes piercing noises to get attention or they are quiet and calm. Stage 2: (8-20 weeks) baby gets control over their crying and experiences different cries. Usually by end the baby is making cooing sounds. Stage 3: (16- 30 weeks) Baby recieves even more control over their vocal mechanisms and by the end of this stage they start to bable. Stage 4: (25-30 weeks) Baby babbles all the time, produce ba, na sounds. constant combinations are being formed. Stage 5: (9-18 months) Marks the transition to true language production, jargon emerges similar to adult language.
Mean Length of Utterance: measure of syntactic development that is calculated by counting the total number of morphemes in a language sample and dividing it by the number of utterances in the sample.
Stage 1: (MLU= 1.0-2.0; age 12-26 months) emergence of true words, midlevel of nouns (dog) and action words (hi, bye) and modifiers (hot,cold), by the end of this stage child is usually using multiword utterances.Stage 2: (MLU=2.0-2.5; age 27-30 months) in this stage the baby has an emergence of grammatical morphemes (prefixes, suffixes, and prepositions) by adding these grammatical morphemes they are learning to add meaning to their language. Stage 3: (MLU = 2.5-3.0; age 31-34 months) in this stage the child learns sentence types like negation, the imperative, questions, and elaborations of basic sentences, more adult like ways of saying no, questions- daddy? Stage 4: (MLU=3.0-3.75; age35-40 months) here the child develops complex sentence types, two or more clauses are put together, links ideas with words,. Stage 5: (MLU=3.75-4.5; age 41-46 months) now the child continues to ass grammatical morphemes, use more adjectives, adverbs, and questions.
Learning to Mean: The Development of Semantics: Semantic-feature hypothesis is that children develop meaning by adding features to their understanding of a certain concept. Functional-core hypothesis is when children learn about meaning by interacting with things. Prototype hypothesis is when a child learns word meaning by developing a cognitive model based on both perceptual and functional characteristics. Fast mapping is when a child can make a connection between a concept and a word, with only a tiny exposure to the word.
Learning to Converse: The Development of Pragmatics: Children engage in conversation as they grow up and as they grow up the conversation last longer and longer. They learn to ask for clarification during a conversation and they also start to understand politeness (rules). This can occur while a child is in preschool and conversing with their peers and teachers.
Language Development and Emergent Literacy: Studies have shown that reading and writing skills are developed way before the child has any formal instruction on them. Emergent Literacy: theory that reading and writing development develops continuously from early childhood experiences. Also meaning that language and literacy develop at the same time. A child's environment and family play a role in the child's reading and writing future success.
Why: I am doing this reading so that I can learn about language communication and in the future help my students that are in Special Education. I also read this because I was intrigued about learning about the mean length of utterance for our upcoming LAIP 1 project. Reading about MLU in the book helped me connect to what I am going to be doing for the project.
Reaction: My response to this chapter is that there was a lot of information to know about language and communication. I felt overwhelmed while reading this because I am nervous about mastering all of this information for when I am become a teacher.
Learned: From this reading I learned so much information about language and communication. I learned a lot about prelinguistic development from birth until 12 months. I learned how language development starts at birth and continues throughout your preschool years. Also that when you are a baby you communicating early with your parents about your wants and needs.
Goal Setting: After reading this chapter I am going to study the different stages of language development. By doing this I can hopefully help my future students develop their own language. I also am very intrigued in learning more about how young children communicate with their parents and other babies, I can research other articles on this topic.
Birth to 6 months: Early communicative interaction is that babies are constantly interacting even inside of the womb. Vocalizations are apart of this early communication. First sounds that infants produce are reflexive-burps, gurgles, and sounds that respond to their physical states. These sounds help parents to decide what the infant needs. Once the infant gets older their sounds move to cooing and babbling. Parents play an essential role in communicating with their baby. They alter their communication to the needs of the baby. They use shorts words and pronounciate more.
6 months to 12 months: Prelocutionary communication is when the parents interpret everything the baby says and does. Illocutionary stage of communication is when the child uses intentional communication. Joint attention is when the child shows interest in certain objects and are making more meaningful movements and actions. Protodeclaritive is when the child uses objects to get the attention of the adult. Protoimperative is when the child uses vocalizations to get the adult to get what he or she wants. At this stage the baby's receptive language is far more advanced than their expressive language.
Emergence of Expressive Language: When the child is finally starting to say words that the parents can understand. Stage 1: (0-8 weeks) baby cries and makes piercing noises to get attention or they are quiet and calm. Stage 2: (8-20 weeks) baby gets control over their crying and experiences different cries. Usually by end the baby is making cooing sounds. Stage 3: (16- 30 weeks) Baby recieves even more control over their vocal mechanisms and by the end of this stage they start to bable. Stage 4: (25-30 weeks) Baby babbles all the time, produce ba, na sounds. constant combinations are being formed. Stage 5: (9-18 months) Marks the transition to true language production, jargon emerges similar to adult language.
Mean Length of Utterance: measure of syntactic development that is calculated by counting the total number of morphemes in a language sample and dividing it by the number of utterances in the sample.
Stage 1: (MLU= 1.0-2.0; age 12-26 months) emergence of true words, midlevel of nouns (dog) and action words (hi, bye) and modifiers (hot,cold), by the end of this stage child is usually using multiword utterances.Stage 2: (MLU=2.0-2.5; age 27-30 months) in this stage the baby has an emergence of grammatical morphemes (prefixes, suffixes, and prepositions) by adding these grammatical morphemes they are learning to add meaning to their language. Stage 3: (MLU = 2.5-3.0; age 31-34 months) in this stage the child learns sentence types like negation, the imperative, questions, and elaborations of basic sentences, more adult like ways of saying no, questions- daddy? Stage 4: (MLU=3.0-3.75; age35-40 months) here the child develops complex sentence types, two or more clauses are put together, links ideas with words,. Stage 5: (MLU=3.75-4.5; age 41-46 months) now the child continues to ass grammatical morphemes, use more adjectives, adverbs, and questions.
Learning to Mean: The Development of Semantics: Semantic-feature hypothesis is that children develop meaning by adding features to their understanding of a certain concept. Functional-core hypothesis is when children learn about meaning by interacting with things. Prototype hypothesis is when a child learns word meaning by developing a cognitive model based on both perceptual and functional characteristics. Fast mapping is when a child can make a connection between a concept and a word, with only a tiny exposure to the word.
Learning to Converse: The Development of Pragmatics: Children engage in conversation as they grow up and as they grow up the conversation last longer and longer. They learn to ask for clarification during a conversation and they also start to understand politeness (rules). This can occur while a child is in preschool and conversing with their peers and teachers.
Language Development and Emergent Literacy: Studies have shown that reading and writing skills are developed way before the child has any formal instruction on them. Emergent Literacy: theory that reading and writing development develops continuously from early childhood experiences. Also meaning that language and literacy develop at the same time. A child's environment and family play a role in the child's reading and writing future success.
Why: I am doing this reading so that I can learn about language communication and in the future help my students that are in Special Education. I also read this because I was intrigued about learning about the mean length of utterance for our upcoming LAIP 1 project. Reading about MLU in the book helped me connect to what I am going to be doing for the project.
Reaction: My response to this chapter is that there was a lot of information to know about language and communication. I felt overwhelmed while reading this because I am nervous about mastering all of this information for when I am become a teacher.
Learned: From this reading I learned so much information about language and communication. I learned a lot about prelinguistic development from birth until 12 months. I learned how language development starts at birth and continues throughout your preschool years. Also that when you are a baby you communicating early with your parents about your wants and needs.
Goal Setting: After reading this chapter I am going to study the different stages of language development. By doing this I can hopefully help my future students develop their own language. I also am very intrigued in learning more about how young children communicate with their parents and other babies, I can research other articles on this topic.
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