5/6/2014
Connie McGrogan, MEd., LSLS Cert. AVEd
and
Michelle Parfitt, MA, CCC-SLP, LSLS Cert.AVEd
There are no financial or non-financial relationships to
disclose for this presentation.
Agenda
 Define the problem- reality check!
 Normal Development
 Prerequisites
 Strategies and Techniques:
 Early Learners
 Elementary Age and Beyond
 Reflect on what you will change.
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Hearing Loss and Vocabulary
Deficits
Children with hearing loss:
 Often struggle with smaller vocabularies
 Are slower to learn new words
 Learn less through Incidental Hearing
 Have more limited contexts to learn words
(Cole and Flexor, 2008; Easterbrooks and Estes, 2007)
Gaps and Difficulties Related to
Vocabulary
 Reading gaps
 Figurative language
 Idioms
 Difficulty transferring word knowledge
 Use “tired” words
 Understanding humor
 Multiple meanings
 Homophones
Gaps and Difficulties (continued)
 Homographs (dove as dove into water, and dove as in a
bird)
 Clips -words that has been shortened (ex.-
sub/submarine exam/examination
 Understanding relationships between the meanings of
words(including category words, synonyms and antonyms)
 Understanding how parts of words (prefixes and suffixes)
change the meaning of the root word
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Normal Vocabulary Development
 This is a helpful framework to develop ideas regarding
interventions
 What do we already know about how children learn
words?
Early Vocabulary Acquisition
 Incidental learning
 Repetitive exposure in
meaningful contexts
 Natural reinforcement
 Connections are made!
Types of Early Words
 Social words- “uh-oh”, “bye-bye”, “mmm”
 Nouns
 Important people names – Dada, Mama, siblings, etc.
 Power Words – “no”, “open”, “more”
 Verbs
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Explosion of Words
Example- Normal Expressive Vocabulary development
1 yr. –
first word
18 mths – 20-100 words
2 yrs. - 300 words
3 yrs. - 900 words
4 yrs. - 1500 words
5. yrs. - 2500+ words
Vocabulary
 Building Vocabulary is a critical building block for
competent conversational skills and for reading
comprehension.
 A typical 5 year old learns 10 new words per day and use 50
new words per week.
 Typically developing school-age children develop 3000
words a year.
 To go on to higher education, need to know 100,000 words!
Bartel, N. (1975), Flexer, C. (1994) Sidney,D.(1997)
Vocabulary
 Need to develop a breadth (variety-quantity)
 And depth(quality-degree of understanding of words
and different meanings)
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Vocabulary for Early Readers
Vocabulary also expands through reading.
 More words and more information about words
 Expand connections for vocabulary
 Book language examples (to and fro, upon, crept, etc.)
Vocabulary Development in the
Elementary Years and Beyond
 The gap widens:
 Incidental learning continues
 Peers –slang and expressions
 Academic vocabulary
 Digital media
So what are we going to do?
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Prerequisites for All Children with
Hearing Loss
 Consistent hearing in the speech range.
 Wearing working devices during all waking hours
 FM system
 Turn-taking skills of listening and speaking for
successful communication act
Prerequisites for a Rich Vocabulary
 Listening Environment
 Positioning
 Background Noise
 Auditory Attention
 Language Environment
 Experiences
 Multiple contexts
 Interaction and input
Parent Involvement is Crucial
 Amount of interaction time
 Listening and learning as a way of life
 Daily schedule and reinforcement of skills
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Teaching Hierarchy for Language
 Input
 Comprehension
 Imitate
 Use
Input Strategies
 Auditory First
 Auditory Sandwich
 Acoustic Highlighting
 Repetition /Redundacy
 Parentese
 Modeling
 And more

Teach parents to use these strategies during daily
interactions with their child!
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Auditory First
 Teaches the value of
listening
 Auditory
imprinting/brain
development
 Increase attention to
sound and motivation to
listen
The Auditory Sandwich
• Auditory information
• Visual or tactile
• Auditory information
Acoustic Highlighting
 Putting emphasis on a sound or word you are practicing with
your child
 Highlight by, decreasing distance, increasing stress, lengthening
target,
 Be careful not to distort signal by increasing volume
 Pausing before target
 Whispering can also be a form of highlighting for high frequency
sounds - lowlighting.
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Repetition
 Repeated exposures to
words are necessary.
 The more a word is
heard the more familiar
the word will become.
Pause Time
 Can be used as an input
strategy
 This is helpful for all
language learners, not
just those who have
hearing loss.
Modeling and Expansion
 Giving the child the word/phrase/sentence that he/she
could say.
 Adding to the child’s word/phrase.
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Parallel Talk and Self Talk
 Talking about what the
child is doing/seeing
while it is happening
 Talking about what you
are doing while the child
is attending to your
actions
Parentese
Main Features
 Higher and more varied pitch
 Sing-song
 Slow down
 Talk about the child’s interest
 Repetitive
 Pause – Wait and listen
 Take turns
 Repeat what the child says
 Expand child’s utterances
Parentese
Why use it?
 Gains and holds a child’s
attention.
 Conveys warmth and
happiness
 Introduces the concept of
conversation
 Provides vocabulary and
language models
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Read-A-Loud
 Many benefits
 Pace
 Variety, ebooks
 Discussion/questions
 Relating story to child’s
experiences
Learning to Listen Sounds
 Sounds that go with objects
 Easier than words because
they differ more in:
 Duration
 Loudness
 Pitch
 Easier to produce
 Child learns to attach
meaning to sound
Provides a non-threatening easy technique to engage child
in the activity and allows for imitation and interaction.
This provides teaching opportunities for
Turn-taking skills of listening and speaking for successful
communication act
Learning to listen sounds
vocabulary development
Development of word combinations
Speech instruction
Auditory training activities
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Imitation
(method of practice to get use)
 “Tell Mommy”
 Give a Choice
 Model targeted behaviors
 Handcue with cupped hand
Comprehension Strategies
 Remember the auditory prerequisites
 Pause Time
 Expectant look
 Integrate directions into natural routines
 Ask a yes/no question about the target
 MAKING CONNECTIONS
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Wait Time
•
Providing time for the child to process the language heard and
giving time to formulate a response to contribute to the
conversation
Personal Photographs
Young children LOVE photos of
themselves, friends and family
members.
Language Experience Book
 Capitalize on child’s
interests
 Meaningful to child
and family
 Promotes
generalization
 Build opportunities for
repetitive language
 Increase interest in
other books
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Spontaneous Use
(the goal)
 Pause time
 Expectant look
 Role reversal
 Pretend that you don’t understand
 Give a
reason to communicate
Sabotage
Create a need for communication
 Examples:
 The hole in the bottom of the cup
 Give them an apple when they asked for a banana
 Have the lights off when they enter the room
 Take away the chairs from the therapy table.
 When getting dressed, give them one sock or one shoe, or the
wrong clothing
Use of music and rhyme for
vocabulary development
Fun
Repetition
Language development
Rhythmic proficiency
Auditory discrimination
Self confidence
Memory
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The cranberries walked away.
One little, two little, three little
Indians
Action Songs
 Five Little Monkeys
 This is the way we _____.
 The Wheels on the Bus
 Walking walking (video
example)
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Walking, Walking
Word lists
 Tracking vocabulary
 Guidance in selection of target words to teach
 Power Words -important early words
 First 100 words- Moog
 Language Development Survey- Rescorla
 Dolch sight words

(by grade: http://www.mrsperkins.com/dolch-words-all-alpha.html)
Power Word List
Hi
Bye-bye
Off
On
Push
Pull
No
Yes
More
All done
Mine
Me
Mama
Daddy
Come (on)
Stop
Up
Down
Hot
Cold
Move
Eat
Open
Help
Here
Home
Look
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Techniques and Strategies for
Elementary Age and Beyond
 Continue embellished teaching with acoustic
highlighting as needed
 Language experiences continued
 Increase development of incidental Learning of
vocabulary as the auditory feedback loop continues to
develop
Key Academic Vocabulary
NC Standard Course of Study
Developed by Sharon Moore, CED, LSLS Cert. AVT, NBCT
Resource Support Program
Kindergarten
Language Arts
action words (verbs)
author
author’s purpose
back
compound words
consonant
describe
describing words
illustrating
illustration
illustrator
listening
nursery rhymes
period
predict
pretend
question
quotation mark
real
retell
sequence
setting
uppercase
vocabulary
vowel
what?
word
differences
equal/same
estimate
Social Studies
caring
celebrations
human resources
laws
magazines
map
services
share
transportation
vote
want
Math
alike
before/after
all together
big/little, etc.
different
observe
precipitation
rain gauge
nonliving
graph
half
least/most/equal
spring
number words
pattern
pattern names arrow key
positional wordscursor
sort
sphere/cube
Science
save
change
environment
habitat
hatch
hibernate
life cycle
living
skeleton
smell
solution
less (than)
winter
Comp./Tech.
monitor
mouse
shift
space bar
Different Levels of Vocabulary
Comprehension
 Word is unknown.
 Have a general sense of the word. It may be recognized but
can’t be explained.
 Word is known in narrow context
 Rich knowledge of word. Students can use the words in a
variety of situations, define in their own words, compare to
their own experiences and make novel sentences using the
word.
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Robust Knowledge of Vocabulary
 Learn words in depth and relationship between words
 Develop schema or patterns and networks to increase
meanings of words (need to hear and work with word over
and over again)
 Need to build upon known words to develop new words.
 Need to learn multiple meanings (sent, cent, scent)
 Synonyms(glee, joy, happiness) Antonyms (snare, release)
 Homophones(sweet, suite)
 Homographs -prune(fruit and verb), sewer(sews clothes and in the
ground), desert(dry region and leave someone ), grouse(bird,
complain), bass(fish and voice)
 Homonyms (share spelling and pronunciation)- crane(Long
extension)/ crane(bird) Wonder why these objects have the same name.
 Increase use of super‐ordinate and subordinate
terms (furniture-chair-rocker)
Selection of Vocabulary to Teach
 Tier 1 words- appear frequently in oral language and text and are
important to develop Tier 2 words.
(good, bad, ball, surprised, bed, pencil, marker)
 Tier2 words - appear frequently in print. High frequency words used by
mature language users across several content areas

(convince, glimpse, struggle, bargain, hasty, perseverance)
 Tier 3 words – topic specific and appear infrequently in
specific to particular topics (nucleus, osmosis)
Suggestions include
 Target words from daily routines
 Use new words in conversations that are synonyms for words already
used.
 Target words from Basal Readers
 Target new words from weekly “topic” that child is interested in.
.
Selection of Vocabulary (continued)
 Children’s Classic Literature for Vocabulary Units or
Narration
 organize vocabulary development around a book from the classic
children’s literature list instead of a weekly “theme-based unit”
because Children with a hearing loss are at risk in the areas of
general knowledge and literacy
 this insures that the child will receive regular exposure to the
“common knowledge” base that a “typical, well-educated child”
receives.
 The parent has an easy source and this insures that the child will be
read to.
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Word Lists
 Reading Rockets: www.readingrockets.org
 Key Academic vocabulary- Sharon Moore
 Fry Words http://makereadingfirst.com/word_list.pdf
(app)
 Wordnet : http://wordnet.princeton.edu
 Hieberts Word Zones –(Words listed in frequency of use)
http://www.textproject.org/assets/library/resources/Word
Zones_4000-simple-word-families .
 Coxhead’s Academic Word (Coxhead, 2000); 570 word
families that occur reasonable frequently over a range of
textshttp://www.uefap.com/vocab/select/awl.htm
Instructional
 Develop ability to categorize
 Develop ability to define words – Hand Cue
 Use friendly definitions with known words
 Active processing -make judgment of a word
Hand Cue (Define Words-1)
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Hand Cue (Define words 2)
Hand Cue (Define words 3)
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Elementary Age (continued)
 Strategies on the go and in conversations
 Sandwich techniques

__New--- familiar--- New

__New—explain—connect
Talk about Words
Category games
First letter game
Opposite games
Sound alike games
Long/short
Hard/easy to say
Funny sounding
Related words
Games
 Secret square
 In a pickle
 Apples to apples
 Word games on apps
 Sort it Out (beginning categorization)
 Simple Mind (relationships between words)
 Visual Dictionary and Thesaurus
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Figurative Language
Spoken or written expressions that have special meanings not predictable from
the meanings of their individual words
 Idiomatic expressions (“see daylight”, “have our work
cut out for us”)
 Also prevalent:
– expressions that the majority of English language users
recognize without processing as idiomatic (e.g. to “drop
something off” or to “lose it”)
 It is critical that children are exposed to these
expressions in the same “rich” fashion as other vocabulary
items
 In full context and in varying contexts
Create a Word Line
_______________________________________
I
I
I
I
I
Huge immense big
gigantic
enormous
More Basic Strategies
 Increase use of super‐ordinate and subordinate
terms
 Make sure to use brand names as well as generics
 To clarify use, take particular care with contextual
language
 Make connections for kids
 Encourage student to compare and make connections
 Develop ability to use precise language
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Precise Language
Look
 Gaze
glimpse
view
 Stare
peep
watch
 Glance
examine
observe
 Glare
observe
Word Bank
Walk
rambled
Traveled
meander
Use the best word for each sentence.
move
wandered
Cross
stroll
paced
accompany
go
wind
•Sue was looking around the park. She __________________ down the path as she looked for wild
flowers.
•Johnny is ten years old. His mother said he could ___________home from the neighbors house by himself.
•Jane can _______________the street at the corner.
•The family ________________home from another city yesterday.
•The old man likes to _______________ down the street every morning. He takes his time to go to the store
each day.
•Dad kept walking back and forth around the house. He _______________around the house for two hours.
Create a Word Map
Things in closet
I
------------- clothing-----------
I
pants
I
I
shirt
shoe
----------------------------I----------------------I
I
Flat
dress
girls boot
high heel
running
baby sandal
walking
flip flops
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Read Aloud
It is still important and very appropriate to continue read
aloud time. Face to face time, high energy, and
interaction is critical for continued vocabulary
development.
Sources
Wordless books
Poems
Fiction
Non-Fiction
Read-A-Loud Strategies
Age Five to Seven
Child develops motivation to read independently
Talk about what you’ve read previously
Make Predictions
 Relate and compare book to others you’ve read
 Role play and extension activities
 Stop reading at a suspenseful point in chapter books
 Talk about the book
Book features
Fairy tales
Joke books
Adventure books
Chapter books
Series books
Reference/information books
Social and Moral Issues “Easy Readers”
Preferred authors
Various styles, genres, media types


Some Titles for 5-7 Years
The Mouse and the Motorcycle-B. Cleary
Mike Mulligan and His Steam Shovel—V. Burton
Junie B. Jones series-B. Park
Where the Wild Things Are- M/ Sendak
Stellaluna—J. Cannon
If you take a Mouse to School—L.Numeroff
The Princess and the Pea—J. Cech
Stranger in the Woods—C. Sams & J. Stoick
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Strategies -Older Children Age 9+
Learning to think abstractly and understanding others’ point of
view
 Continue reading at regular times
 Read spontaneously
 Vary the “weight” of what you read
 Model thinking about what you read
 Stimulate discussions
 Accept their thoughts
Book features
 Current Events
 Humor
 Magazines and news articles
Fantasy
Superheroes
Five Finger Method
 Children K-2
Look at 2-3 pages
Raise a finger every time you see a word you can’t read.
The book may be too hard to read if you raise all five
fingers
Children grades 3-6
 Read an entire page from the middle to end of a book
 Raise a finger for words you can’t read
 The book is too hard if all five fingers are raised
 The book may be too easy if only 1-2 fingers are raised
Some Titles for Older Children
Encounter-J Yolen
Molly Bannaky- A. McGill
Baseball in April-G. Soto
The Bear’s House- M. Sachs
Black Beauty- A Sewell
Harry Potter books- J.K.Rowling
The Secret Knowledge of Grown-Ups—D. Wisniewski
The Indian in the Cupboard-L.R.Banks
Lord of the Rings Trilogy- J.R.R. Tolkein
National Geographic Kids
Haunted House Jokes-L.Phillips
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 Choose materials that meet their interest level.
 Current Events
Fantasy
 Humor
Superheroes
 Magazines and news articles
 Current Events
Fantasy
 Humor
Superheroes
 Magazines and news articles
Song Lyrics
You Belong With Me by Taylor Swift
You’re on the phone
With your girlfriend
She’s upset
She’s going off about
Something that you said
She doesn’t get your humor
Like I do
Summary: Today we discussed…
 Vocabulary Development
 Gaps and Difficulties Related to Vocabulary
 Strategies for Early Learners
 Strategies for Elementary Age and Beyond
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So what will we do?
 Write down one new thing that you will do next week
based on what was discussed today.
More Reading Resources
 www.scholastic.com/bookflix -a
resource that pairs classic video
storybooks with related
nonfiction eBooks from
Scholastic.
 www.edhelper.com –leveled
reading books, puzzles, word
searches
 www.familyreads.com/levels.ht
ml reviews of books by levels
 http://www.dltk-teach.comeducational activities for kids
 http://tarheelreader.org
online beginning readers
 http://cochlearimplantonline.co
m/site/books-with-lots-oflearning-to-listen-sounds -list of
books with learning to listen
sounds
 www.carnegielibray.org/kids
Carnegie Library – ebooks,
bookflix, book suggestions by
age.
Feel free to contact us:
Connie McGrogan: [email protected]
Michelle Parfitt: [email protected]
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