Integrating Speech-Language
Services with General
Education’s High Stakes
Standards ASHA Convention, 2009
Rosanne M. Joseph, MA, CCC-Sp.
Simplified Systems of Pedagogy
Crosby ISD
Crosby, Texas
[email protected]
713 -842 -0463
What is high stakes testing?
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The era of high stakes testing and No Child Left Behind is a very recent development.
Before 2001 schooling was mainly left to the states
Before this era of high stakes testing many states would allow students to pass through each grade
without any measurable objective other than their grades
Thus when the government felt that it needed a measure for passing students, it decided to go
away from subjective grades, and decided to mandate that states create standardized tests
Each state is allowed to make their own test, as there is no national test
These tests and the students’ ability to pass them are the backbone of No Child Left Behind
If the students are not able to show adequate yearly progress in their test scores after a certain
amount of time, actions are taken against the schools and teachers that represent these students.
High stakes testing is here to stay, (emphasis on results and accountability of school districts.)
(www.ed.gov/nclb)
“Making students comfortable with these tests will reduce anxiety and will put the emphasis back on
learning and less on the outcome of the test” Nichols, Scott
• “Sentence complexity might be amenable to treatment that impacts reading comprehension, but
most likely not in the form of isolated drill-like exercises that are devoid of the content contexts
where such complexity is found.”-Scott, 09
Intent:
Not to teach to the test
but …………………………….
to use the test to teach!
“Dead” Cats
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Authentic released state tests/guides
▫ reflect high stakes format
▫ focus on critical thinking
and methods of assessing
competency
▫ able to address word attack
skill, fluency, vocabulary
and text organization
▫ * Always utilize below
grade level
▫ “sidebar” to access
reference and scaffold skill
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High Stakes Measures in Texas
•ECO 3yrs-6
•TPRI K-2
•TAKS 3-11
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The Big 5 of Reading Instruction
*National Reading Panel Report
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Text Comprehension
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Primary Reading Inventory
‰Book and Print Awareness
‰Phonemic Awareness
‰Graphophonemic Awareness
‰Word Study
‰Spelling
‰Fluency
‰Vocabulary
‰Comprehension
‰Writing
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Reading Objectives
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Objective 1Demonstrate a basic understanding of text
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Objective 2Apply knowledge of literary elements
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Objective 3Use strategies to analyze texts
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Objective 4Apply critical thinking to analyze text
Insert: Scope and Sequence
1)
Meanings of words, figurative language,
parts of word help w/ meaning, multiple
meanings of words, main idea, details,
summarize
2)
Characters’ point of view, relationships,
traits, mood, motivation, conflicts, change,
effect of setting, plot, symbolism,
foreshadowing
3)
Recognize different types of texts, recognize
purpose, use graphics to organize
information, compare texts
4)
Cause and effect, predict, interpret,
conclude, distinguish fact from opinion,
implied meaning, connect themes, assess
style, tone and mood
Background Information
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WHAT IS LANGUAGE?
• The system used to communicate ideas
• As humans we are all predisposed to oral language
• Language involves two processes
▫ The message (vocabulary and comprehension)
▫ The way the message is delivered (phonemic awareness,
phonics and fluency)
• Written language is the graphic code used to convey the message of the
oral language
• Thanks to the Phoenicians our written language is based on a system of
applying symbols to represent the sounds spoken in our oral language
• Language is systematic, predictable and redundant
• Language allows us to categorize, organize and retrieve information
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LISTENING IS TO READING
AS TALKING IS TO WRITING
• Listening and reading involve receiving messages
• Talking and writing involve giving messages
• The process toward literacy mimics the process of
oral language development
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The Process of Reading Involves
Three Distinct Cueing Systems
• The reader must be able
to Decode the words
• The reader must be able
to recognize the
meanings of the words
read
• The reader must be able
to synthesize and
comprehend the intent of
the message read
DIFFERENTIAL DIAGNOSIS
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• Students with weak auditory processing skills may have difficulty identifying
sounds within words which would negatively impact decoding and encoding
skills necessary for reading and spelling
• Students with articulation errors may exhibit poor spelling and word attack
skills
• Limited vocabulary negatively impacts:
▫ the ability to comprehend academic instruction
▫ comprehension of ideas presented in texts
• Limitations in language processing negatively impacts the ability to:
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make cognitive connections and relationships with incoming information,
organize information,
recall information in a fluid and timely manner, and
express ideas within a logical framework
The “MEAT”
of instruction
Addressing the Narrow View of Reading
“Learning the Code”
(Kahmi, Fletcher)
Learning the “Code” of the land
System to access information!
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Phonological Awareness
Symbols mean something
Grammar Codes
Stable spelling patterns
Rules in our print language
Situations
Syllable patterns
Fluency
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Required Instruction to Learn –THE CODE
of written language
• Phonemic Awareness
• Alphabetic Principle
• Decoding Strategies
phonetic rules
syllable division
morphological awareness
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Phonemic Awareness
So important because our system of written language is based on the ability to hear,
identify and manipulate individual sounds (phonemes) in spoken words
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Sound isolation
Blending sounds
Segmenting sounds
Rhyming
Deletion
Substitution
Situations , Syllables and Rules
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1.
2.
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Syllable Patterns
VC
VCe
VV
CV
VV
V+r
C+le
RULES
• Floss
• Rabbit
• Drop
• Double
• Change
@ 85% regular
Morpheme Awareness
MORPHOLOGY
The study of the
internal structure of
words, and of the
rules by which words
are formed.
• 1. Free
Morphemes :
Morphemes which can be used
as a word on its own
• 2. Bound
Morphemes:
Morphemes which cannot occur
on its own as an independent (or
separate) word.
Word Endings--Suffixes
Grammar related
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The state, condition of
The quality of
To have
Someone who does
Changing from one
part of speech to
another
• Changing tense and
number
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Breaking the Code
(and doing it quickly)
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Matching sounds to symbols
Stable syllable patterns
Inflectional endings and superlatives
Affixes with meaning
Spelling (writing symbols for speech
sounds)
• Decodable texts
(Practice with sequenced, predictable
patterns)
• Fluency (reading sounds like talking*)
• The “marks” tell you how to say it
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Fluency
ƒ Reading sounds like
talking*
ƒ Mimic speech prosody by
reading in natural stress
and phrasing segments
ƒ Noun phrase-Verb phrase
ƒ Prepositional phrases
ƒ Conjunctions
ƒ Sensitivity to negation
words
ƒ Rapid recognition of high
frequency words
Syntactic Complexity
at the Sentence Level
Sentence complexity : Comprehension problem for struggling students.
• Simple
• Compound
• Complex
* Insert grammar/syntax reference
• Syntactic properties of
sentences that make them
difficult to understand▫
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the extent to which sentences
contain more than one clause
extent and nature of complexity in
noun phrases (NPs) and verb
phrases (VPs).
“Sentence complexity might be
amenable to treatment that impacts
reading comprehension, but most likely
not in the form of isolated drill-like
exercises that are devoid of the content
contexts where such complexity is
found.”-Scott, 09
There is a way to teach/learn
Vocabulary
9Explicitly
9Systematically
9Intensively
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Which words?
What does it mean?
Why is it made that way?
Separate, organize, and store
the parts …..
helping us learn new words!
Vocabulary Groups
• Core words
(Common Words)
• Instructional Words
(Words used to teach)
• Specialized Subject
Words
• Need for daily conversation and
interaction @ 6,000 (First grade about
the same as adults)
• Repeated consistently across multiple
subjects
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Specific vocabulary related to
learning a subject
math science
social studies language arts
Etiology (origin)
Where words come from
• Anglo-Saxons
449 A.D.-1066 A.D.
• French and Latin
1066 A.D.-1500A.D.
• Greek + many others
as exploration
occurred
1500 A.D.-present
Most of our words come from 850
core words…….
• Then we just add pieces
and parts
• The pieces and parts
have meaning
• Grammar Changes
▫ number
▫ part of speech
▫ tense
• Meaning Changes
Prefix+core+Suffix
Do the math!
• @ 25% Anglo Saxon roots
• @ 60% comes from Latin
roots
• @ 10% comes from Greek
roots
• @ 5% comes from other
languages
Morphemes:
Meaningful Word Parts
Word Beginnings--Prefixes
Meaning related
Distinguishes
Size
(micro)(maxi)
Location
(tele)(extra)
Position
(sub)(inter)
Action
(re)(de)
Opposite
(non, un, im)
Relationship
(anti)(com)(co)
Type
(eco)(astro)(geo)(bio)
Amount
(multi)(hemi)(cent)(milli)
Suffixes
• Changing verbs to nouns
• Changing nouns to
adjectives
• Nouns from adjectives
• Noun to verb
• Change tense
• Change amount
• Person who
• Compare
• Uses the words ….
(state) (act of) (being) (person
who)
in the definition
Look for Clues as You Read
• Side bars
• Embedded
definitions
• Transition words*
• Negation words*
• Antonyms
• Synonyms
Not paying attention
Will get you lost!
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although,
but, however,
even though, in spite, yet
instead of, unless
either, or
• not, isn’t, aren’t, nor,
neither, nor, don’t,
doesn't, won't. wasn’t
• doubt
To Learn the Word..
Do Surgery
• Pronounce and break
the word into parts
• Identify affixes
• Recognize the root
word and it’s origin
• Connect to context
• Use a reference tool
• Log your findings
Reference Tools to Learn Vocabulary
• Dictionary ( Best to find one
that uses spoken vocabulary
not written vocabulary to
explain)
• Thesaurus
• Glossary
• Word lists
• Self Help books
• Grouped Vocabulary Lists
• Computer
• Shift F7 (dictionary,
thesaurus, multiple meaning,
synonyms, antonyms, parts of
speech, look up option, spell
check)
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Vocabulary
Side Bars
Embedded definitions (,……..,)
Language arts vocabulary –
sentence, paragraph,
consonant/vowel, …
Marks – punctuation, quotation,
exclamation, question, …
Reading vocabulary
Character setting plot author page
Temporal words: first next last
finally before suddenly
Reference tools
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Sort by social, instructional and
academic
Multiple Meanings
Compound Words
Word Parts and Origins
Morphological Markers
Prefixes, Suffixes, Roots
Negation words
Analogies
Antonym and synonym (Shift F7)
Words in Context
Literary Devices- Figurative Language
(Alliteration, Hyperbole, Irony,
Metaphor Onomatopoeia, Sarcasm,
Simile)
Frequently used words
Relating Details to Main Idea*
Comprehension Grid*
Narrative vs. Expository Text*
Comprehension IEPs*
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“Comprehending” Comprehension
Relationship between language and cognition and
between language and learning
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Main Idea
Recognizing the plot or intention of the text
Read to find out details
Visualization—Play a movie in your head
(Actors/Scene Selection-Props/Music)
• Graphic representation of ideas
• Scaffold the paragraphs
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Sequence
Timeline
Cause and Effect
Compare and Contrast
Description
Classifying
Problem-Solution
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Narrative vs. Expository Structure
Narrative
Tells a Story
• Character (s)
• Relationship of the characters
• Look for background,
introduction, groundwork
• Setting (s)
• Connected Events
• Climbing action
• Climax
• Falling action
• Know the problem and the
outcome
• Summarizing
• Determine the theme
Expository
Presents Facts or Explains
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Semantic Web
Time Line/Sequence
List
Compare and Contrast
Outline
Cause and Effect
Pro and Con
How to
Description
Sub-topics related to the topic
Problem-Solution
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Two Types of Texts
Narrative
▫ Literature
▫ Story telling to reflect an
expository subject
Expository
▫ History
▫ Science
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NARRATIVE
Make a movie in your mind
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Title
Casting Director
Set Designer
Scene Selection
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NARRATIVE “STORY STRUCTURE
Going to the “Movies” in Your Mind
Who What When Where
Introduction
The
End
Don’t Be Fooled!
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Homonyms
Multiple Meanings Words
Examples
“Hooks”
Figurative Language
Literary Devices
Literary Devices &
Figurative Language
• When you read …you can’t
see the action and read the
body language, so the words
help you picture the event
and experience the emotion
in your mind
• Used to express emotion and
feeling
• Used to explain by relating to
something you know
• Used to keep your interest
• Used to reflect the slang of
the culture
Figurative Language
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Idioms
Alliteration
Hyperbole
Irony
Metaphor
Onomatopoeia
Sarcasm
Simile
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Look for Literary Devices in
Narratives
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Flashback
Foreshadowing
Character’s thoughts
Imagery
Allegory
Tone
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EXPOSITORY TEXT
Documentaries
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Biographies
Travel Channel
History Channel
Animal Planet
Entertainment News
News Events
Nature Shows
Sports Stories
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EXPOSITORY
Make a documentary in your mind
• Look for hooks
• Answer the basic WH
questions what who when where
• Connect the title to the
topic sentences in
paragraphs
• Look for the “comma
guys” and side bars
• Sort and Map the
information
• Scaffold the paragraphs
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Make distinctions between
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Subject /Content words
Explaining words
Examples
Lists/Descriptions
Sequences/Timeline
• Characteristics/Classifying
• Cause and Effect
• Compare/Contrast
• Problem-Solution
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Main Idea-The big picture
Main Idea of a Section
Details
Vocabulary –opposite/means same as
Italics (Which sentence shows…………..?)
Infer (good guessing-you can tell)
Why? (Because………………)
What will happen?
Graphic Organizer
Feeling
Change
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Instructional Rubrics
• Analyze student’s current
performance
• Provide a foundation for the
development of appropriate
instructional or intervention
plan
• A springboard for many
curriculum-related applications
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Putting it in IEP Format
• Use probes to target rubric items to Identify Academic Need and
Level
• Identify academic goal
• Choose objectives to scaffold towards the goal
• List support materials necessary to achieve the objective
• Indicate the accommodations that are necessary to master the
objective
• Indicate the grade level of material
• Indicate the criteria expected
• Indicate the level of response and the way it will be measured
References
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• Bell, Nanci (1991) Visualizing and Verbalizing for Language
Comprehension and Thinking Academy of Reading Publications
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Catts, H. W. (2009) The Narrow View of Reading Promotes a Broad
View of Comprehension, Lang Speech Hear Serv. Schools
• Greene, V. and Enfield, M. (2001) Framing Your Thoughts- Story
Form- Comprehension Report Form Language Circle
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Kamhi, A. G.( 2009) The Case for the Narrow View of Reading,
Lang Speech Hear Serv. Schools
• Moore-Brown, B. & Montgomery, J. (2005) Making a Difference in
the Era of Accountability. Eau Claire, WI: Thinking Publications.
• Moreau, M MindWing Concepts Story Grammar Marker
• Montgomery, Judy and Moore-Brown, Barbara (2006) START-IN A
Response to Intervention (RtI) Program for Reading Greenville, SC
Super Duper Publications
• National Research Council, National Academy Press (1998)
Preventing Reading Difficulties in Young Children
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Scott, C., (2009) A Case for the Sentence in Reading Comprehension,
Language, Speech, and Hearing Services in Schools
• Texas Education Agency (2006)Austin, TX Performance-Based
Monitoring Analysis System
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WallachG. P., S. Charlton, and J. Christie (2009)
Making a Broader Case for the Narrow View: Where to Begin?
Lang Speech Hear Serv Schools
• Wilhelm, J (2001) Improving Comprehension with Think-Aloud
Strategies Scholastic Jefferson City, MO