Word Level, Sentence Level – Flashcards
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Language Processing
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-Processing language at level of sounds, syllables and words is automatic (fast and unconscious) -We are not aware of the mental events that allow reading to happen -Automaticity: the ability to execute tasks without conscious attention -Do you think that you skip over words when you read and extract the meaning of print without seeing what is there?
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Language Processing
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-Eye tracking studies show that we process almost every letter of every word when we scan print though we fixate (focus) our eyes on the meaning bearing words -Poor readers tend to skip over words they cannot decode -Usually, this is not a result of a vision problem, but a problem with accurately and efficiently matching print to sound. *often excuse, often underlying language issue -Decoding print is dependent upon the ability to map speech sounds to print *lexicon, comprehension suffers, working memory affected -How does this tie into comprehension?
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diagraph trigraph Consonant blend Silent consonants
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* (2 letters - represent one sound) -ck, ph, ch, sh, wh, th *(3 letters - represent one sound) - tch *(multi consonants together) - str, bl, sp, sk, tr * id, talk, pneumonia, writing, know
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Rule: 1-1-1
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* 1 syllable (short vowel-ed) 1 vowel (short) 1 consonant (to double or not to double?) .Adding suffix w/ vowel = ing, ed Sit -> sitting Seat -> wouldn't necessarily follow rule
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Language structure is not obvious
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-Many good readers may not understand the concept of digraphs vs. consonant blends vs. silent consonants vs. why we double some consonants in words -Most adults show cursory or incomplete mastery of relations between sounds and letters and morphemes (Brady et al., 2009; Moats, 2010) -In order to teach or intervene in these areas, you need to understand them. -To explain the relations between sound, spelling and meaning
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-Intelligence and verbal reasoning do not predict reading success in the beginning stages of reading as well as decoding skills do (Fletcher et al., 1994)
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-80% of variance in reading comp in 1st graders is accounted for by how well students sound out words and recognize words out of context (Shankweiler et al., 1999) *decoding skills (to asses: read words out of context, better than IQ) -The relations between decoding and comprehension change in middle grades after learning how to read words *Up to 3rd grade = learning to read; beyond 3rd = reading to learn
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How do reading and spelling develop? (Moats, 2010)
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-Good readers gain insight that letters represent sounds and map written words to spoken language. -Predictable course regardless of speed of acquisition -NOT rote process of memorizing letter strings of increasing length *not a process of strict memorization; reading's a phono/language based skill
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How do reading and spelling develop?(Ehri & Snowling, 2004; Moats, 2010)
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See CHART *Stages & crossover in circles. But even more crossover occurs *Gradual, crossover, continuum, not as clear cut as this... Basic phases of reading/spelling development
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Phases of reading and spelling development: Prealphabetic (logographic/pre-reading)
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-up through 4 years of age -family names/signs/reliant on context -no strategies other than rote memory of visual pattern -spellings=string of familiar letters in random order (with numbers or characters thrown in) -do not understand that letters represent segments of their own speech
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Phases of Reading & Spelling Development 1. Early Alphabetic (K; about age 5)
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*Pg 13 for example -Beginning to spell and read by sounding out parts of words -spellings: KR/car HP/happy -omit vowels *harder for kids to detect, salient (hard to differentiate) -read: guess initial consonant and context *nasal & liquids often omitted b/d confusion (not necessarily dyslexia) - maybe depth of understanding *bed = makes a bed, b first then d... deeper learning
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How do reading and spelling develop? 2. Later Alphabetic
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-occurs gradually as children segment all sounds in words and match letters -spelling: phonetic spellings of unknown words -reading: will try to sound out if encouraged (slow and dysfluent due to need to match symbols to sounds) -show awareness of sounds and letter patterns (ck only at end of words/syllables contain vowels) = Orthographic Knowledge *know ck @ end of words, not beginning w/o teaching -Can form 'pictures' of words that they have examined in sufficient detail/read and write often -Exposure to text is critical *mental pictures of words (w/ 4 exposures, in mental lexicon)
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How do reading and spelling develop? 3. Orthographic or Consolidated Phase
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* deeper letter/sound correspondence -Learning of the whole system of correspondence between sounds and their symbols (long vowel patterns, tch/ch, dge/ge) -relations between sounds, spelling and meaning (letters -ed mean past tense/pronounced 3 ways *Same letters, different sounds raked - t played - d painted - ed - analogy strategy (Ghana/ghost) * helps understand spelling to compare familiar to unfamiliar * Rule: tch or ch @ end of word
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Word Study
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-Integrate instruction about alphabetic code with instruction on word and text meaning -To teach rules/patterns, you must know them well -Specific and focused attention to the encoding (spelling) and decoding (word-level reading) of words using one's knowledge of the linguistic properties of words (knowledge of language)
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Why Do We Care About Word Study?
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With increased knowledge of language through word study, reading (decoding and comprehension) and writing (spelling and composition) improve
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English system of orthography -Is it crazy? Irregular?
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* Yes: because: eng. Language dead = no 1:1 correspondence per letter/sound relationship (Spanish = transparent, 1:1 letter/sound relationship) *Odditiy words: dreamt, past tense
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English system of orthography *very regular... fewer than 4% of eng words are true oddities; layers of lang from history (Normans, Latin, Greek)
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-Most of time, we can explain why words are spelled the way they are. Depends upon: .Word origin/history .Phoneme grapheme correspondences .Positional constraints *positional -ck end etc .Morphology * inflectional = Brown's
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Alphabetic Writing Systems
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-Exist on continuum from transparent to opaque (predictability of sound-letter correspondence) -English is deep/opaque -Morphophonemic because alphabet represents both phonemes and morphemes
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Spelling Patterns in English
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-Can be categorized according to their language of origin and -The units of sound, syllable and morpheme that are represented in each base language -Anglo-Saxon (Old English) -Norman (French) and Latin (Romance) -Greek
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Anglo-Saxon (Old English)
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-Often one-syllable words -Use of vowel teams, silent letters, digraphs -Words for common, everyday things Work Numbers Body parts Emotions Animals 100 most often used in English Pronouns Articles Auxiliary verbs New words formed as compound (grandmother)
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French and Latin Layers of English
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-Latin was language of scholars, nobles and high social class -Was incorporated into Anglo-Saxon after invasion of Norman invasion of Britain in 1066 (William the conqueror/French domination of England for 300 years) -Thousands of words incorporated (malevolent, amorous) -1300 to 1400s = Modern English (mix of Anglo-Saxon, French, Latin) -Content words found in academic language in social sciences, traditional physical sciences and literature -Multisyllabic words organized around a root (root is usually the accented part of the longer word-agriculture -Preserve consistent spellings of prefixes, suffixes and roots
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Greek Layer
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-During 1300s and 1400s, Greek Orthodox religion exported Greek language to Italy -In mid 1500s, revival of Roman and Greek language reached England (catastrophe, lexicon) and -Scientists needed words to describe inventions, scientific discoveries (pneumonia, skeleton, gravity) and to embellish or refine writings -Greek words commonly found in science, math and philosophy -Constructed from combining forms (like English compounds) But...each part must exist in combination with the others before it can make a word (autograph, biographic) -Ph//f/ (philosophy); ch//k/ (chorus); y//I/ (gym)
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More about Word Study
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-Grapheme =any letter or letter combination that refers to one phoneme -It is the printed symbol for the phoneme -Many graphemes are made of multiple letters (eigh in weigh; tch in hatchet) -English alphabet has 26 letters to spell 44 phonemes -Many phonemes have multiple spellings
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English words regular or irregular?
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Fewer than 4% of English words are true "oddities" (Hannah, Hannah, Hodges, & Rudolph, 1966)
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What is Involved in Word Study Assessment and Instruction?
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-The knowledge of linguistic sources that serve as the foundation of words (aka "The Four Blocks") -An understanding of the developmental course of the language skills of spelling and word-level reading -A repertoire of strategies for word study assessment, remediation, and instruction
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What are the four blocks?
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-Phonological Knowledge/Awareness -Orthographic Pattern Knowledge/Awareness -Morphological Knowledge/Awareness -Semantic Knowledge/Awareness
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MGRs
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Mental Graphemic Representations *Route: automatically knowing that it has ou in the spelling even though not phonetically clear
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Four blocks
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Goal is to read and spell words with automaticity using MGRs When MGR is incomplete or fuzzy due to insufficient representation in storage, then word reading and spelling is impacted Reader/speller is reading/spelling poorly because MGRs are poor or she/he must tap into one of the fours blocks to read/spell words
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How to assess underlying metalinguistic abilities?
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Can give standardized tests/subtests .PA: CTOPP .OA: TWS-IV .MA (for derived words): none Also, give informal assessment and analyze error patterns/spellings are good diagnostic indicators of underlying linguistic knowledge .Spelling inventory (Words their Way) .Create inventory based on classroom spelling patterns and/or curriculum standards and/or teacher/parent report
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How to informally assess underlying linguistic abilities at word level?
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Have child spell words Analyze spellings for errors in one of four blocks Determine which patterns of errors are being made. Construct hypothesis Test hypothesis
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Phonemic Awareness
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the ability to think about, talk about, and manipulate (i.e., sound blending and segmentation) speech sounds; it is a strong predictor of spelling and word level reading
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Phonemic Awareness
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Generally, phonemic awareness develops in the following manner: rhyming/sound play/alliteration word awareness (substitution of words, segmenting sentences into words) phoneme blending (syllables, onset-rimes, phonemes) phonemic segmentation (syllables, onset-rimes, phonemes)
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Phonemic Awareness and Word-Level Literacy Skills: Difficulties in the area of phonemic awareness are marked by:
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-Omission/additions of phonemes or syllables -Omission of consonants within consonant sequences .Mike/milk .Cimmon/cinnamon .Jup/jump -Omission of letters tend to be for less salient sounds, especially in internal locations and in unstressed syllables: "sop" for "stop", "relize" for "realize" -Missequencing of letters, particularly nasals and liquids "flod" for "fold"
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Orthographic Pattern Awareness
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-Spelling and word-level reading require knowledge of sound-symbol correspondences (alphabetic principle). /k/ = "k, c, ck, cc, ch, qu, x" "gh" = /g, f/ -Difficulties in this ability are marked by: -Letter-sound confusions/illegal -substitutions/phonologically implausible substitutions: "cas" for "catch"
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Orthographic Awareness Includes:
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Knowledge of rules we have for combining letter Difficulties = kween/queen; jrum/drum Patterns that govern spellings within base/root words Difficulties = lader/ladder; ran/rain Knowledge of positional constraints on spelling patterns Difficulties = ckow/cow; tchop/chop
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Morphological Awareness
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The awareness of the semantic aspects of a root or base word and its corresponding inflections and derivations, including: -awareness of morphological units (cats has 2 morphemes) -knowledge of morphologic forms (ly, ed, tion), -knowledge of modification rules (hope/hoping) -knowledge of the relationship between words and their derived forms (magic, magician)
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Morphemes: Inflected/Derived/Free
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-Inflected morphemes (walked, walking, walks, cats) -Derived morphemes (teach, teacher, teachable, reteach) -Free (content; function) vs. Bound (affixes, roots) -Level of transparency between base and derived forms: Transparent: friend-friendly One shift - phonological: magic-magician One shift - orthographic: silly-silliness Opaque: admit-admission
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Morphological Awareness
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Difficulties include: -omission of morphemes (walk/walked) -phonetic spellings of morphemes (walkt/walked; magishun/magician) -lack of understanding of rules for modifying base/roots when adding affixes (calfes/calves; crazyness/craziness)
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Morphological Awareness
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-Morphological awareness and its importance for literacy development increase in grades 3-6 (Mahoney, et al, 2000) -However, evidence for morphological awareness occurs even earlier (Carlisle, 2004; Lyster, 2002; Treiman & Cassar, 1996) -Correlations between MA and reading/spelling range from .46-.58 -In text, affixed words outnumber root words (single morpheme) 4 to 1. Most new words are encountered through reading (Nagy & Anderson, 1984)
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Morphological Awareness
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-MA aids in word learning and sentence-processing -Mental lexicons are organized so that related words are associated and more readily retrieved (Moats, 2010) -Frequency effect: Roots and stems from high frequency word families (Carlisle & Katz, 2006; Carlisle & Stone, 2005) *decide/decision/undecided) are recognized more quickly than words from lower frequency word families (nym=name/word-synonym, antonym)
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A Spelling-Decoding Continuum(Moats, 2010)
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K: letter names and letter sounds 1: Anglo-Saxon consonant-vowel sound spellings 2: more complex Anglo-Saxon patterns, inflections, compounds, some derived words (un re pre +able, plant, teach + er, able) 3: inflections that require base changes 4: Latin-based prefixes, roots and suffixes 5-6: More complex and unusual Latin-based forms 7-8: Greek combining forms
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Spelling Assessment (Apel & Masterson, 2001)
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Obtain adequate sample for each spelling pattern within student' s developmental spelling level OR determine concerns through teacher report/spelling tests/writing samples -consonants -digraphs -short & long vowels -within-word doubling -consonant clusters -silent consonants -silent 'e' -vowel + 'r', vowel + 'l' -inflections -derivations
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WORDS
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Set 1: bed; ship; drive; bump; when Set 2: train; closet; chase; float; beaches Set 3: preparing; popping; cattle; caught; inspection Set 4: puncture; cellar; pleasure; squirrel; fortunate Set 5: confident; civilize; flexible; opposition; emphasize
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Analyze Error Patterns
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Examine misspellings to determine what types of errors in the underlying four blocks are being made
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Sample errors
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dive/drive bup/bump tane/train flote/float colset/closet beachs/beaches poping/popping pleser/pleasure cot/caught
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Spelling Analysis
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-If a sound/phoneme is not represented with any letter/grapheme = PA -Within a root/base word, if the incorrect letter or letter sequence occurs or a spelling pattern is not observed (within-word doubling, long vowels) = OPA -If a word is misspelled based on meaning= SA -If an affix is missing, spelled incorrectly, or its addition to the base word is not appropriately modified = MA -If a derived word form does not appear to utilize knowledge of the base word or another derived form in its spelling = MA -If a word is spelled phonetically correctly, and no orthographic pattern or morphological rule governs the spelling = MGR
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Assessment
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-Generate a hypothesis about nature of underlying spelling errors: .Phonemic segmentation .Morphological awareness -Conduct follow-up testing to confirm/refute hypotheses
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Follow-up Tasks
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-Phonemic Segmentation .Can use standardized or non-standardized measures. .Most helpful if geared toward student's errors -Morphological awareness .Likely will use non-standardized measures: Observant: I need to ______ for my class. Magic: David Copperfield is a good ____ .Most helpful if geared toward student's errors
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Write goals
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-Target underlying linguistic awareness ability that is weak -Include common core standard (s)
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Sample goals/objectives
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-The student will demonstrate phonological and morphological awareness abilities when decoding and spelling words taken from curriculum based, grade-level activities (Common Core Standard ___). .Will represent all phonemes in words with appropriate letters or letter patterns when spelling (from __% to __%) .Will apply knowledge of meaning relations between morphologically-complex derived words when spelling or reading (from ___% to ___%) .Will apply knowledge of inflection for past tense (-ed) following short vowels (from ___% to __%)
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Sample goals/objectives: Word Level
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-The student will improve orthographic pattern awareness when spelling or reading words taken from the curriculum based, grade-level activities that contain the following patterns (Common Core Standard __): -Consonant Digraph "ck" by developing understanding of long vs. short vowel principles for this spelling pattern (from __% to __%) -Diphthong /oI/ by developing understanding of two most common spelling patterns ("oy, oi") and that "oy" pattern occurs most commonly at end of words (from ___% to __%)
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Sample goals/objectives: Word Level
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The student will develop improved mental graphemic representations (MGRs) of long vowel: 'a' spelled 'ey, ay, ai' for words taken from curriculum based, grade-level activities (from __% to __%) (Common Core Standard ____)
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Intervention/Instruction Principles: Word Level
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-numerous opportunities for students' self-discovery of spelling patterns and rules (Hall, Cunningham, & Cunningham, 1995; Joseph, 2000) -direct, focused attention to the properties of both spoken and written language (Berninger et al, 2003) -Plenty of opportunities for writing (word, sentence, text levels) - but WRITE, don't just spell aloud
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PA/OA for Spelling (Phonological & Orthographic Awareness)
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-Use "Sound Strings"* to link PA to spelling .Adult and student(s) each have a sound string .After considerable modeling first, adult presents word .Student moves beads .Student places beads on top of paper .Student writes at least one letter per bead .Specialist discusses outcome, including "other knowledge" demonstrated by student (e.g., digraph awareness)
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PA/OA - Can use Elkonin boxes
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Word List: Set 1- flip, flake, flag, float Set 2 - frame, frog, frock, frail Place letters in connecting boxes: .f.l.ae.m (like a word search)
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Orthographic Knowledge (Instruction)
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-Encourage self-discovery of rules (Bear et al., 2004) -Target contrasting rules -Choose target rules according to spelling developmental patterns and/or what is being taught/used in classroom
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Orthographic Awareness for Word-Level Reading and Spelling
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-Use Word Sorts .Adult provides index cards with contrasting spelling rules/patterns .Student sorts into piles, with scaffolding as needed .Student is encouraged to verbalize the rule/pattern/Describe rules .Key word is established if appropriate (Write in journal/notebook) .New rule/pattern is practiced in controlled writing tasks .Word searches occur in written text
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Sample Sort: Word Level
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Badge; Page; Bridge; Hedge; Rage; Huge; Siege; Lodge
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Providing Instruction/Intervention in Morphological Awareness: Tasks may include (e.g., Apel & Masterson, 2001;, Berninger et al, 2003; Wolter, 2005):
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-Word building: given cards with prefixes, affixes or roots, combine to make or recognize word (un+clear, salt+y) -Word generating: given affix, generate a word -Morpheme finding: find roots and affixes in texts -Word sorts -Recognition of "family members" or "relatives" (same base/root) vs. "friends" (same affix)
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Word Building: Prefix Base/Root Suffix
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-Re, in, dis, -cycle, friend, teach, make, busy, hard -tion, ly, er, able, ness, ship
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Morpheme Fixes
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-Specialist and student choose common prefix or suffix and discuss meanings/spellings -Common prefixes*: re-, in-, dis-, im- -Common suffixes*: -ion, -y, -ly, -ant, -less, -er, -ment, -ful, -ness, -able, -ous, -ish, -ist, -ive, -ic, -ary, -ern, -ship, -ent, -ing, -or, -al, -en, -ity, -ward -Student searches (reads) text and identifies use of target affix (prefix or suffix) -Student explains meaning and spelling of affix in context of text.
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Improving MGRs
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Use "Picture This"* strategy -Adult models strategy of visualizing first using a picture and then an image familiar to student (e.g., bedroom) -Using target word, student and adult look at written word and talk about its characteristics -Students spells word forward and backward -Student takes "picture" of word -Student visualizes word, spells it forward, then backward, then forward again. -Tie it to meaning -Take it to writing/reading *SPELL-Links to Reading and Writing™
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Semantic Knowledge (Instruction): Teach word meaning in conjunction with MGR activities
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Witch vs Which - Bubble chart picture
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Pull together
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-Spelling and reading = linguistic skills -Spelling is a window to the language breakdowns of literacy. -Work on spelling (word study)/ work on reading -Work with classroom teachers and team to address different linguistic components
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Dependent/subordinate clauses Independent Clauses
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-D/S C: a group of words that contains a subject and verb but does not express a complete thought; cannot be a sentence; often marked by a dependent marker word. (a word added to beginning of an independent clause making it into a dependent clause.) (ex: when...., ......; after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, while.) -I C: a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
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Syntax
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The way in which words are arranged to show relationships of meaning within (and sometimes between) sentences Helps us understand the subtle nature of language development in the school years and in adolescence
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How do we measure syntactic growth in school years?
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Sentence complexity Sentence length Types of conjunctions
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Sentence Complexity
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Four types of sentences: 1. Simple "It's snowy today." 2. Compound = 2 independent clauses joined by a coordinating conjunction (and, so, but) (It's snowy today, so we'll go skiing.") 3. Complex = 1 independent and at least 1 dependent clause joined by subordinating conjunction (if, when) and other forms (infinitive, gerund) "We'll go skiing today if it's snowy." 4. Compound-Complex = at least 2 independent clauses and at least 1 dependent clause "We'll go skiing today if it's snowing, so I am hoping for snow."
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Sentence Complexity: 3rd grade & beyond
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Complexity of sentences varies widely across different genres (Narrative or expository discourse is often more complex than conversational discourse.) (Nippold, Hesketh, et al., 2005)
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Sentence Length (Loban, 1976): (not the best measure) Measures:
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-C-units = communication units (include incomplete sentences when answering questions) -T-units = terminable units (only count complete sentences) -Both include independent clause and any modifiers such as dependent clauses -There are small but regular increases in length of sentences across school years (See Loban, 1976 Table 12.1)
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Length + Complexity
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-Another way sentence length increases is through greater use of dependent clauses (subordinate clauses) -Subordinate clauses appear in language of PK children (Scott, 1988) -Frequency of use in both spoken and written language increases throughout childhood and adolescence and into adulthood -Different types: noun, adverbial, adjective (relative) (*modifies etc; the girl who wore the red swimsuit jumped in the lake... expanding knowledge of different genres; more complex grammar in texts etc)
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Sentence Length (Leadholm & Miller, 1992)
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See Table 12.2 MLU in conversation and narrative at 5, 7, 9, 11 and 13 years (N=167)
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Complexity + Length (Berman & Verhoeven, 2002; Scott & Windsor, 2000) Relative Clauses
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-Complexity and sentence length greater in expository than narrative genre -Relative clauses used more frequently in expository genre -Relative clauses are subordinate clauses that attach to nouns (add information to nouns)
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Conjunctions: Intrasentenial Intersentential
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Int-ra-sentential: occur w/in a sentnece Int-er-sentential: occur btwn sentences (Conjunction btwn: usually adverbs)
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Conjunctions - Intrasentential (w/in): 3 types that join ideas within sentences:
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Subordinating (when, although, unless) = joins independent and dependent clauses Coordinating (and, but, so) = joins 2 independent clauses or smaller units within a sentence Correlative (both, either, neither) = signal that items are related symmetrically See Table 12.4
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Conjunctions - Intrasentential (w/in): School success requires that children understand conjunctions that occur in literate contexts
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School success requires that children understand conjunctions that occur in literate contexts. (e.g., before and after) Grade 3 math Shani drew pictures of insects. She drew a grasshopper first. She drew a ladybug before she drew a butterfly but after she drew a cricket. In what order did she draw the pictures?
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Conjunctions - Intrasentential (w/in): Statistics
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(Robertson , 1968) sentence completion task N=402, Grades 4,5,6 , sentence completion task And, but for, although, because, if when Grade 4 - 57% mean accuracy Grade 5 - 66% Grade 6 - 75% Interpretation: directly teach meanings of conjunctions Grades 1 and 6 (Katz & Brent, 1968), N = 43 Grade 1 - 19% identified correct use of but Grade 6 - 68% Grade 1 - 14% identified correct use of although Grade 6 - 68% Grades 1,3,5 (Wing & Scholnick, 1981) From easiest to most difficult = because, although, if, unless
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Conjunctions - Intersentential (btwn): Conjunctions that join sentences to produce cohesive discourse (*make topic cohesive; across sentences)
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-Adverbial conjunctions (moreover, consequently, furthermore, *by the way, anyway) .Link clauses on the basis of some logical relationship (Quirk & Greenbaum, 1973) .Transitions into new topics (anyway, by the way) = less formal .Difference of opinion (even though, on the other hand) .See Figure 12.1 for list *Figurative Lang necessary! Literal language not enough!
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Conjunctions - Intersentential (btwn)
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-Development is a gradual process and growth occurs most rapidly during adolescence -Adverbial conjuncts are more likely to be used when speakers are engaged in discourse that is driven by complex thought In more complex written language
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Conclusions: Growth in Syntax
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-Growth in syntax occurs gradually over the school years. -Growth in syntax results, in part, from frequent opportunities to read and write in literate ways. Therefore, reading and writing serve as a powerful agent of change for language (Perera, 1992). -Implications for LLD students?
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Ax: Sntax TOSREC, CELF, writing examples
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-The notion of text complexity is at the core of the common standards (Scott, 2010). Complex sentences contribute to text complexity and are emphasized throughout the core standards. -No standardized test or subtest of syntax contains a systematic distribution of complex sentence types -Standardized test of sentence comprehension: TOSREC (Test of Silent Reading Efficiency and Comprehension; purchased by grade level) *nice: RTI fall/w/spring/anytime; group or individual; quick: 3 min! *also student writing examples in addition to testing CELF also
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Treatment: Syntax
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-Goal is to help students increase fluency in recognizing, understanding and producing complex sentences characteristic of the ones found in school settings (Scott, 2010) -There are very few school-age studies focused on syntax (Cirrin & Gillam, 2008)
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Intervention: Syntax
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Goal: Increase the proportion of syntactically-correct, complex sentences in spoken and written discourse over baseline (Common Core Standard ___).
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Principles of Tx: Syntax
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-Repeated exposure and practice increase production of subordinate (aka dependent) clauses (Gummersall & Strong, 1999) -Instruction MUST be explicit -Use visual coding/graphics (bold print/underlined) (Levy & Friedmann, 2009) -> Pg 175 poetry -Use sentence combining (Saddler & Graham, 2005) Engage all modalities (Graham & Perrin, 2007; Moats, 2009) -Materials should reflect real life curricular demands (use play, drama, poetry or texts) -Reading age: using a play/script to learn grammar (school-age)
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Treatment using clauses (Scott, 2010)
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Lesson & practice Identification of clause (reading) Deconstruction (generate sentences) Combining (writing) Application (clause hunt)
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Intervention (Eisenburg, 2006) Summary of syntactic interventions for school-age:
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Minilessons (4 types) Microlessons (within context of writing discourse) = Use of scaffolding approaches DURING DRAFTING/CREATION OF TEXT (NARRATIVE OR EXPOSITORY) AND DURING REVISING/EDITING Expansions/Extensions or Paraphrasing MODEL, MODEL, MODEL (modeling important give & take activity) *Give opportunity for hands on, w/in relevant context... targeted/focus.... Multiple examples w/in real word *Not teaching classroom content (were supporting content... We're not tutors!)
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Intervention: Ideas
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-Mad Libs (for specific word category) for a story taken from literature, substitution game, insert-a-word, adj-verb poem (see text page 175) -Use books with repeated refrains or that have high frequency of target items (*Books are for talking too) -Read repeatedly and use "strategic pausing" to scaffold child to use structures -Non-literal language: Ask student to paraphrase from text (getting caught in a storm, as high as a kite, a sunny disposition) -See text, page 152 for coordinating conjunctions (join independent clauses), subordinating conjunctions (introduce independent clause), and correlating conjunctions (signal symmetrical relations)
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Intervention - Minilessons (4)
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1. Observational Modeling: 2. Contrastive modeling and imitation: 3. Sentence Expanding (Gould, 2001): 4. Sentence Combining (Strong, 1986):
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Sentence Expansion and Sentence Combining: Principles:
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Model, model, model Use pictures (*common ground to talk about) Give scrambled sentences and unscramble/Talk about what makes sense
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Sentence Expansion: Triangle
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Start with kernal sentence (using pix from text or story) The clown is happy. SLP: Expand the sentence and tell me why the clown is happy. Student: The clown is happy because the dog is doing funny tricks. SLP: Now tell me when the clown is happy. Student: The clown is happy when he stands under the giant tent. SLP: Now make a sentence using the word but. Student: The clown is happy but he knows it's almost time to leave. * Traingle visual: getting bigger and bigger at bottom as sentence expandsEx: Snow falls; (what?) white snow falls; (how?) White snow falls slowly; (when?) White snow falls slowly in the spring
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Sentence Combining (ex: using colored paper strips)
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The fans are unhappy about the ticket prices. The fans love the pitcher, Peter. (BUT) Ty completed all his chores. Ty ate lunch. (AFTER) I want a creative hobby. I am learning to paint Chinese characters. (BECAUSE) You should shop in a local store. The supplies are inexpensive. (IF) Some researchers have asked SOMETHING. The problem is with "Facebook depression." (WHETHER) The University of Michigan researcher recruited volunteers. The volunteers had recently endured an unwanted breakup. (WHO) She asked SOMETHING She didn't know what to bring for the party. (WHAT) The officials asked SOMETHING The officials didn't know when to start the timers.
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Noun
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-N: person, place, thing, idea
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Verb
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-V: a class of words functioning as main elements of predicates: typically express action, state, or a relation between two things, and that may be inflected for tense, aspect, voice, mood, and to show agreement with their subject or object. (ex: is, smiled, splashed)
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Adj
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-Adj: modifies a noun or pronoun by describing, identifying, or quantifying words; usually precedes the noun or the pronoun it modifies (ex: KITCHEN walls; YELLOW boots... )
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Adverb
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-Adv: can modify a verb, adjective, another adverb, a phrase, or a clause; indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much" (ex: The midwives waited PATIENTLY through a long labour... esp -ly endings)
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Intervention - Minilessons (4) 1. Observational Modeling:
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present 10 to 20 model sentences and pictures illustrating the targeted form-meaning relations (Fey & Proctor-Williams, 2000) - see text example page 166
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Intervention - Minilessons (4) 2. Contrastive modeling and imitation:
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Contrasting structures are used to highlight the target feature and meaning conveyed by the structures (Cleave & Fey, 1997)- see text example page 169
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Intervention - Minilessons (4) 3. Sentence Expanding (Gould, 2001):
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Teach students to elaborate a simple sentence
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Intervention - Minilessons (4) 4. Sentence Combining (Strong, 1986):
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Practice combining 2 simple sentences into a more complex sentence (Say more in fewer words)
