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The Foundation for Future
  Reading: Early Language
        Development
         By Angela Searcy, M.S.

www.overtherainbowsimplesolutions.com
          asearcya@aol.com
               708-845-2343
                   Simple Solutions © 2011
            www.overtherainbowsimplesolutions.com
Developed by: Angela Searcy, M.S.
•   Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher
    certification though the state of Illinois and a M.S. degree in early childhood development
    from Erikson Institute, with a specialization in infant studies and a credential in
    developmental therapy. Angela is a Diversifying in Higher Education in Illinois
    Fellow at Argosy University in the Doctor of Education Program

•   Angela is the owner and founder of Simple Solutions Educational Services, has over 20
    years of experience in the field of education, is an approved professional development
    provider by the Illinois State Board of Education, a national literacy trainer for the
    Multisensory Training Institute (MTI) in Needham, MA, and Center on the Social and
    Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University and an
    adjunct professor at Rasmussen College

•   A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois,
    Angela has specialized training as a neuro-developmental specialist and is a nationally
    recognized speaker with extensive experience working with professionals, young children,
    and their families as an early childhood teacher, child development specialist, staff
    developer, mental health consultant, parent educator, language arts teacher, college
    professor and tutor. Her expertise encompasses developing behavior modification
    programs from a neuropsychological perspective, and creating professional development
    grounded in neuroscience research related to adult learning.

•   She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and
    Chicago Baby Magazines and is a regular speaker for the Learning and the Brain
    Conference Sponsored by Harvard, Yale and Stanford Universities.
       Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com   asearcya@aol.com
What Are your Challenges?




              Simple Solutions © 2011
       www.overtherainbowsimplesolutions.com
Learning Language…
• At around 6 to 8 weeks of age,
  infants begin producing drawn out vowel
  sounds
• Sometime between 6 and 10 months of age,
  infants begin to babble by repeating strings of
  sounds comprising a consonant followed by a vowel
• Most infants produce their first words
  between 10-15 months of age

                        Simple Solutions © 2011
                 www.overtherainbowsimplesolutions.com
Learning Language Continued…
• On average, American children say their first
  word at around 13 months, experience a
  vocabulary spurt at around 19 months, and
  begin to produce simple sentences at around
  24 months
• 2 years olds have about 50 words, 3 year olds
  have about 1,000
• Environment can impact development:
  exposure, bilingual, parent history
                       Simple Solutions © 2011
                www.overtherainbowsimplesolutions.com
Red flags


• Absence of cooing or very muted in play
• Difficulty imitating tongue
  movements(raspberries)Excessive drooling after
  12 months
• Difficulty swallowing, chewing
• Poor attention for stories, songs, directions
• Difficulty with word retrieval, rhyming,
  articulation
• Not answering to one’s own name
                       Simple Solutions © 2011
                www.overtherainbowsimplesolutions.com
Children learn through relationships
     and sensory experiences!




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           www.overtherainbowsimplesolutions.com
Summary of Educational Impact
•   More than three infections under the age of 12 months is a
    significant risk factor
•   Even without a current ear infection children can still suffer the
    effects of a history of conductive hearing loss
•   Poor ability to discriminate sounds in words and to hear words in
    words; difficulty chunking words into individual parts;
•   Language learning difficult; frequently have restricted content,
    vocabulary, language and confidence;
•   Poor foundation for literacy and without help will fall further
    behind every year
•   Socialization difficulties and behavior problems are likely




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                         www.overtherainbowsimplesolutions.com
Impact on Pragmatics
Pragmatics relates to the use and functions of language for
communication. Pragmatic awareness is the knowledge of
conversational rules and includes both verbal and non-verbal
aspects.
(adapted from Holt & Spitz, 2000 ; Owens 1992)
Children with a hearing difficulties may have problems with:
•   Entering into a group, requesting, responding and
    taking turns
•   Initiating conversations
•   Understanding subtle social rules
•   Accepting others points of view and others’
    feelings
•   Monitoring the listener
                                    Simple Solutions © 2011
                             www.overtherainbowsimplesolutions.com
Impact on Phonological Processing
    Phonological processing relates to the ability to use the sounds of a
    language to process oral and written language, which allows us to
    form phonological codes and access a word stored in our brain’s
    lexicon. Phonological awareness skills (explicit awareness of sound
    structure and ability to manipulate structure of words) are
    dependent on phonological processing skills.
•     Need to hear words to learn words – to ‘map’ words to
      objects

      car? ar? bar? tar? …

•     Absence of second sound in two-letter blend (eg frog,
      block)

•     Absence of unstressed syllable(s) (banana, dinosaur,
      balloon)

•     Poor discrimination and identification of sounds
                                 Simple Solutions © 2011
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Impact on Socialization
Children with hearing/language difficulties, however,
are also likely to present with social and emotional
challenges due to:
•   Their own frustration and/or the frustration of
    their peers

•   Avoidance

•   Just not “getting it” i.e. the subtleties and
    unwritten rules of social exchanges



                           Simple Solutions © 2011
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Oral Motor Play


• It is critical for language skills!




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Phonemes are sounds in words
 Infants, toddlers and twos have
extra wiring in the brain that helps
   them process the sounds in
    language faster than adults




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What’s Happening to the Brain?
                             • Samuel T. Orton “the
                               father of dyslexia” was
                               the first to offer a
                               neuropsychological
                               explanation for dyslexia.
                               He hypothesized less
                               than normal activation
                               in the left temporal
                               region of the brain.


                Simple Solutions © 2011
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*New             • A recent study conducted
Research!          at Yale University in
                   children with dyslexia
                   between the ages 7 to 18
                   years provides some clues
                   and is consistent with the
                   notion that the differences
                   in children seem to be
                   presented in both brain
                   hemispheres (Shaywitz et
                   al., Annals of Neurology,
                   2007).

                   Simple Solutions © 2011
            www.overtherainbowsimplesolutions.com
Reading problems are just a
symptom of a deeper language
           problem
Children who have a hard time producing
sounds in speech often have a hard time
producing those same sounds in reading




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FACTS
• 25-40%

• 3rd Grade

• 15%
Phonological Awareness –Umbrella term-
An understanding of the words, syllables, and
            sounds of language
How do I know if a child lacks
         phonemic awareness?
•   3 discrimination
•   3-4 rhyme
•   4-5 syllables
•   5-6 sound substitution
•   5-6 blending
•   6 segmentation
•   7+ manipulation
Objectives
• Discriminate

• Sequence

• Manipulate
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Language vs. Speech




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What is the difference?
•   Language is made up of socially                  • Speech is the verbal means of
    shared rules that include the                         communicating. Speech consists
    following:                                            of the following:
•   What words mean (e.g., "star" can
                                                     • ArticulationHow speech sounds
    refer to a bright object in the night
    sky or a celebrity)
                                                          are made (e.g., children must
                                                          learn how to produce the "r"
•   How to make new words (e.g., friend,
    friendly, unfriendly)
                                                          sound in order to say "rabbit"
                                                          instead of "wabbit").VoiceUse of
•   How to put words together (e.g.,
    "Peg walked to the new store" rather                  the vocal folds and breathing to
    than "Peg walk store new")                            produce sound (e.g., the voice
•   What word combinations are best in                    can be abused from overuse or
    what situations ("Would you mind                      misuse and can lead to
    moving your foot?" could quickly                      hoarseness or loss of
    change to "Get off my foot, please!"                  voice).FluencyThe rhythm of
    if the first request did not produce                  speech (e.g., hesitations or
    results)                                              stuttering can affect fluency).
                                      Simple Solutions © 2011
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Language or Speech?
• Tommy is four years                 • Tanisha is two years old.
  old, Friends and family               She doesn’t make eye
  have a hard time                      contact when you speak
  understanding what he                 to her. She can label
  is saying. He speaks                  objects and animals
  softly, and his sounds                well –but doesn’t
  are not clear.                        answer simple
                                        questions.



                         Simple Solutions © 2011
                  www.overtherainbowsimplesolutions.com
Strategies
• Vary pitch, tone, and speed when talking and
  singing

• Add movement to stories and songs

• Add sensory to activity –smell, touch, visual, motor

• Add a visual to help children pay attention to your
  words—pictures or sign language

• Subgrouping—helps you to work in small groups
  and hear a child with speech difficulties
                         Simple Solutions © 2011
                  www.overtherainbowsimplesolutions.com
•Use visual aids          •Use overhead                           •Have key vocabulary
whenever possible                                                 accessible visually
•Provide                  •Allow for breaks                       •Educate the class about
“hearing/talking partner”                                         language issues and
                                                                  hearing loss
•Eliminate or reduce      •Reduce the distance                    •Face the student when
extraneous noise          from you to student                     speaking

•Appropriate use of       •Advantageous seating                   •Repeat questions and
equipment                 for student                             comments other
                                                                  students make
•Do not speak with back   •Point out who is                       •Do not stand or sit in
faced to class            speaking in class                       front of a bright window
                          discussions
• Use multi-sensory       •Always use captioned                   •Use lights to get
techniques to teach       films/videos                            classroom attention
skills
                                 Simple Solutions © 2011
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Visual Strategies!




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Teacher’s Visual Cue Cards




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Teacher’s Visual Cue Cards




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Choice Chart




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Visuals Of What Children AND Adults are in the Room and what how they
are this morning
Room 13 Uses a Key Ring at Uptown and this is Logan Sqaure




                            Simple Solutions © 2011
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Daddy, Papa, This is what I can do
        when I feel sad…




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Before Children come to school




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Uptown!




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Uptown! 1.Stand on a square


2.Stand behind a friend




    3.Catch a bubble




   4. Hold on to the railing

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HSCI Curriculum Modifications Module




                                                                  Stop sign provides a visual
                                                                  reminder that the activity is
                                                                  not currently available

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HSCI Curriculum Modifications Module




                                  Simple Solutions © 2011
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Simple Solutions © 2011
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HSCI Curriculum Modifications Module




        Environmental Support

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HSCI Curriculum Modifications Module




                          Environmental Support

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Activity Turn Taking Cue




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How WE Wait –Mom/ Dad/Ya Ya!




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HSCI Curriculum Modifications Module



    Environmental Support




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Simple Solutions © 2011
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Telling Isn’t Teaching




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Steps to Arrival




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Parent book:How I should Hang out
             my Coat




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Logan Sqaure




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Right Way/Wrong Way




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Logan Square!




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Circle Time




                       Simplify the Activity



From: www.headstartinclusion.org2011
                        Simple Solutions ©
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Circle Time – Universal Design




                    Environmental Support




From: www.headstartinclusion.org2011
                        Simple Solutions ©
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NAEYC says…Read Story While
     children Act it Out




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Simple Solutions © 2011
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Simple Solutions © 2011
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Fun Ideas!
• Syllable duck duck goose, syllable “Mother
  may I”
• Cut out animals from “Brown Bear” put them
  on bubble wrap and let kids jump when they
  hear the animal
• Clap every time you hear “no david”, clap
  when you hear the “g” sound, or the “sh”
  sound
• Sound rocks!
                      Simple Solutions © 2011
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Sign Language!




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Muscle Memories
• Sign Language

• Hand over hand/hand under hand

• Slowing down sequences of steps and making
  it multi-sensory



                         Simple Solutions © 2011
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washingtonpost.com




"So many kids are so visual that words
just wash over them," she said. "A lot of
times the more words you use,
(sometimes) the less effective you are."



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Brown Bear, Brown Bear What Do You
               See?




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Basic Brain Development




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What’s this look like??

• Teach labeling Why?? – This pairs items and
  actions with their defining word/ sign
• What does this look like?
• For items: Touch or point to item; Model sign; Touch or point
  to item again; Use hand-over-hand to have child produce sign
• For actions: Model sign; engage in action; Use hand-over-
  hand procedure to have child produce sign; Repeat action




                            Simple Solutions © 2011
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Fitting Instructors' Need For Order to a T (or B or W)
    More Using Sign Language to Manage Class Without Disruption
                            By Emma Brown
                      Washington Post Staff Writer
                       Friday, October 16, 2009

                     washingtonpost.com

• "The less I speak, the more we can get done," said
  Gwen Ward, a music teacher at William Halley
  Elementary in Fairfax Station. A 27-year veteran of
  the classroom, she began using sign language with
  students four years ago after teaching herself basic
  signs. In Ward's room, a sideways thumb means stop
  what you're doing, make a better choice. "No child
  wants to continually hear their name called," she
  said.
                            Simple Solutions © 2011
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Madison
• Madison is 2 years old. She is very quiet and
  only says a three words. She cries often. How
  can you support her and her language
  development.




                       Simple Solutions © 2011
                www.overtherainbowsimplesolutions.com
In my classroom, we use simple signs in a variety
                     of ways.
    Probably my favorite way to incorporate sign
 language in the classroom is with music. During
my calendar time, students will sign and sing the
  months of the year, the days of the week, etc. I
   also use sign language with songs and books,
such as Brown Bear. One fabulous resource that
 I was introduced to this summer was the Signing
         Time videos. These are fantastic!
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Add Signs to…
• Alphabet song

• Calendar

• Stories

• Songs

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Targeting Pragmatics
                                     • What’s this look like??
                                     • After giving child
                                       something that you know
                                       they are wanting, take
• Thank you                            their hand to their chin
                                       and say “Thank You” as
                                       you extend their hand in
                                       an outward motion.
                                     •    Answer “Your Welcome” as you
                                          extend your hand from your chin in
                                          an outward motion



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Targeting Syntax
                                          •    What does this look like?
• Teach child to string                   •    Child makes request; Affirm
                                               correct use of sign for
  together the word ‘want’                     want.“Want? Amy wants?”
  and label of item or                    •    Let child see you look around
  action that is desired                       with eyes. You may touch 1 or 2
• Why??– this pushes child                     undesired objects while saying their
                                               label.
  to level of 2 word phrases
                                          •    Touch desired item, or
  and where syntactic skills                   demonstrate desired action, point
  emerge                                       to desired location, etc. Verbalize
• Learned is that the label                    “Ohh.. Want _____(label of desired
                                               item or action)”.
  of the requested item
                                          •    Use hand-over-hand to have
  follows the word “want”.                     child produce ‘want ________”;
• Implement this after child                   respond “ok” and grant desire
  effectively uses sign for                    IMMEDIATELY.
  want
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Targeting Semantics
• Teach want                                    • What does this look like?
• Why??– this will show                         • When aware that child’s
  that the word/sign                                 cry, gesture, reach, or eye
                                                     contact is signifying that
  “want” functionally                             they want something
  serves a request( saying                        specific, use hand over
  “want” means “I desire”)                        hand procedure to have
                                                  child produce sign for
                                                  want as you say “want”.
                                                • Give child desired item
                                                  IMMEDIATELY after
                                                  production of “want sign”

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Opportune moments to implement approach

• Anytime centered around feeding (opportunity for “want”
  and “thank you”).
• When child is “whining” or “crying” for a highly preferred
  object such as pacifier, bottle, or security blanket/ stuffed
  animal (opportunity for ‘want’ and “thank you”
• When child spontaneously points (labeling opportunity)
• When child gives approaches you and gives you object
  (labeling opportunity)




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Let’s Practice




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Lifeprint.com

       More




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How Can We Help Children
Communicate Their Feelings?




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12 Month Old Baby Signs “Cry” Instead
             of Crying
As Educators are we teaching children multiple
     ways of communicating their feelings




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Ticks of the Trade! Using Sign
     Language in the Classroom!
•




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Fun ideas




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USE all the Senses to Teach!
• You must use each of the senses to teach
  numbers!
• Sight/visuals
• Sounds
• Touch
• Smell/taste
• Movement

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Jovan
Jovan is four years old---he is difficult to
  understand. He has a speech-language
  therapist that visits his home. You are worried
  that he has a hard time listening to directions
  and the other children don’t understand him.
  How can you give support




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What Do You Remember???




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American Speech-Language-Hearing Association. (2005). Acoustics in Educational
Settings: Position Statement [Position Statement]. Available from www.asha.org/policy

Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47

Centers for Disease Control and Prevention. National Center for Birth Defects and
Developmental Disabilities, Early Hearing Detection and Intervention Program.
   http://www.cdc.gov/ncbddd/ehdi/default.htm.

"Interesting Facts about the Deaf." DeafNet. 19 July 2008 <www.deaf.net>.

http://kidshealth.org/parent/general/eyes/cochlear.html website

Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse
   on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>.

“Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye,
   M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002.
                                            Simple Solutions © 2011
                                     www.overtherainbowsimplesolutions.com

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Language delays new20111(1)

  • 1. The Foundation for Future Reading: Early Language Development By Angela Searcy, M.S. www.overtherainbowsimplesolutions.com asearcya@aol.com 708-845-2343 Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 2. Developed by: Angela Searcy, M.S. • Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in infant studies and a credential in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow at Argosy University in the Doctor of Education Program • Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, a national literacy trainer for the Multisensory Training Institute (MTI) in Needham, MA, and Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University and an adjunct professor at Rasmussen College • A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training as a neuro-developmental specialist and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning. • She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities. Simple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com asearcya@aol.com
  • 3. What Are your Challenges? Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 4. Learning Language… • At around 6 to 8 weeks of age, infants begin producing drawn out vowel sounds • Sometime between 6 and 10 months of age, infants begin to babble by repeating strings of sounds comprising a consonant followed by a vowel • Most infants produce their first words between 10-15 months of age Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 5. Learning Language Continued… • On average, American children say their first word at around 13 months, experience a vocabulary spurt at around 19 months, and begin to produce simple sentences at around 24 months • 2 years olds have about 50 words, 3 year olds have about 1,000 • Environment can impact development: exposure, bilingual, parent history Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 6. Red flags • Absence of cooing or very muted in play • Difficulty imitating tongue movements(raspberries)Excessive drooling after 12 months • Difficulty swallowing, chewing • Poor attention for stories, songs, directions • Difficulty with word retrieval, rhyming, articulation • Not answering to one’s own name Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 7. Children learn through relationships and sensory experiences! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 8. Summary of Educational Impact • More than three infections under the age of 12 months is a significant risk factor • Even without a current ear infection children can still suffer the effects of a history of conductive hearing loss • Poor ability to discriminate sounds in words and to hear words in words; difficulty chunking words into individual parts; • Language learning difficult; frequently have restricted content, vocabulary, language and confidence; • Poor foundation for literacy and without help will fall further behind every year • Socialization difficulties and behavior problems are likely Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 9. Impact on Pragmatics Pragmatics relates to the use and functions of language for communication. Pragmatic awareness is the knowledge of conversational rules and includes both verbal and non-verbal aspects. (adapted from Holt & Spitz, 2000 ; Owens 1992) Children with a hearing difficulties may have problems with: • Entering into a group, requesting, responding and taking turns • Initiating conversations • Understanding subtle social rules • Accepting others points of view and others’ feelings • Monitoring the listener Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 10. Impact on Phonological Processing Phonological processing relates to the ability to use the sounds of a language to process oral and written language, which allows us to form phonological codes and access a word stored in our brain’s lexicon. Phonological awareness skills (explicit awareness of sound structure and ability to manipulate structure of words) are dependent on phonological processing skills. • Need to hear words to learn words – to ‘map’ words to objects car? ar? bar? tar? … • Absence of second sound in two-letter blend (eg frog, block) • Absence of unstressed syllable(s) (banana, dinosaur, balloon) • Poor discrimination and identification of sounds Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 11. Impact on Socialization Children with hearing/language difficulties, however, are also likely to present with social and emotional challenges due to: • Their own frustration and/or the frustration of their peers • Avoidance • Just not “getting it” i.e. the subtleties and unwritten rules of social exchanges Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 12. Oral Motor Play • It is critical for language skills! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 13. Phonemes are sounds in words Infants, toddlers and twos have extra wiring in the brain that helps them process the sounds in language faster than adults Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 14. What’s Happening to the Brain? • Samuel T. Orton “the father of dyslexia” was the first to offer a neuropsychological explanation for dyslexia. He hypothesized less than normal activation in the left temporal region of the brain. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 15. *New • A recent study conducted Research! at Yale University in children with dyslexia between the ages 7 to 18 years provides some clues and is consistent with the notion that the differences in children seem to be presented in both brain hemispheres (Shaywitz et al., Annals of Neurology, 2007). Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 16. Reading problems are just a symptom of a deeper language problem Children who have a hard time producing sounds in speech often have a hard time producing those same sounds in reading Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 17. FACTS • 25-40% • 3rd Grade • 15%
  • 18. Phonological Awareness –Umbrella term- An understanding of the words, syllables, and sounds of language
  • 19. How do I know if a child lacks phonemic awareness? • 3 discrimination • 3-4 rhyme • 4-5 syllables • 5-6 sound substitution • 5-6 blending • 6 segmentation • 7+ manipulation
  • 21. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 22. Language vs. Speech Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 23. What is the difference? • Language is made up of socially • Speech is the verbal means of shared rules that include the communicating. Speech consists following: of the following: • What words mean (e.g., "star" can • ArticulationHow speech sounds refer to a bright object in the night sky or a celebrity) are made (e.g., children must learn how to produce the "r" • How to make new words (e.g., friend, friendly, unfriendly) sound in order to say "rabbit" instead of "wabbit").VoiceUse of • How to put words together (e.g., "Peg walked to the new store" rather the vocal folds and breathing to than "Peg walk store new") produce sound (e.g., the voice • What word combinations are best in can be abused from overuse or what situations ("Would you mind misuse and can lead to moving your foot?" could quickly hoarseness or loss of change to "Get off my foot, please!" voice).FluencyThe rhythm of if the first request did not produce speech (e.g., hesitations or results) stuttering can affect fluency). Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 24. Language or Speech? • Tommy is four years • Tanisha is two years old. old, Friends and family She doesn’t make eye have a hard time contact when you speak understanding what he to her. She can label is saying. He speaks objects and animals softly, and his sounds well –but doesn’t are not clear. answer simple questions. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 25. Strategies • Vary pitch, tone, and speed when talking and singing • Add movement to stories and songs • Add sensory to activity –smell, touch, visual, motor • Add a visual to help children pay attention to your words—pictures or sign language • Subgrouping—helps you to work in small groups and hear a child with speech difficulties Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 26. •Use visual aids •Use overhead •Have key vocabulary whenever possible accessible visually •Provide •Allow for breaks •Educate the class about “hearing/talking partner” language issues and hearing loss •Eliminate or reduce •Reduce the distance •Face the student when extraneous noise from you to student speaking •Appropriate use of •Advantageous seating •Repeat questions and equipment for student comments other students make •Do not speak with back •Point out who is •Do not stand or sit in faced to class speaking in class front of a bright window discussions • Use multi-sensory •Always use captioned •Use lights to get techniques to teach films/videos classroom attention skills Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 27. Visual Strategies! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 28. Teacher’s Visual Cue Cards Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 29. Teacher’s Visual Cue Cards Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 30. Choice Chart Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 31. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 32. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 33. Visuals Of What Children AND Adults are in the Room and what how they are this morning Room 13 Uses a Key Ring at Uptown and this is Logan Sqaure Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 34. Daddy, Papa, This is what I can do when I feel sad… Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 35. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 36. Before Children come to school Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 37. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 38. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 39. Uptown! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 40. Uptown! 1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 41. HSCI Curriculum Modifications Module Stop sign provides a visual reminder that the activity is not currently available Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 42. HSCI Curriculum Modifications Module Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 43. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 44. HSCI Curriculum Modifications Module Environmental Support Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 45. HSCI Curriculum Modifications Module Environmental Support Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 46. Activity Turn Taking Cue Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 47. How WE Wait –Mom/ Dad/Ya Ya! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 48. HSCI Curriculum Modifications Module Environmental Support Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 49. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 50. Telling Isn’t Teaching Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 51. Steps to Arrival Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 52. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 53. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 54. Parent book:How I should Hang out my Coat Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 55. Logan Sqaure Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 56. Right Way/Wrong Way Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 57. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 58. Logan Square! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 59. Circle Time Simplify the Activity From: www.headstartinclusion.org2011 Simple Solutions © www.overtherainbowsimplesolutions.com
  • 60. Circle Time – Universal Design Environmental Support From: www.headstartinclusion.org2011 Simple Solutions © www.overtherainbowsimplesolutions.com
  • 61. NAEYC says…Read Story While children Act it Out Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 62. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 63. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 64. Fun Ideas! • Syllable duck duck goose, syllable “Mother may I” • Cut out animals from “Brown Bear” put them on bubble wrap and let kids jump when they hear the animal • Clap every time you hear “no david”, clap when you hear the “g” sound, or the “sh” sound • Sound rocks! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 65. Sign Language! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 66. Muscle Memories • Sign Language • Hand over hand/hand under hand • Slowing down sequences of steps and making it multi-sensory Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 67. washingtonpost.com "So many kids are so visual that words just wash over them," she said. "A lot of times the more words you use, (sometimes) the less effective you are." Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 68. Brown Bear, Brown Bear What Do You See? Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 69. Basic Brain Development Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 70. What’s this look like?? • Teach labeling Why?? – This pairs items and actions with their defining word/ sign • What does this look like? • For items: Touch or point to item; Model sign; Touch or point to item again; Use hand-over-hand to have child produce sign • For actions: Model sign; engage in action; Use hand-over- hand procedure to have child produce sign; Repeat action Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 71. Fitting Instructors' Need For Order to a T (or B or W) More Using Sign Language to Manage Class Without Disruption By Emma Brown Washington Post Staff Writer Friday, October 16, 2009 washingtonpost.com • "The less I speak, the more we can get done," said Gwen Ward, a music teacher at William Halley Elementary in Fairfax Station. A 27-year veteran of the classroom, she began using sign language with students four years ago after teaching herself basic signs. In Ward's room, a sideways thumb means stop what you're doing, make a better choice. "No child wants to continually hear their name called," she said. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 72. Madison • Madison is 2 years old. She is very quiet and only says a three words. She cries often. How can you support her and her language development. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 73. In my classroom, we use simple signs in a variety of ways. Probably my favorite way to incorporate sign language in the classroom is with music. During my calendar time, students will sign and sing the months of the year, the days of the week, etc. I also use sign language with songs and books, such as Brown Bear. One fabulous resource that I was introduced to this summer was the Signing Time videos. These are fantastic! Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 74. Add Signs to… • Alphabet song • Calendar • Stories • Songs Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 75. Targeting Pragmatics • What’s this look like?? • After giving child something that you know they are wanting, take • Thank you their hand to their chin and say “Thank You” as you extend their hand in an outward motion. • Answer “Your Welcome” as you extend your hand from your chin in an outward motion Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 76. Targeting Syntax • What does this look like? • Teach child to string • Child makes request; Affirm correct use of sign for together the word ‘want’ want.“Want? Amy wants?” and label of item or • Let child see you look around action that is desired with eyes. You may touch 1 or 2 • Why??– this pushes child undesired objects while saying their label. to level of 2 word phrases • Touch desired item, or and where syntactic skills demonstrate desired action, point emerge to desired location, etc. Verbalize • Learned is that the label “Ohh.. Want _____(label of desired item or action)”. of the requested item • Use hand-over-hand to have follows the word “want”. child produce ‘want ________”; • Implement this after child respond “ok” and grant desire effectively uses sign for IMMEDIATELY. want Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 77. Targeting Semantics • Teach want • What does this look like? • Why??– this will show • When aware that child’s that the word/sign cry, gesture, reach, or eye contact is signifying that “want” functionally they want something serves a request( saying specific, use hand over “want” means “I desire”) hand procedure to have child produce sign for want as you say “want”. • Give child desired item IMMEDIATELY after production of “want sign” Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 78. Opportune moments to implement approach • Anytime centered around feeding (opportunity for “want” and “thank you”). • When child is “whining” or “crying” for a highly preferred object such as pacifier, bottle, or security blanket/ stuffed animal (opportunity for ‘want’ and “thank you” • When child spontaneously points (labeling opportunity) • When child gives approaches you and gives you object (labeling opportunity) Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 79. Let’s Practice Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 80. Lifeprint.com More Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 81. How Can We Help Children Communicate Their Feelings? Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 82. 12 Month Old Baby Signs “Cry” Instead of Crying As Educators are we teaching children multiple ways of communicating their feelings Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 83. Ticks of the Trade! Using Sign Language in the Classroom! • Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 84. Fun ideas Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 85. USE all the Senses to Teach! • You must use each of the senses to teach numbers! • Sight/visuals • Sounds • Touch • Smell/taste • Movement Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 86. Jovan Jovan is four years old---he is difficult to understand. He has a speech-language therapist that visits his home. You are worried that he has a hard time listening to directions and the other children don’t understand him. How can you give support Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 87. What Do You Remember??? Simple Solutions © 2011 www.overtherainbowsimplesolutions.com
  • 88. American Speech-Language-Hearing Association. (2005). Acoustics in Educational Settings: Position Statement [Position Statement]. Available from www.asha.org/policy Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47 Centers for Disease Control and Prevention. National Center for Birth Defects and Developmental Disabilities, Early Hearing Detection and Intervention Program. http://www.cdc.gov/ncbddd/ehdi/default.htm. "Interesting Facts about the Deaf." DeafNet. 19 July 2008 <www.deaf.net>. http://kidshealth.org/parent/general/eyes/cochlear.html website Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>. “Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye, M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002. Simple Solutions © 2011 www.overtherainbowsimplesolutions.com