This document provides an overview of a presentation on facilitating speech and language development through reading aloud and other activities. It discusses why facilitating speech and language development is important for literacy, academics, and social/behavioral development. It recommends reading aloud to children as a key way to facilitate development and cites studies supporting its benefits. It provides tips for making the most of reading aloud, such as labeling pictures, predicting, asking questions, and repetition. It also discusses age-appropriate book types and developmental milestones.
The document discusses linguistic theory and its application to analyzing data and texts. It provides examples of linguistic concepts like parts of speech, grammatical structures, and language acquisition theories. Key terminology is defined and examples are analyzed to demonstrate linguistic analysis. The purpose is to provide tools to make judgements about linguistic theories.
The document discusses research on how infants and young children develop language abilities and how media consumption affects language development. It finds that:
1) Infants have the ability to hear and see from a young age, with vision similar to adults by 6 months and hearing by age 7.
2) Children learn language best through live, positive interaction with caregivers rather than videos alone.
3) Educational TV like Sesame Street can help children learn words, but live interaction is still most effective for language development.
4) The type of media content matters - educational programs support language skills better than adult-oriented content.
This document summarizes a research study conducted in Tanzania from 2013-2015 that examined the language environment of babies in their first year. The study was conducted across five districts in Tanzania and involved over 1,000 families. The study found that mothers in Tanzania do not typically talk to their babies much in the first year. However, international research shows that talking to babies from birth is critically important for brain development and future educational success. Talking and responding to babies helps encourage communication and language development. The quality of interaction between caregiver and infant is more important than just time spent together. Good early language skills are linked to better literacy, academic performance, employment opportunities, and reduced poverty and crime rates.
Dee Ried - Helping Pupils with Special Needs Achieve their Potential - IEFE F...IEFE
This document discusses strategies for helping pupils with special needs achieve literacy skills. It emphasizes the importance of reading aloud to develop language and comprehension. Specific techniques are provided like playing language games to encourage talking in full sentences and using scatter maps to improve comprehension. Progress should be measured systematically using tools like Performance Descriptions that establish levels of achievement in reading and writing. The overall message is to set achievable literacy goals and surround special needs children with praise as they work to improve their skills.
This document provides information and advice for parents on supporting their child's language development from ages 3 to 5. It discusses the importance of communication skills, strategies for engaging children in conversations, expanding their vocabulary, and modeling play. Some key points include:
- Communication is crucial for developing literacy, social skills, and future success.
- Parents should listen to their children, avoid interruptions, and engage them in conversations during everyday activities.
- Reducing screen time and choosing educational programs/games can support language.
- Matching and extending on children's words, sentences, and play acts helps expand their communication.
- Modeling interactive pretend play provides opportunities for back-and-forth conversation.
Storytime: The Road to Reading ComprehensionAmanda Choi
The document discusses strategies that librarians can use during storytime to help develop early reading skills in young children. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, examples are given of how children develop that skill and specific storytime techniques librarians can employ to foster the skill. The goal is to help children build a strong foundation for reading comprehension from an early age through engaging storytime activities.
The document discusses the importance of language development for literacy. It notes that children's literacy and reading/writing abilities begin in infancy along with oral language development. Proficient readers demonstrate strategic, engaged, fluent behaviors similar to good players. The document also observes two young children in a family childcare setting, engaging with them through routines like singing, counting, and commenting on emotions. Finally, it discusses theories from Piaget and Vygotsky regarding cognitive development and the role of social interaction and language in children's thinking.
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
The document discusses linguistic theory and its application to analyzing data and texts. It provides examples of linguistic concepts like parts of speech, grammatical structures, and language acquisition theories. Key terminology is defined and examples are analyzed to demonstrate linguistic analysis. The purpose is to provide tools to make judgements about linguistic theories.
The document discusses research on how infants and young children develop language abilities and how media consumption affects language development. It finds that:
1) Infants have the ability to hear and see from a young age, with vision similar to adults by 6 months and hearing by age 7.
2) Children learn language best through live, positive interaction with caregivers rather than videos alone.
3) Educational TV like Sesame Street can help children learn words, but live interaction is still most effective for language development.
4) The type of media content matters - educational programs support language skills better than adult-oriented content.
This document summarizes a research study conducted in Tanzania from 2013-2015 that examined the language environment of babies in their first year. The study was conducted across five districts in Tanzania and involved over 1,000 families. The study found that mothers in Tanzania do not typically talk to their babies much in the first year. However, international research shows that talking to babies from birth is critically important for brain development and future educational success. Talking and responding to babies helps encourage communication and language development. The quality of interaction between caregiver and infant is more important than just time spent together. Good early language skills are linked to better literacy, academic performance, employment opportunities, and reduced poverty and crime rates.
Dee Ried - Helping Pupils with Special Needs Achieve their Potential - IEFE F...IEFE
This document discusses strategies for helping pupils with special needs achieve literacy skills. It emphasizes the importance of reading aloud to develop language and comprehension. Specific techniques are provided like playing language games to encourage talking in full sentences and using scatter maps to improve comprehension. Progress should be measured systematically using tools like Performance Descriptions that establish levels of achievement in reading and writing. The overall message is to set achievable literacy goals and surround special needs children with praise as they work to improve their skills.
This document provides information and advice for parents on supporting their child's language development from ages 3 to 5. It discusses the importance of communication skills, strategies for engaging children in conversations, expanding their vocabulary, and modeling play. Some key points include:
- Communication is crucial for developing literacy, social skills, and future success.
- Parents should listen to their children, avoid interruptions, and engage them in conversations during everyday activities.
- Reducing screen time and choosing educational programs/games can support language.
- Matching and extending on children's words, sentences, and play acts helps expand their communication.
- Modeling interactive pretend play provides opportunities for back-and-forth conversation.
Storytime: The Road to Reading ComprehensionAmanda Choi
The document discusses strategies that librarians can use during storytime to help develop early reading skills in young children. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, examples are given of how children develop that skill and specific storytime techniques librarians can employ to foster the skill. The goal is to help children build a strong foundation for reading comprehension from an early age through engaging storytime activities.
The document discusses the importance of language development for literacy. It notes that children's literacy and reading/writing abilities begin in infancy along with oral language development. Proficient readers demonstrate strategic, engaged, fluent behaviors similar to good players. The document also observes two young children in a family childcare setting, engaging with them through routines like singing, counting, and commenting on emotions. Finally, it discusses theories from Piaget and Vygotsky regarding cognitive development and the role of social interaction and language in children's thinking.
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
This document discusses supporting children learning English as an additional language (EAL) in schools. It describes the Ethnic Minority Achievement Service (EMAS) which provides specialist teachers, assistants, and home-school liaison officers to support children and families with limited English. It discusses key terms, the diversity of EAL students' backgrounds, and strategies teachers can use to help EAL students feel welcome and supported as they learn English, such as using visual aids, modeling language, and allowing extra thinking time for responses.
The document summarizes how adding parachute play and movement to traditional story time can benefit children's development in multiple ways. It promotes print motivation, phonological awareness, vocabulary, narrative skills, and letter knowledge. Parachute time also helps develop children's fine and gross motor skills while allowing them to socialize. Research shows the importance of active play and movement for healthy child development. The parachute activities provide an engaging way for children to learn through exploration and follow directions in a group setting.
The document discusses strategies for developing early reading skills in children ages 0-4 through public library storytime programs. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, it provides examples of how children exhibit the skill at different ages and gives specific storytime techniques librarians can use to help foster the skill. The goal is to help children gain reading comprehension abilities and be better prepared to start formal schooling.
This document discusses early childhood language development and learning experiences that can promote it. It outlines the stages of language acquisition from birth to age 5 based on research studies. These include babbling and first words by age 1, two-word phrases by 2 years, and competence in the native language by age 5. Theories on language learning are reviewed, with interactionist theory viewed as most accurate, emphasizing the need for children to interact with and be spoken to by others. Suggestions are made for learning experiences to stimulate language development at each stage.
Dyslexia: The Disease You Get in SchoolBill McNally
Written by Samuel L. Blumenfeld to explain why the present faulty teaching methods using the 'Whole-Word' or Dick and Jane sight reading produces Dsylexia symptoms! www.SLBLF.com
Achiya's language skills program in being implemented in seven communities. The program works with teachers and parents to imprrove children's language skills through dialogue and dynamic activities.
This document provides information about speech, language, and communication needs (SLCN). It defines the roles of specialist speech and language therapists and teachers in supporting students with SLCN. It notes that approximately 10% of students have SLCN and 5-7% have them as a primary difficulty. The document discusses factors that can impact language development, both inside and outside of the child, and provides strategies teachers can use to support students with receptive language, expressive language, speech, and social language skills.
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
The document discusses three sources that argue educational TV programs like Sesame Street can positively impact children's social skills. The sources found Sesame Street improved behaviors like sharing, helping others, and accepting differences. However, the effects depended on children's age, and one source noted the importance of adult guidance and discussion to reinforce lessons. Overall, the sources agree educational media can enhance social skills if used as a supplement to parenting, not as a replacement.
The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.
The document outlines the philosophy and approach to early childhood education at the AS Early Childhood Education Center, which views children as innately curious learners best supported through collaborative learning communities. The center aims to ensure children's growth across all developmental domains in a safe, nurturing environment centered around families. Specific policies guide language usage, teaching styles, and the development of pre-k skills like phonological awareness.
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
The document discusses early language and literacy development from infancy through age 3. It notes that language, reading and writing skills develop simultaneously through social interactions using books and literacy materials. Some key early literacy behaviors that help develop these skills include book handling, recognizing pictures, comprehending stories, and interacting with books through sounds, words and questions. The document also provides recommendations for sharing books with young children in a developmentally appropriate and engaging way.
Research about #bilingual and #multilingual language development featuring François Grosjean, Madalena Cruz-Ferreira, Jim Cummins and Fred Genesee among others. For parents, teachers and speech therapists
The document provides guidance on how to effectively teach children. It discusses five key categories: intellectual development, attention span, sensory input, affective factors, and authentic and meaningful language. For each category, it lists strategies and considerations for teaching children, such as avoiding abstract grammar terms, varying activities to maintain interest, stimulating all five senses, building students' self-esteem, and using contextualized and engaging language. It also briefly discusses additional challenges of teaching teenagers and provides sample classroom activities.
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
This document provides an overview of early literacy strategies and techniques for promoting language development in young children. It discusses the importance of dialogic reading where the adult reads with the child and asks open-ended questions to encourage interaction. Examples of question types that can be used during dialogic reading include completion, recall, open-ended, and "Wh-" questions. The document also recommends strategies for introducing new vocabulary words before, during, and after reading a book with a child.
This document discusses approaches for teaching English to different age groups. For children, it recommends focusing on their intellectual development, short attention spans, sensory input, building self-esteem, and using authentic language. For teenagers, it defines them as those aged 13-19 experiencing transition and self-consciousness. It provides tips for teaching teenagers such as establishing rapport the first day, using firm but fair discipline, setting short-term goals, employing creative motivation, and incorporating humor into lessons. The document examines age-appropriate considerations and strategies for effectively teaching English to both children and teenagers.
The document discusses factors that affect language development, including early language stimulation, literate communities and environments, story reading, and exceptional development. Early language stimulation involves the process of disequilibrium, which is often referred to as cognitive conflict. Literate communities should have grouped desks, literacy play centers, and teachers who serve as models. Story reading involves concepts of author, point of view, purpose, and text from the reader's perspective. Exceptional development discusses various language disorders like aphasia, dyslexia, and dysnogsia.
Chicago style course work language development hypothesesCustomEssayOrder
Reading to children, even infants, provides numerous benefits for language development according to this document. It fosters vocabulary, pronunciation, an understanding of grammar, and strengthens the bond between parent and child. Several theories explain language development in children, including innate abilities and social learning from caregivers. Studies show children who are read to regularly perform better academically and socially. While some may argue against reading to infants, the document provides evidence that it significantly aids language development.
2014 speech and language development assignment 2 workshop 1Martin McMorrow
This presentation was prepared for Year One Speech and Language Therapy students at Massey University, Auckland. It focuses on assignment 2 in Speech and Language Development
The document provides guidance on writing short stories, noting that they should be focused on a single main incident or conflict. It offers tips for developing characters, setting up plots through initiating incidents and rising/falling actions, and using techniques like meaningful dialogue and setting details. The document emphasizes starting with tension, building conflict, and including a climactic moment before finding a resolution.
This document discusses supporting children learning English as an additional language (EAL) in schools. It describes the Ethnic Minority Achievement Service (EMAS) which provides specialist teachers, assistants, and home-school liaison officers to support children and families with limited English. It discusses key terms, the diversity of EAL students' backgrounds, and strategies teachers can use to help EAL students feel welcome and supported as they learn English, such as using visual aids, modeling language, and allowing extra thinking time for responses.
The document summarizes how adding parachute play and movement to traditional story time can benefit children's development in multiple ways. It promotes print motivation, phonological awareness, vocabulary, narrative skills, and letter knowledge. Parachute time also helps develop children's fine and gross motor skills while allowing them to socialize. Research shows the importance of active play and movement for healthy child development. The parachute activities provide an engaging way for children to learn through exploration and follow directions in a group setting.
The document discusses strategies for developing early reading skills in children ages 0-4 through public library storytime programs. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, it provides examples of how children exhibit the skill at different ages and gives specific storytime techniques librarians can use to help foster the skill. The goal is to help children gain reading comprehension abilities and be better prepared to start formal schooling.
This document discusses early childhood language development and learning experiences that can promote it. It outlines the stages of language acquisition from birth to age 5 based on research studies. These include babbling and first words by age 1, two-word phrases by 2 years, and competence in the native language by age 5. Theories on language learning are reviewed, with interactionist theory viewed as most accurate, emphasizing the need for children to interact with and be spoken to by others. Suggestions are made for learning experiences to stimulate language development at each stage.
Dyslexia: The Disease You Get in SchoolBill McNally
Written by Samuel L. Blumenfeld to explain why the present faulty teaching methods using the 'Whole-Word' or Dick and Jane sight reading produces Dsylexia symptoms! www.SLBLF.com
Achiya's language skills program in being implemented in seven communities. The program works with teachers and parents to imprrove children's language skills through dialogue and dynamic activities.
This document provides information about speech, language, and communication needs (SLCN). It defines the roles of specialist speech and language therapists and teachers in supporting students with SLCN. It notes that approximately 10% of students have SLCN and 5-7% have them as a primary difficulty. The document discusses factors that can impact language development, both inside and outside of the child, and provides strategies teachers can use to support students with receptive language, expressive language, speech, and social language skills.
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
The document discusses three sources that argue educational TV programs like Sesame Street can positively impact children's social skills. The sources found Sesame Street improved behaviors like sharing, helping others, and accepting differences. However, the effects depended on children's age, and one source noted the importance of adult guidance and discussion to reinforce lessons. Overall, the sources agree educational media can enhance social skills if used as a supplement to parenting, not as a replacement.
The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.
The document outlines the philosophy and approach to early childhood education at the AS Early Childhood Education Center, which views children as innately curious learners best supported through collaborative learning communities. The center aims to ensure children's growth across all developmental domains in a safe, nurturing environment centered around families. Specific policies guide language usage, teaching styles, and the development of pre-k skills like phonological awareness.
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
The document discusses early language and literacy development from infancy through age 3. It notes that language, reading and writing skills develop simultaneously through social interactions using books and literacy materials. Some key early literacy behaviors that help develop these skills include book handling, recognizing pictures, comprehending stories, and interacting with books through sounds, words and questions. The document also provides recommendations for sharing books with young children in a developmentally appropriate and engaging way.
Research about #bilingual and #multilingual language development featuring François Grosjean, Madalena Cruz-Ferreira, Jim Cummins and Fred Genesee among others. For parents, teachers and speech therapists
The document provides guidance on how to effectively teach children. It discusses five key categories: intellectual development, attention span, sensory input, affective factors, and authentic and meaningful language. For each category, it lists strategies and considerations for teaching children, such as avoiding abstract grammar terms, varying activities to maintain interest, stimulating all five senses, building students' self-esteem, and using contextualized and engaging language. It also briefly discusses additional challenges of teaching teenagers and provides sample classroom activities.
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
This document provides an overview of early literacy strategies and techniques for promoting language development in young children. It discusses the importance of dialogic reading where the adult reads with the child and asks open-ended questions to encourage interaction. Examples of question types that can be used during dialogic reading include completion, recall, open-ended, and "Wh-" questions. The document also recommends strategies for introducing new vocabulary words before, during, and after reading a book with a child.
This document discusses approaches for teaching English to different age groups. For children, it recommends focusing on their intellectual development, short attention spans, sensory input, building self-esteem, and using authentic language. For teenagers, it defines them as those aged 13-19 experiencing transition and self-consciousness. It provides tips for teaching teenagers such as establishing rapport the first day, using firm but fair discipline, setting short-term goals, employing creative motivation, and incorporating humor into lessons. The document examines age-appropriate considerations and strategies for effectively teaching English to both children and teenagers.
The document discusses factors that affect language development, including early language stimulation, literate communities and environments, story reading, and exceptional development. Early language stimulation involves the process of disequilibrium, which is often referred to as cognitive conflict. Literate communities should have grouped desks, literacy play centers, and teachers who serve as models. Story reading involves concepts of author, point of view, purpose, and text from the reader's perspective. Exceptional development discusses various language disorders like aphasia, dyslexia, and dysnogsia.
Chicago style course work language development hypothesesCustomEssayOrder
Reading to children, even infants, provides numerous benefits for language development according to this document. It fosters vocabulary, pronunciation, an understanding of grammar, and strengthens the bond between parent and child. Several theories explain language development in children, including innate abilities and social learning from caregivers. Studies show children who are read to regularly perform better academically and socially. While some may argue against reading to infants, the document provides evidence that it significantly aids language development.
2014 speech and language development assignment 2 workshop 1Martin McMorrow
This presentation was prepared for Year One Speech and Language Therapy students at Massey University, Auckland. It focuses on assignment 2 in Speech and Language Development
The document provides guidance on writing short stories, noting that they should be focused on a single main incident or conflict. It offers tips for developing characters, setting up plots through initiating incidents and rising/falling actions, and using techniques like meaningful dialogue and setting details. The document emphasizes starting with tension, building conflict, and including a climactic moment before finding a resolution.
School Age Speech and Language DevelopmentRosie Amstutz
This document provides an overview of language development and literacy in school-aged children. It discusses that children in this age range are in the initial reading and fluency developmental stages. It outlines key milestones like increasing vocabulary, comprehension skills, and the ability to clarify ambiguities. The document also discusses disorders that can impact language development, strategies to support different learners, and shifts in language input and metalinguistic skills during this period.
The document provides guidance on how to write short stories, including collecting ideas, writing a catchy first paragraph, developing characters, choosing a point of view, using meaningful dialogue, setting the context, setting up the plot, creating conflict and tension, building to a climax, and finding a resolution. It emphasizes that short stories should begin close to the climax, focus on a single conflict, and drive toward a sudden revelation or change in a concise manner within a limited number of scenes and characters.
1) Language and speech development is a complex process that almost every human child succeeds in learning. It involves the development of language, communication of thoughts and feelings through symbols, and speech, the act of expressing thoughts through words.
2) Children progress through different stages in their first few years, starting with babbling, then their first words around 12 months, word combinations around 2 years, and simple sentences by 3-4 years old. Their ability to produce sounds also develops over time as they learn the phonetic patterns of their native language.
3) The development involves both biological and learned aspects. It provides insights into the human mind as children figure out the rules and structures of their ambient language through social interaction
Farewell speech - Prof. Satish Kulkarni by Prof. Pravin MulayPravin Mulay
Satish Kulkarni has served as Vice Principal of GE Society for many years and is being honored in this farewell speech. He is praised as a distinguished teacher, guide, and role model who has shown excellence in his committed work. As Vice Principal, he elevated the educational environment and offered lessons in excellence. He is also described as a complete professional with qualifications in teaching, administration, communication skills, and as an updated resource. International experiences in Oman and the UK added to his credentials and brought honors to the institution. Satish Kulkarni elevated the spirit of the college at all levels and supported colleagues' new projects and plans through his accessibility and freedom. He gained respect through empowering staff and convincing them
Here are some key things teachers can do to develop reading readiness in English for young learners who are just starting to learn the language:
- Build oral language skills through songs, chants, rhymes, stories and conversations. This helps children become familiar with the sounds, rhythms and patterns of English.
- Develop vocabulary by labeling objects, pictures and the classroom environment in English. Play games to reinforce new words.
- Foster an interest and motivation for reading through reading aloud engaging stories and sharing books.
- Teach basic concepts like letters, sounds, words, sentences, pages and how print works. Introduce letter names and sounds.
- Develop fine motor skills through activities like tracing, cutting,
Presenting an overview of the research and history of Every Child Ready to Read @ Your Library and why this early literacy initiative works and should be an essential part of all library storytimes and settings.
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
This document provides guidance for parents on helping their children become readers. It discusses the importance of talking, listening, reading together, and learning about print from an early age. A variety of activities are suggested to strengthen language skills and encourage a love of reading in children from infancy through age 6.
This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
IntroductionWhether it’s children in American or Children in any.docxvrickens
Introduction
Whether it’s children in American or Children in any European country the more that they read and the better they are at it the better of a student they will be. With the increasing demand for college educations and technical schools to work and take care of a family, reading must be something that is stressed from almost the time of conception. The following review of the literature confirms that reading more than just at home and in small groups will benefit the community both today and tomorrow; leading to a brighter and more knowledgeable future.
Parents aren’t reading enough to their children, I know as a parent we are busy but we have to make sure that our children are being read to and learning to read fluently. This isn’t just an American issue but a worldwide thing that needs to be fixed. Burnie (2015) journal excerpt looks at the study of Tasmanian households and the children starting school is 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children whose parents don’t read to them is the disadvantage that these children start out with when it comes to development. Burnie’s provides an analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counteract when a parent chooses not to read. By giving the children a different platform to read will be able to help counteract the parents who aren’t reading at home.
Studies have shown that those who learn in groups typically retain information better than those who do not. Blachman (2004) says that students with reading difficulties can benefit from supplemental reading instruction provided in small groups. Blachman did a study with one child versus the next. One of the children who participated in the small groups and another who did not and the study showed that it was well worth participating in small groups.
With education being such an important part of our lives we should make sure we educated the next generation. Knowing that all children do not come from the same background, we have to try and close the gap on parent’s behalf. Fruehwirth (2019) says better-educated parents tend to invest more in their children and are better able to teach them. This allows parents to take a break from educating their children and allow the volunteers of the storybook tent to promote reading which will help the community both now and in the future. Humble and Dixon’s (2017) excerpt allows me to speak on the lack of time that some military parents may have. Dixon shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide. Coming ...
The document summarizes an early literacy presentation given by teachers and a reading specialist. It discusses the importance of early identification of struggling readers and establishing foundational literacy skills like phonological awareness and phonics from an early age. Assessment tools like DIBELS are used to monitor students' progress in key early literacy areas and identify students who may need additional support.
The document provides information about early literacy training for coaches in the Franklinton Ready 4 K program. It outlines the expectations for coaches, which include attending monthly literacy sessions, following up with assigned parents, and reminding parents of upcoming workshops. It then details the six early literacy skills children need to learn to read and gives examples of activities parents can do to help develop each skill, such as singing, reading books, and talking to their children.
Reading aloud is an important activity for language development and cognitive skills. It exposes children to new vocabulary and ideas in an engaging manner. Research shows that reading aloud promotes early literacy and a love of reading. Children who are read to regularly are more likely to recognize letters, write their name, and count higher. Parents and teachers can both help by making reading aloud a routine, asking questions, and connecting the stories to the child's world to improve comprehension.
This document summarizes a presentation on implementing family literacy programs through children's literature. It defines family literacy as including parent education, economic self-sufficiency training, child education, and interactive literacy activities between parents and children. Research shows such activities improve children's language and literacy skills. The presentation describes sample family literacy bag programs that send books and activities home to engage families. It provides tips for parents to support children's literacy development and 10 principles of literacy instruction. The overall message is that reading with families opens doors to lifelong learning.
The document provides guidance on teaching children to read through developing early literacy skills and determining their reading level. It recommends exposing children to a variety of pre-reading activities like reading aloud, teaching letters and sounds, sight words, and comprehension questions. The key is limiting formal learning to short chunks and breaking it up with other engaging activities to maintain interest and attention span. Reading level should be assessed regularly to ensure children are reading material that is not too difficult or easy.
This presentation done for Singapore's Early Childhood Development Agency's annual conference presents the research on the word gap that exists between children of different socio-economic backgrounds. Because it is linked to later literacy and achievement, it is essential to find ways to close that gap. It looks at some of the policy initiatives, such as Providence Talks, currently underway to address the gap.
The document summarizes evidence-based practices for improving reading instruction based on a presentation by Faye Brownlie. It outlines six elements that should be included in instruction for all students: 1) choosing their own texts, 2) reading accurately, 3) understanding what they read, 4) writing about personally meaningful topics, 5) discussing reading with peers, and 6) listening to adults read aloud. Research shows that intensive small-group or one-on-one instruction focusing on these elements can help virtually all students read at grade level by the end of 1st grade.
This document discusses the connection between speech, language, and reading development. It notes that early speech and language milestones are important indicators of later reading success. The key skills identified in preschool that predict reading outcomes are alphabet knowledge, phonological awareness, early writing skills, and print awareness. Oral language strategies like vocabulary instruction, morphological awareness, and summarization can support reading comprehension.
There Is No Can't: AAC, Literacy & Meeting Complex NeedsJane Farrall
This document discusses strategies for teaching literacy to students with complex needs. It begins by describing traditional, reductionist approaches to literacy instruction and argues for an emergent literacy approach. Some key points made include:
- Literacy instruction should involve exposure to all aspects of literacy from an early age, not just isolated skills.
- Universal design for learning principles and differentiation can help make instruction accessible for diverse learners.
- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
- For conventional literacy, the four blocks framework including guided reading, working with words, writing, and self-selected reading supports a balanced approach.
The document discusses the key elements of curriculum: the learner (WHO), the content/subject matter (WHAT), and the process (HOW). It covers the different domains of child development that a curriculum should address, including emotional, physical, intellectual, and social development. It emphasizes that curriculum should be developmentally appropriate, focus on play, actively engage children, and respect individual and cultural differences.
Shelton Intermediate School has initiated a Literacy Team to promote active literacy in every classroom for all students across the disciplines. This presentation is based on current research and provides a framework and strategies to promote literacy practices building wide across every discipline.
Stimulating Children and Adolescents to ReadLuise Soares
The document discusses the role of families, schools, and society in developing reading habits in children and adolescents. It states that families are the first influence on children and should set a good example by making reading a spontaneous activity. Schools can unintentionally discourage reading by making it an obligation or using texts not relevant to students. Motivating adolescents to read is challenging as lack of early stimulation and more media options make the habit harder to form over time. Developing reading habits requires effort from both families and schools using stimulating texts tailored to students' interests.
This document outlines 10 steps parents can take to help improve their child's reading skills. The steps include speaking and listening to children to expand their vocabulary, playing games to build imagination and social skills, reading to children daily and having them retell stories, learning letter sounds, introducing different text types, listening to the child read, completing homework, using simple resources like paper and pencils for fun learning, ensuring regular school attendance, and establishing a bedtime routine including reading before bed. The overall aim is for parents and teachers to work together to help children develop stronger reading abilities.
The document discusses a strategy for teachers to promote literacy development in students by encouraging parents to read with their child at home each day. It provides evidence from three sources - the National Education Association, American Academy of Pediatrics, and Reach Out and Read organization - that support how at-home reading promotes literacy, language development, higher test scores, and school achievement. The sources agree that reading proficiency and education outcomes are negatively impacted when children lack reading materials or opportunities to read at home.
Similar to Facilitating Speech and Language Development through Reading Aloud and More (20)
Boost Student Engagement, a webinar by Reading HorizonsReading Horizons
In this webinar, Stacy Hurst of Reading Horizons explains what student engagement is, the benefits of student engagement, and how to improve student engagement in the classroom. To view the presentation, visit https://www.readinghorizons.com/webinars/boost-student-engagement-and-motivation-in-your-classroom
10+ Essentials for Supporting a Child with DyslexiaReading Horizons
This document outlines 10 essentials for supporting a child with dyslexia. The essentials provide guidance for both parents and teachers. They include turning down expectations, understanding stages of dyslexia, making materials visual, addressing issues with writing and "big words", using assistive technology, and being mindful of potential embarrassment. Above all, maintaining a quality relationship with the child is most important. The document provides references for further reading on dyslexia.
Webcast for Reading Horizons Online Dyslexia Summit. Eric Price shares technology tips for students with dyslexia. For full presentation, visit https://www.readinghorizons.com/webinars/assistive-technology-in-the-classroom
Reading Horizons Inspiration - Dr. Neil J. AndersonReading Horizons
Reading Horizons inspirational quote from Dr. Neil J. Anderson, a thought leader in the world of education. "I think that anything we can do as language teacher that can help illuminate the code will help students understand how to use the code in effective ways in reading."
Blended Learning 101, an Infographic from Reading Horizons. What is blended learning? What are the benefits of blended learning? What are the different blended learning models?
To learn more about our blended learning solutions, visit www.readinghorizons.com
Reading Horizons Teachers Life Lessons [INFOGRAPHIC]Reading Horizons
10 Life Lessons for Teachers, INFOGRAPHIC based on a survey conducted by Reading Horizons. Consider it advice from teacher to teacher. For the original post, visit http://www.readinghorizons.com/blog/10-life-lessons-for-teachers-infographic
Reading Horizons in Corrections: 17 Literacy Statistics Reading Horizons
This Reading Horizons INFOGRAPHIC show 17 facts about inmate literacy and highlights the importance of correctional education. For more information, see the full post: http://www.readinghorizons.com/blog/the-importance-of-correctional-education-facts-about-inmate-literacy-infographic
INFOGRAPHIC: Summer Learning Activities by Reading HorizonsReading Horizons
This Reading Horizons' INFOGRAPHIC has 10 ideas for fun summer learning activities to help fight off the summer slide. For more great idea, follow Reading Horizons on Twitter, Pinterest, LinkedIn, or Facebook.
Reading Horizons Webinar Handout. Please view the webinar here. http://www.readinghorizons.com/webinars/preparing-pre-service-teachers-to-teach-beginning-and-struggling-readers Original presentation and content by Dr. Brian Ludlow on behalf of Reading Horizons.
Reading Horizons offers a free reading workshop for preservice teachers with the intention of helping our students access educators prepared to teach reading and improve global literacy. Currently 60 universities use this workshop for their students.
The mission of Reading Horizons is to teach the world to read, and that mission is facilitated through a research-based Orton Gillingham approach to reading education.
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
The Three R's of Phonics Instruction: Relationships, Relevance, and ResultsReading Horizons
This engaging Webinar will address:
The relationship of phonics to phonemic awareness, vocabulary, fluency, and comprehension.
The relevance of phonics instruction for developing readers, accelerated readers, and struggling readers.
How to get results through practical strategies for providing each learner with instructional support and adequate opportunities for application and practice.
Reading Horizons is an effective phonics method for teaching ELL students. To learn more visit www.readinghorizons.com/elevate
Ever wonder if teaching phonics to English Language Learners (ELLs) works?
Heidi Hyte, Reading Horizons ESL Director, will discuss this topic in an exclusive web presentation. You will learn:
--The relevancy of teaching phonics to ELLs.
--Specific English language skills that ELLs gain.
--Reasons for teaching phonics to ELLs of various levels.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Facilitating Speech and Language Development through Reading Aloud and More
1. Facilitating Speech and Language Development through Reading Aloud and More Presented by: Tawni Williams, Med, CCC-SLP
2. Mrs. Tawni Williams, MEd, CCC-SLP Bachelors of Science – Communication and Hearing Disorders University of Utah Masters of Education – Speech Language Pathology Utah State University
3. Mrs. Tawni Williams, MEd, CCC-SLP Mother of three children ages 5, 3 and 1 Listeners Choice Award Mrs. Utah
10. Why? Obvious implications from a parent “Tell me what you want!” “I want you to understand what I’m ASKING you to do.” Teachers have similar relationships with students
11. Why? Speech and language skills are essential to academic success and learning. Language is the basis of communication. Reading, writing, gesturing, listening, and speaking are all forms of language. Learning takes place through the process of communication. The ability to communicate with peers and adults in the educational setting is essential for a student to succeed in school. "FAQ: Speech and Language Disorders in the School Setting." American Speech-Language-Hearing Association | ASHA. Web. 07 Sept. 2011. <http://www.asha.org/public/speech/development/schoolsFAQ.htm>.
12. Why? Children with communication disorders frequently do not perform at grade level. They may struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgment, and have difficulty with tests. Difficulty in learning to listen, speak, read, or write can result from problems in language development. FAQ: Speech and Language Disorders in the School Setting." American Speech-Language-Hearing Association | ASHA. Web. 07 Sept. 2011. <http://www.asha.org/public/speech/development/schoolsFAQ.htm>.
13. Why? Student’s prior knowledge about a topic promotes comprehension and learning. Strong, Carol J., and Kelly Hoggan North. The Magic of Stories: Literature-based Language Intervention. Eau Claire, WI: Thinking Publications, 1996. 15. Print. What the children have already been exposed to in their world of communication will pool over into what they are ready to learn in school. Behavioral Less outbursts Can talk about feelings and circumstances
14. Why? Social Implications Communication skills to carry on a conversation with a peer Part of the umbrella of language is understanding social cues, and nonverbal communication Less outbursts often = better interactions with peers
15. How? / Why? READING ALOUD!!! Interrelated = Reading and Language Development Pace of language development is determined by the amount and richness of the language he hears.
17. Reading Aloud Implications of Reading ““Education beyond all other devices of human origin, is the great equalizer of the conditions of man. ….. It does better than disarm the poor of their hostility towards the rich: it prevents being poor.” The more you read the more you know15 The more you know, the smarter you grow 16 The smarter you are, the longer you stay in school and the more diplomas you earn. 17
18.
19.
20. The less you know the sooner you drop out of school
21. The sooner you drop out, the sooner and longer you will be unemployed
32. Reading Aloud Reading aloud works! Reading aloud, for the most part, CAN be completely free. In the studies previously mentioned, the amount of time recommended was 15 minutes a day.
33. WHEN do I start? University of North Carolina psychologist Anthony Decasper explored the effects of reading to children in utero. Remember the brain’s development: 75% of brain mass forms by age two The plasticity, or adaptability of a baby’s brain is roughly 90% complete by age 5.
34. What to do DURING reading Remember attention spans are BUILT – and not overnight. Keep initial readings short enough to fit their attention spans and gradually lengthen both. Recommendations for specific age groups to come.
35. What to do DURING reading LABELING The average preschooler spends about 5 seconds focusing on words when a parent reads to them. The rest of the time is typically spent looking at the pictures. Evans, M.A., and J. Saint-Aubin. 2005. What children are looking at during shared storybook reading: evidence from eye movement monitoring. Psychological Science 16(11): 913-920. Because children focus much on the illustrations, use that to your advantage. Point out the objects in the illustrations, while reading. Describe the actions, highlight facial expressions of the characters.
36. What to do DURING reading LABELING If the child labels an object, describe it further (Expansion) Child: A BEE! Parent: A yellow bee! (or) A little bee! (or)??? LOTS of possibilities Use adjectives and contrast with opposites Child: A BEE! Parent: A little bee! And look a BIG bear.
37. What to do DURING reading LABELING Once they understand specific words use a variety of synonyms Child: A BEE! Parent: A teeny, tiny bee! (vs small) Highlight prepositions Child: A BEE! Parent: The bee is UNDER the tree. You can further demonstrate prepositions by USING your book (the book is UNDER YOU!)
38. What to do DURING reading LABELING Using ‘Tag’ phrases to increase length of utterance Best for younger children Typically greeting phrases (Goodbye, Hello)
39. What to do DURING reading PREDICTING Predict what the story is about Look at the title cover Let them peek at pages As you are reading, ask them frequently what they think will happen next …and Sally left Walter walked all the way home.’ (Parent) What do you think Sally will do next? Who will she see? What is Walter going to do? Etc.
40.
41.
42. What to do DURING reading QUESTIONS ALLOW questions from the children, but know how and which ones to answer Questions directly related to the story – take time to answer and help them understand Other questions can usually be handled by “Good question! Let’s come back to that later” Be sure to follow through
43.
44. Important for learning and understanding language components by hearing it over and over again.
45.
46. Types of books for each age < 1 year of age Repetition – in utero study Rhyme – Human ears – including babies – gravitate to rhyming words in the same way eyes are attracted to patterns. The Rhymes appear more ‘organized’ for learning. Books that stimulate sight and hearing – colorful pictures and exciting sounds
52. 12 months – can start to point to some objects, can help make animal noises
53.
54. Types of books for each age Toddler years Beginning with Books – by librarian Nancy DeSalvolists 9 common reasons why a child becomes attached to a book Reassurance (Family security – Whose Mouse Are You?) Identification (Toddler behavior – Sam’s Teddy Bear) Humor (Curious George) Predictability or repetition (Brown Bear, Brown Bear) Artistic Distinction (A Snowy Day) Rhythm (Madeline)
65. Making the Most of Time Car rides Books on CD Talk about your day Sing CHILDREN’S songs Describe things you see Car games I Spy ‘I’m thinking of’
66. Making the Most of Time Cooking/Bath times Talk about what the baby is seeing, hearing, tasting, touching, smelling Point out objects and actions Refer to ‘labeling’ portion of reading aloud Play time Parallel talk You can do this while you are busy doing other things
84. Average family changes channels once every three minutes 26 seconds (if they own a remote control) 5 minutes fifteen seconds (if they do not own a remote control) “Zapping of TV Ads Appears Pervasive,” The Wall Street Journal, April 25, 1988, p 29
88. Watch out for… TV time CAN be beneficial Interactive DVD’s/Shows Teach concepts (PBS) Academic research shows that AFTER 10 hours a week school grades begin to dip. The culprit is not television itself but the OVERVIEWING of it. Trelease, Jim, and Jim Trelease. The Read-aloud Handbook. New York: Penguin, 1995. 166. Print.
89. Watch out for… Not allowing opportunity Allowing pre language skills, because they meet communication needs Older siblings talking for their younger siblings
90. When should I get concerned? Developmental Milestones Trusted Website www.asha.org
116. Uses some one- or two- word questions ("Where kitty?" "Go bye-bye?" "What's that?").
117. Puts two words together ("more cookie," "no juice," "mommy book").
118.
119. Developmental Milestones Two to Three Years TALKING Has a word for almost everything. Uses two- or three- words to talk about and ask for things. Uses k, g, f, t, d, and n sounds. Speech is understood by familiar listeners most of the time. Often asks for or directs attention to objects by naming them.
120. Developmental Milestones Three to Four Years HEARING AND UNDERSTANDING Hears you when you call from another room. Hears television or radio at the same loudness level as other family members. Answers simple "who?", "what?", "where?", and "why?" questions.
121. Developmental Milestones Three to Four Years TALKING Talks about activities at school or at friends' homes. People outside of the family usually understand child's speech. Uses a lot of sentences that have 4 or more words. Usually talks easily without repeating syllables or words.
122. Developmental Milestones Four to Five Years HEARING AND UNDERSTANDING Pays attention to a short story and answers simple questions about them. Hears and understands most of what is said at home and in school.
131. When to refer to a specialist Remember when you notice your child isn’t doing some of the items listed – attempt facilitation techniques Those we highlighted today ASHA has provided other facilitation techniques that are organized per age Other trusted professionals Educators Physicians
132. Other Available Resources Books Beyond Baby Talk: from Sounds to Sentences : a Parent's Complete Guide to Language Development. By Apel, Kenn, and Julie J. Masterson More in depth ASHA sponsored book about speech and language development Talking on the Go. By Dorothy Dougherty and Diane Paul Book written by SLP’s on everyday activities to enhance speech and language development
142. 15. Mary A Foertsch, Reading In and Out of School, U.S Department of Education/Educational Testing Service (Princeton, NJ: Educational Testing Service).
143. 16. Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, Ian A.G. Wilkinson, Becoming a Nation of Readers: The Report of the Comission on Reading (Champaign-Urbana, IL: Center for the Study of Reading, 1985).
144. 17. “Students Cite Pregnancies as a Reason to Drop Out,” Associated Press, The New York Times, September 14, 1994, p.B7.
145. 18. Melissa Lee, “When it Comes to Salaray, It’s Academic,” The Washington Post, July 22 1994, p.D1.
146. 19. Christopher de Vinick, “An Open Book,” The College Board Review 159 (Spring 1991):9-12.
147. “Zapping of TV Ads Appears Pervasive,” The Wall Street Journal, April 25, 1988, p 29
Editor's Notes
I worked in Davis County School district until I got married in 2005. While there, I worked with a variety of disabilities including: language disorders, cerebral palsy, severe mental retardation, a variety of autistic children, articulation disorders, apraxia, traumatic brain injury, selective autism, fluency (or stuttering) disorders, and more. I also worked in a hospice care facility in Salt Lake, and got experience with St. Marks Hospital. It was in working with adults, that I realized my true passion lied with children. I was better at it, and better able to handle some of the tragedy that comes with SOME speech and language disorders. After I moved to SC and worked there for a year, I was invited to apply for a special position with their early intervention program. I was honored to get this position along with one other SLP in the district where we were responsible for evaluating, placing and developing treatment plans for all children entering the system between 3-5 years of age. It was during this time, I was nominated for SLP of the year.
After the birth of my first child, and completing my contract with the school district, I opted to say home with my children. It was a difficult and very personal decision, but one I haven’t regretted. I continue to stay certified, and keep my feet wet, but doing things like this, or helping friends and family with questions, evaluations, finding resources, and even developing a few therapy plans. Having my children has only amplified my passion for education and early childhood development. I recently participated in the Mrs. Utah pageant, where I was honored to receive the Listeners Choice Award. It was during this time I became familiar with the amazing company reading horizons. I was very impressed with their program and their community involvement, including these webinars. I am NOT an employee of Reading Horizons, but am happy to be working WITH them in educating parents, and spreading the love of learning and reading.
I want to let you know we are going to spend a fair amount of time on the ‘why’ in this presentation. The Primary reason for this is, if you feel the WHY is IMPORTANT, than you will actually DO the things that we discuss during this presentation. I feel if you don’t go out and DO some of the things we talk about, than my presentation has been unsuccessful.
Though we will be covering everything mentioned, we will be focusing a good majority of our time on how reading aloud can be so beneficial.
This picture could mean – give me cereal, this could mean give me ice cream, or soup, or mac and cheese
Most of the social implications of being able to speak are very obvious, but worth noting. Particularly with younger children, if they are able and willing to communicate their wants and needs, they will have less outbursts. They can also communicate WITH their peers about desires, or annoyances. This does not mean those with perfect speaking ability will have perfect behavior, but it does mean that if you give a child a way to express their feelings and desires, and unwanted circumstances, they have the opportunity to (and will sometimes choose to) use it.
(6:32) Though we ARE talking about the why and how of SPEECH AND LANGUAGE development, we are going to discuss slightly further the implications of reading, and why IT is so important. Because language development directly impacts reading development, keep the two inter related, as we discuss this next portion. That means that you need to have a good base of speech and language to do well in reading, but as you expose your child to reading aloud, you are going to increase those very skills needed. Once a child learns to talk, he will average as many as ten new words a day. Much of that pace is determined, however, by the amount and richness of the language he hears. Think of the things we do to try and ‘talk’ to our children. To my 1 year old – I talk like….. To my 3 year old I talk like…. It’s slightly better with my 4 year old but she is a fluent communicator now, and can already read. One of the EASIEST ways to increase the AMOUNT and QUALITY of language that my 1 and 3 year old hear, is by sitting down and reading them a book. It exposes the children to many new words that I may KNOW but don’t USE on a regular basis. I do want to highlight some of the significant impacts reading aloud in general can provide. One of the books I studied in graduate school was the Read Aloud Handbook – by Jim Trelease. Much of the next slides is taken directly from this book. He does a wonderful job compiling the very information I wanted to portray today in this portion of our presentation.
It was in response to growing lawlessness caused by the polarization between the rich and the poor in the 1830’s that compulsory education was born in Massachusetts. In the wake of public riots and lynchings, Horace Mann reasoned that the only way to close the cap between the top and the bottom is education. He said – This philosophy led to compulsory education in America. Obviously reading is the heart of education. The knowledge of almost every subject in school flows from reading. You must be able to read instructions and questions to be able to perform most tests in any area of education. You can not study unless you can write, read notes and books on subjects, etc. One could arguably state: Reading is the single most important social factor in American life today.
There are several studies that have been done on reading, but I wanted to highlight some I felt were extremely well done. The first was done in 1983 when a national commission was created and comprised of nationally recognized experts in how children develop, how they learn language, and how they learn to read. This group of professionals took two years to evaluate more than 10,000 research projects that had been don I the last quarter century in order to discover what works, what might work and what doesn’t work. When the Commission issued it’s report, Becoming A Nation of Readers, two declarations in it’s primary findings rang loud and clear:
One of the most comprehensive studies done internationally was done in 1990-1991 in 32 countries including Finland, the US, France, New Zealand, Hong Kong, Spain, Germany Etc. They assessed 210,000 9-14 year olds and determined which children read best. Two of the factors indicated that produced higher achievements around the world.1 – The frequency of teachers, 2- The frequency of sustained silent reading
So we know that reading aloud works, it not only helps develop language, but that in turn will help them be successful in many areas of life. Do we really not have 15 minutes a day? So what are some things we can DO while reading aloud to make it a more pleasurable experience for the children?
Decasper felt that infants might be able to recognize something they had heard prenatally. He asked 33 pregnant women to recite a specific paragraph of a children’s story three times a day for the last six weeks of pregnancy. Three different paragraphs were used among the women, but each woman used just ONE passage for the entire recitation period. 52 hours after birth, the newborns were given a special nipple and earphones through which they could hear a woman – NOT THE MOTHER reciting all three paragraphs. By measuring each child’s sucking rate during the listening period, researchers concluded the infants recalled the preferred passages their mothers had recited during the third trimester. Don’t feel if you haven’t started in utero, that you are at a loss. The general point of this information is that it is not too early to start reading to your child. BUT I do want to highlight the PRIME time to stimulate language. It is highly documented that children who are exposed to language, or a second language earlier on in life, have an easier time learning, than they do past age five. Discuss Neuroplasticity. Again, don’t get discouraged if your child is over 5 years old. Though the brain is more ‘plastic’ during that time, clearly children AND adults have potential for intellectual stimulation.
Once your child learns that first word, it is easy to then teach them multiple words that mean the same thing by using synonyms in similar places in the story. Prepositions can at times be difficult to learn on with two dimensional illustrations. With younger children learning these words can be helpful if you use the book itself. Remember learning LANGUAGE at that phase in their lives, is more important than reading the story word for word. Teaching language will better help them understand ALL stories.
Predicting a story before hand creates excitementProvide a demonstration with early learning book, and older book
Children’s storybooks are complete with idiomatic expressions (such as being a ‘crack up’), figurative language (heart cold as ice), and words with multiple meanings. To support students understanding ask questions when these come upShow demonstrations at each point
It is easy to become irritated by a child’s incessant questions – it is often felt it ‘ruins the story’ because sometimes questions can be completely off topic. Questions are a child’s learning tool, and we don’t’ want to destroy natural curiosity by ignoring or discouraging it.
Repetition is often seen as redundant and boring for adults, but this is not so for the child who asks for the same story, or same movie they have heard or seen a dozen times. When we strive to present the same stimulus over and over again, we maximize their opportunity to add it to their repertoire. Referred to as immersion
4 mo – limited mobility, child has little or no choice to listen and observe. During this time any book will do, but remember repetition helps with immersion. Remember even infants 52 hours after birth responded to the paragraphs the mothers had read to them. Rhyme -
6 mo – the child is more active at this point and wants to grab and suck on the book – though it’s OK to allow for book manipulation, and don’t give them the impression you don’t want them to touch the book – you can use a toy as a distraction to help give him something to do while he listens.
Simplifying the book – if there is a book that is slightly longer than their current attention span – you read the pages ahead of time to yourself and talk through the book rather than reading the story.
If you know the REASONS they become attached, you can understand what type of books to look for
Obviously 1-1 time would be wonderful to have with children daily. You should take those 15 minutes to read to your child, every day. If you set a schedule it helps both them AND YOU make time for it in your day. But there are other things you can do to facilitate language, WHILE doing the things you do every day.
Parallel talk – describing what your child is doing
You are going to get your children toys
ALL of the things I’m going to discuss CAN be good, but need to be monitoredChildren use pacifiers to sooth, and for infants in particular, it’s natural for them to want to suck to sooth themselves. BUT remember when they have them in for extended periods of time, they are not using their mouths for other things… like learning to talk.
Young children sit passively in front of the screen, oblivious to what is going on around him. Conversation during the program is rare because children aren’t motivated to communicate – they are motivated to be entertained. Children often won’t stop to ask questions about the material being covered, or when they do, sometimes parents aren’t familiar with what they have been watching, to be able to answer the questionIf the rate of language is based on amount and QUALITY – television largely consists of conversations that contain the same vocabulary words these children already know, few gains are made.
One common problem many devoted parents have is responding to their children without their child needing to talk. Kai’s hand signals for exampleSigns can be a GREAT starter for communication, but remember to move them forward. It takes less energy to say ‘drink’, than to move the whole arm/hand – so they will use the method that takes less energy once they learn it.
One common problem many devoted parents have is responding to their children without their child needing to talk. Kai’s hand signals for exampleOlder siblings wanting to talk for their siblings plus and minuses
American Speech and Language Association is my governing agency as a speech language pathologist.
This information represents, on average, the age by which mostmonolingual speaking children will accomplish the listed milestones.
Other trusted professionals – listen to recommendations given by educators and the physicians you work with, specifically the child’s pediatrician
Be cautious of all the websites that are available out there. These are two governing agency websites and I would go to them first.