handout 184391

Print-Sound-Story-Talk A Successful Early Reading First ProgramASHA  November 20, 2004  : 

Print-Sound-Story-Talk A Successful Early Reading First Program ASHA   November 20, 2004    Michael Towey, CCC-SLP Jennifer Whitcomb, CCC-SLP Candice Bray, Sc.D.

Presenters: 

Presenters Michael Towey, CCC-SLP Jennifer Whitcomb, CCC-SLP Waldo County General Hospital PO Box 287 118 Northport Avenue Belfast, ME 04915 (207) 338-9349 speech@wcgh.org

Presenters: 

Presenters Candice Bray, Sc.D. Camden, ME. (207) 236-6038 giraffe@midcoast.com

High Rates of Poverty: 

High Rates of Poverty Children from poverty & diversity are most at-risk of reading failure & academic under- achievement. The Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act (US Department of Education, 1998)

High Unemployment & TaxesLow Wages Loss of Jobs: 

High Unemployment & Taxes Low Wages Loss of Jobs What children hear: Poverty 62,000 Words/Week Working Family. 125,000 Words/Week Professional Family 215,000 Words/Week

Our ERF Grant: 

Our ERF Grant Inaugural 30 nationwide. $2.5 Million 150 children. Nine locations. ECIP & 4 y/o Now in 2nd year. Small local agency Highly collaborative three school systems, local providers, Head Start, nine locations in three communities, schools churches, private ECIP, schools, spread over 30 mile radius. Training “It’s a gem.” G. Reid Lyon August 26, 2004

Training Completed: 

Training Completed High Scope Teacher Workshops (2 hr): Language Explicit Lit Phonological Teacher Assessments & Feedback Book Share Lessons Classroom Modeling Summer Conference Parent Training

Slide8: 

“Explicit instruction is the first critical component of a balanced, comprehensive reading program. Sound awareness, letter knowledge, and vocabulary are essential foundations…” Intention – Purposeful -Metacognitive Snow, Catherine E., Burns, M. Susan, and Griffin, Peg. Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press, 1998

Embedded Explicit: 

Embedded Explicit Child Directed Adult as Facilitator Contextualized Informal Naturalistic Relationship Based Print Environment Adult Directed Selected Goals/Skills Structure/Sequence Directs Attention Targeted Elicitation Repeated Practice Metacognitive Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004

Embedded-ExplicitLiteracy Intervention: 

Embedded-Explicit Literacy Intervention Emphasizes practices from both orientations; High quality daily program - naturalistic-meaningful – intentional - highly contextualized interactions with oral and written language AND focused therapeutic teacher directed interventions to explicitly target skills linked most critically to reading success – additional effort for children who are treatment resistant. Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004

Maine Learning ResultsEnglish Language Arts PRE-K-2 74% = EBP: 

Maine Learning Results English Language Arts PRE-K-2 74% = EBP A. PROCESS OF READING 71% B. LITERATURE AND CULTURE 80% C. LANGUAGE AND IMAGES 66% D. INFORMATIONAL TEXTS 100% E. PROCESSES OF WRITING/SPEAKING 100% F. STANDARD ENGLISH CONVENTIONS 16% G. STYLISTIC/RHETORICAL ASPECTS OF WRITING & SPEAKING 100% H. RESEARCH/WRITING & SPEAKING 66%

Benchmarks for ReadingKindergarten Accomplishments69% (20 of 29)Snow, C. E., Burns, M. S., and Griffin, P. Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press, 1998, 80-83.: 

Benchmarks for Reading Kindergarten Accomplishments 69% (20 of 29) Snow, C. E., Burns, M. S., and Griffin, P. Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press, 1998, 80-83. Embedded- Explicit literacy skills targeted & achieved.

Slide13: 

Situational Mastery Metacognition Repetition Explicit Scope & Sequence Make It Your Own Do A Few Things Well Foundational Beliefs

Slide14: 

“It has made us..begin to wonder whether the picture of language acquisition offered to date does not under represent the actual patterns of the linguistic knowledge of the young child..Carol Fleisher Feldman An analysis by eight scholars of a two-year old child's pre-sleep monologues and conversations with her parents at bedtime, taped over a 15-month period. The study yields insights into language development and the capacity for understanding, imagining, and making inferences and solving problems. Ann Nelson, Katherine (ed). Narratives From The Crib. Cambridge. Harvard University Press June, 1989

Repetition: 

Repetition “To preschoolers repetition isn’t boring, because each time they watch something they are experiencing it in a different way.” Gladwell, Malcolm. The Tipping Point. Boston. Little, Brown & Company. Pp125. 2002

Creating a Literacy Rich Environment: 

Creating a Literacy Rich Environment

Slide17: 

Morning Message Board Cubbies - Names & Symbols Picture Symbol with Name Signing In

Morning Message Activities: 

Morning Message Activities Segment words in sentences Count words in sentences Segment syllables in words: Arm Tapping Blend syllables in words: listen and tell me what I am trying to say: /to/ /day/ Generate syllables: who can give me a word with 2 syllables (helper)

Morning Message Activities: 

Morning Message Activities Find a word that begins like your name Find a word that begins with /sound/ Give me a word that rhymes with we? Can you find two words with the same first/last letter/sound? Point to all the t’s /t/ you can find

Using Your Resources & Time: 

Using Your Resources & Time Breakfast/Snack/Lunch: Cereal Boxes, Breakfast Menu, Recipes,….. Schedule for the Day: pictures and print! Any other recipes: play dough,puff paint (shaving cream/white glue) etc. Poetry Charts Song Charts Print & Books Everywhere

Breakfast Menu: 

Breakfast Menu Apple Juice Pancakes Raisins

Cereal Play: 

Cereal Play I see a color that rhymes with bed Give me a word that rhymes with crunch Find the letter that says /k/ Find the letter p, what does it say

Post All Recipes: 

Post All Recipes Read the recipe Find words with certain sounds Segment words Tell me a word that begins the same is dough! Make a class recipe book.

Music and Print: 

Music and Print Make Song Charts Point as you sing Play with words and sounds: rhyme, word to word count, syllable segmentation, phoneme activities

Book Play: 

Book Play Word to word segmentation Syllable segmentation Syllable blending Alliteration: On Monday the caterpillar ate (all with /m/):

Auditory Processing: 

v Phonological Processing Phonemic Awareness Auditory Processing

Beginning Sounds: 

Beginning Sounds

Sorting by Rhyming Patterns: 

Sorting by Rhyming Patterns

Teacher Training: 

Teacher Training Language Booksharing Joint Review & Practice Classroom

Six Areas of Focus Bookshare: 

Six Areas of Focus Bookshare Print Conventions Concepts of Words Alphabet Knowledge Vocabulary Phonological Awareness Narrative Structure

Prompts With A Picture Focus: 

Prompts With A Picture Focus Character focus: Who is that? Action Focus: What is he doing? Perceptual Focus: What color is he?

Prompts With A Print FocusPrint Conventions: 

Prompts With A Print Focus Print Conventions Where is the front of this book? Show me which way I need to read. What do you think the bird is saying up there?

Prompts With A Print FocusConcept of Word: 

Prompts With A Print Focus Concept of Word How many words are on this page? Where is the first word on this page? Show me just one word on this page.

Prompts With A Print FocusAlphabet Knowledge: 

Prompts With A Print Focus Alphabet Knowledge Where is the letter B on this page? Does anyone see any letters in their name? What two letters in this word are the same?

Prompts With A Print FocusPrint Referencing Strategies: 

Prompts With A Print Focus Print Referencing Strategies Nonverbal behaviors Tracking the print Pointing to print Verbal behaviors Questions about print (Is that a D?) Comments about print (That says “HELP”) Requests about print (Show me where to read) What’s next? Where?

Common Literary Devices: 

Common Literary Devices You ate beans at Moody’s? I’ve got an idea! YO! Yes. Run, Forest, Run. SLP Woosh

Development of Narrative: 

Development of Narrative STAGE 1: 2-3 yr Labels & Descriptions. STAGE 2: 3-4 yr Actions/Sequenced Actions. STAGE 3: 4-5 yr Cause/Effect. STAGE 4: 5-6 yr Psychological Cause Effect. STAGE 5 7-8 yr. Development of Plot.

Joint Book Reading Story Schema: 

Setting: Character description &story context Initiating event: Influences character to act. Response: Character reaction in initiating event. Plan: Character's strategy for attaining goal. Direct Consequence: Character success/failure Reaction: Character's feelings re: direct consequence. Joint Book Reading Story Schema

Diagnostic Book Share Plans: 

Diagnostic Book Share Plans Teacher Focus Available In All Classrooms Explicit Embedded Emergent Literacy Book List

Slide42: 

Teacher Diagnostic Bookshare Plan

6. Story Structure (main character, setting, initiating event, responses, etc.): 

6. Story Structure (main character, setting, initiating event, responses, etc.) Maine character: Dog driving stuck truck. Setting: On a road. Initiating event: Truck gets stuck in hole. Problems & attempts w/resolutions: different vehicles but can’t get truck out Solution: Tow truck pulls truck out.

Teacher PromptPattern & Rhyming: 

Teacher Prompt Pattern & Rhyming Dump truck comin’ down the road. Dump truck haulin’ a great big load.” Load rhymes with road. Road, Load. They Rhyme! Dump truck comin’ down the road. Dump truck haulin’ a great big (pause and if children don’t respond give initial sound as a cue) …a great big LLL___. Do similar prompts for roll and hole.

Our Selected BooksEmbedded-Explicit Literacy Instruction: 

Our Selected Books Embedded-Explicit Literacy Instruction The Hungry Thing Hop On Pop Sheep In A Jeep A Frog In The Bog Miss Spider’s ABC Bears In The Night One Cow Moo Moo Three Little Pigs Hungry Caterpillar My Truck Is Stuck The Old Lady Who Swallowed A Fly Very Lazy Ladybug Splish Splash Spring Duck In The truck The Three Bears

Slide47: 

Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000 Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003 Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999

Core Requirements:For Effective Early ReadingOrton Dyslexia Society (1997): 

Core Requirements: For Effective Early Reading Orton Dyslexia Society (1997) Conceptual Foundations: Literacy development & scientific underpinnings for understanding Knowledge of Language: Structure, sounds & relationship to meaning, grammatical structure Supervised practice in intervention strategies. Snow, C., et al. Preventing Reading Difficulties In Young Children. National Academic Press. 1998 pp 298

Belfast Embedded Explicit Prompting StrategiesBEEPS©: 

Belfast Embedded Explicit Prompting Strategies BEEPS© PEFORMANCE ASSESSMENT OF TEACHERS Feedback Enhanced Classroom Skills

Belfast Embedded Explicit Prompting Strategies (BEEPS©): 

Belfast Embedded Explicit Prompting Strategies (BEEPS©) Number Prompt Print Prompt Word Concepts Phonological Rhyming Rhyming Prompt Alphabet Text to Life Vocabulary Predictive Expansion/Model Pause Picture Focus Sentence Prompt Instructional Lead Follow Re-attend Question Text Presentation

Belfast Explicit Embedded Prompting StrategiesBEEPS© 2003DEFINITIONS: 

Belfast Explicit Embedded Prompting Strategies BEEPS© 2003 DEFINITIONS Numbers 1-9 listed below are ‘explicit’ strategies – those proven to be the most effective and powerful skills for children to acquire to become competent readers. These must be purposefully and repeatedly embedded in book sharing activities with children. Numbers 10 through 16 are those prompts effective in improving and enhancing child language development. Strategies 10-20 are used to provide cohesion, to help develop attention and language competence. In effective explicit embedded literacy activities, 60% of teacher responses/prompts would include a blend of strategies 1 through 8, based on the Book Share Lesson Plan. The target teacher-child response ratio is 60:40.

Slide52: 

1. Concept of Word: Explicit attempt to elicit from the child a comment about a word in the text that includes; drawing attention to a specific word, asking the child to predict what the word says, or to: “Find a word,” “Find the first word,” or “Find the first word.” This is a prompt that attends to a specific word in the text or an aspect of a word. “Show me just one word on this page.” “How many words are on this page?” “Where is the first word on this page?” 2. Print Conventions: Prompts involving reference to word print in the book. Includes specific attention to book conventions, author, book covers and terms such as “spine”. Involves pointing to the location of the text, asking children to anticipate where the next text will appear on the page, attention to literary devices, fonts or other print related strategies. “Where is the front of this book?” “Show me which way I need to read.” “What do you think the bird is saying up there?” (indicating a literary device such as a text bubble). 3. Alphabet Knowledge: Attention to information about the alphabet. “Where is the letter B on this page?” “Does anyone see any letters in their name?” “What two letters in this word are the same?” 4. Phonological Prompt: A prompt utilizing syllable structure, phoneme structure or phoneme prompt to elicit response from children. It might also include arm talking- tapping re-segmenting or some other method to indicate sound & syllable structure.

Slide53: 

5. Rhyming Prompt: The teacher calls attention to a rhyme, rhymes words, asks for exclusion (which word does not rhyme) or elicits some rhyming or word play from the children. 6. Text to Life: Teacher relates what is being talked about or read in the book to a real life experience that children have experience with. 7. Vocabulary Prompt: Particular attention directed to a ‘rare word’ in the text, using thesaurus like prompt to link unfamiliar words with familiar or introduction of new vocabulary words into narrative 8. Narrative/Structure: Teacher prompts and directives to attend the child to plot, character, problems or sequence in a narrative. Metacognitive approach to help children understand the story structure. The teacher would be explicitly using terms such as “character”, “problem” or “plot”. 9. Number Prompt: Same as word prompt with attention to a number.

Slide54: 

10. Picture Focus: Attention to the picture in the book based on color, emotion, description or action depicted in the pictures. Perhaps the most common reading approach with young children in addition to text presentation but limits contribution to emergent literacy learning. 11. Predictive Prompt: Prompt presented to have the children predict what will happen next in a narrative story, to comment on cause and effect or make a similar anticipatory response. 12. Sentence Prompt: Prompt that elicits a response using a complete or partial sentence based on the text. It might involve backward chaining such as; Teacher Prompt: “The bears jumped out of bed”…Child Response… “And went out the window” or might utilize phrases, rhyming or sentence structure to elicit the sentence response. 13. Expansion Prompt: A response presented to elicit an expanded utterance. For example the teacher might say, “Look the bears jumped out the window”. She then would wait for a child response to elaborate on her utterance and might use a cue such as pointing to the picture, rising intonation or body posture (leaning expectantly toward children) to elicit a response. 14. Lead Follow/Recast: Teacher response that is ‘in tune’ with the response a child makes. This might involve a comment a teacher makes relating to what a child has just said or rephrasing a child’s comment to elicit more extended language from the child or to refocus attention on the topic.

Slide55: 

15. Model Prompt: A prompt in which the teacher models what the children are to do or say. This might involve first showing the children how to point to a picture or identify a text flow or how to produce a word/sentence structure. 16. Pause Cue: Teacher uses negotiated silence to prompt children to complete a response. 17. Question: Presented by the teacher to elicit information, to prompt involvement or as a pseudo question to keep responses going. 18. Instruction/Correction: Comments made to correct children, instruct them in the proper procedure or to provide teaching instruction about an activity. 19. Reattend/Redirect: Teacher comment that designed to correct inappropriate social behavior or reattend children who are off task. 20. Text Presentation: Reading of the text by the teacher.

Teacher 1 BEEPS Feedback: 

Teacher 1 BEEPS Feedback

Slide58: 

Excellent pace. Observe good variety of literacy prompts (3 different ones) and language prompts (4 different ones). Good response ratio of teacher child responses (70%-29%). Continue to look for ways to do more literacy prompts, especially phonological and rhyming. Move to change balance of literacy to language prompts to 60% Explicit Literacy-40% Explicit Language. Last year when we completed this observation (9.24.04), your ratio of teacher/child responses was about the same (75:25). Of your total prompts/responses (69) only a total of 8 or 11% were explicit literacy language prompts compared to a total of 41or 64% during this observation. The number of responses/prompts you are using is about the same, but the quality has really changed. A wonderful example of what is meant by Embedded-Explicit work. You and the children were fully focused and engaged. Julie, you have really taken this material and ‘made it your own.’ WOW! BOFFO! Mike & Jennifer

Teacher 1 BEEPS Feedback: 

Teacher 1 BEEPS Feedback Very enthusiastically and nicely presented story. You certainly had the children’s attention. This was a good story telling activity but it did not utilize explicit literacy prompts. There were a number of times that the children could have made responses that might have been based on a phonological prompt with the repeated text of the ‘pumpkin being stuck on the vine.’ The total percent of explicit prompts (7%) were less than when observed on 9/24/03 (11%). Total number of literacy response should be at least 50% of the total number of teacher responses.

TERA-3 Reading QuotientsFall 2003 & Spring 2004: 

TERA-3 Reading Quotients Fall 2003 & Spring 2004

Percent Teacher Child ResponsesRange 77/23 to 60/40: 

Percent Teacher Child Responses Range 77/23 to 60/40

Kindergarten Accomplishments: 

Kindergarten Accomplishments Knows the parts of a book & functions. Begins to track print. “Reads” familiar texts emergently. Recognizes & names all letters.

Kindergarten Accomplishments: 

Kindergarten Accomplishments Understands that the sequence of letters represents the sequence of phonemes in a spoken word (alphabetic principle). Learns many one-to-one letter-sound correspondences. Recognizes some words by sight.

Kindergarten Accomplishments: 

Kindergarten Accomplishments Uses new vocabulary and grammatical constructions. Notices when simple sentences fail to make sense. Connects information and events in texts to life and life to text experiences

Kindergarten Accomplishments: 

Kindergarten Accomplishments Retells, reenacts, or dramatizes stories. Listens attentively to books. Names some book titles and authors. Demonstrates familiarity with a number of types or genres of text.

Kindergarten Accomplishments: 

Kindergarten Accomplishments Answers questions about stories read aloud. Makes predictions. Understands that spoken words consist of a sequence of phonemes. Given spoken sets, such as Dan, Dan, den, can identify the first two as the same and the third as different.

Kindergarten Accomplishments: 

Kindergarten Accomplishments Given spoken sets, such as dak, pat, zen, identifies the first two as sharing a same sound. Can re-segment words Can produce rhyme words. Independently writes many letters.

Kindergarten Accomplishments: 

Kindergarten Accomplishments Writes own name (first and last) and the first names of some friends or classmates. Can write most letters and some words when they are dictated. Builds a repertoire of some conventionally spelled words.

Slide71: 

Bibliography: 1. Storch, S., Whitehurst, G . Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947 2002 2. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47. 3. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 2000 4. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269. 6. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003 7. Blackman, B., 1991. Getting ready to read. Learning how print maps to speech. U.S. Dept. of Health and Human Services 8. Hart, B., Risley, T., Meaningful Differences In The Everyday experience Of Young American Children. Brookes Publishing 1995 9. Payne, R. K., A Framework For Understanding Poverty. AHA! Process Inc., 1996 10. Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Preventing Reading Difficulties in Young Children Committee on the Prevention of Reading Difficulties in Young Children, National Research Council 11. Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999