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North East Language Development Centre
Presented by Rosemary Simpson
AEDC National Conference 18-20 February 2015
There are 5 Language Development Centres that cover the whole state;
PEEL, FREMANTLE, SOUTH EAST, WEST COAST & NORTH EAST
Each Language Development Centre
provides: A direct service – Early Intervention An indirect service - Outreach
Peel LDS
West Coast LDC
Fremantle LDC
Peel LDS
South East LDC
North East LDC
Children vulnerable on one or more domains of EDI … significantly more likely to perform poorly on reading
and numeracy assessments. (Gregory & Brinkman, 2010)
Children from low SES backgrounds have gaps in the development of
language processing including vocabulary, phonological awareness
and syntax. (Perkins, Finegood & Swain 2013 and Stanton-Chapman, Chapman,
Kaiser and Hancock 2004)
Sensing Pathways – Synapse Formation
C. Nelson, in From Neurons to Neighborhoods, 2000.
Sensing Pathways
(vision & hearing)
Language Higher
Cognitive Function
0 1 4 8 12 16 3m 6m 9m -3 -6 Months Years
Age Stage Learning processes Child’s communication
Prenatal Vocal learning Babies listen to the sounds and intonation of people talking
NA – becomes familiar with mother’s voice
5–7 months Utterance acquisition The child listens to & ‘takes in‘ words being spoken to them.
Words are remembered
as whole units
Child tries to mimic adults & communicate by using gestures, sounds & babbling
20–37 months Analysis & computation
50 words stored = memory threshold. Language starts being broken down into smaller
units
Child learns the rules of language use
1st words around 12 months
Child understands more words & is now saying more words too
3+ years Integration and elaboration
The child has learnt the foundational rules of language & can use this to communicate
effectively
2 word sentences at 2 years Continual increase in sentence length.
Use of grammar
Locke, J. (1997). A Theory of Neurolinguistic Development
Hart and Risely (1995) conducted a longitudinal study of children and families from three groups:
1. Professional families
2. Working-class families
3. Families on welfare
0
10
20
30
40
50
Welfare Working Professional
Inte
ract
ions
Cumulative Words Per Hour
0
500
1000
1500
2000
2500
Welfare Working Professional
Com
poun
ding
Ef
fect
s
Different words used per hour
0
100
200
300
400
500
Welfare Working Professional
Cum
ulat
ive
Lang
uage
Ex
perie
nces
… the early catastrophe of the 30 million word gap.
Cumulative Words Spoken to Child (in millions)
0
10
20
30
40
50
0 12 24 36 48Age of child (in months)
Professional
Working
Welfare
Phonological Awareness
Language Comprehension
Automatic Word
Recognition
Strategic Knowledge
Vocabulary
Background Knowledge Knowledge of
Text & Sentence
Structures
Decoding &
Sight Word Knowledge
Fluency &
Use of Context
(McKenna and Stahl, 2009)
Print concepts
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of
Strategies for Reading
Phonological awareness in Kindergarten is the strongest predictor
of reading and spelling in grade two. (Lundberg, 1980 & Bradley and Bryant 1983, as cited in Gillon, 2004)
Phonological awareness is a stable predictor of later literacy
success over an 11 year period. (Mcdonald and Cornwell, 1995 as cited in Gillon, 2004)
WORD SYLLABLE ONSET RIME PHONEME
STARFISH
STAR FISH
ST AR F ISH
S T AR F I SH
(Stackhouse & Wells, 1997)
The relationship between the letters
(graphemes) of written language
and the sounds (phonemes) of
spoken language.
Phonics instruction involves the
explicit and systematic teaching of
letter-sound relationships.
Part to whole.
Children learn to synthesize (blend) speech sounds (phonemes) and link them to letters (graphemes).
Children learn to segment words into their constituent sounds and link these letters in order to spell them.
Simple forms (one representation for each of the 44 phonemes) then complex forms (multiple representations for the same phoneme).
Small groups of letters taught rapidly (can combine together to make up many words).
Most successful approach to teaching reading and spelling.
NO phonics
phonemic awareness
phonological awareness
Phonological awareness Print concepts Decoding Sight words Fluency Use of context Automatic word recognition
Phonological Awareness
Language Comprehension
Automatic Word
Recognition
Strategic Knowledge
Vocabulary
Background Knowledge Knowledge of
Text & Sentence
Structures
Decoding &
Sight Word Knowledge
Fluency &
Use of Context
(McKenna and Stahl, 2009)
Print concepts
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of
Strategies for Reading
General purposes for reading Specific purposes for reading Knowledge of strategies for reading Strategic knowledge
Phonological Awareness
Language Comprehension
Automatic Word
Recognition
Strategic Knowledge
Vocabulary
Background Knowledge Knowledge of
Text & Sentence
Structures
Decoding &
Sight Word Knowledge
Fluency &
Use of Context
(McKenna and Stahl, 2009)
Print concepts
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of
Strategies for Reading
Vocabulary Fluency
Phonemic Awareness
Comprehension Phonics
The National Reading Panel Rowe, 2005
“Direct instruction in
vocabulary influences comprehension
more than any other factor”. (Bromley, 2007)
Explicit Phonological Awareness + Semantic Organisation = Improved vocab storage
Word Relationships
Synonyms
antonyms Associations
Compound Words
Figurative Language
similes
metaphors proverbs
Description
Key vocabulary
General concept
irony
Definition
classification
label category
location
colour body covering
shape
special features
size
body parts
Comparison
Phonological Awareness
sounds syllables
• Read storybooks to children that contain varied and complex vocabulary
• Choose a subset of target words that are contained in the
storybook and provide basic instruction on these words (usually tier 1/2 words)
• Offer rich instruction on a second set of words from the story (usually tier 2/3 words)
Phonological Awareness
Language Comprehension
Automatic Word
Recognition
Strategic Knowledge
Vocabulary
Background Knowledge Knowledge of
Text & Sentence
Structures
Decoding &
Sight Word Knowledge
Fluency &
Use of Context
(McKenna and Stahl, 2009)
Print concepts
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of
Strategies for Reading
GRAMMAR
SYNTAX MORPHOLOGY PUNCTUATION Grammar - Sentence (Rules that organise words into
sentences)
Syntax specifies: • Word type & order • Sentence
organisation • Word relationships
Grammar - Word (Relates to the smallest unit of meaning in
words)
Morphology relates to • Affixes • Base words • Root words
Written Syntax (sentence level grammar)
The written system which marks the division of written matter into sentences, clauses etc. which aids comprehension
Vocabulary Knowledge of structure Knowledge of strategies for reading Language comprehension
Phonological Awareness
Language Comprehension
Automatic Word
Recognition
Strategic Knowledge
Vocabulary
Background Knowledge Knowledge of
Text & Sentence
Structures
Decoding &
Sight Word Knowledge
Fluency &
Use of Context
(McKenna and Stahl, 2009)
Print concepts
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of
Strategies for Reading
Expressive Oral Language
Reading & Writing Texts
Strong Social
Interactions
Vocabulary
Schema Syntax Morphology
Narrative Social Skills PA
Concepts of Print
Phonics Reading
Strategies
Spelling knowledge
Handwriting Comprehension
Strategies
Comprehension Monitoring
Receptive Oral Language
Benner, G., Nelson, J., & Epstein, M. (2002). Language skills of children with EBD: A literature review. Journal of Emotional & Behavioral
Disorders, 10(1), 43-56 Department of Education and Training, Western Australia, (2006). Conductive Hearing Loss and Aboriginal Students [Handout]. Western
Australia: Department of Education and Training. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: P.H. Brookes . Hayward, D. V., Schneider, P., & Gillam, R. B. (2009). Age and task-related effects on young children’s understanding of a complex
picture story. The Alberta Journal of Educational Research. 55(1), 54-72. Jitendra, A. K., Edwards, L. L., Sacks, G., & Jacobson, L. A. (2004). What research says about vocabulary instruction for students with
learning disabilities. Exceptional Children. 70(3), 299-322. Johnston, R., & Watson, J. (2005). Seven Year Study of the Effects of Synthetic Phonics Teaching on Reading and Spelling Attainment.
Scottish Executive Education Department Laing, S., & Kamhi, A. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers.
Journal of Learning Disabilities, 35(5), 436-47. Lapp, D., Fisher, D. & Grant, M. (2009). “You can read this text – I’ll show you how”: Interactive comprehension instruction. In D. Lapp &
D. Fisher (Eds.), Essential readings on comprehension (pp. 88-100). Newark, DE : International Reading Association Leitao, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long-term follow-up. International Journal of
Language and Communication Disorders, 39, 245–256. Love, E., Reilly, S. (1995). A Sound Way. Australia, Pearson Education Press. Maynard, K., Pullen, P. & Coyne, M. (2010) Teaching Vocabulary to first-grade students through repeated shared storybook reading: A
comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49, 209-242. McKenna, M. C & Doughty Stahl, K. A (2009). Assessment for Reading Instruction. New York, The Guildford Press. Owens, R. E. (2005). Language Development: An Introduction (6th ed.). Boston: Pearson/Allyn and Bacon, Stackhouse, J. & Wells, B. (1997). Children’s Speech and Literacy Difficulties 1- A psycholinguistic framework. London, Whurr publishers. Taylor, B., Mraz, M., Nichols, W., Rickelman, R. & Wood, K. (2009) Using Explicit Instruction to Promote Vocabulary Learning for
Struggling Readers. Reading and Writing Quarterly. 25, 205-220. WA Child Health Survey (1997) Wittmer, D., & Petersen, S. (2006). Infant and toddler development and responsive program planning: A relationship-based approach.
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