1 Literacy-Based Interventions - Onehealth.ca

Literacy-Based Interventions
Raelynn Hall, M.S. CCC/SLP, R.SLP
October 2009
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Goals
• Increased understanding of the link between
language and literacy
• Increased understanding of how speech/language
interventions in all areas of language support literacy.
• Learn new intervention ideas for speech/language
delayed children to help support their literacy skills.
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Overview
• What is Literacy?
• Why Support Literacy?
• Predictors and Building Blocks of Literacy
• Linking Speech/Language Targets to Literacy
• Interventions
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What is Literacy?
• Ability to read, write and communicate
through spoken and written language.
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Literacy
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Why Support Literacy?
• Speech/Language delayed children present with
delays in some or all literacy skills.
• Language is directly related to literacy – it is the
foundation of literacy
• Improved language→improved literacy→ higher
academic success.
• Our National organizations support our role in
literacy. (ASHA & CASLPA)
• Begin with the End in Mind (Stephen Covey)
- ultimately be literate individuals
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2

Why Support Literacy?
• Speech/Language Delays May Directly Impact
Emergent Literacy:
– Children with severe phonological (sound) delay are at
higher risk for difficulties in reading and spelling.
– Difficulty decoding sounds
– Early spelling may resemble error patterns. (eg. spellling
“lake”→“wake” as per gliding pattern)
• Language delayed children typically have reading
difficulties due to:
– weak vocabulary/concept knowledge→lack of fluency→
poor comprehension
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Language/Literacy Development
• Receptive to Expressive Development
– Listen (develop receptive skills)
– Speak (oral expressive skills)
– Read (decoding/comprehending skills)
– Write (encoding/written expressive skills)
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Predictors of Reading Success
• Early Literacy Exposure
• Oral Language Skills (talking, putting
sentences together, etc.
• Narrative Ability (story telling)
• Phonological Skills:
- Phonemic/sound awareness (auditory skill)
- Phonics (letter-sound connection) (visual skill)
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Predictors of Reading Success
Research says:
Rhyming and sound skills are better predictors of
early reading success than IQ scores, vocabulary or
listening comprehension.
(Hugh Catts/Stanovich 1993-94)
Recent findings suggest that by 10 years of age,
knowledge about the structure of words
(morphological awareness) is a better predictor of
reading ability than phonological awareness.
(Mann & Singson, 2003)
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Five Building Blocks of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension
(National Institute for Literacy, 2001)
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Speech/Language Target Areas:
• Speech/Sound Development (Phonemic Awareness)
• Reading and Written Language/spelling (Phonics)
• Fluent Speaking-Speaking Rate & Prosody (Fluency)
• Word meanings/associations/classifications/“nyms”
{antonyms, synonyms, homonyms}/Morphology
(Vocabulary)
• Answering questions/retelling stories & events/
following verbal/written directions (Comprehension)
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Interventions
• Oral, Written or both.
• Areas of Intervention:
– Phonological
• Phonemic awareness/phonics
–Fluency
– Vocabulary/Morphology
– Comprehension
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Phonemic Awareness Skills
• Phonemic/sound awareness skills:
- Rhyming (first recognize words rhyme, making rhyming
words – builds sound recognition and helps us understand
the patterns in our language.)
- Identifying beginning & ending sounds in words
- Segmenting words into syllables (banana =
ba-na-na) and then sounds, cat = c-a-t)
- Blending syllables (ba-na-na = banana) and sounds into
words (d-o-g = dog)
- Manipulation/Deletion Tasks (change a sound to make
a new word) or delete part of the word, e.g. say “baseball”
say again without “base” = “ball”
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Interventions - Phonemic Awareness
• Rhyming Activities
– Recite nursery rhymes, poems, songs
– Leave off the last word in a nursery rhyme,
poem or book: “Jack and Jill went up the
____.” (cloze technique)
– Use Rhyme Phrases:
A bear with long brown _____
A bug crawled under the _____
A moose with a tooth that is _____
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Interventions - Phonemic Awareness
• Singing Rhymes
– Sing a familiar song like Twinkle Twinkle
Little Star but change the last word “car.”
– Creates sound awareness and kids find it
funny (good ice breaker for quiet ones)
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Interventions - Phonemic Awareness
• Singing Rhymes
If you’re Happy and You Know It Tune:
“Did you every see a (bear) in a (chair)?
Did you every see a (bear) in a (chair)?
No, I never, no, I never, no, I never, no I never
No, I never saw a (bear) in a (chair).
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Interventions - Phonemic Awareness
• Singing Rhyme-adding a rhyming phrase
“Down by the Bay”
Down by the bay
Where the watermelons grow
That’s where I know
I dare not go.
For if I do,
My mother will say,
“Did you ever see a (goose kissing a moose)?”
Down by the bay!
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Interventions - Phonemic Awareness
• Rhyming Activities
– During play or conversation, substitute a
nonsense word for a well-known word:
“Are you having bizza for lunch?” or
“What is your feacher’s name?”
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Interventions - Phonemic Awareness
• Rhyming during Books:
– Play “I spy” something in the picture that starts
with a /p/ sound.
Give a rhyming clue: rhymes with “dig.”
Answer: “pig”
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Interventions - Phonemic Awareness
• Rhyming - Word Family/Rime:
Add different first sounds to /at/. Try /m/, /p/, /h/.
Child says word then prints letter.
__ at
__ at
__ at
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Interventions - Phonemic Awareness
• Partner/Small Group Rhyme Activity:
–Form teams
– Select a word
– Have each team write as many words that
rhyme with the selected word within 1
minute.
– First accept nonsense words.
– Next accept only real words.
– For younger kids, keep it a verbal task - say
words out loud and keep a tally. No points for
repetitions.
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Interventions - Phonemic Awareness
• Single Sound Awareness:
– Sing the alphabet song in sounds instead of
letters (use short vowel sounds)
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Interventions - Phonemic Awareness
• Beginning and Ending Sounds in Words
Guessing Games:
What am I thinking of? (categories: animals,
fruits, vegetables, cartoons, classmates, etc.)
Sound cues: It starts with a /d/ sound
It ends with a /g/ sound
Semantic cues: It has four legs and barks
Rhyming Cue: Rhymes with “log” (dog)
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Interventions - Phonemic Awareness
• Beginning & End Sounds in Familiar Songs:
Old MacDonald Had a Farm Tune:
What is the sound that starts this word: boat, boat,
boat
/b/ is the sound that starts this word: boat, boat, boat
With a /b/ /b/ here and a /b/ /b/ there
here a /b/ there a /b/ everywhere a /b/ /b/
/b/ is the sound that starts this word: boat, boat,
boat
*Extend with Vocabulary/Rhyme–What does a boat
do? “float” “float-boat” – “that rhymes!”
( Mary Tarasoff)
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Interventions - Phonemic Awareness
• Beginning Sounds/Alliteration (same first
sound)
Silly Sentences:
“Sammy the seal slithered slowly to the store.”
(name) (animal) (action) (description) (place).
Auditory (hear sounds) – spoken language
Visual (print sounds) – written language
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Interventions - Phonemic Awareness
•Segmenting in Familiar Songs:
London Bridge Tune:
– What are the sounds you hear in “cat”
hear in “cat” hear in “cat”
– What are the sounds you hear in “cat”
I hear “c-a-t” (clap or finger count-3)
(Mary Tarasoff)
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Interventions - Phonemic Awareness
•Segmenting
Pretend to be bunnies and hop the
syllables in Multisyllabic Words:
Bunnies are good listeners. Listen for the
chunks of sound?
rainbow (2 hops)
celery (3 hops)
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Interventions - Phonemic Awareness
• Segmenting and Blending Activities
– Guess the Compound Word
Use a robot voice to split a compound word:
“Listen to my 2 words: base…pause…ball”
(segmented)
“What word did I say? Child blend the words:
“baseball”
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Interventions - Phonemic Awareness
• Segmenting/Blending Activities
– Make multiple Compound Words
Say the first word in a compound word and
take turns with your child thinking of as many
other compound words you can:
• butter: butterfly, buttercup, buttermilk
• Sun: sunflower, sunglasses, sunburn
More Advanced - use prefixes:
for – forget, forgive, forty
dis – disturb, dismiss, discourage
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Interventions - Phonemic Awareness
• Blending - Change Familiar Songs:
If You’re Happy & You Know It Tune:
If you think you know this word shout it out
If you think you know this word shout it out
If you think you know this word then tell me what
you heard
If you think you know this word shout it out
“d-o-g”
(Mary Tarasoff)
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Interventions - Phonemic Awareness
• Manipulation Tasks:
Start with compound words/easier
Say “cowboy”
Say it again without “cow” = “boy”
Harder:
Say “morning”
Say it again without “ning” “more”
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Interventions - Phonemic Awareness
Intervention Resources:
– Phonemic Awareness in Young Children. A classroom
curriculum. (ages 4-8) (See full reference at end)
– The Phonological Awareness Kit (ages 5-8,
Linguisystems).
– Sounds Abound/Sounds Abound Storybook Activities
(ages 4-7, Linguisystems)
– Sound Effects (ages 6 & up, Linguisystems)
– “Say and Do” Phonemic Awareness Stories & Activities.
(ages 4-7, Super Duper)
– Phonological Awareness Fun Park (ages 4-7, Super
Duper).
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Books with Repetition/ Alliteration and
Rhyme
• Eric Carle: Brown Bear, Brown Bear, Polar Bear Polar
Bear, The Very Hungry Caterpillar, Head to Toe
• Margaret Wise-Brown: Good Night Moon, Guess How
Much I Love You, Runaway Bunny
• Dr. Seuss: Wocket in my Pocket, ABC, Cat in the Hat,
Green Eggs and Ham, One Fish Two Fish
• Felicia Bond: Tumble Bumble
• Sandra Boynton: The Going to Bed Book, Moo Baa La La
La, But not the Hippopotamus
• Bruce Degan: Jamberry
• Dawn Bentley: Icky Sticky Frog
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Phonics Skills
• Involves progression from auditory to visual
• Connecting letter sounds to visual graphic.
“Phonics is the visual equivalent of the
auditory skill of phonemic awareness.”
(Sarah James, 2008)
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Interventions - Phonics
• Progress from auditory (sounds) to visual
(letters)
– Teach the /b/ sound looks like this “b”
• Sound Thinking – auditory to visual
– Hear sounds first
– Print the letter to match the sound
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Interventions - Phonics
• Letter patterns/Printing Tasks (Visual):
– Identify what letter comes next in a pattern
a a d a a ___ (“d” “dog”)
• Print the letter “d”
• Expand to a word the starts with that letter “dog”
– give category (animal), function (it barks) or descriptive
clues (has 4 legs and tail)
– use picture of dog with the spelling underneath
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Interventions – Phonics
Spelling Strategies
• Rime/Word Family Spelling Patterns
-ake
-all
-eed
-est
-ice
-ight
-ock
-ug
-ay
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Interventions – Phonics
Spelling Strategies
• Rime/Word Family Spelling Patterns
Rake
Flake
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Interventions – Phonics
Spelling Strategies
• Elkonin boxes – focus on sounds
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Interventions – Phonics
Spelling Strategies
• Dot words – focus on letters
– Spell “cake” it’s a 4 dot word:
. . . .
c a k e (3 sounds, 4 letters/silent “e” rule)
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Fluency Skills
• Fluent Speaking involves good prosody
(intonation, rhythm, flow)
• Fluent Reading involves reading with ease -
smooth flow/appropriate pauses
• Fluent Writing involves writing with ease –
words/sentences flow, ideas connect
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Reading Fluency Skills
• The ability to read smoothly and accurately
(reading with ease)
• Does NOT necessarily mean quickly but
involves increased rate
• Involves Voice/Prosody:
– Intonation (rise/fall of voice)
– Expression (mood of the text)
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Reading Fluency Skills
• Interdependent relationship between fluency,
vocabulary knowledge, word recognition and
text comprehension.
• Reading is not just fluent decoding
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Interventions – Speech Fluency
• Choral reading is a strategy SLPs use to
target increased speech fluency with
children that stutter.
• Can also be used to improve reading
fluency.
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Interventions - Reading Fluency
• Oral Reading – more practice/use feedback
– record yourself and keep re-reading to improve
fluency
• Choral Reading–reading in unison “keep up”
• Guided Reading–leveled reading in small group
• Paired Reading–reading with mentor (start in
unison/independent with signal
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Writing Fluency
• Transferring spoken words or thoughts to paper
• Connecting words/making ideas flow
• SLPs can support writing fluency by building skills
one word, one phrase, one sentence at a time.
• Target a variety of sentence structures:
– Simple – one independent clause
– Compound – 2 or more independent clauses
– Complex – 1 independent and 1 or more dependent
(Sarah James, 2008)
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Interventions - Writing Fluency
Expansion – Give additional words to the writer
Writer: “I went to the store.” SLPA: “What store?”
Writer: “I went to Wal-Mart”
SLPA: “to buy a _____”
Writer: “book”
SLPA: “for my _____”
Writer: “brother”
SLPA: “for his ______.”
Writer: “birthday.” (Sarah James, 2008)
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Interventions - Writing Fluency
“I went for a walk.”
Expansion: “at the” _____ “down the” ______
“near my” _______.”
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Interventions - Writing Fluency
•Super Size your Sentence:
“I went to the store.”
Expand it – who/what/where/how/why
(Sarah James, 2008)
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Interventions - Writing Fluency
• Sentence Sequence Template:
Who?----Did What?----Finish the Sentence.
Use the “WH” checklist – visual on desk
Who/What/Where/When/Why/How
(Sarah James, 2008)
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Interventions - Writing Fluency
For Reluctant Writers – Reduce Demands:
• Thinking or Talking Bubbles
– Often used for social learning
– Add words to wordless pictures/bubbles
(Sarah James, 2008)
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Interventions - Writing Fluency
• Make a Sentence List
– Instead of a paragraph about a trip to the zoo,
make a list of the animals seen at the zoo
(alphabetize):
eagle
giraffe
monkey
peacock
(Sarah James, 2008)
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Interventions - Writing Fluency
• First add an action word (verb) about what happened
at the zoo.
• Next expand using 5W/H questions.
Eagle Fly sky
Giraffe Reach leaves
Monkey Swing trees
Peacock Spread feathers
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Interventions - Writing Fluency
• Build a basic SVO (subject/verb/object) phrase.
• Refine by adding function words (the/in) and
grammar/note morphological changes.
The eagle flew in the sky.
The giraffe reached the leaves.
The monkey swung in the trees.
The peacock spread its feathers.
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Interventions - Writing Fluency
• Sequence and Explain Picture stories
– Verbalize then write each part.
– “She is digging” She is planting, She is watering.”
• Write main idea to a picture sequence story:
– This story is about…. “making pizza.”
– Extend to personal experience. Verbalize/write.
“One time when I was making pizza……….”
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Interventions - Writing Fluency
• Scribe and Re-write
– Have the student “tell” you the story as you write it
out for them.
– Have the student copy it themselves.
– Highlight parts of the text for student to
change/re-write or expand on.
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Interventions - Writing Fluency
• Other basic ideas:
– Write a caption to a picture and submit for school
newspaper.
– Write a different ending to a story.
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Vocabulary
• Vocabulary refers to the words we use to
communicate/knowledge of word meanings
4 types:
– Listening (what we hear/being read or spoken to)
– Speaking (oral language)
– Writing (written language)
– Reading (printed words we read/understand, but
do not necessarily use in spoken language)
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Vocabulary
• Research has shown that after decoding
skills, a child’s vocabulary is one of the most
important factors in fluent and easy reading.
Cunningham & Stanovich, 2003
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Vocabulary
• The reciprocal relationship between oral language
and reading is dependent upon vocabulary.
• By targeting vocabulary (1 skill), we can develop oral
language and reading (2 skills).
• While a strong oral language/vocabulary supports
the development of reading in young children,
reading itself is the primary key to later vocabulary
growth (middle and secondary grades).
(Montgomery, 2005_
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Vocabulary
• Extensive research in vocabulary instruction and
intervention has led many school-based SLPs to
embrace six major strategies in intervention.
(Lozo & Carter, 2004)
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Vocabulary Strategies
Six Major Strategies for Vocabulary Intervention:
1. Feedback – use informative feedback, including
expansion/revision.
2. Nonlinguistic representations – use
pictures/shapes/ mental images/graphic
organizers
3. Multisensory approaches-using all senses, art,
music, drama.
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Vocabulary Strategies
4. Word awareness – create interest in what words
can do: their structure, their use in
poems/riddles, etc.
5. Opportunities to practice – repeated use of the
new vocabulary in daily context.
6. Units of Study – use vocabulary within a theme
or unit of class study.
(National Reading Panel, 2000)
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Interventions - Vocabulary
Cinquains (age 7 & older)
• Cinquains are five line, non-rhyming poems
that specify how particular types of words
are used to create a theme.
• Targets all 4 vocabulary sets and 4 of 6
vocabulary strategies.
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Interventions - Vocabulary
Cinquains
Line 1 – one word (noun) which names the topic
Line 2 – two words (adjectives) which describe the topic
Line 3 – three words to express action of the noun (verbs)
Line 4 – four words or more to express feelings or make
an observation
Line 5 – Repeat topic, or one word that sums it up or is a
synonym.
(Montgomery 2005)
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Interventions - Vocabulary
Cinquain Example:
Whales
Big fish
Swim, splash, float
Loves spouting a waterfall
Mammals
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Interventions - Vocabulary
Cinquain Example:
Kittens
Playful, curious
Jump, run, eat
Love them very much
Cats
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Interventions - Vocabulary
When/How to use Cinquains:
• Use following a story
• Discuss meaning of the five parts:
1. Noun (name of person/place/thing)
2. Adjective (describing words)
3. Verb (action “movement” word)
4. Observation/feeling (Tell what you see/feel)
5. Synonym (same or close-meaning words)
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Interventions - Vocabulary
• Cinquain group activity
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Interventions - Vocabulary
• Hink Pink/Terse Verse (Poetry)
2 one-syllable rhyming words:
stuck truck
2 two-syllable rhyming words:
fender bender
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Interventions - Vocabulary
• Hink Pink/Terse Verse
They can be used as a riddle:
What do you call a large hog? ____ ____
What do you call a small, pretend body of
water? ______ _______
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Interventions - Vocabulary
• Word Webs/Semantic Mapping
– Provides a visual depiction of the relationship
between words
- Meaning/Definition
- Category
-Function
- Attribute
- Association
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Interventions - Vocabulary
• Descriptive Example:
– Apple is a round (attribute-shape), food/fruit
(category) you eat (function).
– It can be red/yellow or green, sweet or sour and
crunchy (attributes of colour/taste/texture). It is a
fruit like oranges and grapes.
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Interventions - Vocabulary
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Interventions - Vocabulary
Morphology and Vocabulary = Meaning
Morphological awareness involves the ability
to analyze words into their component
morphemes (parts) and recognize families of
words and their shared meanings.
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Interventions - Vocabulary
Morphology Awareness and Vocabulary:
• Word prefixes: re-, un-, pre-
• Word suffixes: -ed, -s/-es, -er
• Root words: “done, play, turn, act”
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Interventions - Vocabulary
Morphology Awareness Strategies:
• Box the Bases:
careful
jumpy
hopeless
• Find the Fixes:
unpack
Joyful
player
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Interventions - Vocabulary
Morphology Awareness Strategies:
• Word Building/1 Minute
– Present cards with prefixes, suffixes, and root
words and see how many words can be created.
• Generate words and Derive Meaning
–Suffix “-ful”
– Word “Hopeful”
– Other words with “-ful”
– Definition of “-ful”
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Comprehension
• Understanding what you hear/read
– Facilitated by fluency – more fluent you can read
(good word recognition skills), the more focus you
can put on understanding text.
– Involves a working memory – need to be able to
remember the words you just read to make sense
of the text.
– Determined by level of language skill -
understanding of the vocabulary, sentence
structure, grammar.
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Interventions - Comprehension
Book Walk Strategy
Why you do it:
– to familiarize and create interest
– Pre-reading strategy to facilitate
comprehension
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Interventions - Comprehension
Book Walk Strategy
What you do before and during:
– Prior to reading the book, you take a picture walk
through it.
– View cover/title and predict what the book will be
about.
– Let child turn pages
– Take turns talking about the what you see
happening in the pictures
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Interventions - Comprehension
Book Walk Strategy
What you do before and during:
– Make predictions about what you might see or
what might happen on the next page.
– Use words like “What do you think?” “I wonder?”
– Teach new vocabulary
– Make reference to parts of the (beginning, middle,
end)
– Keep it very brief.
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Interventions - Comprehension
Book Walk Strategy
For older children add talking about:
– Title - the name of the book
– Author - who wrote the book
– Illustrator – who created pictures in book
– Create interest by linking title and pictures on
cover to make a prediction about the story.
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Interventions - Comprehension
During and After Reading the Story:
- Affirm the child’s predictions (“You were right, Mom
did take a bath).
- Ask “Did you like how it ended?
- “What ending would you have liked better?
- “What do you think might happen next?” (after the
story). Make up another event.
- Relate to personal experience (Has that ever
happened to you or someone you know?)
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Interventions - Comprehension
• Guide Retelling of the Story
Start by talking about 3 main parts of the story:
– Beginning – what happened first
– Middle – what happened next or in middle
– End – what happened last in story/how it ended.
– Use sequential language: first/then/next/last to
describe the events.
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Interventions - Comprehension
• Story Grammar (the parts):
–Setting
–Characters
–Problem
– Resolution (how problem solved)
– Main idea/Moral lesson (e.g. Franklin & Berenstain
Bear Books)
– Details (descriptions/events in story)
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Interventions - Comprehension
• Question and Answer during a story can
facilitate memory recall and
comprehension.
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Speech & Literacy Websites
www.speakingofspeech.com
www.eduplace.com/tales/
www.starfall.com
www.mnsu.edu/comdis/kuster2/sptherapy.html
www.enchantedlearning.com
www.literacy.uconn.edu/pksites.htm
www.readingrockets.org
www.quia.com/pages/havemorefun.html
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References
• Bourdon-King, L. Minot State University. (2006). Reading Intervention. Palliser Health
Workshop.
• Graves, M. F. (2006) The vocabulary book. NY: Teacher’s College Columbia.
• Haager, Diane. et.al. (2007). Interventions for Reading Success. Baltimore. Paul H.
Brookes Publishing Co., 251.
• Jager Adams, M. et. Al. (1998). Phonemic Awareness in Young Children. A Classroom
Curriculum. Baltimore. Paul. H. Brooks Publishing Co., 34-35.
• James, Sarah, SLP Wisconsin. (2008) Supporting Student’s Literacy.
• Kelly, Elizabeth, SLP and Lay, Marlene, Primary Teacher. Phonemic Awareness for
Families.
• Kirk, Cecila and Gillon, Gail T. University of Canterbury, New Zealand and University of
Oregon, Eugene. (2009). Integrated Morphological Awareness Intervention as a Tool for
Improving Literacy. Language, speech and Hearing Services in the Schools, 40 (3), 341-
351.
• Meyers, S. and Burdette, P. DE Department of Education, Delaware. Retrieved 2007
January 19.
• Montgomery, Judy K. Ph.D. (2006). Words Words Words: Oral & Written Vocabulary.
2006 ACSLPA Conference.
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