Enhancing Oral and Literate Skills for At-Risk ELL Children

March 16, 2012California Speech-Language-Hearing

AssociationSan Jose, California

PresentersCeleste Roseberry-McKibbin, Ph.D. CCC-

SLPProfessor, Department of Speech Pathology and Audiology

California State University, SacramentoLSHS, San Juan Unified School District

Robert A. Pieretti, Ph.D., CCC-SLPAssistant Professor, Department of Speech Pathology and

AudiologyCalifornia State University, Sacramento

LSHS, Sacramento City Unified School District

Presenters

Ploua Vue. B.S.Graduate Student, Department of Speech Pathology

and AudiologyCalifornia State University, Sacramento

Mary Martineau. B.S.Graduate Student, Department of Speech Pathology

and AudiologyCalifornia State University, Sacramento

Full presentation available:

www.hhs.csus.edu/homepages/SPA/Roseberry

Click on Workshops

Follow the link to this handout

Workshop Objectives; participants will:

1. Discuss laws impacting service delivery

2. Describe the impact of ELL status on students with LLD (language learning disabilities)

3. Describe general intervention strategies that can be used to increase language skills across settings

4. Discuss how to tie therapy into the general education curriculum

5. Identify practical strategies for increasing the oral and literate language skills of preschool and early elementary school students

6. Summarize ideas for helping increase family involvement

7. Define and discuss Response to Intervention

At the first author’s previous school, we had a great deal of diversity; 91% of our students were students of color; 9% were White. Many came from welfare homes. The school has 900-1000 students.

I. INTRODUCTION

In Elk Grove Unified School District as a whole…

Children represent between 80-90 different language groups

They come from all over the world.

Sacramento, California and New York have the largest numbers of immigrants from the former USSR in the entire United States

Thus, it is the overall goal of this workshop to present ideas and strategies that are:

widely applicable to ELL students from a variety of cultural and linguistic backgrounds in both Special Education and RtI settings

useable by monolingual English-speaking clinicians as well as bilingual clinicians, and

easy, inexpensive, and fun to implement!

As much as possible, the ideas presented will be:

Practical for use on “Monday morning”

Useful for tying in with the general curriculum of the school

Representative of evidence-based practice

The ideas presented will be applicable to a range of settings, including:

Speech-language therapy pull-out rooms

Self-contained special education classrooms

General education classrooms

The ideas can be used with…

Young ELLs who are at risk for a diagnosis of LLD

Young ELLs who already have IEPs because they have been diagnosed with a LLD

You are encouraged to:

Share these ideas with general education teachers as much as possible

Help general education teachers to understand that the more they help us implement the ideas presented, the faster our students will progress!

II. LANGUAGE-LEARNING II. LANGUAGE-LEARNING DISABILITIES IN ELL STUDENTSDISABILITIES IN ELL STUDENTSLegal ConsiderationsLegal Considerations

The IDEA (Individuals with Disabilities The IDEA (Individuals with Disabilities Education Act, 2004) states that students who Education Act, 2004) states that students who speak a second language must be assessed in speak a second language must be assessed in both the primary (first) language and Englishboth the primary (first) language and English

These students must show delays in BOTH the These students must show delays in BOTH the primary language and English in order to be primary language and English in order to be diagnosed as having LLD (language-learning diagnosed as having LLD (language-learning disability). disability).

An ELL student has a true LLD if he An ELL student has a true LLD if he experiences difficulties learning in BOTH experiences difficulties learning in BOTH languageslanguages

A LLD affects the student’s ability to learn any A LLD affects the student’s ability to learn any languagelanguage

The student with age-appropriate L1 The student with age-appropriate L1 skills and low scores in English is skills and low scores in English is NOT LLD and is not a candidate for NOT LLD and is not a candidate for special education (Roseberry-special education (Roseberry-McKibbin, 2008; Kohnert, 2008). McKibbin, 2008; Kohnert, 2008).

We must make teachers and We must make teachers and administrators aware of the administrators aware of the difference between a student with difference between a student with normal underlying language learning normal underlying language learning ability who needs more time and ability who needs more time and exposure to English (non special exposure to English (non special education) and the student who is education) and the student who is truly LLD (qualifies for special truly LLD (qualifies for special education).education).

There is increased focus on There is increased focus on diverse students in our schools…diverse students in our schools…

English language learners now English language learners now represent 9.6% of all students represent 9.6% of all students enrolled in public pre-kindergarten enrolled in public pre-kindergarten through grade 12 classes in the through grade 12 classes in the U.S.; 67% of these students are U.S.; 67% of these students are enrolled at the elementary school enrolled at the elementary school levellevel

The No Child Left Behind Act The No Child Left Behind Act (2001) has put strong emphasis (2001) has put strong emphasis on achievement for low-income, on achievement for low-income, diverse, and English language diverse, and English language learner studentslearner students

Silliman, Wilkinson, & Brea-Spahn, Silliman, Wilkinson, & Brea-Spahn, (2004) stated that:(2004) stated that:

The sharp increase in enrollment in The sharp increase in enrollment in American public schools coexists with a American public schools coexists with a crisis of illiteracy in America, which is crisis of illiteracy in America, which is particularly regrettable given the changed particularly regrettable given the changed sociodemographic characteristics of sociodemographic characteristics of American classrooms. American classrooms.

A growing achievement gap exists A growing achievement gap exists among minority and nonminority among minority and nonminority students, those from students, those from poorer versus poorer versus richer familiesricher families, those whose native , those whose native language is English, in contrast to language is English, in contrast to those those whose first language is not Englishwhose first language is not English, , and those identified for special services and those identified for special services versus those in regular education versus those in regular education

No Child Left Behind… Addresses inequities in several ways

Students with disabilities must participate in state accountability systems for reading and math in grades 3-8

Accommodations are allowed for these students as necessary

Schools must show adequate annual progress toward all students being proficient in math and reading, or the school will face penalties.

Individuals with Disabilities Individuals with Disabilities Education Act (IDEA 2004):Education Act (IDEA 2004): LEAs (local education agencies) LEAs (local education agencies)

are allowed to eliminate the IQ-are allowed to eliminate the IQ-achievement discrepancy gap that achievement discrepancy gap that formerly was mandated in order to formerly was mandated in order to qualify students for many special qualify students for many special education serviceseducation services

There is a greater emphasis on There is a greater emphasis on pre-referral servicespre-referral services

Schools may now use more funds Schools may now use more funds for early interventionfor early intervention

There is a special focus…There is a special focus… On children in On children in

kindergarten through 3kindergarten through 3rdrd grade who don’t grade who don’t technically qualify for technically qualify for special education but who special education but who need additional support.need additional support.

This includes ELL studentsThis includes ELL students

There is also a special focus There is also a special focus on children who are having on children who are having difficulty developing their difficulty developing their basic reading skills, basic reading skills, especially in the early especially in the early grades.grades.

Response to Intervention-Response to Intervention-An Opportunity?An Opportunity?

• Under IDEA, federal funds Under IDEA, federal funds can be allocated for can be allocated for early early intervening servicesintervening services to to provide academic provide academic assistance from special assistance from special educators to students at educators to students at risk for academic failurerisk for academic failure

•Students who demonstrate Students who demonstrate improvement need different improvement need different instruction, not special instruction, not special education….education….

ELLs are frequently ELLs are frequently designated as struggling designated as struggling readers who are placed readers who are placed in undifferentiated in undifferentiated remediation programs remediation programs with native English with native English speakers who have speakers who have scored poorly on scored poorly on standardized reading standardized reading tests (Harper et al., tests (Harper et al., 20082008). ).

Now more schools across the Now more schools across the U.S. are implementing RTIU.S. are implementing RTI

Regular education classroom (Tier 1)Regular education classroom (Tier 1)

▼ ▼

Noncategorical, nonspecial Noncategorical, nonspecial education interventions (after-education interventions (after-

school math and/or reading school math and/or reading academy; REWARDS reading academy; REWARDS reading

program, etc.) (Tier 2)program, etc.) (Tier 2)

▼▼

Special education with IEP (Tier 3)Special education with IEP (Tier 3)

Diehl & Silliman, 2009; Diehl & Silliman, 2009; Language Language and Communication Disorders in and Communication Disorders in ChildrenChildren))

RtI is a method of service delivery that RtI is a method of service delivery that tries to “catch” kids before they end up tries to “catch” kids before they end up needing special educationneeding special education

There is especially an emphasis on There is especially an emphasis on reading intervention in the early gradesreading intervention in the early grades

Great because it takes us away from a Great because it takes us away from a “wait to fail” system and instead has a “wait to fail” system and instead has a “supporting success” orientation“supporting success” orientation

Goal: PREVENT problems laterGoal: PREVENT problems later

It is easy to be afraid that It is easy to be afraid that being involved in RtI will being involved in RtI will create more work for us!create more work for us!

But ultimately, it will But ultimately, it will make our jobs make our jobs easier because easier because fewer children will fewer children will be on IEPsbe on IEPs

More students will More students will receive support receive support BEFORE we are BEFORE we are asked to formally asked to formally evaluate them for evaluate them for special educationspecial education

If we do not help ALL students If we do not help ALL students succeed in school, we impact succeed in school, we impact their futures…their futures…

Some places in Virginia and Some places in Virginia and California…California…

Build prison cells Build prison cells according to the according to the number of 3rd number of 3rd graders who do not graders who do not read at grade levelread at grade level

For example, in For example, in 2012, if 500 third 2012, if 500 third graders do not read graders do not read well, 500 prison well, 500 prison cells are made cells are made available to house available to house these children 10-these children 10-15 years later15 years later

As SLPs, we can collaborate in As SLPs, we can collaborate in the schools to emphasizethe schools to emphasize Justice and Justice and

equal equal opportunities for opportunities for everyone, everyone, regardless of regardless of race, SES, or race, SES, or primary languageprimary language

Leveling the Leveling the playing fieldplaying field

III. SPECIFIC III. SPECIFIC STRATEGIES FOR STRATEGIES FOR

PRESCHOOL PRESCHOOL CHILDRENCHILDREN

Blevins 2011 CSHA:• In Santa Ana Unified, they had so many

preschool referrals that it would have cost $2 million to hire SLPs to test and treat the kids

• Many were ELL—mostly Spanish-speaking

• She created a preschool RtI program

“ At risk” preschoolers were seen by SLPAs for 6 weeks

• They received language intervention

• At the end of the 6 weeks, 95% of the children were fine

• Only about 5% needed IEPs

Gillam 2011 CSHA• We are WAAAAY overidentifying ELL

kindergarteners for IEPs

• Assessed Spanish-speaking Ks at beginning and end of K (English and Spanish)

• Of 167 “at risk” at beginning of K, only 21 really needed IEPs at end of K

Thus….• It behooves us to

work with young (preschool and kindergarten) ELLs to ensure that they experience as much success as possible

A. Increasing Oral Language Skills in Preschool ELL Children

with LLD• Research shows that even children as

young as 3 years of age reject peers whom they perceive as “different” (Rice, Sell, & Hadley, 1991; Tabors, 2008; Weiss, 2002).

• Thus, a major goal for ELL preschoolers with LLD is to successfully interact socially with their peers.

With ELL preschool children who are LLD…

• It is crucial to increase their ability to interact verbally with peers.

• We have said that ideally, these children will receive intervention in L1. However, the reality is that many of them are in daycare or preschool settings where only English is spoken.

• These children face the challenge of learning to successfully interact with peers in a language that is unfamiliar to them. If these children have a LLD in addition to not speaking English, they have “double jeopardy.”

How do we help ELL preschoolers with LLD succeed in

preschool/daycare settings?• First, professionals such as

SLPs, teachers, and childcare workers cannot just assume that these preschool children will automatically engage in interactions with their typically-developing peers.

Research has shown that these children need the adults around them to facilitate language interaction opportunities with

peers.

Specific Suggestions• When an ELL LLD child asks an adult for something,

the adult can redirect the child to a typically-developing peer in the classroom. The adult can teach the child specific strategies for interacting with the peer.

• For example, if a Ryan, a Mandarin-speaking child comes and tugs on an adult’s arm and points to the bathroom, the teacher could say “Ryan, go ask your friend Mark to go to the bathroom with you. Walk up to him and say ‘Mark, bathroom please’ and take his hand.”

– In this way, Ryan would be encouraged to interact with a peer and also learn an effective strategy for gaining a peer’s attention.

Tabors (2008) coordinated the Harvard Language Diversity

Project, a research activity of the New England Quality Research

Center on Head Start • Tabors’ research yielded some

excellent, practical, evidence-based strategies for providing additional support to ELL preschool children.

• Tabors, P.O. (2008). One child, two languages: A guide for childhood educators of children learning English as a second language (2nd ed.). Baltimore: Paul H. Brookes Publishing

• www.brookespublishing.com

• Tabors recommended that teachers give children some immediate, routine phrases to use to initiate conversation with peers.

• If an ELL child with LLD can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.

Another practical strategy:• Professionals can ask parents of ELL LLD

children to teach them a few key words in the children’s home language.

• The research of Tabors and her colleagues showed that it was extremely helpful during the first few weeks of preschool if the adults could say words like bathroom, eat, listen in the children’s first languages.

• This gave the children a sense of connection with the teachers and helped them learn preschool routines faster.

Tabors and her Harvard colleagues also recommended

that:• Adults give the preschoolers a great

deal of verbal “space” for the first few weeks.

• In the Harvard project, the teachers welcomed the children and smiled at them, but they did not overwhelm them by issuing directives (unless necessary) or calling on them too much during the first few weeks.

• When the teachers did eventually begin addressing the children directly, they “doubled the message” by accompanying their words with a gesture, action, or directed gaze.

•This redundance enhanced the children’s comprehension of what the teachers were saying, and increased the children’s confidence.

One of the most helpful things for the preschool children….

• Was the establishment of a consistent set of routines that were simple and used daily. For example, things like snack time, outside play, cleanup time, and circle time allowed the ELL preschoolers to immediately act like members of the group.

Another successful strategy that helped the l ELL preschoolers fit into the group

faster and socialize more:

• Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children.

• This was very helpful to the ELL children because they did not have to negotiate entry into the groups; they were automatically included.

• Once included in the activities, the ELL children gained more exposure to English and more opportunities to interact with other children.

B. Increasing Literacy Skills• Reading, writing, spelling

• Phonological awareness

• Oral language

– Foundation is environmental experiences and exposure

Begin with phonological awareness:• Phonological awareness is the ability to

consciously reflect on and manipulate the sound system of a language.

• It is foundational to success in reading, writing, and spelling (Justice, 2010; Ukrainetz et al., 2009).

• Preschoolers who are ELL and have LLD especially need to develop phonological awareness skills (Brice & Brice, 2009; Roseberry-McKibbin, 2007).

The research of Ukrainetz et al (2009) showed that:

• ELL kindergarteners (including those from low-SES Hispanic homes) who were exposed to phonological awareness activities over the course of a year made good progress in reading

• The children with moderate deficits benefited more than the

children with mild deficits

Interestingly…• Even when treatment was provided in

short, intensive periods (as opposed to longer, more drawn out less intense periods), the children made gains

• These gains were maintained over time

Use the following hierarchy:

• 1. Count the # of words in a sentence• 2. Count the number of syllables in a

word• 3. Count the number of sounds in a

word• 4. Identify rhyming words• 5. Use sound blending skills (e.g.,

“What word is this? S-u-n”• 6. Identify the first sound in a word• 7. Identify the last sound in a word

Other ideas include:• Use rhythm sticks and clapping to

facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable.

• Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word.

•Use rhymes such as Dr. Seuss. Many ELL preschoolers with LLD have underdeveloped rhyming skills.

We can also:• Use stories with Rebus-style pictures

and ask students to “read” the pictures

• Read a familiar story or poem and have students fill in missing words

If books are read many times…..

• Children obtain more vocabulary and information each time they read the story.

• When they are familiar with a story, they can be encouraged to “read” it to peers and family members. This increases their confidence with reading.

Professionals can use books that:

• Have highly exciting or dramatic story themes

• Have manipulative parts like flaps and movable tabs to engage children.

• Have buttons to press that make noises (e.g., a choo-choo noise for a train) or play music.

• Have many colorful pictures that accompany the words. Often, children who have limited exposure to books will become disinterested in books that have many words on each page.

And we know that we should encourage caregivers to read,

read, read!

Written Language Attainments:

Preschool Period

• We need to be sure that before they enter kindergarten, our preschool students can:

• 1. Display interest in reading & sharing books

–2. Hold a book right side up

• 3. Identify the front and back of the book

• 4. Identify the top and bottom of a page

• 5. Look at and turn pages from left to right

–6. Identify the title on the book cover

• 7. Identify titles of favorite books• 8. Distinguish between pictures and

print on a page• 9. Know where the story begins in the

book• 10. Identify letters that occur in their

own names• 11. Print the first letter of their name• 12. Recite the first 10 letters of the

alphabet

• 13. Point to the first letter in a word14. Differentiate uppercase from lowercase letters15. Use terms such as letter, word, alphabet

• 16. Point to words individually as they are read

• 17. Respond to signs in the classroom• 18. Recognize common environmental

signs (e.g., stop sign)

If preschool students receive comprehensive support in oral and written language

skills….• They will be far

more successful in elementary school and beyond.

IV. Intervention and IV. Intervention and Instructional Strategies for Instructional Strategies for

Pull-Out and Push-In Therapy Pull-Out and Push-In Therapy in General Education Settingsin General Education Settings

dd

HOW DID I GET HERE?HOW DID I GET HERE?

• An interest in children with early oral language An interest in children with early oral language difficulties that become later reading and writing difficulties that become later reading and writing difficulties…….difficulties…….

• An interest in promoting early detection and An interest in promoting early detection and remediation remediation

• This began during my graduate and This began during my graduate and undergraduate training program…………..undergraduate training program…………..

Dr. Goldsworthy and Sacramento State Dr. Goldsworthy and Sacramento State Students have set the tone for literacy Students have set the tone for literacy

intervention at the Maryjane Rees intervention at the Maryjane Rees Language, Speech, and Hearing CenterLanguage, Speech, and Hearing Center

• CHILDREN’S LITERATURE CHILDREN’S LITERATURE (Context)(Context)LINKED TOLINKED TO

• ORAL NARRATIVE ACTIVITIES ORAL NARRATIVE ACTIVITIES (Oral Language)(Oral Language)LINKED TOLINKED TO

• SOURCEBOOK OF PHONOLOGICAL SOURCEBOOK OF PHONOLOGICAL AWARENESS SERIES AWARENESS SERIES (Phonological Awareness)(Phonological Awareness)

LINKED TOLINKED TO• Modified RAVE-O activities: Language activities Modified RAVE-O activities: Language activities

designed to promote designed to promote RETRIEVAL, AUTOMATICITY, RETRIEVAL, AUTOMATICITY, VOCABULARY, ELABORATION, AND ORTHOGRAPHY VOCABULARY, ELABORATION, AND ORTHOGRAPHY ACTIVITIES ACTIVITIES (Orthographic Awareness, Morphological (Orthographic Awareness, Morphological Awareness, Language/Literacy)Awareness, Language/Literacy)

HOW DID I GET HERE?HOW DID I GET HERE?

• My work in the Public Schools….which led My work in the Public Schools….which led to several interests, including:to several interests, including:

1.1.Multilingual students (Difference vs. Multilingual students (Difference vs. Disorder, but suggestions to team?)Disorder, but suggestions to team?)

2.2.Response to Intervention (RTI) programs: Response to Intervention (RTI) programs: Which students need Special Education Which students need Special Education and which students need more intense and which students need more intense instruction?????instruction?????

So, while I planned to be smooth, So, while I planned to be smooth, efficient, and curriculum-relevant……. efficient, and curriculum-relevant…….

I found myself swimming I found myself swimming through a “sea of referrals”…. through a “sea of referrals”….

Which left me with many Which left me with many Questions!?!?!?!?!?!?Questions!?!?!?!?!?!?

...............All of which led to the research ...............All of which led to the research agenda we will review today!agenda we will review today!

MY PRIMARY TOPICS FOR MY PRIMARY TOPICS FOR TODAY………..TODAY………..• Revisit links between oral language and literacyRevisit links between oral language and literacy

• Discuss the challenges faced by English Discuss the challenges faced by English Language Learners (ELLs) “at risk” for academic Language Learners (ELLs) “at risk” for academic failure in early elementary schoolfailure in early elementary school

• Review current research agenda designed to Review current research agenda designed to examine benefits of an intervention designed to examine benefits of an intervention designed to meet the needs of these studentsmeet the needs of these students

• Discuss potential roles and provide practical Discuss potential roles and provide practical suggestions for the SLP working with ELL suggestions for the SLP working with ELL populationspopulations

SPECIAL ED: WHO ARE THESE SPECIAL ED: WHO ARE THESE KIDS?KIDS?

• WHERE DO WHERE DO THEY COME THEY COME FROM?FROM?

• WHERE DO WHERE DO THEY GO?THEY GO?

Remember, early success in school is closely Remember, early success in school is closely linked to success in the language arts—linked to success in the language arts—specifically reading and reading comprehensionspecifically reading and reading comprehensionKids who don’t achieve traditionally get referred Kids who don’t achieve traditionally get referred to Special Ed…to Special Ed…

• What about English What about English Language Language Learners?Learners?

• Traditionally, ELLs Traditionally, ELLs have been have been overrepresented by overrepresented by those same two those same two words: SPECIAL words: SPECIAL ED!ED!

Research completed in CaliforniaResearch completed in California

• Artiles, Rueda, Salazar, & Higareda, 2005:Artiles, Rueda, Salazar, & Higareda, 2005:

ELLs with limited proficiency in both their native ELLs with limited proficiency in both their native language and in English are disproportionately language and in English are disproportionately included in Special Education programs in both included in Special Education programs in both the elementary and secondary grades…..the elementary and secondary grades…..

Does this necessarily indicate a language Does this necessarily indicate a language disorder? Consider subtractive bilingualism…..disorder? Consider subtractive bilingualism…..

The Situation in CaliforniaThe Situation in California• Federal No Child Left Behind Act of 2001 Federal No Child Left Behind Act of 2001

(NCLB), which introduced stringent (NCLB), which introduced stringent accountability measures to ensure federal accountability measures to ensure federal education funding education funding

• Standards based education and assessmentStandards based education and assessment

• California chooses to test in English onlyCalifornia chooses to test in English only

• Proposition 227 lead to English language Proposition 227 lead to English language mainstream classrooms for most ELLsmainstream classrooms for most ELLs

• The number of languages represented in The number of languages represented in public schoolspublic schools

The Situation in California (Cont’d)The Situation in California (Cont’d)Many feel this Inclusion leads to marginalizationMany feel this Inclusion leads to marginalizationSchool curriculums adoptions:School curriculums adoptions:• Assume phonics-based reading instruction Assume phonics-based reading instruction

• Assume an English oral language foundationAssume an English oral language foundation

• Assume access to familiar vocabulary in Assume access to familiar vocabulary in EnglishEnglish

• Do not include modifications “to help ELLs Do not include modifications “to help ELLs develop oral language in English, to build on develop oral language in English, to build on students’ literacy skills in their native students’ literacy skills in their native language, or to acknowledge differences in language, or to acknowledge differences in cultural experiences and identity cultural experiences and identity development” (Harper et al, 2008, p. 274) development” (Harper et al, 2008, p. 274)

Shaywitz (2004): Essential, scientifically-Shaywitz (2004): Essential, scientifically-proven elements of reading programs for proven elements of reading programs for children at-risk for reading difficultieschildren at-risk for reading difficulties

• Systematic and direct instruction in Systematic and direct instruction in phonemic awarenessphonemic awareness

• Systematic and direct instruction in phonicsSystematic and direct instruction in phonics

• Practice applying phonics in reading and Practice applying phonics in reading and writingwriting

• Fluency trainingFluency training

• Enriched language experiencesEnriched language experiences

How about effective English How about effective English literacy instruction for ELLs?literacy instruction for ELLs?Research confirms the need for: Research confirms the need for: • Systematic and explicit phonologically Systematic and explicit phonologically

based intervention based intervention (Lovett et al.,2008) (Lovett et al.,2008)

• Oral language development Oral language development (August, Carlo, Dressler, (August, Carlo, Dressler,

& Snow, 2005; Gersten & Geva, 2003; Harper et al., 2008; Pollard-Durodola & Snow, 2005; Gersten & Geva, 2003; Harper et al., 2008; Pollard-Durodola et al., 2006)et al., 2006)

• Extensive vocabulary development, Extensive vocabulary development, reading comprehension, attention to reading comprehension, attention to sentence forms, and discourse structure sentence forms, and discourse structure (Gersten & Geva, 2003)(Gersten & Geva, 2003)

• Cultural relevance Cultural relevance (Pollard-Durodola et al., 2006)(Pollard-Durodola et al., 2006)

Research Also Confirms RTI for Research Also Confirms RTI for ELLS in Early Elementary SchoolELLS in Early Elementary School• Linan-Thompson et al. study (2003):Linan-Thompson et al. study (2003):

26 ELLs. Grade 2. 58,35-minute sessions. Small 26 ELLs. Grade 2. 58,35-minute sessions. Small groups over 3 months. groups over 3 months. Significant gains on measures Significant gains on measures of word attack, passage comprehension, phoneme of word attack, passage comprehension, phoneme segmentation fluency, and oral reading fluencysegmentation fluency, and oral reading fluency..

• Vaughn et. al study (2006): Vaughn et. al study (2006):

41 Spanish speaking ELLs. Grade 2. 50-minute 41 Spanish speaking ELLs. Grade 2. 50-minute sessions, 5 days per week. Added element: guided sessions, 5 days per week. Added element: guided story retelling with complete sentences and content-story retelling with complete sentences and content-specific vocabulary. specific vocabulary. Significant gains: PA, RAN, Significant gains: PA, RAN, letter knowledge, word attack, passage letter knowledge, word attack, passage comprehension, and spelling dictation.comprehension, and spelling dictation.

ELLs and Curriculum Selections: A ELLs and Curriculum Selections: A MismatchMismatch

• ““Reading is an active process in which Reading is an active process in which readers use their background knowledge, the readers use their background knowledge, the situational context, and the cues provided by situational context, and the cues provided by an author to construct an interpretation of an author to construct an interpretation of the meaning of a text” (Pritchard, 1990)the meaning of a text” (Pritchard, 1990)

BUTBUT

• School curriculum does not always provide School curriculum does not always provide culturally familiar materials. culturally familiar materials.

Research NeedsResearch Needs• What is the value of each intervention What is the value of each intervention

component? What helps the most? component? What helps the most? (Vaughn et. al., 2006)(Vaughn et. al., 2006)

• What about ELLs from language groups What about ELLs from language groups other than Spanish? What about shorter, other than Spanish? What about shorter, less intensive interventions? less intensive interventions? (Linan-Thompson et al., (Linan-Thompson et al., 2006, 2006, 7 month study7 month study))

Research NeedsResearch Needs

• Links between L2 development and the Links between L2 development and the curriculum: Promotion of academic curriculum: Promotion of academic language development (Saunders & language development (Saunders & O’Brien, 2006)O’Brien, 2006)

The Hmong: A population of The Hmong: A population of InterestInterest

• One of fastest growing California populationsOne of fastest growing California populations

• Largest concentrations in California, Largest concentrations in California, Minnesota, and Wisconsin (Kan & Kohnert, Minnesota, and Wisconsin (Kan & Kohnert, 2005)2005)

• 36,000 Hmong American students in 36,000 Hmong American students in California K-12 (Vang, 2004-5). Of these, California K-12 (Vang, 2004-5). Of these, 85% classified as Limited English Proficient 85% classified as Limited English Proficient (LEP)(LEP)

The Hmong: A population of The Hmong: A population of InterestInterest

• Fifth largest group of Fifth largest group of ELLs in California ELLs in California schools (CDE, 2009)schools (CDE, 2009)

• In Sacramento county, In Sacramento county, second largest group of second largest group of ELLs behind Spanish ELLs behind Spanish speakers (CDE, 2009)speakers (CDE, 2009)

• Population expected to grow exponentiallyPopulation expected to grow exponentially

• ““Struggles of Hmong students have been Struggles of Hmong students have been obscured by the successes of Asian students obscured by the successes of Asian students in general” (Magagnini, 2010).in general” (Magagnini, 2010).

Hmong and Academic English: Hmong and Academic English: A Mismatch?A Mismatch?• Phonology: Unlike English, one morpheme=one Phonology: Unlike English, one morpheme=one

syllable. Language with 8 inflectional tones. syllable. Language with 8 inflectional tones. Few glides. Many more stops. Includes post-Few glides. Many more stops. Includes post-velar and uvular sounds.velar and uvular sounds.

• Semantics: Unlike English, Hmong uses Semantics: Unlike English, Hmong uses classifiers to indicate a semantic class to which classifiers to indicate a semantic class to which something belongs:something belongs:

ib tug cwj memib tug cwj mem

ibib (quantifier--“a” or “one”) (quantifier--“a” or “one”) tugtug (classifier--long- (classifier--long-thin object) thin object) cwj mem cwj mem (noun--pencil) (noun--pencil)

• Morphology:Morphology:

English: Uses a final sound: “house” + “s”English: Uses a final sound: “house” + “s”

Hmong: Hmong: ob lus tsevob lus tsev

Hmong uses a quantifier: Hmong uses a quantifier: obob (quantifier-(quantifier-two) two) lus lus (classifier—something big) (classifier—something big) tsev tsev (house) (house)

Sources: Kan & Kohnert, 2005; Rubba 2006; Kan Sources: Kan & Kohnert, 2005; Rubba 2006; Kan 20102010

Hmong and Academic English: A Hmong and Academic English: A Mismatch?Mismatch?• Syntax/GrammarSyntax/Grammar• Hmong is Subject-Verb-Object, but unlike English, the word Hmong is Subject-Verb-Object, but unlike English, the word

order changes to emphasize certain parts of utterances. order changes to emphasize certain parts of utterances.

• English:English: ‘He/She cut‘He/She cut a a piece of paper.’ piece of paper.’

• Hmong:Hmong: Nws txiav ib Nws txiav ib daim ntawv.daim ntawv.

• Translation:Translation: He/She cut one (classifier) paper.He/She cut one (classifier) paper.

• English:English: ‘I cut ‘I cut that that piece of paper.’piece of paper.’

• Hmong:Hmong: Daim ntawv Daim ntawv ko yog kuv txiav hov.ko yog kuv txiav hov.

• Translation:Translation: (Classifier) paper there is I cut, really.(Classifier) paper there is I cut, really.

Sources: Kan & Kohnert, 2005; Rubba 2006; Kan 2010Sources: Kan & Kohnert, 2005; Rubba 2006; Kan 2010

Most Noteworthy: Narrative Differences!Most Noteworthy: Narrative Differences!Hmong: Historic emphasis on oral skills; Long, Hmong: Historic emphasis on oral skills; Long,

highly-detailed, loosely-connected narratives:highly-detailed, loosely-connected narratives:Fadiman (1997): Hmong phrase-Fadiman (1997): Hmong phrase-hais cuaj los kaum hais cuaj los kaum

los, los, meaning “to speak of all things.” The phrase meaning “to speak of all things.” The phrase itself is sometimes used at the beginning of Hmong itself is sometimes used at the beginning of Hmong oral narratives to remind listeners that the world is oral narratives to remind listeners that the world is full of things that, even though it may not seem so, full of things that, even though it may not seem so, are actually connected, that no event occurs in are actually connected, that no event occurs in isolation, that you can miss a great deal by sticking isolation, that you can miss a great deal by sticking to the point, and “that the storyteller is likely to be to the point, and “that the storyteller is likely to be long-winded” (p. 13). long-winded” (p. 13).

Fish Soup PassageFish Soup PassageRead the anecdote on your handout Read the anecdote on your handout

(Fadiman 1997). How does this oral report (Fadiman 1997). How does this oral report differ from the academic language differ from the academic language expectations of the classroom in U.S. expectations of the classroom in U.S. schools today…..consider early elementary schools today…..consider early elementary school.school.

Most Noteworthy: Narrative Most Noteworthy: Narrative Differences!Differences!

English: Frequent formulaic structures, beginning English: Frequent formulaic structures, beginning with early storybookswith early storybooks

• Topic statementsTopic statements

• CharactersCharacters

• Development of central idea/plotDevelopment of central idea/plot

• Prove something, argue something with examplesProve something, argue something with examples

• Series of examplesSeries of examples

• Conclusions Conclusions

English Oral Language English Oral Language InstructionInstruction• Some Hmong students have been Some Hmong students have been

exposed to this oral narrative style.exposed to this oral narrative style.

• Some have not…Some have not…

• But, consider what the literature says But, consider what the literature says about helping students develop oral about helping students develop oral language in English…language in English…

California First Grade StandardsCalifornia First Grade Standards• 1.2.01.2.0 Reading Comprehension Reading Comprehension

• Comprehension and Analysis of Grade-Level-Comprehension and Analysis of Grade-Level-Appropriate Text Appropriate Text   

• 1.2.7 Retell the central ideas of simple expository or 1.2.7 Retell the central ideas of simple expository or narrative passages.  narrative passages.  

• 1.2.5 Confirm predictions about what will happen next 1.2.5 Confirm predictions about what will happen next in text by identifying key wordsin text by identifying key words

• 1.3.0 Literary Response and Analysis 1.3.0 Literary Response and Analysis 

• Narrative Analysis of Grade-Level-Appropriate TextNarrative Analysis of Grade-Level-Appropriate Text

•   1.3.1 Identify and describe the story elements of 1.3.1 Identify and describe the story elements of plot, setting, and plot, setting, and

  characters, including the story's beginning, characters, including the story's beginning, middle, and ending.middle, and ending.

•   1.3.3 Recollect, talk, and write about books read 1.3.3 Recollect, talk, and write about books read during the school year.during the school year.

•   1.2.0 Speaking Application (Genres and their 1.2.0 Speaking Application (Genres and their Characteristics)Characteristics)

•   1.2.2 Retell stories using basic story grammar, 1.2.2 Retell stories using basic story grammar, sequencing story events by answering who, what, sequencing story events by answering who, what, when, where, why, and how questions.when, where, why, and how questions.

More on: “How Did I Get More on: “How Did I Get Here?”Here?”

Educational Experience/InterestsEducational Experience/Interests

++

Work ExperienceWork Experience

++

Situation in CaliforniaSituation in California

+ +

Current Research NeedsCurrent Research Needs

++

Population of InterestPopulation of Interest

= Dissertation Research= Dissertation Research

Dissertation ResearchDissertation Research

• Response to Intervention and Literacy: A Response to Intervention and Literacy: A Bright Spot for Hmong Speaking English Bright Spot for Hmong Speaking English Language Learners?Language Learners?

• University of California at Davis, Spring University of California at Davis, Spring 20112011

My Daily Affirmation Throughout My Daily Affirmation Throughout The Research Process: The Research Process: If you think If you think you’re on to something….you’re on to something….

EvenEven if you aren’t sure EXACTLY if you aren’t sure EXACTLY where you’re going—Stay On where you’re going—Stay On Course!!!Course!!!

You’ll find something worthwhile in You’ll find something worthwhile in the end…..the end…..

P.S…………P.S…………• This also pertains to our teamwork on This also pertains to our teamwork on

Response to Intervention projects….Response to Intervention projects….

I got by with a little help from my I got by with a little help from my friends!!!!!friends!!!!!

Research Assistants from the Department of Research Assistants from the Department of Speech Pathology and Audiology at Speech Pathology and Audiology at Sacramento State:Sacramento State:

Debbie Tobler Ploua VueDebbie Tobler Ploua Vue

Stacie Chastain Jayne AdamsStacie Chastain Jayne Adams

Aron GoekeAron Goeke

Editorial Assistant: Tracy StageEditorial Assistant: Tracy Stage

Three specific questions informed Three specific questions informed our research agendaour research agenda

Question 1. Can intense, short term curriculum Question 1. Can intense, short term curriculum modifications designed by special educators modifications designed by special educators for students with language-based reading for students with language-based reading difficulties enhance pre-requisite English difficulties enhance pre-requisite English literacy skills for typically developing ELL literacy skills for typically developing ELL students whose first language is Hmong?students whose first language is Hmong?

In other words:In other words:Can such a program help Can such a program help

build bridges for these build bridges for these students?students?

Help differentiate Help differentiate difference from difference from

disorder AND provide a disorder AND provide a foundation from which foundation from which

to proceed?to proceed?

Question 2: Does the inclusion of an oral-Question 2: Does the inclusion of an oral-narrative component designed by Speech-narrative component designed by Speech-Language Pathologists enhance these Language Pathologists enhance these students’ developing English literacy skills? students’ developing English literacy skills? Will this component yield better results if it is Will this component yield better results if it is grounded in sociocultural reading theory?grounded in sociocultural reading theory?

In other words:In other words:

Can specific program Can specific program components help components help build bridges for build bridges for these students?these students?

Question 3: How will acquired skills impact Question 3: How will acquired skills impact these students’ performance in the general these students’ performance in the general education language arts curriculum?education language arts curriculum?

The whole point!The whole point!

Specific grounding in English systems of Specific grounding in English systems of language: A place to start building language: A place to start building bridgesbridges

• Curriculum-based intervention Curriculum-based intervention

• Phonological awareness and Phonological awareness and phonics activities related to phonics activities related to curriculum selectionscurriculum selections

• Vocabulary from curriculum Vocabulary from curriculum selectionsselections

• Oral narratives around curriculum Oral narratives around curriculum selections-promoting morphology, selections-promoting morphology, syntax, and story retellsyntax, and story retell

Anticipated ChallengesAnticipated Challenges

• Hybridity of cultural identitiesHybridity of cultural identities • Individual backgrounds and linguistic Individual backgrounds and linguistic

differences within groups will performance differences within groups will performance and are difficult to account forand are difficult to account for

• Which generation are we examining? Is Which generation are we examining? Is culture still “alive” within the family unit?culture still “alive” within the family unit?

• Ability to isolate variables in social sciences…Ability to isolate variables in social sciences…

• If we do find significant improvements, will If we do find significant improvements, will they carryover long-term?they carryover long-term?

Current Research AgendaCurrent Research Agenda

• 39 Hmong ELL Students39 Hmong ELL Students

First grade, similar SES, similar background and First grade, similar SES, similar background and educational experiences, began speaking educational experiences, began speaking English in school, 1-2 years of instruction in English in school, 1-2 years of instruction in English,English,

No suspected primary language delay, “at-risk” for No suspected primary language delay, “at-risk” for academic failure in Language Arts curriculum academic failure in Language Arts curriculum adoptionadoption

• Four groups: Control, Leg, Onleg, Four groups: Control, Leg, Onleg, CronlegCronleg

• 7 weeks, small groups/varied 7 weeks, small groups/varied language abilities, 19 sessionslanguage abilities, 19 sessions

• Intervention: 2 stories from the Intervention: 2 stories from the curriculum-Frontloadingcurriculum-Frontloading

Curriculum Selections: Open Curriculum Selections: Open Court Court (Adams et al., 2002)(Adams et al., 2002)

Curriculum SelectionsCurriculum Selections

Curriculum SelectionsCurriculum Selections

Literacy Enhancement Group Literacy Enhancement Group (LEG)(LEG)

• Hierarchichal Phonological Awareness Hierarchichal Phonological Awareness Activities (Word, Syllable, and Sound levels) Activities (Word, Syllable, and Sound levels) (Based on: Goldsworthy, 1998)(Based on: Goldsworthy, 1998)

• Letter-Word Identification Activities (Word Letter-Word Identification Activities (Word Attack) Attack) (See Word Wheel)(See Word Wheel)

DecontextualizedDecontextualized

Targets: Phonology/Phonics Targets: Phonology/Phonics

PA Activities based on: PA Activities based on: GOLDSWORTHY SOURCEBOOKS GOLDSWORTHY SOURCEBOOKS for PHONOLOGICAL AWARENESSfor PHONOLOGICAL AWARENESS

• Delmar/Cengage Delmar/Cengage LearningLearning

• Activities at word, Activities at word, syllable, sound syllable, sound levelslevels

• 35-36 35-36 activities/storyactivities/story

• 10 stimulus 10 stimulus items/activityitems/activity

New Sourcebook for 2012!New Sourcebook for 2012!

• Goldsworthy, C. & Pieretti, R. Goldsworthy, C. & Pieretti, R. Sourcebook Sourcebook of Phonological Awareness Volume IV: of Phonological Awareness Volume IV: Curriculum Relevant Literature.Curriculum Relevant Literature. Clifton Clifton Park: Delmar/Cengage Learning. Park: Delmar/Cengage Learning.

• Activities based on stories commonly Activities based on stories commonly found in major U.S. Kindergarten and First found in major U.S. Kindergarten and First Grade curriculum adoptions.Grade curriculum adoptions.

SAMPLE WORD LEVEL ACTIVITIESSAMPLE WORD LEVEL ACTIVITIES

• ““How many words do you hear?” the leaves How many words do you hear?” the leaves (2)(2)

• ““Tell me which word is missing?” sang, frog Tell me which word is missing?” sang, frog sang (frog) sang (frog)

• ““Supply missing word.” It was _____ (spring)Supply missing word.” It was _____ (spring)

• ““Rearrange these words.” spring was it (it Rearrange these words.” spring was it (it was spring)was spring)

**Use manipulatives and fade…………**Use manipulatives and fade…………

SAMPLE SYLLABLE LEVEL ACTIVITIESSAMPLE SYLLABLE LEVEL ACTIVITIES

• Delete syllables: “Say groundhog without Delete syllables: “Say groundhog without ground” (hog)ground” (hog)

• Adding syllables: “Add in to the end of Adding syllables: “Add in to the end of rob” (robin)rob” (robin)

• Substituting syllables: “Say robin. Substituting syllables: “Say robin. Instead of -in say -er” (robber)Instead of -in say -er” (robber)

**Use manipulatives and fade…………**Use manipulatives and fade…………

SAMPLE PHONEME LEVEL ACTIVITIESSAMPLE PHONEME LEVEL ACTIVITIES

• Guess which word doesn’t rhyme with the Guess which word doesn’t rhyme with the other 3: spring, ring, the, king (the)other 3: spring, ring, the, king (the)

• Blending sounds: b + unny; gr + oundBlending sounds: b + unny; gr + ound

• Substituting initial sound: “Say log. Instead Substituting initial sound: “Say log. Instead of /l/ say /b/” (bog)of /l/ say /b/” (bog)

• Identify all the sounds in the word: bunny =Identify all the sounds in the word: bunny =

/b/ /short u/ /n/ /long e//b/ /short u/ /n/ /long e/

**Use manipulatives and fade…………**Use manipulatives and fade…………

Word-Identification Word-Identification Program/Word WheelProgram/Word Wheel

Six selected rimes/word familiesSix selected rimes/word familiesBunny: -own, -ing, -og, -one, -indBunny: -own, -ing, -og, -one, -ind

Combined with possible onsets Combined with possible onsets (consonant and consonant-blends)(consonant and consonant-blends)

The “real” words are written on The “real” words are written on a whiteboarda whiteboard

Each student maintains a Each student maintains a journaljournal

““Timed” reading and sorting activities: Timed” reading and sorting activities: Modified from the RAVE-0 program Modified from the RAVE-0 program (Wolf & (Wolf &

Miller, 1997; Wolf, Miller, & Donnelly, 2000)Miller, 1997; Wolf, Miller, & Donnelly, 2000)

• Read your journal lists and “beat your Read your journal lists and “beat your time”time”

• Sort cards printed with words from the lists Sort cards printed with words from the lists into respective “word family” piles and into respective “word family” piles and “beat your time”“beat your time”

Oral Narrative Literacy Oral Narrative Literacy Enhancement Group (ONLEG)Enhancement Group (ONLEG)Add in before LEG activities:Add in before LEG activities:

• Primary discussion of six selected multiple Primary discussion of six selected multiple meaning words from storymeaning words from story

• Presentation of story with open-ended questions Presentation of story with open-ended questions (based on Text Talk, Beck & McKeown, 2001)(based on Text Talk, Beck & McKeown, 2001)

• Scaffolded story retellingScaffolded story retelling (based on (based on Linking the Strands of Language and Linking the Strands of Language and

Literacy Literacy ,Goldsworthy, C. with contributions ,Goldsworthy, C. with contributions

by Lambert, K., 2010)by Lambert, K., 2010)

-Contextualized-Contextualized

-Targets: Phonology/Phonics/Vocabulary/Oral Language Development-Targets: Phonology/Phonics/Vocabulary/Oral Language Development

Storyboard: A MapStoryboard: A MapGeneric icon introduction (see picturestoryboard)Generic icon introduction (see picturestoryboard)• Someone (Character)Someone (Character)

• Somewhere (Setting)Somewhere (Setting)

• WantedWanted

• FirstFirst

• ButBut

• NextNext

• ButBut

• NextNext

• But But

• NextNext

• SolutionSolution

• FeelingsFeelings

Storyboard SequenceStoryboard Sequence• Group orally labels each pictured generic icon when Group orally labels each pictured generic icon when

queried by teacher: queried by teacher: Every story is about someone Every story is about someone or a character. Who is the someone in this story?”or a character. Who is the someone in this story?”

• Retell as a group, taking turns, with specific pictured Retell as a group, taking turns, with specific pictured icons to place on the board when handed themicons to place on the board when handed them

• Retell as a group, taking turns, selecting correct Retell as a group, taking turns, selecting correct pictured icon from an array of threepictured icon from an array of three

• SIMPLESIMPLE retell individually, pointing to each icon on retell individually, pointing to each icon on the board, receive help and feedback from group, if the board, receive help and feedback from group, if neededneeded

Specific icons related to story:Specific icons related to story:“Next he meets the robin” “Next he meets the robin”

Specific icons related to story:Specific icons related to story:“But he can’t live in the log.”“But he can’t live in the log.”

Specific icons related to story Specific icons related to story (Solution): (Solution): “He met a white bunny.”“He met a white bunny.”

Specific icons related to story Specific icons related to story (Feelings):(Feelings):“The bunny felt happy and “The bunny felt happy and safe.”safe.”

Culturally-Relevant Oral Narrative Literacy Culturally-Relevant Oral Narrative Literacy Enhancement Group (CRONLEG)Enhancement Group (CRONLEG)

Add in before LEG and ONLEG activities:Add in before LEG and ONLEG activities:• Unit based on Language Experience Unit based on Language Experience

Approach Approach (Nessel & Jones, 1981; Craig, 1980; Anne (Nessel & Jones, 1981; Craig, 1980; Anne

Arundel Public Schools, 1980; Bank Street, 2009). Arundel Public Schools, 1980; Bank Street, 2009).

• Developed in consultation with native-Developed in consultation with native-Hmong speaking research assistantHmong speaking research assistant

• Introduced to one critical theme Introduced to one critical theme

from each story (“Home”)from each story (“Home”)

Targets: Contextualized/Culturally-Targets: Contextualized/Culturally-

Relevant ConnectionsRelevant Connections

Culturally-Relevant Oral Culturally-Relevant Oral Narrative Literacy Enhancement Narrative Literacy Enhancement Group (CRONLEG)Group (CRONLEG)• Scaffolded word web about themeScaffolded word web about theme

• Character developmentCharacter development

• Develop a unique tale based on Develop a unique tale based on

group’s knowledge and experiences to group’s knowledge and experiences to parallel the Open Court story to comeparallel the Open Court story to come

• Then introduced to the storyboard conceptThen introduced to the storyboard concept

• Retell of story using storyboard by group and Retell of story using storyboard by group and then individuallythen individually

Culturally-Relevant Oral Culturally-Relevant Oral Narrative Literacy Enhancement Narrative Literacy Enhancement Group (CRONLEG)Group (CRONLEG)• Story written down in a book to “read” in subsequent Story written down in a book to “read” in subsequent

sessionsession

• Following reading of Open Court story, comparisons Following reading of Open Court story, comparisons between students’ book and the story made by the groupbetween students’ book and the story made by the group

• Drew upon individual oral narrative experiences Drew upon individual oral narrative experiences

while simultaneously tying the activity while simultaneously tying the activity

to narrative style of Academic Englishto narrative style of Academic English

--Contextualized/cultural connections/BridgesContextualized/cultural connections/Bridges

-Targets: Phonology/Phonics/Vocabulary/Oral -Targets: Phonology/Phonics/Vocabulary/Oral Language DevelopmentLanguage Development

Results…………….Results…………….Question 1. Can intense, short term curriculum Question 1. Can intense, short term curriculum modifications designed by special educators for modifications designed by special educators for students with language-based reading students with language-based reading difficulties enhance pre-requisite English difficulties enhance pre-requisite English literacy skills for typically developing ELL literacy skills for typically developing ELL students whose first language is Hmong?students whose first language is Hmong?

• Multivariate Analysis of Variance: Significant mean Multivariate Analysis of Variance: Significant mean raw score change difference (p<.05) between raw score change difference (p<.05) between performance of Control (.80) and CRONLEG (3.67) performance of Control (.80) and CRONLEG (3.67) on Passage Comprehension (WJIII) on Passage Comprehension (WJIII)

Results……Results……

Overall Trends: Overall Trends:

• Means indicate that students participating in this Means indicate that students participating in this intense, short term RTI curriculum modification intense, short term RTI curriculum modification were reading more words and understanding were reading more words and understanding more of what they read than controlsmore of what they read than controls

Results….Results….• Phonological awareness (PA)Phonological awareness (PA)

• VocabularyVocabulary

• DecodingDecoding

• Reading Comprehension Reading Comprehension

PA: PA: CTOPPCTOPP Mean Standard Score Mean Standard Score Changes by Treatment: Changes by Treatment: Phonological Awareness CompositePhonological Awareness Composite

Vocabulary: Vocabulary: ROWPVTROWPVT Mean Mean Standard Score Changes by Standard Score Changes by Treatment: Receptive Vocabulary Treatment: Receptive Vocabulary

Decoding and Comprehension: Decoding and Comprehension: WJIII WJIII Mean Mean Raw Score Changes by Treatment: Raw Score Changes by Treatment: Letter-Word Letter-Word IDID and and Passage ComprehensionPassage Comprehension

Remember!Remember!• All of the activities selected All of the activities selected

are recommended in one are recommended in one way or another in the way or another in the literature: Evidence literature: Evidence Based…….Based…….

• BUT!!! Which combinations BUT!!! Which combinations of activities help the most? of activities help the most? Which methodologies help Which methodologies help the most?the most?

We really wanted to know: Can We really wanted to know: Can oral narrative help?oral narrative help?

• Story retell portion speaks to the building of Story retell portion speaks to the building of linguistic bridges through increased oral linguistic bridges through increased oral narratives.narratives.

• Provides opportunities for English vocabulary Provides opportunities for English vocabulary expansion, connections to prior knowledge and expansion, connections to prior knowledge and life experiences, increased understanding about life experiences, increased understanding about the literacy practices of the target the literacy practices of the target language/language of instructionlanguage/language of instruction

We really wanted to Know: Did We really wanted to Know: Did promotion of sociocultural promotion of sociocultural connections help?connections help? AuthorAuthor Reader Reader

Experiences/Knowledge: Experiences/Knowledge: Experiences/Knowledge:Experiences/Knowledge:

Grounded in culture Grounded in cultureGrounded in culture Grounded in culture

Increase analysis of interconnectionsIncrease analysis of interconnections

Can we promote this in children?Can we promote this in children?

Results…..Results…..• Question 2: Does the inclusion of an Question 2: Does the inclusion of an

oral-narrative component designed by oral-narrative component designed by Speech-Language Pathologists enhance Speech-Language Pathologists enhance these students’ developing English these students’ developing English literacy skills? Will this component yield literacy skills? Will this component yield better results if it is grounded in better results if it is grounded in sociocultural reading theory?sociocultural reading theory?

• Trends indicate that language-rich oral Trends indicate that language-rich oral narratives may have been a key element!narratives may have been a key element!

Groups demonstrating the largest Groups demonstrating the largest mean standard score change pre- to mean standard score change pre- to post-intervention on selected measurespost-intervention on selected measuresMEASURE Largest Mean Change

CTOPP PA COMPOSITE ONLEG

CTOPP ELISION SUBTEST ONLEG

ROWPVT ONLEG

WJIII PASSAGE COMP CRONLEG

WJIII LETTER-WORD ID LEG

TEACHER QUEST: DECODING ONLEG

TEACHER QUEST: READING COMP LEG

TEACHER QUEST ENGAGEMENT ONLEG & CRONLEG

TEACHER QUEST: PARTICIPATION ONLEG & CRONLEG

Results…….Results…….• Question 3: How will acquired skills impact these students’ Question 3: How will acquired skills impact these students’

performance in the general education language arts curriculum?performance in the general education language arts curriculum?

• Open CourtOpen Court Reading Lions and Reading Lions and Comprehension measures did not reveal Comprehension measures did not reveal clear patterns despite noted improvements.clear patterns despite noted improvements.

• Limited linguistic knowledge, flexibility and Limited linguistic knowledge, flexibility and schema lead to problems with problem schema lead to problems with problem solving, inference, and irregular solving, inference, and irregular orthographic patternsorthographic patterns

Results….An Added Benefit!!!!!!!!!!Results….An Added Benefit!!!!!!!!!!Teacher QuestionnaireTeacher Questionnaire

• Increased confidence regarding story Increased confidence regarding story comprehensioncomprehension

• Increased classroom Increased classroom participation/engagementparticipation/engagement

ImplicationsImplications• Evidence suggests that contextualized, Evidence suggests that contextualized,

language-rich oral narratives may be an language-rich oral narratives may be an essential element for Hmong speaking ELLs: essential element for Hmong speaking ELLs: PA, Decoding, and participation and PA, Decoding, and participation and engagementengagement

• Emphasizing learning language by making Emphasizing learning language by making sense or meaning out of experience with sense or meaning out of experience with communicative contexts……(Norris & communicative contexts……(Norris & Hoffman, 1990).Hoffman, 1990).

Implications…Implications…• These findings are particularly important These findings are particularly important

with ELL populations who have not with ELL populations who have not demonstrated a history of academic demonstrated a history of academic successsuccess

• Engagement is positively correlated with Engagement is positively correlated with school successschool success

A Case Study:A Case Study:• P.J. P.J.

• 7-5, Hmong American Male, First grade, regular 7-5, Hmong American Male, First grade, regular educationeducation

• Met all criteria for referralMet all criteria for referral

• CELDT: EI (expected for 1-2 years of instruction CELDT: EI (expected for 1-2 years of instruction in English)in English)

• Reading Lions: 18.5 WPM 50Reading Lions: 18.5 WPM 50thth percentile= percentile= 35WPM35WPM

• Teacher: Frequently attempts to engage in Teacher: Frequently attempts to engage in classroom discussion around curriculum. Difficult classroom discussion around curriculum. Difficult time decoding and comprehending when reading.time decoding and comprehending when reading.

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance

• Comprehensive Test of Phonological Processing Comprehensive Test of Phonological Processing (CTOPP) (CTOPP) Note: A=Average, BA=Below Average, P=PoorNote: A=Average, BA=Below Average, P=Poor

Subtests Raw Score Pre

Raw Score Post

Standard Score Pre

Standard Score Post

Elision“Say time without /m/”

5 8 8 (A) 9 (A)

Blending Words“What word do these sounds make: /b/ /i/ /n/

10 11 10 (A) 10 (A)

Sound Matching“Which word starts with the same sound as man?”

3 13 5 (P) 7 (BA)

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance

• Comprehensive Test of Phonological Comprehensive Test of Phonological Processing (CTOPP)Processing (CTOPP)

Phonological Awareness Composite Pre

85 (Below Average)

Phonological Awareness Composite Post

91 (Average)

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance• Woodcock Johnson III Tests of Woodcock Johnson III Tests of

Achievement Achievement Note: A=Average, HA=High AverageNote: A=Average, HA=High Average

Subtest Raw Score Pre

Raw Score Post

Standard Score Pre

Standard Score Post

Letter-Word IdentificationIdentify letters and read words of increasing difficulty: P, cat, scientist

33 37 108 (A) 110 (A)

Passage ComprehensionRead and fill in information

15 20 95 (A) 102 (A)

Word AttackDecode nonsense words: yosh, snirk

12 23 110 (A) 120 (HA)

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance

• Receptive One-Word Picture Vocabulary Receptive One-Word Picture Vocabulary Test (vocabulary recognition)Test (vocabulary recognition)

Raw Score Standard Score

Pre 55 110

Post 55 110

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance

So What? Are there curriculum So What? Are there curriculum improvements?improvements?

• Reading Lions Fluency Pre: Reading Lions Fluency Pre: 18.5 WPM18.5 WPM

• Reading Lions Fluency Post: Reading Lions Fluency Post: 21 WPM 21 WPM

• Optional Open Court Fluency Optional Open Court Fluency

MeasureMeasure 27 27 WPMWPM

P.J.’s CRONLEG PerformanceP.J.’s CRONLEG Performance

• So What? Are there curriculum So What? Are there curriculum improvements?improvements?

Home for a Bunny Lesson Assessment:Home for a Bunny Lesson Assessment:

Comprehension: 7/7 CorrectComprehension: 7/7 Correct

Vocabulary: 4/4 CorrectVocabulary: 4/4 Correct

Phonics: 6/6 CorrectPhonics: 6/6 Correct

Research Assistant Notes on Research Assistant Notes on P.J.P.J.• Appeared to gain confidence using oral English, Appeared to gain confidence using oral English,

decoding words, and answering questions about decoding words, and answering questions about texttext

• Storyboard seemed to aid comprehensionStoryboard seemed to aid comprehension

• Oral output increased Oral output increased

• Increased awareness of all sounds in words: Increased awareness of all sounds in words: decreased omission of final sounds and vowel decreased omission of final sounds and vowel substitutions in spontaneous speechsubstitutions in spontaneous speech

• Overall speech intelligibility seemed to improveOverall speech intelligibility seemed to improve

Research Assistant NotesResearch Assistant Notes

• Appeared to gain confidence using oral English, Appeared to gain confidence using oral English, decoding words, and answering questions about decoding words, and answering questions about texttext

• Storyboard seemed to aid comprehensionStoryboard seemed to aid comprehension

• Oral output increased Oral output increased

• Increased awareness of all sounds in words: Increased awareness of all sounds in words: decreased omission of final sounds and vowel decreased omission of final sounds and vowel substitutions in spontaneous speechsubstitutions in spontaneous speech

• Overall speech intelligibility seemed to improveOverall speech intelligibility seemed to improve

Research: We begin confused and we Research: We begin confused and we end confused…..but hopefully at a end confused…..but hopefully at a higher level of confusion!!!!higher level of confusion!!!!

More Questions and Future More Questions and Future Directions……..Directions……..• Follow up study: Will current participants’ Follow up study: Will current participants’

improved reading and comprehension begin to improved reading and comprehension begin to provide “schema” and an increased provide “schema” and an increased understanding of the “richness” of the English understanding of the “richness” of the English language? language?

• Would this suggest that Hmong speaking Would this suggest that Hmong speaking ELLs might benefit from a positive Mathew ELLs might benefit from a positive Mathew Effect (Stanovich, 1986, 2000) as noted in Effect (Stanovich, 1986, 2000) as noted in reading and writing research?reading and writing research?

More Questions and Future More Questions and Future Directions….Directions….

• Would we find similar findings with ELLs Would we find similar findings with ELLs

from other understudied groups?from other understudied groups?

• CRONLEG may have taken time and CRONLEG may have taken time and focus away from PA/Phonics training. Can focus away from PA/Phonics training. Can ONLEG by itself constitute “good teaching” ONLEG by itself constitute “good teaching” (Delpit, 1998) from a sociocultural (Delpit, 1998) from a sociocultural standpoint? Design such a study standpoint? Design such a study comparing ONLEG to Controls.comparing ONLEG to Controls.

ONLEG Modifications from ONLEG Modifications from CRONLEG??CRONLEG??

• The Language Experience Approach (have The Language Experience Approach (have student tell story first, then write it down, then student tell story first, then write it down, then move into the actual story)move into the actual story)

• Build on Schema Activation: Access what Build on Schema Activation: Access what students know and begin there.students know and begin there.

• What do I know about bunnies? What do I What do I know about bunnies? What do I want to know about bunnies? want to know about bunnies?

I still spend a lot of time wishing I still spend a lot of time wishing for all of the answers…….for all of the answers…….

But in the meantime, one thing’s But in the meantime, one thing’s for sure: If we want to for sure: If we want to resemble this guy…………resemble this guy…………

Rather than this guy………Rather than this guy………

It still all comes down to It still all comes down to collaboration………collaboration………

phono

awareness phonics vocab

fluency text

comp

Teacher X X X X X

Resource Specialist X X X X

Speech Language Pathologist

X X X X

xxxx

In Conclusion….Why Involve the In Conclusion….Why Involve the SLP?SLP?

• ELLs are frequently among the students ELLs are frequently among the students referred to SST and IEP teams as being “at referred to SST and IEP teams as being “at risk of academic failure.”risk of academic failure.”

• SLP training leads to heightened awareness SLP training leads to heightened awareness of multicultural issues and linguistic of multicultural issues and linguistic differences.differences.

• SLPs are the professionals among the inter-SLPs are the professionals among the inter-disciplinary special education teams whose disciplinary special education teams whose expertise is in the area of language expertise is in the area of language development and literacy. development and literacy.

• SLPs are well-placed for intervention SLPs are well-placed for intervention and/or and/or consultation, collaboration, and consultation, collaboration, and follow-up. follow-up.

• Many SLPs are asked to participate and Many SLPs are asked to participate and help develop RTI programs help develop RTI programs

As already stated, it is easy to be afraid As already stated, it is easy to be afraid that being involved in RtI will create more that being involved in RtI will create more work for us!work for us!

• But ultimately, it will make But ultimately, it will make our jobs easier because our jobs easier because fewer children will be on fewer children will be on IEPsIEPs

• More students will receive More students will receive support BEFORE we are support BEFORE we are asked to formally evaluate asked to formally evaluate them for special educationthem for special education

So instead of being overwhelmed by the So instead of being overwhelmed by the idea of RtI…idea of RtI…

• Hopefully we will Hopefully we will find ways to find ways to support ELL support ELL students as part of students as part of a school team a school team approachapproach

• In the ideal team In the ideal team approach, the work approach, the work load is shared load is shared

CollaborationCollaboration

So what if I’m not involved in RTI? How can I So what if I’m not involved in RTI? How can I use this information?use this information?

• SST: Suggesting classroom modifications SST: Suggesting classroom modifications and pre-testing and pre-intervention and pre-testing and pre-intervention strategies for ELLsstrategies for ELLs

• Consultation and Collaboration with teaches Consultation and Collaboration with teaches and team members for ELLs who do qualifyand team members for ELLs who do qualify

V. INCREASING FAMILY . INCREASING FAMILY INVOLVEMENT IN STUDENTS’ INVOLVEMENT IN STUDENTS’

LEARNINGLEARNING

Some educators tell parents to Some educators tell parents to “speak only English at home”“speak only English at home”

• Because they believe that an ELL child Because they believe that an ELL child with a LLD will be confused by a dual with a LLD will be confused by a dual language environment. However, language environment. However, research has shown that this is not true.research has shown that this is not true.

• Children with LI can and do learn 2 Children with LI can and do learn 2 languages effectively; being a proficient languages effectively; being a proficient bilingual is very advantageousbilingual is very advantageous

• If a child is cut off from one of his If a child is cut off from one of his languages, it can have a negative languages, it can have a negative impact in many areas.impact in many areas.

Here in the U.S., we as professionals Here in the U.S., we as professionals routinely expect families to be involved routinely expect families to be involved

in their children’s learning.in their children’s learning.• However, in some cultures, families believe that However, in some cultures, families believe that

school and related activities are the responsibility school and related activities are the responsibility of professionals—not families!of professionals—not families!

• Thus, families may be offended at being asked to Thus, families may be offended at being asked to participate in educational decisions, carryover participate in educational decisions, carryover activities, etc. because these things are not their activities, etc. because these things are not their job. Education of children is the job of job. Education of children is the job of professionals. Raising children and providing professionals. Raising children and providing discipline is the job of the family!discipline is the job of the family!

• In these cases, we can utilize the services of cultural In these cases, we can utilize the services of cultural mediators to help families realize that in the U.S., mediators to help families realize that in the U.S., they are expected to be an integral part of the they are expected to be an integral part of the educational team. This may be a difficult transition educational team. This may be a difficult transition for many families.for many families.

• A cultural mediator is a person from the family’s A cultural mediator is a person from the family’s cultural and linguistic background who acts as a go-cultural and linguistic background who acts as a go-between for professionals and family members, between for professionals and family members, helping them work successfully with one another.helping them work successfully with one another.

Remember that in some Remember that in some culturescultures

• Older siblings take responsibility for younger Older siblings take responsibility for younger ones. Thus, SLPs may have better success ones. Thus, SLPs may have better success engaging the support of older siblings for things engaging the support of older siblings for things like carryover of homework assignments.like carryover of homework assignments.

• Also, parents and grandparents may speak little-Also, parents and grandparents may speak little-no English. Older siblings usually do speak no English. Older siblings usually do speak English, and can be most helpful in assisting English, and can be most helpful in assisting with homework assignments and other carryover with homework assignments and other carryover activities.activities.

We can help parents understand what U.S. We can help parents understand what U.S. schools expect of them and their childrenschools expect of them and their children

• Parents need to understand the academic/ curricular Parents need to understand the academic/ curricular standards of their children’s schools. For example, standards of their children’s schools. For example, here in California, students begin learning here in California, students begin learning multiplication at the end of second grade. In some multiplication at the end of second grade. In some countries, students do not begin learning this countries, students do not begin learning this information until third grade. information until third grade.

• If parents can volunteer in their children’s classrooms, If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum they will understand the demands of the curriculum much better. Parents who speak little English can still much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and help with tasks such as xeroxing, collating, and stapling assignments. stapling assignments.

Many families are Many families are surviving…surviving…

• Keep assignments short and simple.Keep assignments short and simple.

• When we do give homework, it needs to When we do give homework, it needs to only take a few minutes to do, and it only take a few minutes to do, and it needs to be understandable to families.needs to be understandable to families.

• We often tell the student what needs to We often tell the student what needs to be done, make sure she has a parent be done, make sure she has a parent sign the assignment, and offer a sticker sign the assignment, and offer a sticker or small prize for returning it. or small prize for returning it.

Help parents understand the Help parents understand the relevance of talking to infants and relevance of talking to infants and

small childrensmall children

In many cultures, infants and young children In many cultures, infants and young children are not considered conversational partnersare not considered conversational partners

• Many cultures value quietness in childrenMany cultures value quietness in children

• Thus, they may receive a great deal of love and Thus, they may receive a great deal of love and affection, but language stimulation may not be affection, but language stimulation may not be occurring at a level expected by mainstream society.occurring at a level expected by mainstream society.

• Again, it can be very advantageous to involve older Again, it can be very advantageous to involve older siblings in language stimulation activitiessiblings in language stimulation activities

Help parents find outHelp parents find out

• About local adult literacy services and About local adult literacy services and English classes.English classes.

• For example, English classes are often For example, English classes are often offered at night through local educational offered at night through local educational agencies.agencies.

Encourage students to read Encourage students to read to their parents in Englishto their parents in English

• This helps develop This helps develop students’ literacy skills.students’ literacy skills.

• Many parents want to Many parents want to learn English, and they learn English, and they are helped by hearing are helped by hearing their children read to their children read to them in English.them in English.

Remember that some parents are non-Remember that some parents are non-literate in English…literate in English…

• Send home wordless books that parents and children Send home wordless books that parents and children can look at together and discuss.can look at together and discuss.

• Encourage parents to read or discuss books with Encourage parents to read or discuss books with their children in L1.their children in L1.

Encourage them to take their children to the Encourage them to take their children to the local library to check out books. Many local library to check out books. Many developing countries don’t have public developing countries don’t have public libraries; parents are often very happy to find libraries; parents are often very happy to find this resource here in the U.S.this resource here in the U.S.

Help parents become aware of such things Help parents become aware of such things as garage sales and flea markets where as garage sales and flea markets where they can purchase books very they can purchase books very inexpensively. inexpensively.

We have been collecting and distributing gently-used children’s books to low-SES preschoolers…

To date…• We have collected and distributed over

12,000 books; many have been given to families who do not speak English

• We have collected these books from university students, churches, and friends

Some books….

• Have been shared with classroom teachers (e.g., Head Start, district preschool programs) to help prepare at-risk preschoolers to succeed in the general education setting

It has been very rewarding…

• To put books into the hands of children and families who otherwise might not have any books in the home

Thank you for all you

do on behalf of our

children

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