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PROMOTING EARLY LITERACY DEVELOPMENT Deidre Hayward & Trudy Campbell Speech-Language Pathologists Fort La Bosse School Division. LANGUAGE DEVELOPMENT MILESTONES. Birth – 12 months old. I look at the person talking to me I make sounds – oo , goo, bababa - PowerPoint PPT Presentation
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PROMOTING EARLY
LITERACY DEVELOPMENT
Deidre Hayward & Trudy CampbellSpeech-Language PathologistsFort La Bosse School Division
LANGUAGE DEVELOPMENT MILESTONES
BIRTH – 12 MONTHS OLD
I look at the person talking to me
I make sounds – oo, goo, bababa
I react to noises, music, and especially to the sound of voices
I understand some common words when used with gesturesExample: bye-bye, give me
1 TO 2 YEARS OLD
I use several words my parents understand and start using two word sentences (by age two)
I look to see where noises are coming from
I understand simple directions: Example: “Where is your nose?”, “get the ball”
I try to repeat words
I like to listen to simple stories and songs
2 TO 3 YEARS OLD My sentences are two to three words long
Such as: “me do it”
I follows simple directions E.g. “Put the teddy-bear to bed.”
I answer simple questions (who, what, where) using simple words or actions
I use words such as “me”, “it”, “in”, and “on”
3 TO 4 YEARS OLD I speak in longer sentences (three to four
words or more)
I follow two related directions E.g. “close the book and give it to me”
I understand questions about a picture story E.g. “Where did the bunny go?”
I tell short stories
I ask lots of questions: “what, where, why”
4 TO 5 YEARS OLD I follow three related directions
My speech is easy to understand There may be a few minor speech errors
I can describe objects and events
I can show you several colours when named
I understand several basic concepts E.g. top and bottom
RED FLAGS: Not understand by others Suspect vision difficulties Suspect not hearing everything
Difficulty following simple directions Numerous ear infections
Limited language in their first language
Referral
OTHER IMPORTANT INFORMATION: Other factors that influence literacy development
Attitude Motivation Interest Expectations of your child (too much vs. too little)
Physical Vision Hearing Eating habits Sleeping habits Other health related issues
Poor eating and sleeping habits have a negative influence on literacy development. Example:
Sensitivity to caffeine, sugar, perservatives – lack of concentration, difficulty falling asleep, becoming silly or hyperactive
Not eating breakfast
HOW IMPORTANT IS IT THAT YOU TALK TO YOUR
CHILDREN?
TALK! TALK! TALK! Children learn language by listening to others
speak
Children will listen carefully if…. They can hear adequately You talk more slowly You get their attention before you talk It is quiet You use short simple sentences
TALK! TALK! TALK! CONTINUEDChildren will talk more if you…
Look at their faces
Wait a few seconds before you reply to what they say
Take only one speaking turn at a time
Show you are listening
MORE TALKING!Talk about what you are doing
Talk about what they are doing
Talk about what they want to talk about
Talk about what you see
MORE TALKING TOOLS!Children will talk more if you…
Use new words
Repeat new words often
Repeat part or all of their sentences in question form
Repeat their sentences and add to them
TALKING TOOLS CONTINUEDChildren will talk more if you…
Help them by starting their sentences or filling in difficult words.
Model correct sentence formsRespond to their feelingsAsk appropriate questions
KEEP ON TALKING!Children will talk more if you…
Avoid criticizing them
Avoid pressuring them to talk
Avoid interrupting them
Avoid changing topics quickly
BASIC CONCEPTS Depict:
location (up/down)number (more/less)descriptions (big/little)time (old/young)feelings (happy/sad)
Help build pre-reading and early mathematics skills
Strengthen a child’s vocabulary Building blocks of early learning and learning at
school
HOW TO TEACH BASIC CONCEPTS
Basic concepts can be taught through:
Reading to your child
Daily routines
DAILY ROUTINESBath Time
Concepts:In/OutWet/DryDirty/CleanAll goneAll doneEmpty/Full
Getting Dressed
Concepts:On/OffUp/DownIn/OutInside/OutsideCold/HotOpen/ClosedFirst/Next/Last
EatingConcepts
Hot/ColdMoreBig/littleFull/EmptyOpen/CloseAll goneAll doneFirst/Next/Last
A CHILD WILL NEVER READ OR WRITE ABOVE THE LEVEL AT WHICH THEY SPEAK.
LANGUAGE FORMS THE FOUNDATION FOR ALL ACADEMIC SUBJECTS.
A STRONG FOUNDATION OF LANGUAGE SKILLS PROVIDES CHILDREN WITH THE TOOLS THEY NEED TO BE SUCCESSFUL IN SCHOOL.
FOUNDATIONAL READING SKILLS Reading is NOT just taught at school.
Children need to have a strong foundation of reading skills before they come to school.
These are the skills that are taught at home: Learning to love books Enjoying the meaning of books Learning how books work Discovering that print has meaning (e.g. fast food
signs) Memorizing books Story re-telling
FORMAL READING INSTRUCTION The only reading skills children are taught in
school are: Recognizing the words Developing fluency (smooth reading) Reading independently
Without the foundational skills in place formal reading instruction CANNOT occur
That’s why…. Parents are children’s first and most influential
teachers.
READ! READ! READ! Children learn to read by being read to. They
keep reading because they learn to love to read.
Reading should be fun and stress-free for both you and your child.
HOW TO READ TO YOUR CHILD Lap or close-proximity
Child needs to see the book Encourage your child to help hold the book and
assist in turning the pages Sharing and closeness are important and lets the
child know he/she is special
Use most expressive voice Child will know you are enjoying what you are
doing Remember: reading needs to be FUN for both
participants
HOW TO READ TO YOUR CHILD CONT. Invite your child to participate in the story
Encourage your child to say the repeated sounds or words (or read along with you)
Pause occasionally to let child fill in repeated phrases or characters’ names
Don’t force your child to participate – accept and celebrate all attempts
Encourage your child to talk and asks questions while you read
Point to words and pictures in the book as you read Try to connect the story to your child’s everyday life Read and re-read your child’s favourite books Model reading
WHAT TO READ TO YOUR CHILD For small children (birth to two years):
Simple board books Books with bright colours Books with simple pictures Not a lot of print Bedtime books
For older children (two+ years) Repetitive books Interactive books (flaps, holes) Funny stories Colour pictures
RHYMERS WILL BE READERS! Reading simple rhyming books
Finger plays, songs, chants
Why are rhymers readers? Helps children to shift their focus from the
meaning of the word to the sounds within the word
Demonstration