Barbara J. Ehren, Ed.D., CCC-SLP Research Associate

Transcription

1 Nanette Fritschmann Doctoral Fellow Irma Brasseur Doctoral Candidate Barbara J. Ehren, Ed.D., CCC-SLP Research Associate The University of Kansas Center for Research on Learning

2 Course Questions Addressed 5. How do professionals providing services across the levels work together to assist students? 9. How can the needs of students who are reading and writing below a 4 th grade level be addressed by secondary schools? 10. What are the types of services that need to be provided by a speech-language pathologist crucial to the success of a school-wide literacy approach? The Content Literacy Continuum Units Adolescent Literacy Developing a Plan (Overview) that clearly addresses that requires Professional Development Content Mastery Instruction (Level 1) is about Developing a school-wide approach to improving adolescent literacy that requires teacher instruction that ensures in which students learn how to approach literacy through Embedded Strategy Instruction (Level 2) for those students who need more explicit strategy instruction by offering Intensive Strategy Instruction (Level 3) that requires SLPs to deliver for those students who read <4 th gr. level and need Intensive Clinical Interventions (Level 5) Intensive Basic Skill Instruction (Level 4) SIM The University of Kansas Center for Research on Learning

3 CRITICAL CONCEPTS * BASIC LITERACY * MASTERY LEARNING * CONTENT LITERACY * GENERALIZATION *EMBEDDED LEARNING STRATEGIES *LEARNING STRATEGIES *BASIC SKILLS *CURRICULUM RELEVANT THERAPY The University of Kansas Center for Research on Learning Outcomes Describe the type of service provided in Level 4 & 5 of the Content Literacy Continuum (CLC). Explore the importance of Level 4 & 5 services to the overall implementation of the CLC. Explain why general education teachers, special education teachers, reading specialists, and speech-language pathologists (SLPs) need to work together in literacy development of struggling learners.

4 What is the Content Literacy Continuum (CLC)? Content Literacy Continuum- A Continuum of Action. Level 1: Ensure mastery of critical content. Level 2: Weave shared strategies across classes Level 3: Teach strategies more intensively for students who need more explicit instruction. Level 4: Provide more intensive intervention for those who need work on basic literacy elements. Level 5: Deliver more intensive clinical options for those who need it.

5 Level 4 Basic Skill Instruction for Those Below a 4th Grade Level

6 Level 4: Provide more intensive intervention for those who need work on basic literacy elements. Students develop the foundational decoding, fluency, and comprehension skills through specialized, direct, and intensive instruction in reading. Intensive instruction in listening, speaking, and writing is often a part of these services. For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students. Level 5 Therapeutic Intervention

7 Level 5: Deliver a more intensive clinical option for those who need it. Students with underlying language disorders learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.. For example: Speech-language pathologists engage students in curriculum-relevant therapy.. She has been identified as having language impairments and learning disabilities. She has been receiving language therapy services since third grade. Her academic classes are: special ed for language arts, reading, and math; general ed for science, social studies, physical education, and home economics. Her reading skills are at approximately at the 3rd grade level.

8 She is inconsistent in her ability to decode short and long vowels, digraphs, and unfamiliar words with multiple morphological components (e.g. bio-graph-ic-al). In short passages, she is usually able to identify details such as those elicited by the five Wh questions; however, identifying the main idea is difficult for her, especially if it is not stated in the first sentence. She has not mastered the use of context to support drawing conclusions, predicting outcomes, and determining the writer s purpose and point of view. When using a textbook, she begins reading at the beginning of the first section, without reviewing the title, key words, section headings, and graphics within the pages assigned. When asked to summarize information she often copies key phrases from the introductory paragraph, stringing them together in an awkward, grammatically and semantically incoherent paragraph. She is often unable to recall information presented orally and confuses temporal and spatial information. Spoken responses are typically shorter than those of her classmates. She uses concrete and simplified vocabulary terms and vague descriptors when answering questions in class. In explaining past events or describing details of given assignments she utilizes vague, non-specific vocabulary and often provides information out of logical sequence. She has difficulty modifying words morphologically to convey meaning (e.g. He dictatored the country. ) As the complexity of her responses increases (e.g. replying to analysis, synthesis, evaluation level questions), the likelihood of grammatical errors increases orally and in writing) During class time, she interacts with her teachers when called upon, but does not often volunteer to read aloud, answer questions, or contribute to discussions.

9 The Special Education teacher and Jackie Special Education Teacher provides intensive instruction: *in a small group setting. *focus on basic decoding, fluency and comprehension skills using SRA Corrective Reading. *collaboration for vocabulary instruction. *reinforce paraphrasing skills. Special Education Teacher guides and scaffolds instruction through: *multiple practice attempts. *mastery of skills. *planned application of skills to general ed. curriculum

10 The SLP and Jackie The Speech-Language Pathologist Provides Curriculum-Relevant Therapy Curriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success. Practice Principles: Practice Principles: 1. Intervention provided by the SLP should be therapeutic, or clinical, in nature. 2. Intervention should relate directly to what students have to learn in school.

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12 DX RX Example: Curriculum-Relevant Therapy for Jackie Work on the idea of units of meaning in words (i.e. morphemes). Teach word analysis, segmentation of words into prefixes, suffixes and roots. Teach clusters of prefixes, suffixes and roots by meaning and function. Work on the concept of paraphrasing. Work on the use of synonyms in rephrasing. Teach a variety of syntactic patterns to express the same thoughts.

13 The General Education teacher and Jackie Social Studies Teacher provides enhanced instruction: *Unit Organizer Routine *Concept Mastery Routine *Concept Comparison Routine *Clarifying Routine Social Studies Teacher cues student use of strategies: *The Paraphrasing Strategy *The LINCS Vocabulary Strategy *The Self-questioning Strategy

14 What are other Level 4 services? Other Level 4 Reading Approaches Language! Wilson Reading Orton-Gillingham

15 Level 4 Delivery Structures Pullout programs Labs Courses Before or after school tutoring How might Level 5 services be structured?

16 How these services might be delivered: PULL OUT How these services might be delivered: A regularly-scheduled therapy class as an elective. Co-teaching with other special service providers. Working with students in a communication, reading or writing lab.

17 Enhanced Content Instruction Therapeutic Language Learning Classes The Language Competent Achiever Basic skills instruction as needed Language Sensitive Learning Strategies

18 Post Organizer The Content Literacy Continuum Units Adolescent Literacy Developing a Plan (Overview) that clearly addresses that requires Professional Development Content Mastery Instruction (Level 1) is about Developing a school-wide approach to improving adolescent literacy that requires teacher instruction that ensures in which students learn how to approach literacy through Embedded Strategy Instruction (Level 2) for those students who need more explicit strategy instruction by offering Intensive Strategy Instruction (Level 3) that requires SLPs to deliver for those students who read <4 th gr. level and need Intensive Clinical Interventions (Level 5) Intensive Basic Skill Instruction (Level 4) SIM The University of Kansas Center for Research on Learning

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