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Speech, Language, and Literacy Fun with Karma Wilson’s “Bear” Books

In my previous posts, I’ve shared my thoughts about picture books being an excellent source of materials for assessment and treatment purposes. They can serve as narrative elicitation aids for children of various ages and intellectual abilities, ranging from pre-K through fourth grade.  They are also incredibly effective treatment aids for addressing a variety of speech, language, and literacy goals that extend far beyond narrative production.

In the past, I’ve shared several posts regarding how to incorporate both fiction and nonfiction picture books into contextual language intervention sessions, with the most recent posts describing how I incorporate Helen Lester‘s as well as Julia Cook‘s picture books into therapy sessions.

Today I wanted to share how I implement books by Karma Wilson into my treatment sessions with preschool, kindergarten aged, as well as early elementary aged children.

Though these books are intended for younger children (3-8 years; pre-K-3rd grade), older children (~10 years of age) with significant language and learning difficulties and/or intellectual disabilities can significantly benefit from reading/listening to them and enjoy working with them as well.

Much like Helen Lester’s books, Karma Wilson’s books possess tremendous versatility with respect to what goals can be targeted via their use.

Themes:

  • Ms. Wilson’s books are terrific for discussing a variety of seasonal events and happenings.
    • Bear Feels Sick’, ‘Bear Feels Scared’ and ‘Bear Says Thanks‘ take place in the fall.
    • Bear Can’t Sleep’, ‘Bear Stays Up’, and ‘Bear Snores On‘ take place in the winter.
    • Bear’s New Friend’ and Bear’s Loose Tooth‘ take place in the Spring and Summer.
  • They are great for discussing illness and visits to the dentist (‘Bear Feels Sick’ and Bear’s Loose Tooth’), hibernation ( ‘Bear Snores On‘), holidays such as Thanksgiving and Christmas (‘Bear Says Thanks‘ and ‘Bear Stays Up‘).
  • They are also great for select social themes such as feeling frightened and making new friends (‘Bear Feels Scared’ and ‘Bear’s New Friend’).
  • Finally, ‘Bear Wants More‘ is great for working on nutrition as well as on making healthy food choices, in addition to reviewing a variety of food groups as well as food categories.

Speech Production: Bear books are terrific for the production of a variety of sounds in words in sentences including /r/ in all books, /s/ (‘Bear Feels Sick’, ‘Bear Feels Scared’), /th/ (‘Bear Says Thanks‘ ), etc.

Language: There are numerous language goals that could be formulated based on Karma Wilson’s books including answering concrete and abstract listening comprehension questions, defining story-embedded vocabulary words, producing word associations, synonyms, antonyms, and multiple-meaning words (semantic awareness), formulating compound and complex sentences (syntax), answering predicting and inferencing questions (critical thinking), gauging moods and identifying emotional reactions of characters (social communication), assuming characters’ perspectives and frame of reference (social cognition, theory of mind, etc.), identifying main ideas in text (Gestalt processing) and much, much more.

  • Select Highlights:Vocabulary: For the ages/grades that there’ve written for (3-8 years; pre-K-3rd grade), Ms. Wilson’s books are laden with a wealth of sophisticated vocabulary words such as vale, crooked, trail, lumbers, prowl, howl, spooks, wails, dimmer, squeaks, lair, roam, perch, prepare, trembles, longs, flounce, squawk, cluster, etc. (From the ‘Bear Feels Scared’ book)
  • Social Communication: ‘Bear’s New Friend’, ‘Bear’s Loose Tooth’, and ‘Bear Says Thanks’ are especially terrific for addressing a variety of social themes such as rules of politeness, making new friends (and accepting them for who they are), as well as helping out friends in difficult circumstances.

Literacy: Similar to the above, numerous literacy goals can be formulated based on these books. These include but are not limited to, goals targeting phonological (e.g., rhyming words, counting syllables in words, etc.) and phonemic awareness, phonics, reading fluency and comprehension, spelling, as well as the composition of written responses to story questions.

  • Select Highlights:
    • Phonics: Students can practice reading words containing a variety of syllable shapes as well as decode low-frequency words containing a variety of consonantal clusters (From the ‘Bear Feels Sick’ book: achy, autumn, stuffed, sneezes, heap, wheezes, whiffs, mutters, mumbles, moans, broth, squeezes, whispers, cloth, gopher, coax, herbs, smidgen, fuss, fret, etc. 
    • Morphology: There’s a terrific opportunity to introduce a discussion on simple affixes when using Ms. Wilson’s books to discuss how for example, select suffixes (e.g., –s, -ly, ‘ed, etc.) can change root words.  (From the ‘Bear Stays Up’ book: soundly, stays, gathered, etc.) 
    • Spelling: There is a terrific opportunity for children to practice spelling numerous spelling patterns to solidify their spelling abilities. From the ‘Bear’s New Friend’ book:  -00-, -ee-, -ea-,-oo-, -oe-, -ou-, -le, -ff-, -mm-, -tt-, etc.

As mentioned in previous posts, when working with picture books, I typically spend numerous sessions working with the same book. That is because research indicates that language disordered children require 36 exposures  (as compared with 12 exposures for typically developing children) to learn new words via interactive book reading (Storkel et al, 2016). As such, I discuss vocabulary words before, during, and after the book reading, by asking the children to both repeatedly define and then use selected words in sentences so the students can solidify their knowledge of these words.

I also spent quite a bit of time on macrostructure, particularly on the identification and definitions of story grammar elements as well as having the student match the story grammar picture cards to various portions of the book.

When working with picture books, here are some verbal prompts that I provide to the students with a focus on story Characters and Setting

  • Who are the characters in this story?
  • Where is the setting in this story?
  • Are there multiple settings in this story?
  • What are some emotions the characters experience throughout this story?
  • When did they experience these emotions in the story?
  • How do you think this character is feeling when ____?
    • Why?
    • How do you know?
  • What do you think this character is thinking?
    • Why?
    • How do you know?
  • What are some actions the characters performed throughout the story?
  • What were the results of some of those actions?

Here is a sampling of verbal prompts I provide to the students with a focus on story Sequencing 

  • What happened at the beginning of the story?
    • What words can we use to start a story?
  • What happened next?
  • What happened after that?
  • What happened last?
  • How do we end a story?
  • What was the problem in the story?
  • Was there more than one problem?
    • What happened?
    • Who solved it?
    • How did s/he solve it?
  • Was there adventure in the story?
    • If yes, how did it start and end?

Here is a sampling of verbal prompts I provide to the students with a focus on Critical Thinking Image result for bear says thanks

  • How are these two characters alike/different? (compare/contrast)
  • What do you think will happen next? (predicting)
  •  Why/How do you think ___ happened (inferencing)
  • Why shouldn’t you, couldn’t s/he ____ ? (answering negative questions)
  • What do you thing s/he must do to ______? (problem-solving)
  • How would you solve his problem? (determining solutions)
  • Why is your solution ______ a good solution? (providing justifications)

Here is a small sampling of verbal prompts I provide to the students with a focus on Social Communication and Social Cognition 

  • How would you feel if ____?
  • What is his/her mood at ____ point in the story?
    • How do you know?
  • What is his/her reaction to the ____?
    • How do you know?
  • How does it make you feel that s/he are _____?
  • Can you tell me two completely different results of this character’s actions?
  • What could you say to this character to make him/her feel better?
    • Why?
  • What would you think if?

At times, I also use select Free TPT resources to supplement my sessions with book-related visuals as related materials.

There you have it! Just a few of the reasons why I really like using Karma Wilson’s books for language and literacy treatment purposes with younger children. How about you? Do you use any of her books for treatment purposes? If yes, comment below which ones you use and why do you use them?

References:

Helpful Related Smart Speech Therapy Resources: 

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Why “good grades” do not automatically rule out “adverse educational impact”

Image result for good grades?As a speech-language pathologist (SLP) working with school-age children, I frequently assess students whose language and literacy abilities adversely impact their academic functioning.   For the parents of school-aged children with suspected language and literacy deficits as well as for the SLPs tasked with screening and evaluating them, the concept of ‘academic impact’ comes up on daily basis. In fact, not a day goes by when I do not see a variation of the following question: “Is there evidence of academic impact?”, being discussed in a variety of Facebook groups dedicated to speech pathology issues.

At first glance, the issue of academic impact appears to be rather straightforward. For example, many SLPs will readily assert that if a child is receiving good grades (A’s and B’s) in the school setting and is not exhibiting any “significant” maladaptive and challenging behaviors, then there is no evidence of adverse academic impact, and screening/evaluation/intervention services are unnecessary.

Unfortunately, things are not as “crystal clear” as they appear. That is because of the relative subjectivity pertaining to the grading practices of the students’ work in the school setting. Now, before you accuse me of inventing a problem where there is none, please hear me out.

In this post, I would like to illustrate how the subjectivity of grading practices can obfuscate the issue of academic impact to such an extent that students with significant language and learning needs may not be identified as being in need of help until it’s far too late – if identified at all.

Related imageLet’s begin with reading, an incredibly complex and deeply misunderstood process, especially in settings which do not utilize scientifically informed practices (e.g., synthetic phonics) when teaching young children to read.  When it comes to the teaching and assessment of reading, it is an absolute Wild West out there! And no one is more familiar with it, than parents of reading impaired children.

One of the first things these parents notice about their children in the early grades is that their reading abilities are highly inconsistent and are not commensurate with those of their peers.  These parents will notice that it takes their kids an extraordinary amount of time to master the alphabetic principle (remember the letters of the alphabet, match letters to sounds, etc.). They will notice that their children have an extraordinarily difficult time blending simple three letter words involving initial and final consonants with a medial vowel (e.g., “nob”). They will complain that their children display inconsistent knowledge of “sight words” from day to day, as well as misread and skip words when reading.

Here is the problem though, unless objective measures are used to test their children’s phonemic awareness and phonics abilities, there is a very strong possibility that these issues will persist well into upper elementary years, completely unnoticed in the school system, given the subjectivity involved in assessing reading mastery.

Indeed, numerous studies highlight the lack of efficacy of build-in assessments in programs such as Fountas and Pinnell, Reading Recovery, as well as the utility of utilizing Running Records, for reading assessment purposes.  My clinical observations of struggling readers in a variety of school settings, as part of the independent evaluation process, certainly support and corroborate available research on the subject. Namely, in many educational disputes, there’s a significant mismatch between teacher claims “S/he is reading at grade level as per (insert subjective method here)”  and observed student’s abilities (child is functionally illiterate) during reading tasks in the classroom. 

Related imageNow, let’s move on to discuss the subjectivity of the weekly spelling test. A number of scientific studies on this subject have shown that spelling instruction needs to be direct, explicit and systematic in order to be effective for struggling learners. When teaching spelling, best instruction practices involve consistently addressing and grouping words according to specific spelling patterns rather than teaching random “grade level” or topically related words. However, in the vast majority of instances, the weekly spelling test continues to consist of random words which are expected to be memorized by students. As a result of these memorization practices, numerous students will attain high marks on spelling tests but will be absolutely unable to correctly spell these words in a variety of writing assignments even a week later.

Image result for children taking a testThe practice of teaching to the test is certainly not restricted to spelling.  I have also seen similar practices pertaining to the subjects of science and social studies, whereas children are provided with specific handouts pertaining to a particular topic to memorize for the test. While this allows these children to perform well on such tests, unfortunately, their topic knowledge remains minimal to nonexistent given the fact that the memorized information will be long forgotten in a period of just a few weeks, if not sooner.

Similarly, science projects and social studies book reports may not even be necessarily completed by the children themselves. Many parents of struggling learners will readily acknowledge the mammoth work they had contributed to such projects just so their children could attain good marks which were worth a significant percentage of the overall class grade.

Many parents of struggling learners will also readily admit their significant involvement in the homework process and how stressful and frustrating it is on the students. They report spending numerous hours each day explaining information, their children’s tears of frustration and rage, significant tantrum behavior, and in some extreme cases even visits to a hospital, subsequent to accidental injuries stemming from challenging behaviors.

Finally, the subjectivity of grading written assignments is another important factor that needs to be explicitly acknowledged. Many parents and professionals tasked with the evaluation of the students’ spontaneous written work will readily confirm that oftentimes the grades some struggling learners receive on written assignments appear to be almost ridiculously overinflated.  Despite seemingly clear rubrics provided to the students explaining the breakdown of points for a particular written composition, many students end up receiving much higher marks than they deserve.  I myself have observed this phenomenon firsthand by reviewing the written work of my clients in private practice following parental complaints of grade inflation.

Related imageWe’re talking essays, blatantly lacking in coherence and cohesion, peppered with run-on and fragmented sentences, lacking subject-verb agreement, and full of grammatical errors, given A- and B+ grades, when the grading rubrics which came with the assignment, clearly indicate that the work is at the best deserving of a C- or a D+ grade.

These are just some of the many reasons why students of all ages with very noticeable language and learning needs, may end up being denied much-needed language and literacy assessments to determine the extent of their difficulties in order to receive targeted assistance.

Further complicating this issue is the fact that even when these students are finally tested in the school setting, due to the relative “mildness”  of their deficits,  coupled with the use of general (vs. targeted), often psychometrically weak tests, a lack of or under-identification of their deficit areas often occurs.

So what can parents and professionals do with this information? For starters, all are encouraged to examine the available information through a critical lens, albeit in different ways. Parents are encouraged to collect the samples of the child’s work (independent writing and spelling, audio samples of their reading, etc.) highlighting the discrepancies between the grades they receive and their actual abilities. They should absolutely request child study team assessments and if they are unsatisfied with the results of those tests they can seek out independent evaluations pertaining to the child’s areas of concern.

Image result for high sensitivity high specificitySimilarly, SLPs are encouraged to review their testing practices to ensure that they accurately reflect the students’ deficit areas. They are also strongly encouraged to review the psychometric properties of the tests they are using to better understand the sensitivity and specificity of these instruments with respect to the appropriate identification of language disorders. Finally, SLPs are strongly encouraged to familiarize themselves with the language and literacy expectations of older students and utilize clinical assessment procedures which reflect more sensitive assessment practices.

Image result for falling dominoesSo the next time someone has concerns regarding the language and literacy abilities of students with seemingly good grades, do not be so hasty in dismissing their worries due to a “lack of academic impact”. Depending on the setting and testing in question,  that impact may be far greater than we know!

Helpful Related Posts: 

  1. Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know
  2. What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?
  3. What Research Shows About the Functional Relevance of Standardized Language Tests
  4. Part II: Components of Comprehensive Dyslexia Testing – Phonological Awareness and Word Fluency Assessment
  5. On the Limitations of Using Vocabulary Tests with School-Aged Students
  6. It’s All Due to …Language: How Subtle Symptoms Can Cause Serious Academic Deficits
  7. Dear Reading Specialist, May I Ask You a Few Questions?
  8. Help, My Student has a Huge Score Discrepancy Between Tests and I Don’t Know Why?
  9.  The Reign of the Problematic PLS-5 and the Rise of the Hyperintelligent Potato
  10. Components of Qualitative Writing Assessments: What Exactly are We Trying to Measure?

 

 

 

 

 

 

 

 

 

 

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Win a 6 Month Subscription to Topics in Language Disorders Journal

Exciting news for all the SLPs for Evidence-Based Practice Group members! The editors of the journal truly appreciate that we share information about the latest SLP research, and would like to give 3 group members a complimentary journal subscription for a period of 6 months.

All you need to do to enter the Rafflecopter Giveaway is be a verified member of the SLPs for Evidence-Based Practice group on Facebook.

Then in the comments section below please briefly state how you can benefit from this FREE subscription and THAT’S IT!    Winner will be randomly chosen at the end of the giveaway! So have fun and EBP on! 

 

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Updated: How Early can “Dyslexia” be Diagnosed in Children?

Image result for dyslexiaIn recent years there has been a substantial rise in awareness pertaining to reading disorders in young school-aged children. Consequently, more and more parents and professionals are asking questions regarding how early can “dyslexia” be diagnosed in children.

In order to adequately answer this question it is important to understand the trajectory of development of literacy disorders in children.

Image result for ida dyslexiaAccording to the definition set forth by the International Dyslexia Association“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Thus, despite the significant controversy over the use of the label “dyslexia”, as being ‘unscientific and conceptually problematic’, the above definition affirms the fact that it is undisputedly a linguistically based disability.   While it is true that merely using the term “dyslexia” does not automatically evoke our understanding of what type of specific reading-related deficits the child is experiencing, which prevents him/her from reading effectively, it does alert us right away to the fact that a reading disability exists.

In this post, rather than utilizing the term “dyslexia”, I will use a more broad term “literacy deficits” to refer to children who develop trouble reading, writing, and spelling.

Image result for genetic inheritanceSo who exactly are those children? Well, with respect to genetic inheritance, children with immediate and/or extended family members who have in the past received diagnoses such as “dyslexia”, “reading disability”, “learning disability” or who had experienced special education placements during school years are significantly more at risk of developing literacy based deficits than children with no history of above problems in the family.

Unfortunately, the situation is further complicated by the fact that some children with no recognizable family history of learning disabilities, may be at risk for future literacy deficits if they display a pattern of linguistic difficulties during early development (e.g., delayed developmental milestones).

Below is the approximate hierarchy of language development in young children:

  • Exploration of the environment (early socio-emotional development)
  • Play (continuation of socio-emotional development)
  • Receptive Language
    • Comprehension of  words, phrases, sentences, stories
  • Expressive Language
    • Speaking single words, phrases, sentences, engaging in conversations, producing stories
  • Social Emotional Development (Pragmatics) continues to be refined and becomes more sophisticated
  • Reading
    • Words, sentences, short stories, chapter books, etc.
    • General topics
    • Domain specific topics (science, social studies, etc)
  • Spelling
  •  Writing
    • Words, sentences, short stories, essays

The fact is that if the child experiences any deficits in the foundational language areas such as listening and speaking, s/he will most certainly experience difficulties in more complex areas of language: reading, writing, and spelling.

So now that we know that children with a history of language delay/disorder are at a significant risk of having the disorder turn into a learning disability when they’re older, let’s talk about how early can these children be assessed in order to better plan their future literacy based interventions for optimal functional outcomes.

The first scenario is a more obvious one.  If a child has a documented history of language impairments and is receiving services from a very early age (e.g., early intervention, preschool, etc.) then given what we know about the connection between language disorders and learning disabilities, professionals can begin administering phonological awareness/emergent reading interventions during the early preschool years in order to optimally facilitate the child’s literacy outcomes.

Image result for detective clipartNow our second scenario is not so clear-cut. In our second scenario, the child may have never been identified as having language difficulties during toddlerhood or even early preschool years. However, as the child grows older (e.g., 4-5 years of age) his/her parents may be noticing some subtle difficulties such as difficulty remembering nursery rhymes and songs, trouble remembering the letters of the alphabet, trouble recognizing simple rhyming words, etc.  A such, even without a pertinent family history of literacy disabilities it may be important for a child to undergo an early literacy assessment in order to determine whether intervention is warranted.

Now let’s talk about various assessment options available for preschool children with suspected literacy deficits.  Firstly, if the child has never received a language assessment it is paramount that the child’s language abilities in the areas of listening comprehension, verbal expression, problem-solving and social communication be assessed prior to assessment of literacy  to ensure that the child does not present with any unrecognized/previously undetected deficits in any of the above areas.  This is done in order to ensure optimal intervention outcomes as failure to address gaps/deficits in foundational language areas may significantly impede any potential literacy gains even when the child is provided with optimal literacy based interventions (click HERE to view my post discussing select speech-language tests for preschool children 2-6 years of age).

Now that we’ve covered some basics let us move on to discuss how early can select literacy tests be administered.  Luckily, there are a number of tests pertaining to literacy which can be administered to children as young as 3:6 years of age.

Image result for asa pearsonTo illustrate: The Auditory Skills Assessment (ASA) can be administered to children 3:6—6:11 years of age. Present controversy over CAPD notwithstanding, it does assess important areas related to early phonological awareness development including nonsense word repetition, phonemic blending, as well as rhyming.

Image result for ctoppThe Comprehensive Test of Phonological Processing-2 —(CTOPP-2), starts at 4 years of age and assesses such areas as:

  • Phonological Segmentation
  • Blending Words
  • Sound Matching
  • Initial, Medial and Final Phoneme Isolation
  • Blending Nonwords*
  • Segmenting Nonwords*
  • Memory for Digits
  • Nonword Repetition*
  • Rapid Digit Naming 
  • Rapid Letter Naming 
  • Rapid Color Naming 
  • Rapid Object Naming 

(—Assesses the ability to manipulate real and *nonsense words)

(—Assesses word fluency skills via a host of rapid naming tasks)

Image result for Emerging Literacy & Language Assessment®For children 4:6 years of age and older the  Emerging Literacy & Language Assessment (ELLA) deserves a mention. It assesses the following literacy related abilities:

  • Section 1 – Phonological Awareness and Flexibility assesses rhyming (awareness and production), initial sound identification, blending and segmenting sounds, words, and syllables, and deleting and substituting sounds in the initial and final positions of words.
  • Section 2 – Sign and Symbol Recognition and Interpretation assesses environmental symbol identification, letter-symbol identification, word reference association, and reading comprehension for one to three sentences.
  • Section 3 – Memory, Retrieval, and Automaticity assesses rapid naming, word associations (name items that start with the “S” sound), and story retell (includes three story levels based on the child’s age).

For children between 5:0-9:11 years of age, —The Phonological Awareness Test-: NU (PAT 2: NU assesses the following areas:

  • —Rhyming:  Discrimination and Production—identify rhyming pairs and provide a rhyming word
  • —Segmentation:  Sentences, Syllables, and Phonemes—dividing by words, syllables and phonemes
  • —Isolation:  Initial, Final, Medial—identify sound position in words
  • —Deletion:  Compound Words, Syllables, and Phonemes—manipulate root words, syllables, and phonemes in words
  • —Substitution With Manipulatives—isolate a phoneme in a word, then change it to another phoneme to form a new word
  • —Blending:  Syllables and Phonemes—blend units of sound together to form words
  • —Graphemes—assess knowledge of sound/symbol correspondence for consonants, vowels, consonant blends, consonant digraphs, r-controlled vowels, vowel digraphs, and diphthongs
  • —Decoding—assess  general knowledge of sound/symbol correspondence to blend sounds into nonsense words
  • —Invented Spelling (optional)—write words to dictation to show encoding ability

The new Test of Auditory Processing Skills-4 (TAPS-4) begins at 5 years of age and covers several areas pertaining to phonological awareness including word discrimination of words, phonological deletion and blending segmentation, as well as supplemental syllabic blending abilities.

Furthermore, starting from 5 years of age the —Rapid Automatized Naming and Rapid Alternating Stimulus Test RAN/RAS  tests can be administered in order to assess the child’s word fluency skills.  Decreased word fluency is a significant indicator of reading deficits, which is why this ability is very important to test.

—In addition to the above assessments, there are several tests of early reading and writing abilities which are available for younger children with suspected literacy deficitsThe  Test of Early Reading Ability–Fourth Edition (TERA-4assesses  the emergent reading abilities of children starting from 4-0 years of age. Similarly, the Test of Early Written Language, Third Edition (TEWL-3) assesses  the emergent writing abilities of children also starting from 4:0 years of age.

So there you have it! Now you know that if needed children as young 3:6 years of age can undergo early literacy assessments in order to determine their potential risk of developing literacy deficits when older.

Of course, due to the precociously young age of the children, it is important for examiners to exercise significant caution when it comes to interpretation of standardized testing results. It is a well-documented fact that standardized tests present with numerous limitations when it comes to identification of children with language and literacy disorders.

As such, due to the children’s young age there will be a number of instances when testing may reveal “false negative results” (show that there are no deficits when deficits still exist).  Consequently, in such cases, it is important to carefully monitor the child’s school performance in order to perform a literacy reassessment (if needed) when the child is older and his/her difficulties may be more apparent (click HERE to view my 4-part post discussing Components of Comprehensive Dyslexia Testing for further details).

Finally, it is very important to reiterate that children presenting with language and literacy deficits will not outgrow these deficits on their own. While there may be periods of “illusory recovery” when it looks like children with early language disorders have caught up with their peers, such “spurts” are typically followed by a “post-spurt plateau” (Sun & Wallach, 2014). This is because due to the ongoing challenges and an increase in academic demands “many children with early language disorders fail to “outgrow” these difficulties or catch up with their typically developing peers” (Sun & Wallach, 2014).  That is why it is crucial that we identify language and literacy deficits in children at a very early age in order to ensure their optimal educational outcomes.

Related Posts:

Helpful Smart Speech Therapy Resources Pertaining to Preschoolers: 

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ASHA Web Chat: Strategies for Serving Children with Language Impairment and Emotional/Behavioral Disorders

Yesterday, myself, Abby Rozenberg and Timothy Kowalski, along with Jaumeiko Coleman, ex-officio (ASHA staff liaison) for SIG 16, participated in a FREE 2-hour-web chat moderated by Jill Straniero, entitled “Strategies for Serving Children with Language Impairment and Emotional/Behavioral Disorders“.

During the course of those two hours, we answered questions on a variety of topics pertaining to the assessment and intervention needs of children with diagnosed and suspected psychiatric disorders.    Topics included: comorbidity of language and psychiatric impairments, the connection between behavior and communication, formal and informal social communication testing, the effect of self-regulation on language and behavior, and much much more. If you are interested in this topic or are working with children diagnosed with emotional and behavioral disturbances, please know that the complete transcript of this web chat is available HERE for FREE.  Beyond the answers to a variety of presented questions, it contains links to resource websites, YouTube videos, blog posts, research articles, as well as informational groups on Facebook.

For those who were unable to participate in yesterday’s web chat, feel free to post your questions in the comments section below,  and I will be happy to provide some assistance to you.

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Editable Report Template and Tutorial for the Test of Integrated Language and Literacy

Today I am introducing my newest report template for the Test of Integrated Language and Literacy.

This 16-page fully editable report template discusses the testing results and includes the following components:

  • Table of testing results
  • Recommendations for using severity ratings of percentile ranks
  • Recommendations of which information to include in the background history section of the report
  • Teacher Interview Samples for Adolescent and Elementary Aged Students
  • Classroom Observations Sample
  • Adaptive behavior section sample
  • Assessment findings
    • All subtests descriptions
    • Extensive descriptions of how to analyze error patterns on all subtests
    • Descriptions of how to analyze scenarios when a student obtains average performance but it contradicts academic functioning.
    • Elaborations regarding specific subtests, weaknesses on which are not as apparent or straightforward (e.g., Nonword Repetition, Following Directions, etc.)
    • Recommendations for supplemental testing when the performance on select subtests (e.g., Social Communication) is within the average range despite glaring weaknesses
    • Extensive error descriptions that can be found on the Reading Fluency subtest
    • Extensive footnotes with clarifying information
    • Links to a variety of TILLS FREE tutorials created by the authors
    • Impressions section formulation
    • Possible ICD-10 diagnoses that can result based on TILLS assessment
    • Accommodations Section
    • Adaptive Recommendations Section
    • Maintaining Factors Section
    • Suggested Therapy Long and Short Term Goals Sampler for
      • Listening Comprehension
      • Oral Communication
      • Social Communication
      • Phonological Awareness
      • Phonics
      • Reading Fluency
      • Reading Comprehension
      • Spelling
      • Writing Conventions
      • Writing Composition
      • Reward System and Rationale
      • Expected duration of treatment
      • Prognosis
      • Therapy Discharge Recommendations

You can access it HERE in my online store.  My review of the TILLS is available HERE 

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New Additions to My Comprehensive Report Tutorials and Templates

I have previously written regarding my line of products on the topic of: “Comprehensive Report Tutorials“.  I had already added a number of editable comprehensive report templates to my online store.

These templates summarize popular speech-language pathology tests with meticulous detail. Each editable template will contain:

  • Formal testing results breakdown in the form of a table
  • A detailed overview of each subtest including a variety of hypotheses behind the student errors
  • Summary of the students perceived deficits on the test and their correlation with language/literacy based deficits
  • Long-term goals and detailed short-term’s objectives

Image result for Speech language Test manualsBelow is a select list of templates which are already available:

Related imageAvailable templates to date:

Continue reading New Additions to My Comprehensive Report Tutorials and Templates

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What Makes an Independent Speech-Language-Literacy Evaluation a GOOD Evaluation?

Image result for Independent Educational EvaluationThree years ago I wrote a blog post entitled: “Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know“. In it, I used  4 very different scenarios to illustrate the importance of comprehensive language evaluations for children with subtle language and learning needs.  Today I would like to expound more on that post in order to explain, what actually constitutes a good independent comprehensive assessment.

Independent evaluations, whether educational, psychological, speech and language, etc., are typically performed with a particular purpose in mind. That purpose is not to simply document the student’s strengths and needs but also to explicitly advise on solid goals and objectives or a strong treatment plan so the child could improve abilities in the affected areas of functioning.

Image result for all children can learnFor example, psychological evaluations do not simply determine the child’s full-scale IQ. Depending on the breakdown of the child’s scores, they help educators with planning for the child’s educational needs. To illustrate, let’s say that an IQ testing determined that the child is functioning in the below average range with significantly lower scores in the areas of working memory and processing speed.  Given this information professionals working with the child in the classroom and in the therapy room can plan accordingly in terms of designing an appropriate intervention which takes into the consideration the child’s cognitive challenges.

Image result for functionalSimilarly, let’s say an educational/learning testing had determined that the child exhibits difficulties in the areas of phonics, word reading, reading fluency, etc.   Such information is hugely helpful in assisting the child to receive additional reading intervention services with a focus on improving the affected areas of difficulty.

In other words, it is not nearly enough to state in the body of the report, what is wrong with the child, rather it is important to make functional recommendations on what can be done with a child in order to make the child better.

Now here it is very important to understand that accommodations and modifications, while extremely helpful for all children with learning needs, are simply not going to be as functional as actual targeted intervention goals in the affected areas, be it reading, writing, listening comprehension, etc.

Independent evaluations need to make concrete recommendation suggestions regarding best remediation practices for the child. They need to contain goals that other professionals can follow. Without this component, independent evaluations have highly limited value. Here is an example which illustrates a limited value of one such report.

Several years ago I was asked to do a comprehensive language and literacy evaluation on a fifth-grade student who was functionally illiterate. The student had already underway and a comprehensive neuropsychological evaluation, which surprisingly enough did not draw any conclusion regarding the student’s abilities.

The neuropsychologist found that the student had an average IQ and learning difficulties across the board in numerous tested areas. Because of these findings, the neuropsychologist chose to ‘blame’ the student’s deficits on ADHD and stated that he is unable to diagnose a student with a learning disability because there were no score discrepancies on educational testing (not a scientifically backed argument).

Image result for valueNow, what is the value of such an assessment? This child’s parents have spent thousands of dollars on this assessment but in the end, they had absolutely nothing to show for it! The assessment had literally found nothing useful because the submission of such an assessment to the school setting would not have resulted in an altered and beneficial program placement for this child.

So what are the components of a good comprehensive independent evaluation? For the purpose of this particular question, I’ll stick to the subject of language and literacy evaluations, which are in my purview.

Here are the sections I include in a typical independent comprehensive language and literacy report for school-age clients. Make sure to click on the multicolored/highlighted words to learn more details via relevant past posts pertaining to this topic.

Formal Testing Results

  • This section includes the tables of all the standardized testing administered to the child

Background Information

  • This section comprehensively discusses the child’s history to date. It summarizes in meticulous detail prenatal perinatal and postnatal histories, developmental milestones acquisition, relevant medical and psychiatric histories, as well as a compilation of information regarding all previous assessments and interventions to date. This is particularly important for cases involving a change in school placement. After all, if the child had received extensive interventions in a particular school setting which were found to be ineffective to date, it is a strong indication that a different school placement may be warranted.

School Visit

  • This section is hugely important for the determination of the child’s functioning in school setting. It documents an observation one hour in length, preformed to determine whether the child is receiving free and appropriate education in school setting (whether the child is appropriately receiving relevant therapies/schooling).
    • School Visit Impressions
      • All school visits need to include a report section which discusses the observers impressions of the program, as well as their suitability to the child’s educational needs.

Adaptive Behavior

  • This section documents the child’s social communication abilities as displayed throughout testing. Was the child calm or distractible, but did the child display any socially awkward behaviors, did the child display any refusal behaviors, was there any odd conversational exchanges, did it take the child too long to answer questions, with the child displaying any word finding difficulties when speaking? All of these observations are documented in that section as a precursor to both formal as well as clinical social communication testing (see below)

Peripheral Oral Motor Exam

  • Here any orofacial anomalies get documented if needed

Voice, Fluency, Resonance and Prosody

  • This section discusses any deviations in the above, and/or documents the presence of typical functioning as commensurate with age.

Articulation and Phonology

  • Here I document the presence of typical or atypical speech patterns

Auditory Function

  • This is a section which discusses previous audiological findings, history of hearing deficits (if present), as well as overall impressions of child’s hearing throughout the assessment.

Methods of Assessment

Testing Protocols 

  • A list of all the formal tests used during the assessment

Language Processing and Listening Comprehension:

  • Detailed findings of both formal and clinical testing pertaining to the child’s ability to process and comprehend language

Expressive Language and Metalinguistic Abilities:

  • Detailed findings of both formal and clinical testing pertaining to the child’s ability to verbally express self via the effective/ineffective ability to manipulate words and sentences

Discourse Analysis

  • Detailed findings of clinical testing pertaining to the child’s ability to produce age level narratives

Problem Solving, Critical Thinking, and Verbal Reasoning:

  • This section documents formal testing results of problem-solving testing

Social Communication Abilities

Reading Assessment

  • This extensive section includes the details of both formal as well as clinical reading testing including information on the child’s phonemic awareness abilities, decoding abilities, reading fluency and reading comprehension, summarization of read information, etc.

Written Assessment

  • This section contains results of formal and clinical writing assessments including spelling as well as writing composition

IMPRESSIONS

  • At this juncture I am ready to summarize the results of my assessment findings in detail. Here I discuss the severity of the impairment as well as list the areas in which deficits have been noted.

ICD-10 Diagnoses

  • Here I list relevant to the assessment diagnoses which were revealed by the conclusion of testing

CLASSROOM PLACEMENT RECOMMENDATIONS:

  • If necessary, this section discusses recommendations for alternative classroom placement. Here I include information regarding the class size, what additional therapies the child may need to receive, the need for additional classification/services, etc.

Instructional Accommodations to Improve Information Processing

  • Here I discuss my observations pertaining to accommodations which may be beneficial to the child in the school setting

ACCOMMODATIONS VS. REMEDIATION:

  • Here, I discuss the importance of providing direct remediation services versus mere accommodations and modifications alone

Knowledge Retention Recommendations:

  • This section may also be merited at times especially with severely impaired children who may not be able to process information presented to them in longer sentences

Adaptive Recommendations:

  • This section requires what adaptive modifications with respect to the child’s physical space, session materials, etc. may be needed in order for the child to succeed

Maintaining Factors (factors contributing to the maintenance of linguistic deficits)Image result for worse

  • Cognitive
  • Sensorimotor
  • Psychosocial
  • Linguistic

SUGGESTED THERAPY GOALS

  • As mentioned before this is a hugely important section which details the students long term as well as short-term goals which were derived based on the presence of deficit areas as documented throughout the assessment report

Reward system and rationale:

  • This may be a particularly important section for students with the greater degree of impairment as here we may be able to document what type of reward/reinforcements (intrinsic/extrinsic) work to for the student to motivate him/her to complete the assessment
  • If possible, an internal and social system of reward for targeted skill achievement (fostering, intrinsic motivation to take pride in own accomplishments) is strongly recommended

Goal Termination

  • Here I discuss the expectations for goal termination. I typically recommend a contingency of 90% or above accuracy marker over a period of 3 consecutive sessions

Expected duration of treatment

  • While it is often impossible to predict the duration of treatment, certain educated guesses may be taken to determine therapy length. This is frequently determined based on how rapidly the student progresses in therapy, the extent of parental involvement as evidenced or homework as well as carryover activities and exercises at home, any additional private therapy services as well as any additional school therapy services and support (e.g., reading instruction)

Image result for prognosisPrognosis

  • Here, once again depending on the extent of severity of the students deficits, a statement of prognosis may be made (e.g., “Good but cautious due to the above maintaining factors”)

Therapy Discharge:

  • Contingent on a successful reassessment of target deficit areas.

Appendices

  • This is a section where I provide any pertinent to the assessment documents such as the results of the prescriptive spelling test (e.g., SPELL-2) or a synopsis of a particular narrative (e.g., Dr. De Soto by William Steig) so that assessment readers could compare the student’s narrative production with expected production

So now that you know, what sections I include in my independent comprehensive language and literacy evaluations, I’d love to know if there are other sections/areas that you including yours? Post your thoughts and suggestions in the comments section below

Related Posts:

  1. Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know
  2. On the Limitations of Using Vocabulary Tests with School-Aged Students
  3. Updated: What Does “Their Social Skills Are Just Fine” Really Means When it Comes to Children with Language Impairment
  4. Why Developmental History Matters: On the Importance of Background Information in Speech-Language Assessments
  5. The Importance of Narrative Assessments in Speech-Language Pathology (Revised)
  6. Analyzing Discourse Abilities of Adolescents via Peer Conflict Resolution (PCR) tasks
  7. What do Auditory Memory Deficits Indicate in the Presence of Average General Language Scores?
  8. Analyzing Narratives of School-Aged Children
  9. Adolescent Assessments in Action: Informal Reading Evaluation
  10. Dear Reading Specialist, May I Ask You a Few Questions? 
  11. Test Review of CELF-5 Metalinguistics: What SLPs Need to Know
  12. Do Our Therapy Goals Make Sense or How to Create Functional Language Intervention Targets
  13. Social Communication and Describing Skills: What is the Connection? 
  14. Recommendations for Assessing Language Abilities of Verbal Children with Down Syndrome (DS)
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On the Limitations of Using Vocabulary Tests with School-Aged Students

Those of you who read my blog on a semi-regular basis, know that I spend a considerable amount of time in both of my work settings (an outpatient school located in a psychiatric hospital as well as private practice), conducting language and literacy evaluations of preschool and school-aged children 3-18 years of age. During that process, I spend a significant amount of time reviewing outside speech and language evaluations. Interestingly, what I have been seeing is that no matter what the child’s age is (7 or 17), invariably some form of receptive and/or expressive vocabulary testing is always mentioned in their language report.

Many of you may be wondering, “What’s wrong with having a vocabulary test as part of an assessment battery? Isn’t vocabulary hugely correlated with both language and literacy outcomes?”  The answer is, “It is more complicated than that.” Here’s why.

Children with robust lexicons formulate longer sentences and more interesting stories, better comprehend complex texts, and even compensate to some degree for reading deficits (Colozzo et al, 2011Law and Edwards, 2015; Rvachew and Grawburg, 2006).

In contrast, studies have found that children with Developmental Language Disorder (DLD) (formerly known as Specific Language Impairment or SLI) have limited expressive vocabularies (Leonard, 2014), have trouble learning new words (Alt & Spaulding, 2011; Storkel et al, 2016), and have clinically significant word retrieval deficits (Dockrell, Messer, George, & Wilson, 1998).

Due to these deficits, one-word vocabulary tests are often used in the assessment process to qualify children for speech and language services (Betz, Eickhoff, & Sullivan, 2013). However, studies have found that single word vocabulary tests have poor psychometric properties and/or are not representative of linguistic competence embedded in life-activities (Gray et al., 1999; Ukrainetz & Blomquist, 2002; Bogue, DeThorne, Schaefer, 2014).

Furthermore, because of this, single word vocabulary tests can overinflate testing scores and not represent the child’s true expressive language competence. Finally, even when a student truly has solid or even superior vocabulary knowledge and naming skills, doesn’t mean that s/he can effectively utilize these abilities during the narrative production as well as reading and writing tasks.

Image result for test resultsDon’t believe me?  Consider reviewing language evaluations of current or former students who received outstanding scores on one-word vocabulary tests, yet who were unable to utilize these words to perform semantic flexibility tasks (e.g., name antonyms, synonyms, provide clear definitions as well as define multiple meaning words), produce coherent and cohesive narratives, comprehend these words in the context of read texts, or utilize them during writing composition tasks.

The problem is that numerous SLPs overuse these tests and rely on them for qualification purposes when diagnosing language impairment (Betz, Eickhoff, & Sullivan, 2013). However, the practice of qualifying students based on single-word vocabulary testing in conjunction with psychometrically weak comprehensive testing (visit HERE for a compilation of psychometric data on major SLP testing), can often result in many language-impaired students not being qualified for language therapy services despite desperately needing them.

Image result for informed decisionNow it’s important to understand that I am not recommending elimination of vocabulary tests from SLP assessment batteries.  I am merely suggesting that SLPs use these tests wisely during the assessment process, and utilize them with children who truly benefit from their administration. Such populations include toddlers and preschoolers (under 5 years of age) as well as any children presenting with severe language deficits regardless of age, secondary to intellectual and neuro/developmental impairments such as ASD, DS, FXS, FASD, etc.  They are especially relevant for children with limited vocabularies who are unable to effectively participate in semantic flexibility tasks or produce narratives. As such, we want to learn more about the types of words they know and use on a daily basis to express their wants/needs, so we can increase their lexicon for functional communication purposes and prepare them for effective engagement in both semantic flexibility as well as narrative tasks, in order to further improve their language abilities.

In contrast, for children age 5-6 and older, it is far more practical for SLPs to functionally determine their linguistic flexibility skills as pertaining to the use of language.  This can be accomplished via standardized as well as informal measures. As mentioned above, broadly speaking, linguistic flexibility tasks focus on the manipulation of language.  Tasks such as generation of attributes, production of synonyms and antonyms, formulation of clear and precise definitions of words as well as explanations of multiple meaning, figurative, and ambiguous words and sentences are all examples of language manipulation tasks.

As such, these tasks are far more representative of the student’s language ability in an academic setting versus selecting a picture out of a visual field of four items (receptive identification) or naming a word in the presented picture (expressive generation).

Now there are numerous tests which possess subtests relevant to this purpose.  I, personally, often use select subtests from the below tests:

  • The WORD Tests (Elementary and Adolescent)
    • Associations
    • Antonyms
    • Synonyms
    • Definitions
    • Flexible Meanings
  • Language Processing Test – 3 (LPT-3)
    • Similarities and Differences
    • Multiple Meaning Words
    • Attributes
  • Expressive Language Test – 2 (ELT-2)
    • Metalinguistics
    • Defining Categories
  • Test of Integrated Language and Literacy 
    • Vocabulary Awareness
  • Clinical Evaluation of Language Fundamentals – 5 Metalinguistics (CELF-5M)
    • Multiple Meanings
    • Figurative Language

There are a number of other tests which contain subtests suitable for this purpose. SLPs can also easily create their own informal assessment procedures, similar to the above, for clinical assessment purposes.

However, even these tasks, though a huge improvement over one-word vocabulary tests are not sufficient. In addition to these, research strongly recommends the inclusion of narrative assessment (which is highly correlated with social, reading, as well as academic outcomes), as part of SLP assessment battery.

Related imageNarrative language skills have routinely been identified as one of the single best predictors of future academic success (Bishop & Edmundson, 1987; Feegans & Appelbaum 1986; Dickinson and McCabe, 2001). Language produced during story retelling is positively related to monolingual and bilingual reading achievement (Reese et al, 2010; Miller et al, 2006) Narratives provide insights into child’s verbal expression by tapping into multiple language features and organizational abilities simultaneously (Hoffman, 2009; Ukrainetz, 2006;Bliss & McCabe, 2012). They encompass a number of higher-level language and cognitive skills (Paul et al, 1996) such as event sequencing, text cohesiveness, use of precise vocabulary to convey ideas without visual support, comprehension of cause-effect relationships, etc. Narratives bridge the gap between oral and written language and are needed for solid reading and writing development (Snow et al, 1998).

Contrastingly, poor discourse and narrative abilities place children at risk for learning and literacy-related difficulties including reading problems (McCabe & Rosenthal-Rollins, 1994), while narrative weaknesses significantly correlate with social communication deficits (Norbury, Gemmell & Paul, 2014). As a result, narrative analyses help SLPs with distinguishing children with DLD from their typically developing (TD) peers (Allen et al 2012).

So the next time you are tasked with selecting appropriate language testing to determine whether a student presents with language and literacy deficits, don’t be so hasty in picking up that single-word vocabulary test.  Take a moment to carefully consider its utility for the student in question. After all, it may very well be a determining factor in deciding whether the student will qualify for language therapy services.

References: 

  1. Allen, M,  Ukrainetz, T & Carswell, A (2012) The narrative language performance of three types of at-risk first-grade readersLanguage, Speech, and Hearing Services in Schools, 43(2), 205-221.
  2. Alt, M., & Spaulding, T. (2011). The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairmentJournal of Communication Disorders44(6), 640–654
  3. Betz, Eickhoff, & Sullivan,( 2013) Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 44, 133-146.
  4. Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156–173.
  5. Bliss, L. & McCabe, A (2012, Oct) Personal Narratives: Assessment and InterventionPerspectives on Language Learning and Education. 19:130-138.
  6. Bogue, E. L., DeThorne, L. S., & Schaefer, B. A. (2014). A psychometric analysis of childhood vocabulary tests. Contemporary Issues in Communication Science and Disorders, 41, 55-69.
  7. Colozzo, P., Gillam, R. B., Wood, M., Schnell, R. D., & Johnston, J. R. (2011). Content and form in the narratives of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 54(6), 1609-1627.
  8. Dickinson D. K., McCabe A. (2001). Bringing it all together: the multiple origins, skills and environmental supports of early literacy. Learning Disabilities Research and Practice. 16, 186–202.
  9. Dockrell, J. E., Messer, D., George, R., & Wilson, G. (1998). Children with word-finding difficulties: Prevalence, presentation and naming problems. International Journal of Language & Communication Disorders, 33, 445–454.
  10. Feegans, L.,& Appelbaum, M (1986). Validation of language subtypes in learning disabled childrenJournal of Educational Psychology78, 358–364.
  11. Gray, S., Plante, E., Vance, R., & Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools30(2), 196–206.
  12. Hoffman, L. M. (2009). Narrative language intervention intensity and dosage: Telling the whole story. Topics in Language Disorders29, 329–343.
  13. Law, F., II, & Edwards, J.R. (2015). Effects of vocabulary size on online lexical processing by preschoolers. Language Learning and Development11, 331–355.
  14. Leonard, L. B. (2014). Children with specific language impairment. Cambridge, MA: MIT Press.
  15. McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45–56
  16. Miller, J et al (2006). Oral language and reading in bilingual childrenLearning Disabilities Research and Practice, 21, 30–43
  17. Norbury, C. F., Gemmell, T., & Paul, R. (2014). Pragmatics abilities in narrative production: a cross-disorder comparison. Journal of child language, 41(03), 485-510.
  18. Paul R, Hernandez R, Taylor L, Johnson K. (1996) Narrative development in late talkers: early school age. Journal of Speech and Hearing Research, 39(6):1295–1303
  19. Reese E., Suggate S., Long J., Schaughency E. (2010). Children’s oral narrative and reading skills in the first three years of reading instruction. Reading & Writing: An Interdisciplinary Journal, 23, 627–644.
  20. Rvachew S., Grawburg M. (2006). Correlates of phonological awareness in preschoolers with speech sound disorders. Journal of Speech, Language, and Hearing Research, 49: 74–87.
  21. Snow, C.E., Burns, M.S., & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press
  22. Ukrainetz, T. A. (2006). Teaching narrative structure: Coherence, cohesion, and captivation. In T. A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding PreK–12 literacy achievement (pp. 195–246). Austin, TX: Pro-Ed.
  23. Ukrainetz, T. A., & Blomquist, C. (2002). The criterion validity of four vocabulary tests compared with a language
    sample. Child Language Teaching and Therapy, 18, 59–78.

 

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What are They Trying To Say? Interpreting Music Lyrics for Figurative Language Acquisition Purposes

Image result for music lyricsIn my last post, I described how I use obscurely worded newspaper headlines to improve my students’ interpretation of ambiguous and figurative language.  Today, I wanted to further delve into this topic by describing the utility of interpreting music lyrics for language therapy purposes. I really like using music lyrics for language treatment purposes. Not only do my students and I get to listen to really cool music, but we also get an opportunity to define a variety of literary devices (e.g., hyperboles, similes, metaphors, etc.) as well as identify them and interpret their meaning in music lyrics.

Lyrics interpretation is a complex task.   There is definitely a myriad of ways one can interpret the lyrics of a particular song, the sky is the limit!  As such, I am always mindful of the complexity of this task and typically tend to target this as a language goal with my adolescent students.  I don’t always target the interpretation of lyrics in the entire song, especially because many great recording artists use quite a healthy amount of profanities in their lyrics that I do not necessarily want the students to hear. As such, I may play portions of songs or present clean versions of lyrics to my students for their interpretation. Prior to choosing particular lyrics I typically review the following wikiHow article: How to Figure Out a Song’s Meaning as it provides some helpful advice to students regarding the parameters which they could use to analyze music lyrics.

Typically, I like to approach language goals pertaining to music lyrics interpretation, thematically. So, if I am working with my students on the identification of particular literary devices/figurative language, I will use that opportunity to introduce a variety of songs containing that particular literary device.

To illustrate, if my students are working on the identification and description of 1hyperboles, I will locate a number of songs containing hyperboles for them to identify and utilize in a variety of contexts.

Working on 2alliteration? There are plenty of songs available on this topic.

Looking for songs that utilize 3similes? There are literally so many of them! You can find them HERE, HERE, and HERE for starters.

How about 4metaphors? Sure thing!Image result for metaphors and similes

5Personification? Oh, yes, plenty of sources!

6Onomatopoeia?  Ono mono, no problem! 

Finally, how about some 7 irony? Definitely got it!

Now that we have identified just some of the potential sources we can use for this purpose,  let me describe how I address this goal with my students. Prior to initiating a unit on the interpretation of music lyrics, I typically ensure that my students are highly familiar with the expected literary terms (e.g., similes, metaphors, personification, alliteration, onomatopoeia, hyperboles, as well as irony).  We use a variety of worksheets at first, then find these terms in a variety of texts, and later transition to using the above terms in conversational exchanges via oral and written sentence formulation tasks.

Some basic questions to ask the students:

  • What is figurative language?
  • What are the most common figurative language types? (metaphors and similes)
  • What is a metaphor? (definition)
  • Can you give me some examples of metaphors?
  • What is a simile? (definition)
  • Can you give me some examples of similes?
  • What are some other examples of figurative language?  (ask for definitions and examples of personification, alliteration etc.)
  • Why do songwriters use figurative language in their lyrics?

After ensuring that my students have the solid knowledge of definitions and can use examples of these terms in sentences, I introduce them to the mutually selected music videos and ask them whether they know what the lyrics signify. Many of my students frequently report that while they had memorized some of the lyrics in the past, they’ve never actually thought about their meaning.  After listening to a portion of the video/audio I then present the words in writing and ask them to answer a few questions.

For example, after listening to “Tik Tok” by Ke$ha I will ask them: “What type of figurative language is Ke$ha using here?’

“Tick! Tock! on the clock but the party don’t stop”. 

What makes it __________?

Image result for lyric writingIn addition to defining the literary terms, locating their examples of music lyrics, using them in sentences, etc. there are numerous other extension activities that SLPs could use for the purpose of targeting this goal.  One suggestion is to ask the students to create their own simple music lyrics utilizing figurative language and then have them explain their songwriting process.

There are numerous fun and educational activities which can be targeted via this goal with the help of the selected FREE resources below. So if you didn’t get a chance to target this therapy goal in sessions, give it a try. It definitely goes a long way toward improving our students metacognitive and metalinguistic abilities for social and academic purposes.

Helpful FREE Online Resources:

Helpful FREE TPT Worksheets