Transcript
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LANGUAGE, LITERACY and AAC Finding a communication system that is… ………..right for today, tomorrow and the day after tomorrow
Kind permission of • Dr Martine Smith, Head, School of Linguistics, Speech and Communication Sciences, Trinity College, Dublin, Ireland
(David Beukelman et al, 1985, 1998, 2008)
Janice Murray, PhD, Manchester Metropolitan University,
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Defining ‘literacy’
Overview – developmental perspective Deconstructing symbol communication & its impact on language development • Defining the context • Typical and atypical language development • Symbolized language
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Early literacy communication strategies and activities • Shared book reading • Story telling • Symbols
Generically: ‘the ability to read and write’ ‘it includes the ability to use language, numbers, images and other means to understand and use the dominant symbol systems of a culture’
The key to all literacy is reading development, begins with ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology)
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Deconstructing symbol communication & its impact on language development
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WHO are we talking about?
Expressive
Supportive
Alternative
Defining the context
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Three groups of people using AAC
Supportive language group Expected to develop speech Learning disability, severe articulatory disorders Non-speech system to augment the process of communication, promoting language development through aiding understanding and expressive skills
(von Tetzchner & Martinsen, 1992, 2000)
Expressive language group good comprehension typically motor impairment AAC typically permanent to natural speech supporting expressive output 4/30/2015
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Who?
Alternative language group
Why is it important to consider WHO? • Predictions of what is needed today, tomorrow, and the day after tomorrow • Aspirations in terms of language access, knowledge, use and scaffold through to literacy • Activity: think about own children and identify if they fit these ‘theoretical’ groups; do they shift group? If so, why?
May have little understanding of speech and language Individuals with significant learning disability, autism, etc Non-speech system replaces speech for most if not all purposes and supports understanding and expressive skills
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Where are we thinking AAC communication takes place? ‘The road not taken’ by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth........ ………..I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I I took the one less travelled by, And that made all the difference.
Where? 11
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Your task:
Where? ‘our language learning environments’
• Think of a child • List daily scheduled routines • List regular/unscheduled communication opportunities • List ‘Down times’
• Daily scheduled routines • Unscheduled opportunities • ‘down time’ • Planned • Spontaneous and reactive • Group versus individual • Intentionality
• Communication roles? E.g. observer • Communication strategies: aided/unaided/multimodal • STOP before they venture into discussing WHAT is communicated 13
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WHAT needs overt consideration in the aided communicator?
Where does ‘where’ take us? What we communicate • • • • • •
Language knowledge Meaning Organisation Accessing Understanding Expressing
How we communicate it
What we communicate
• Modalities:
• • • • • •
– Non/vocal – visual – speech
• Style: – content – form – use
Language knowledge Meaning Organisation Accessing Understanding Expressing
• What does typical language development look like? • What impact is there in atypical language development?
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Language development: typical and atypical
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Maya video – part two
Grammar
Semantics
Pragmatics
word order
concepts
purposes
word structure
relationships
NVC
Grammar comments? • Language skill development • Word to symbol matching
Articulation
Phonology
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Semantic comments? • Communication opportunity • Communication experience • Language to symbol matching
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Having decided What aspects of language need to be included…….
Symbolized language: the HOW
How will we represent it?
There once was a fisher named Fisher Who fished for a fish in a fissure But the fish with a grin Pulled the fisherman in Now they all fish the fissure for Fisher
• Challenges, challenges • Options, options • Decisions, decisions
Det var en gang en fisker ved navn Fisher Han fisket etter fisk i en kløft Men fisken den gliste Og dro fiskeren inn Så nå fisker alle etter Fisher i kløften 22
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Farao på ferie I landet Miramarmora var Farao på ferie hos farmora og mormora. En morgen klatret mormora til Farao i furua, og så begynte moroa.
Hva ler'u a'? sa farmora Av mormora, den furia! Hvor ser'u a? sa farmora I furua! sa Farao
How do we represent language through graphic communication?
Kom ned igjen! sa farmora til mormora i furua I morra, ja! sa mormora til farmora til Farao
The Iconicity continuum
Du ser av vår historie at det å dra på ferie i landet Miramarmora til farmora og mormora, den furia i furua, har Farao hatt morro av! Morovers - Andrè Bjerke 25
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Aided Symbol Hierarchy (Mirenda & Locke, 1989) Symbol type
Degree of iconicity
Objects Colour photographs Black & White photographs Miniature objects Black &White line drawings Stylised symbol system, e.g. Blissymbolics Traditional orthography
Most iconic
Least iconic
Schlosser et al , 2013, Harmon et al 2014: static and animated symbols. Findings: animation does not always offer greater learning and sense-making opportunity 27
Apple
OR
Apple
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Some video examples:
The HOW: A formula for deconstructing symbolic elements:
Content
Form
Use
Ideas
Concepts
Construction
Flexibility
Visual representation
Iconicity
Complexity
Purpose
Word classes
Organization
Retrieval
Meaning relationships
• Content:
• Requesting….
• Form:
• Choose the best sentence
• Use:
• Multi-modal communication
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Literacy – story sharing and telling
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BLOOM & LAHEY, 1978
CONTENT https://www.youtube.com/watch?v=9XUzTAH2c o0
USE
FORM
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BLOOM & LAHEY, 1978
CONTENT
USE
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FORM
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IMPLICATIONS
BLOOM & LAHEY, 1978
• • • •
CONTENT
USE
Children are learning multiple codes Some of the learning challenges overlap Some are unique to the codes Children may have difficulty with the ‘common’ or the unique aspects of learning • Literacy learning is a particular challenge
FORM
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• http://www.youtube.com/watch?v=I9R5xfcrZv U • http://www.youtube.com/watch?v=WvEJEA4 mkA8
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SHARED STORYBOOK READING
Vocabulary
Language of the story
• Significant impact on children’s print knowledge and oral language • Not so much on analytic skills
Control
About print
Active participation
Print 40
In print
Sentence structure Language of stories
Language of interaction 41
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SHARED BOOK READING 1. 2. • •
SHARED STORYBOOK READING
Increase the amount Change the style of interaction More intensive More interactive
• Significant impact on children’s print knowledge and oral language
• IN AAC: Significant impact on children’s use of aided language1, 3, aided language structure2, vocabulary2-4 and narrative skills4,5
National Reading Panel, 2001
Bellon-Harn et al., 20081; Binger & Light, 20072; Kent-Walsh & Binger, 20133; Soto & Dukhovny, 20084; Soto et al., 20075 42
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STORYBOOK READING & AAC
Increasing the amount: what to read • ‘Important’ stories: content (culture, concepts and vocabulary) • Sound-based: repeated lines – participation; sound patterns – phonological awareness • Personal stories ………. • Self selected, multiple repetitions
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The challenges
Change the interaction style – Balanced discourse1,2 – Active participation2-4 – Multimodal challenges3
• Partner training strategies are effective4 • Changing interaction style yields learning gains4-6 Light et al., 19941; Peeters et al., 20112; Bellon-Harn et al, 20083; Binger & Kent-Walsh4; 45 Soto et al., 20075; Soto et al, 20086
Where will symbols fit in?
• Physical
• What role is most suitable? – Interaction: ‘balanced discourse’ • About the process (my turn, turn the page, read it again…) • About the story (e.g., questions, ending, repeated line)
• Linguistic: vocabulary and sentence structure
– Story related • Vocabulary • Sentence structure (commenting, cloze, carrier phrase…)
• Communication: interaction
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Symbolisation to support vocabulary
An example: Smith, M,M (in press) Supporting vocabulary development in children who use Augmentative and Alternative Communication (AAC). Journal of Speech Language Hearing Association Taiwan
• Identify the target vocabulary – Core – Fringe – Developmental
• Receptive or expressive? • Availability of vocabulary
- A story book reading activity with a group of children who used aided communication
– Model, guided practice, independent use – Prime, practice and review 50
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Learning new words
For example…
• Phonological task – Extract – Identify boundaries – Hold in STM>WM
• Conceptual task – Likely meaning and use (grammatical role) – Keep in Working Memory
• Store both form and function 52
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Have you seen Elvis?
The WHAT: Selecting targets • • • •
List of 22 potential targets Teachers and therapists rank order of priority 10 for direct attention Scored each word for – Communicative value Spelling pattern value – Language importance Sight word value
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Ranking words
Vocabulary choices • Communicative ‘power’: enough, away • Language structure: where, have you seen, -ed (looked, asked) • Sight word: you, him, have, where • Spelling: look, fight • Mapping onto aided system: symbols or words? 56
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Key Words can be: Norsk Tre Bukk/bukker (goat/goats) Seters Fete Bro Foss Over Under Troll Liten Mellomst Stor Stemme Vent Ikke Hvem Skrike Stille Ta Kom Øyne Nese På
De tre bukkene Bruse som skulle gå til seters og gjøre seg fete Three Billy Goats Gruff that would go to the mountain and make them fat Det var engang tre bukker som skulle gå til seters og gjøre seg fete, og alle tre så hette de Bukken Bruse. På veien var det en bro over en foss, som de skulle over, og under den broen bodde et stort, fælt troll, med øyne som tinntallerkener, og nese så lang som et riveskaft. Først så kom den yngste Bukken Bruse og skulle over broen. Tripp trapp, tripp trapp, sa det i broen. "Hvem er det som tripper på mi bru?" skrek trollet. "Å, det er den minste Bukken Bruse; jeg skal til seters og gjøre meg fet," sa bukken, den var så fin i målet. "Nå kommer jeg og tar deg," sa trollet. "Å nei, ta ikke meg, for jeg er så liten jeg; bi bare litt, så kommer den mellomste Bukken Bruse, han er mye større." "Ja nok," sa trollet. Om en liten stund så kom den mellomste Bukken Bruse og skulle over broen. Tripp trapp, tripp trapp, tripp trapp, sa det i broen. "Hvem er det som tripper på mi bru?" skrek trollet. "Å, det er den mellomste Bukken Bruse, som skal til seters og gjøre seg fet," sa bukken; den var ikke fin i målet, den. "Nå kommer jeg og tar deg," sa trollet. "Å nei, ta ikke meg, men bi litt, så kommer den store Bukken Bruse, han er mye, mye større." "Ja nok da," sa trollet. Rett som det var, så kom den store Bukken Bruse. Tripp trapp, tripp trapp, tripp trapp, sa det i broen; den var så tung at broen både knaket og braket under den! "Hvem er det som tramper på mi bru?" skrek trollet. "Det er den store Bukken Bruse," sa bukken, den var så grov i målet. "Nå kommer jeg og tar deg," skrek trollet. "Ja, kom du! Jeg har to spjut, med dem skal jeg stinge dine øyne ut! Jeg har to store kampestene, med dem skal jeg knuse både marg og bene!" sa bukken. Og så røk den på trollet og stakk ut øynene på ham, slo sund både marg og ben, og stanget ham utfor fossen; og så gikk den til seters. Der ble bukkene så fete, så fete at de nesten ikke orket å gå hjem igjen, og er ikke fettet gått av dem, så er de det ennå. 58 Og snipp snapp snute, her er det eventyret ute.
Engelsk Three Goat/goats Mountain (kind of) Fat Bridge Waterfall Over Under Troll Little Middle Big Voice Wait Not/Don’t Who Yell/Shout Quiet Take Come Eyes Nose On
Communicative ‘power’, language structure, sight word, spelling
And finally…..Partner strategies in coconstruction
Elvis targets language structure • • • •
• • • • •
Prime Vocabulary Retelling the story Identifying missing elements Interactive discussions using target forms “have you seen…?” “where is…?” • Generative narratives, editing and re-telling • Concept development (I’ve had enough) • Question forms (where, have you…)
Modelling Topic extension Topic switching Expansion Asking questions: closed or open • Prompting
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• • • • • •
Glossing Drilling Repetition Clarification Persistence Drilling and practice
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