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Lauren Hateley-Crowe

lhateleycrowe@nist.ac.th

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https://www.amazon.com/Unlocking-Power-Classroom-Talk-Teaching/dp/0325098719

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Teachers know that encouraging young children to talk and listen improves their ability to communicate. This book gives them a power tool aligned with the science of reading: the "Strive-for-Five" framework. These responsive conversations start with what children say and continue as the teacher listens and responds over five turns-with the goal of stretching their talking and thinking, knowledge, vocabulary, reasoning, and other skills that underpin reading success.

In an accessible format that contains video clips, along with classroom anecdotes and model conversations, Zucker and Cabell show why Strive-for-Five conversations are important and how teachers can use them to engage children and develop their language comprehension. As teachers use the framework to build students' knowledge, vocabulary, reasoning, and other skills that underpin reading success, they'll also see students' confidence grow as they share their individual stories, ideas, and question s.

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Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy (The Science of Reading in Practice)

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Amazon.com: Strive-for-Five Conversations: A Framework That Gets Kids Talking to Accelerate Their Language Comprehension and Literacy (The Science of Reading in Practice): 9781546113881: Zucker, Tricia, Cabell, Sonia: Books

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Center on the Developing Child at Harvard University

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5 Steps for Brain-Building Serve and Return

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Interplay between parents and children ignites the brain and boosts its response to language, spurring lasting literacy skills

For parents, childcare providers, and early educators, new research describes a simple and powerful way to build children's brains: talk with them, early and often.

A study in Psychological Science shows how conversation - the interplay between a parent or caregiver and a child - ignites the language centers in a child's brain. It's the first study to show a relationship between the words children hear at home and the growth of their neural processing capacities - showing, in effect, that how parents talk to their children changes children's brains.

Don't just talk to your child; talk with your child. The interaction, more than the number of words a child hears, creates measurable changes in the brain and sets the stage for strong literacy skills in school.

This new work - led by Harvard and MIT Ph.D. student Rachel Romeo, with coauthors at both of those institutions and the University of Pennsylvania - builds on what researchers have long known about the connections between "home language environment" and children's cognitive development, literacy and language growth, and verbal ability.

In the wake of a 1995 study that found a dramatic gap in the number of words heard by high- and low-income children - the so-called 30 million word gap - much attention has been given to efforts to enrich kids' language exposure. But recent work has added nuance, showing that it's not so much the quantity of words children hear as the quality that matters.

The new findings replicate that behavioral research on quality over quantity and extend it by showing the effects in the brain. "Specifically, after we equate for socioeconomic status, we find that the sheer number of words spoken by an adult was not related to children's neural processing of language, but that the number of conversational turns was," says Romeo. "And that neural response, in turn, predicted children's language skills. It really is the quality of language exposure that matters, over and above the quantity of words dumped onto a child."

What Parents and Early Educators Should Know

From infancy, parents should look for chances to have conversations with their child - even if it's just responding to coos or gurgles.

Conversational interplay between caregiver and child is enough to transform the biology of kids' brains. The quality of these exchanges is more important than the quantity of words children hear.

Conversation drives literacy skills and cognitive development across all socioeconomic levels, regardless parents' income or education. It's a powerful, actionable, and simple tool for all parents to use.

The Science

Researchers used highly faithful audio recorders - a system called Language Environment Analysis (known as LENA) - to capture every word spoken or heard by 36 4-6 year olds from various socioeconomic backgrounds over two full days. The recordings were analyzed to measure the number of words spoken by each child, the number of words spoken to each child, and the number of conversational turns - back-and-forth exchanges initiated by either adult or child.

Comparing those measurements with brain scans of the individual children, the analysis found that differences in the number of conversational turns accounted for differences in brain physiology, as well as for differences in language skills including vocabulary, grammar, and verbal reasoning.

Read the MIT News story for a fuller summary of the research. (Authors on the paper include Meredith Rowe of the Harvard Graduate School of Education, whose behavioral work has shown the importance of parent-child interplay; Martin West of HGSE, and senior author John Gabrieli of MIT.)

The Takeaways

The "conversational turns" are key here, the researchers say. Conversational interplay - a verbal version of the serve-and-return caregiving that helps kids thrive - "involves not only a linguistic exchange, but also a social interaction that we know is crucial to cognitive development as well," Romeo says.

This work suggests how important it is that caregivers "not just talk to your child, but talk with them," says Romeo. "Even from infancy, we can consider children to be conversational partners. Obviously, a 'conversation' looks very different with much younger children: with infants, it might be taking turns exchanging giggles or coos; with toddlers, it might be repeating and expanding their sentences; and with older children, it might be asking 'who, what, where, and how' questions.

"Either way, it seems to be the interaction that best supports children's language skills and the underlying neural development."

"Obviously, a 'conversation' looks very different with much younger children: with infants, it might be taking turns exchanging giggles or coos; with toddlers, it might be repeating and expanding their sentences; and with older children, it might be asking 'who, what, where, and how' questions. Either way, it seems to be the interaction that best supports children's language skills and the underlying neural development."

Importantly, this research finds effects across all socioeconomic levels. "We found that the brains of children from lower-income families benefitted from conversational interplay just as much as the brains of children from higher income families," says Gabrieli, the Grover Hermann Professor of Health Sciences and Technology at MIT and an investigator at the McGovern Institute for Brain Research. Conversing often with one's children is "strikingly helpful" regardless of income and educational background, he says. As Gabrieli told the MIT News Office, "It's almost magical how parental conversation appears to influence the biological growth of the brain."

Gabrieli, Rowe, and other researchers are exploring ways to make these findings - and the actionable takeaways about the importance of conversation - accessible to all families. "Part of this is public health communication, but I expect that more direct forms of support will be needed to promote this and help parents change conversational habits," Gabrieli says. "It is hard for all of us to change any habit."

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The Brain-Changing Power of Conversation

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Interplay between parents and children ignites the brain and boosts its response to language, spurring lasting literacy skills.

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https://docs.google.com/document/d/16X3hsIhDW_jR5Fstungx1dZk_GUHbr81Dw94pSVL6uY/edit?usp=sharing

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Here are some tips to help families support their child's speech and language development:

Talk about what you're doing, what your child is doing, and what your child sees. Use longer sentences as your child grows older.

Communicate with your child in the languages that you are most comfortable using.

Use a lot of different words with your child. Don't worry about using big words. Children enjoy new and unusual words.

Listen and respond to your child.

Help your child listen. Give directions for your child to follow.

Have your child's hearing tested if you find yourself repeating a lot or using a loud voice.

Tell stories to your child a lot. Read to your child as much as you can.

Ask questions and talk about what happened in the story. Read to your child in the languages they are learning.

Don't interrupt your child to correct their speech sounds. It's okay if your child makes some mistakes with sounds. Say the sounds correctly when you talk.

Ask questions that need more than a yes or no answer. Encourage your child to ask you questions.

Set limits for screen time. Use that time for talking, reading, and playing together.

Don't wait to get help if you're concerned. You know your child best. Getting help early can stop later problems with behavior, learning, reading, and social relationships.

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ASHA's communication milestones are designed to help you know what to expect as your child grows and develops and to know when to seek the guidance of an audiologist or speech language pathologist.

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Progression of Talk by Cynthia Satterlee

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Progression of Talk by Cynthia Satterlee

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.

Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

Getting Started

As a former elementary teacher in a bilingual school, I developed a love and passion for finding effective ways to support oral language and oral reading development of emerging English language learners (ELLs). I discovered this passion when I began my first year of teaching in a second-grade classroom, where I encountered a handful of challenges related to my students' oral language development.

Many students were transitioning from a classroom with Spanish instruction into my classroom with instruction provided in English. I had students ranging from monolingual English speakers to students who had just recently moved to the U.S. from a Spanish-speaking country. The range of language proficiency levels crossed the entire spectrum. Having minimal experience with this range of diverse students and needs, I began reading, researching, and implementing new instructional ideas into my classroom. With each challenge I encountered, I gained new information about my students and their parents. I also began learning more about my own methods of instruction, and I learned a great deal each year about new challenges and successes.

Currently, I am fortunate to work with many teachers who have the opportunity to impact the lives of children and families who speak more than one language. As I work with these teachers and families, I have found five common and reoccurring challenges that they seem to face in the area of oral language development that parallel my own experiences. I detail these challenges and questions below, as well as suggestions for addressing each challenges based on strategies I used in my classroom.

Questions and Classroom Scenarios

1. What do I do if they don't know ANY English?

Understanding the characteristics of language learners at different proficiency levels helps to think about how we can best support students in their oral language and reading development. Below is a chart that gives a description of the first two levels of language proficiency as well as implications for using oral reading. This is a nice place to start when thinking about how to interact with and support our Starting and Emerging English speakers.

Levels of Language Proficiency

Description

Implications For Using Oral Reading

Level 1: Starting
Students are in a silent period in which they listen, but do not speak in English. They may respond using nonverbal cues in attempt to communicate basic needs.

The teacher and other more advanced students should model oral reading. Students in the silent period should not be forced to speak, but should be given the opportunity to participate in a group activity where they won't be singled out.

Level 2: Emerging
Students are beginning to understand more oral language. They respond using one- or two-word phrases and start to produce simple sentences for basic social interactions and to meet basic needs.

Teacher and students should continue to model oral reading. Students should be encouraged to begin taking risks with simple, rehearsed oral reading in non-threatening situations.

Opitz & Guccione (2009). Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels.

2. How do I provide instruction and support for the ELLs without holding back the students who are fluent in English?

Differentiation is the key to effective instruction for all students. Students of varying proficiency levels can learn the same content when the teacher provides a wide range of learning opportunities for students with different academic and linguistic needs. Three key strategies for this approach include differentiating or modifying the texts, creating grouping structures, and targeting the amount and nature of support based on students' needs (Opitz & Ford, 2008).

Modifying the text: Teachers can differentiate the text by selecting various levels of text difficulty on similar content, or they can also divide the text up into smaller portions appropriate for certain groups/individuals for a jigsaw activity. Another idea is to summarize text that might be too difficult and provide ways to make the text more accessible (such as vocabulary support, visual support, connecting to background knowledge, etc.).

Creating grouping structures that set students up for success: While some grouping structures can be established according to language or literacy skill levels and needs, it is also important to think about providing students exposure to interact with peers who demonstrate a wide range of different language and literacy skills. Additionally, teachers can improve engagement and motivation by creating choice/interest groups where students gather, read, discuss and work together on topics of common interest.

Targeting the amount and nature of student support: It is important to think about scaffolding the experience and using comprehensible input to make it accessible for all students. Comprehensible input means that students should be able to understand the gist of what is being said or presented. There are many ways to do this, such as selecting key vocabulary, using context or visual cues, building background knowledge, building on experiences the students have had, using consistent language, and providing images or visual representations to support vocabulary and content. Teachers can support their students by embedding comprehensible input into their whole-group instruction, but this also becomes particularly effective when used in the different grouping structures. Teachers can also modify the amount of support and interaction between teachers and students depending on their individual and group needs.

3. This student knows English - I hear him talking to his friends and on the playground. He just doesn't want to try in class.

I have heard many teachers discussing variations of this same idea. However, I would caution teachers and parents about jumping to this conclusion. Academic language (or the language specifically related to school and/or academic content) can be complicated to acquire. Students often first develop social language and demonstrate near proficiency or proficiency in English in social settings. A student may be demonstrating sophisticated use of social language, but they may have difficulty using language in more formal settings such as school.

Much of the academic language required to be successful in school - everything from instructions to expectations to content-specific vocabulary - requires assistance in acquiring. Students hear and use their social language in various settings from home, community, and school, but academic language is often only used in the school setting. These students need specific instruction and support surrounding their language development in this area.

The same children who appear to be functioning at a high level of English proficiency in social settings may actually be functioning at a beginning stage in other settings, depending on how they are called on to use language. The students need to feel safe and in a low-anxiety environment in order to begin to feel comfortable taking risks with their oral language. When they have less exposure and instruction related to academic language, this can often cause students to feel intimidated and less likely to be willing to share in class.

One idea for reducing anxiety and encouraging students to experiment with language might include allowing students to read, practice, and discuss their responses in partners and small groups before sharing out to the entire group. This allows students an opportunity to hear language modeled by peers, practice what they want to say, and possibly revise their original thought and/or language before sharing it in a public way. As students find more success with their language production and classroom participation, they will be more likely to share and take risks, and in turn continue building their confidence.

4. How is the child ever going to learn English if they don't speak it at home?

It is important to celebrate being bilingual and biliterate. Research has shown that development of a students' first language can facilitate development in the second language (Genessee, Geva, Dressler, and Kamil, 2007). Understanding this helps parents, teachers, and children to encourage the use and development of the students' home language while they are at home. All of the home literacy activities that we recommend for English speakers, such as reading aloud, making lists, discussing books, reading environmental print, etc., should also be encouraged for the English language learners in their home language. Students can begin to use more English as they feel comfortable in different settings, but it is important to note that speaking two languages will not hinder their English development.

Another important idea to remember is that we want to invite parents to feel confident in their interactions with their children regardless of their English proficiency level. As they begin to read or retell stories and discuss them at home, they are developing vital oral language and comprehension skills, and these skills will transfer over into their school language.

5. What kinds of activities should I be doing to help the student develop their oral language and oral reading?

McCauley and McCauley (1992) report four factors as necessary for acquiring a second language: a low-anxiety environment, repeated practice, comprehensible input, and drama. These are all important components of setting children up for success and language development.

A low-anxiety environment includes a setting where students feel nurtured and supported by their teacher and peers, and in turn, they feel safe to take risks without the fear of being laughed at or made fun of.

Repeated practice is just like what it sounds! Students need repeated practice hearing and using a new language. They need multiple opportunities to comprehend and express their ideas in a new language. Like with anything new that we learn, practice helps us get better.

Comprehensible input, as explained above, means finding different ways to make what is being said comprehensible and easier to understand. Things to consider with comprehensible input might include using speech that is appropriate for students' language proficiency, providing a clear, step-by-step explanation of tasks, and using a variety of techniques to support their understanding.

Drama, or a sense of excitement and engagement, can be found in activities like Reader's Theatre, dramatic play, puppetry, narrating wordless picture books, etc. All of these activities also have the other three factors embedded within them. These activities assist in the development of oral language in addition to introducing students to oral reading and rich literacy experiences and responses in a classroom setting.

Closing Thoughts

As you can see from these questions and examples, there are a lot of different approaches to helping ELLs build their oral language development skills, and you may have to try different activities until you find what works for your students. The most important thing, however, is to build your students' confidence while giving them new words and phrases to practice. Don't be afraid to try something new - and most of all, don't be afraid to have fun doing it!

About the Author

Dr. Lindsey Moses Guccione is a coauthor of Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels. She is an assistant professor at the University of Northern Colorado and teaches courses in Early Childhood Education, Literacy, and Culturally and Linguistically Diverse Education. She is a former elementary teacher of English language learners and is currently researching how ELLs make sense of texts.

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Oral Language Development and ELLs: 5 Challenges and Solutions

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges. Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

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Supporting Oral Language Development in a Language Rich Environment

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Supporting Oral Language Development in a Language Rich Environment

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CECE Early Childhood Videos at Eastern CT State U.

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Supporting Oral Language Development in a Language Rich Environment

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Mirrors, Windows and Sliding Glass Doors

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Interactive Read Aloud Planner

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A Teacher’s Guide to Vocabulary Development Across the Day

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Center on the Developing Child at Harvard University

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There is large amount of evidence from developmental psychology about the importance of contingent, reciprocal interaction ("serve and return") for many aspects of early childhood development (see Working Paper 1). But how do we know it actually "builds brains"? An increasing number of more recent studies, utilizing brain imaging and other new technologies, now document the impact of nurturing, supportive interaction and "sensitive caregiving" on both brain function and structure. A sampling of these studies are cited below.

"Neuroimaging revealed a neural mechanism by which language experience may influence brain development; namely, children who experienced more conversational turns exhibited greater activation in left inferior frontal regions (Broca's area) during language processing, which explained nearly half the relationship between children's language exposure and verbal abilities."

Romeo, R.R., Leonard, J.A., Robinson, S.T. et al. (2018). Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.

"Sensitive parental care, characterized by prompt and adequate response to the child's signals and needs, predicts a more secure attachment relationship, higher levels of cognitive competence, and fewer psychological problems."

"Parental sensitivity in early childhood was positively associated with markers of more optimal brain development at age 8 years, including a larger total brain volume, larger gray matter volume, and thicker cortices in the precentral, postcentral, caudal middle frontal, and rostral middle frontal gyrus."

Kok, R., Thijssen, S., Bakermans-Kranenburg, M. et al. (2015). Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824-831.

"Variations in typical mother-infant interactions are associated with differences in infant brain volumes. Specifically, we found that lower maternal sensitivity was correlated with smaller subcortical grey matter volumes"

Sethna, V., Pote, I., Wang, S. et al. (2017). Mother-infant interactions and regional brain volumes in infancy: An MRI study, Brain Structure and Function, 222, 2379-2388.

"After considering age at imaging, household income and postnatal maternal anxiety, regression analyses demonstrated significant indirect associations between maternal sensitivity and bilateral hippocampal volume at six months. ... Moreover, functional analyses revealed direct associations between maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning."

Rifkin-Graboi, A., Kong, L., Sim, L.W. et al. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668.

"Parent-child synchrony provides the first experience of nonverbal resonance where the mother adapts her gaze, affective expression, vocal quality, and movements to the infant's earliest signals to create a shared dialog. Synchrony supports the development of abilities that sustain social engagement, including symbol formation, moral understanding, emotion regulation, and frustration tolerance and provides a template for biological synchrony; during synchronous moments parent and child coordinate their heart rhythms, neural response, and oxytocin release, hence, synchrony is a mechanism by which the parent's mature physiological systems externally-regulate the child environment-dependent systems and tune them to social life. Here, we show that synchrony longitudinally shapes the neural basis of empathy in preadolescence and specifically targets brain areas that underpin the interface of cognitive and affective empathy."

Levy, J., Goldstein, A. & Feldman, R. (2019). The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905.

"7-mo-old infants activate auditory and motor brain areas similarly for native and nonnative sounds; by 11-12 mo, greater activation in auditory brain areas occurs for native sounds, whereas greater activation in motor brain areas occurs for nonnative sounds, matching the adult pattern. We posit that hearing speech invokes an Analysis by Synthesis process: auditory analysis of speech is coupled with synthesis that predicts the motor plans necessary to produce it. Both brain systems contribute to the developmental transition in infant speech perception."

Kuhl, P.K., Ramírez, R.R., Bosseler, A., Lin, J.L. & Imada, T. (2014). Infants' brain responses to speech suggest analysis by synthesis. Proceedings of the National Academy of Sciences. 111(31) 11238-11245.

"The quality of the interactions between parents and their children, measured with gesture and speech, is associated with advanced language development ... Infants' language learning is enhanced in one-on-one social contexts, perhaps because these contexts allow more contingent social interaction between adult and child. ... Evidence is accumulating to indicate a greater role for social interaction and social contingency in language learning. A large number of studies now suggest an important role for social behavior in language learning, among them: (1) the necessity of a social context for phonetic learning from exposure to a new language (Conboy & Kuhl, 2011; Kuhl et al., 2003); (2) the role of contingent response to infants' babbling... (Goldstein et al., 2003; Goldstein & Schwade, 2008), (3) the role of social behavior (eye gaze) as a tactic that provides vital information for language learning in infants (Brooks & Meltzoff, 2008). ... These findings contribute to our understanding of the social foundations of language, as observed in both typically developing and developmentally challenged young children, suggesting that language acquisition fundamentally requires social interaction to instigate learning (Kuhl, 2007; Kuhl, 2011; Kuhl, Coffey-Corina, Padden, Munson, Estes, & Dawson, 2013)."

Ramírez-Esparza, N., García-Sierra, A. & Kuhl, P.K. (2014). Look who's talking: Speech style and social context in language input to infants is linked to concurrent and future speech development. In press: Developmental Science, 17(6), 880-91.

"Our findings, derived from the moment-to-moment tracking of eye gaze of one-year-olds and their parents as they actively played with toys, provide evidence for an alternative pathway, through the coordination of hands and eyes in goal-directed action. In goal-directed actions, the hands and eyes of the actor are tightly coordinated both temporally and spatially, and thus, in contexts including manual engagement with objects, hand movements and eye movements provide redundant information about where the eyes are looking. Our findings show that one-year-olds rarely look to the parent's face and eyes in these contexts but rather infants and parents coordinate looking behavior without gaze following by attending to objects held by the self or the social partner. This pathway, through eye-hand coupling, leads to coordinated joint switches in visual attention and to an overall high rate of looking at the same object at the same time, and may be the dominant pathway through which physically active toddlers align their looking behavior with a social partner."

Yu, C. & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS One, 8(11), e79659.

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5 Steps for Brain-Building Serve and Return - Center on the Developing Child at Harvard University

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Child-adult relationships that are responsive and attentive-with lots of back and forth interactions-build a strong foundation in a child's brain for all future learning and development. This is called "serve and return," and it takes two to play! Follow these 5 steps to practice serve and return with your child.

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WWA - Uniquely Me! - Playdough Exploration

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Thinking About Systems in the Block Area

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Why we need to talk about thinking - SAPERE

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SAPERE responds to the oracy commission report arguing that thinking is a vital part of oracy and something cultivated by philosophy for children

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"Learnt loads, packed with information, really useful, ideas that I can use straight away in class... Would definitely recommend it to other teachers/LSAs/Heads."

- SENCO, Salford, in relation to P4C Level 1 training

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Topsy Page - supporting schools with high quality talk across the curriculum

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Developing oracy, listening, reasoning, writing, P4C (Philosophy for Children). Training, teacher development, in-class coaching, CPD, INSET, school transformation. Optimise teacher talk, embed high-quality pupil dialogue. AFL (Assessment for Learning). Edublog. Early Years, KS1, KS2. Manchester, Salford, Trafford, Bolton, Bury, Rochdale, Oldham, Tameside, Stockport, Wigan, Lancashire, Cheshire

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Shared Reading Planner with Mentor Text Links

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Shared Reading Planner with Mentor Text Links

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Planning Shared Reading

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Shared Reading and Read Aloud Comparison

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Shared Reading and Read Aloud Comparison

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What is your definition of being literate in the 21st century?

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What is your definition of being literate in the 21st century?

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What is your definition of being literate in the 21st century?

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What is your definition of being literate in the 21st century?

# data[].attributes.headline
What is your definition of being literate in the 21st century?

# data[].attributes.subject
What is your definition of being literate in the 21st century?

# data[].attributes.headline
What is your definition of being literate in the 21st century?

# data[].attributes.subject
What is your definition of being literate in the 21st century?