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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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One Shift That Will Advance Your Child's Oral Language Skills

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EABH-Session #3 Reflections - Google Jamboard

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Rethinking Instruction in Phonological Awareness: Focus on What Matters!

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The importance of phoneme awareness for acquiring the alphabetic principle and for learning to read has been documented since the 1970s, gaining broad recognition when the National Reading Panel Report was published in 2000. Since then, instruction to foster phonological awareness has become routinely recommended for the early grades.

However, the widespread practice in schools is to target awareness of larger phonological structures such as words, syllables, and onset-rimes before focusing on phonemes, with attention to the phoneme not occurring until well into kindergarten or first grade.

During this hour-long webinar, Dr. Susan Brady will examine studies that raise questions regarding whether following this "continuum" is necessary and/or beneficial for students. She also discusses:
- The developmental sequence of phoneme awareness
- The importance of conducting phoneme awareness activities with letter knowledge and handwriting
- The benefits of this approach for all students

Watch this webinar to deepen your understanding of how and when to teach phonemic awareness to set students up for reading success.

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Cortex in the Classroom: Advancing the Science of Reading in the Early Years

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Cortex in the Classroom: Advancing the Science of Reading in the Early Years

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Advancing Science of Reading in the Early Years - K–5 Literacy Program & Curriculum | Amplify CKLA

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Summarizes the research--focus on the phoneme level!

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Rethinking Instruction in Phonological Awareness: Focus on What Matters!

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The importance of phoneme awareness for acquiring the alphabetic principle and for learning to read has been documented since the 1970s, gaining broad recognition when the National Reading Panel Report was published in 2000. Since then, instruction to foster phonological awareness has become routinely recommended for the early grades.

However, the widespread practice in schools is to target awareness of larger phonological structures such as words, syllables, and onset-rimes before focusing on phonemes, with attention to the phoneme not occurring until well into kindergarten or first grade.

During this hour-long webinar, Dr. Susan Brady will examine studies that raise questions regarding whether following this "continuum" is necessary and/or beneficial for students. She also discusses:
- The developmental sequence of phoneme awareness
- The importance of conducting phoneme awareness activities with letter knowledge and handwriting
- The benefits of this approach for all students

Watch this webinar to deepen your understanding of how and when to teach phonemic awareness to set students up for reading success.

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Reading 101: Self-Paced Learning Modules

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Core knowledge about reading is a key to effective literacy instruction. Our free, self-paced learning modules can help you deepen your understanding of the building blocks of reading and writing.

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A Teacher Friendly Guide to Reading Research.pdf

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Certification in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

Migrant Educational Outreach Teacher

Bilingual ICOT (Integrated Co-taught SPED, Spanish/English)

Literacy Coach and Coordinator

Head of Student Support Services

English as a New Language (ENL)

New York/China

Cheese-maker
Traveler
Pun-lover

Email: hannah@erinkentconsulting.com

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Phonemic Awareness Videos

This small set of videos introduces some of the signature moves built into the Best for All Sounds First Curriculum and used over and over to support learning. Each is addressed to students, and models the teacher moves. The videos all use Kindergarten lessons, but teachers in any grade can watch these with or without their students to learn how to make the lively rhythms and movements designed to make these lessons joyous and fun and 'sticky' for young learners. Presenting these skills precisely, crisply and quickly is essential to developing accurate phonemic skills in students.

Before you plunge in: are you confident in your ability to pronounce all the phonemes? The best free source we know for learning precise phoneme pronunciation is "44 Phonemes" generously made available by Rollins University Center for Language and Literacy. We highly recommend watching this short video to insure you are making each sound accurately. This is crucial for student success.

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This small set of videos introduces some of the signature moves built into the Best for All Sounds First Curriculum and used over and over to support learning. Each is addressed to students, and models the teacher moves.

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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40 pg Presentation--user friendly!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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-Many members
-Everyone is at a different point in their study of the SoR so some conflicts can arise

I prefer not to engage but read what piques my interest for my particular learners and colleagues.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Lexia ® LETRS ® Professional Learning

The Lexia LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is comprehensive professional learning designed to provide early childhood and elementary educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by Dr. Louisa Moats and leaders in the field of literacy, Lexia LETRS teaches the skills needed to master the foundational and fundamentals of reading and writing instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.
Download brochure

Why LETRS?

Research shows that only 35% of students are reading proficiently, but 95% of students CAN learn to read. And while teachers are the most essential factor in student success, only about half of teaching institutions effectively prepare teachers for literacy instruction. Teaching reading requires a deep understanding of the processes and science behind it. LETRS is the professional learning program rooted in the science of reading that empowers teachers.

Transform Your Teaching with The Lexia LETRS® Science of Reading Grant

September 12-December 31, 2023

Learn about how to enter and see content rules and eligibility.

LETRS®

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators. The course teaches the how, what, and why of literacy acquisition to improve instructional practice and achieve long-term systemic change in literacy instruction.

LETRS for elementary educators is an investment in teachers' literacy knowledge and professional practice. Teachers gain essential knowledge and skills to master the fundamentals of literacy instruction required to apply and transform student learning.

LETRS® for Early Childhood Educators

LETRS® For Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

LETRS® for Administrators

Lexia LETRS® for Administrators is a professional development course designed specifically for school leadership, coaches, principals, and district administrators. The course defines the systems and infrastructures required to successfully implement a literacy initiative aligned to scientifically based research. Built from the research in implementation science and sustainability, school improvement, and shared leadership, the course provides numerous tools-including an analysis of the current systems required for improved literacy outcomes-for guiding an implementation through various stages.

Learn More

Engaged Students

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators which teaches the how, what, and why of literacy acquisition to improve instructional practice and impact long-term systemic change in literacy instruction. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

Empowered Educators

Many educators and education leaders are not well prepared to teach reading, or lead those who teach reading. The Lexia LETRS Suite provides science of reading-based professional learning through three different courses of study designed for elementary educators, education leaders, and early childhood educators. Each course of study teaches the how, what, and why of literacy acquisition to educators to improve literacy instruction and positively impact long-term systemic change in literacy outcomes.

Why even trained teachers need support:

Learn More about Empowered Educators

Improved Outcomes

Lexia LETRS empowers educators by going beyond the essential components of literacy. Lexia LETRS gives teachers the skills they need to master how to teach the five essential components of literacy, plus writing, spelling, and oral language.

Lexia LETRS includes five essential elements for literacy success:

Science of reading based

Teaches the content of explicit instruction

Converts research to practice

Enhances educator and leader effectiveness

Transforms instruction

A Cambium Learning® Group Brand

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Professional Learning for Educators Grades Pre-K-5 | Lexia

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Dr. Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, dyslexia therapist, certified academic language therapist and a qualified instructor. She is the President of the Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston. Elsa has spent the last 2 decades working with national research teams designing assessments and interventions for English learners who struggle with learning to read. She has a passion for ensuring that every child in schools across the world has access to a highly qualified educator who can implement effective language and literacy instruction to diverse populations. Elsa has also dedicated her time and expertise to many organizations. She serves as the Chairperson of the National Joint Committee on Learning Disabilities, she is a Past-Vice- Chairperson of the International Dyslexia Association, Past Chairperson of the Texas State Board for Speech Pathology and Audiology and Past Chairperson of the Texas State Dyslexia Advisory Board. She has also served as a board member of the Academic Language Therapy Association, Southwest Regional Education Laboratory and Texas Comprehensive Center at the American Institutes for Research. Elsa has served her local community as Co-Founder of Brownsville READS! She is recognized for her reading reform efforts at the local, state, national and international levels. Elsa has written many scholarly articles, curricular programs, and book chapters related to language and literacy development among English learners. It is her hope that pre-service teachers will have the opportunity to learn evidence-based practices for teaching literacy to all students, including those who are English learners and struggle with learning to read. Elsa has been recognized for her dedication to persons with dyslexia. She is the recipient of the Margaret Byrd Rawson Lifetime Achievement Award by the International Dyslexia Association, the Dr. Luke Waites Award of Service to persons with Dyslexia by the Academic Language Therapy Association and the Champion of Dyslexia Award by the Texas Education Agency.

Dr. Carlson is Associate Research Professor and Associate Director of Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. She has 25 years of experience and expertise in exploratory, evaluative, and randomized controlled trials (RCT) research. She has served as a principal investigator and co-principal investigator on several large-scale program project grants examining the development of language, literacy, and math skills in school-age students and English learners; the mediating effects of effective instruction, teacher knowledge, and professional development programs; and the efficacy of several language and literacy intervention programs.>.

Dr. Cavazos conducts research and provides technical assistance to states and districts. She assists districts and schools in preparing teachers to effectively work with culturally and linguistically diverse learners with and without exceptionalities. Her extensive experience centers on the intersection of culture, language, and disabilities and providing linguistic and academic interventions for English learners and students in special education. Dr. Cavazos holds a Ph.D. in multicultural special education from the University of Texas at Austin.

Dr. Cheesman, who has worked in the field of dyslexia education since 1990, earned credentials as a Qualified Instructor of Academic Language Therapists at Columbia University and is certified as a Dyslexia Therapist by the International Dyslexia Association (IDA). She has presented lectures and workshops throughout the United States, Canada, and Kuwait. An active member of the Global Partners of IDA, Dr. Cheesman received a Fulbright Specialist Grant to develop Institutional Accreditation Standards for dyslexia organizations worldwide.

Dr. Reutebuch holds a doctorate in special education with experience directing large-scale intervention, evaluation, and, professional development projects. She has served as a classroom teacher and reading coach before transitioning into higher education. Her areas of research include reading difficulty/disability in children and youth, including those targeting English learners and individuals with autism.

Ms. Rico is a bilingual educator who works at the Valley Speech Language and Learning Center and Saint Mary's School in Brownsville, Texas. Her expertise includes working with English learners who experience reading difficulties. Most recently, she has specialized in educational technology to incorporate a hybrid model of instruction. She has also served as a co-editor for curriculum designed to meet the language and literacy needs of bilingual students.

Dr. Tridas is the Director of Developmental & Behavioral Pediatrics at Pediatric Epilepsy & Neurology Specialists. He is Clinical Associate Professor in Pediatrics at the Morsani College of Medicine at the University of South Florida, a member of the National Joint Committee on Learning Disabilities, and Past President of the International Dyslexia Association. He provides consultation services in areas related to child development and behavior, nationally and internationally.

Ms. Lovelace-Gonzalez is an educational diagnostician and a certified Academic Language Therapist with 30 yearsâ€™ experience in public schools. She previously served for 5 years as the state Dyslexia Consultant for Texas. Ms. Lovelace-Gonzalez recently served on the Texas Education Agency Statewide committee for the 2018 update of the State Dyslexia Handbook.

Mr. Nieser is a project manager for the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. He has more than 30 years of experience in elementary, bilingual education. He has worked on numerous projects that focus on various aspects of early literacy. He has presented at national and local bilingual conferences and is a national trainer for the Tejas LEE (Paul H. Brookes Publishing Co., 2010) and Esperanza early reading instruments (Valley Speech Language and Learning Center, 2015).

Dr. Pollard-Durodola is a professor in the Early Childhood, Multilingual, and Special Education Department of the School of Education at the University of Nevada Las Vegas. Her scholarship attends to the prevention/intervention of language and literacy difficulties (Spanish/English) among students at risk of academic difficulties. Central to her scholarship is developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers, and investigating how to improve the quality of language/literacy practices of teachers and parents of English learners. She is interested in bridging research and practice by examining the feasibility/usability of research-based practices. She has published in peerreviewed journals such as Exceptional Children; Journal of Research on Educational Effectiveness; The Elementary School Journal; Language, Speech, and Hearing Services in Schools; and Bilingual Research Journal

Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712

Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research Association Special Interest Group Distinguished Researcher Award, the International Reading Association Albert J. Harris Award, the University of Texas Distinguished Faculty Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from the Council for Exceptional Children. She is the author of more than 35 books and 250 research articles. Vaughn is currently the principal investigator on several research grants from the Institute for Education Sciences, the National Institute of Child Health and Human Development, and the U.S. Department of Education.

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction [Cardenas-Hagan Ed.D. CCC/SLP CDT CALT, Elsa, Vaughn Ph.D., Sharon] on Amazon.com. *FREE* shipping on qualifying offers. Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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For years, the most urgent and persistent request we heard from the teachers we work with was for a more effective and more easily implemented program for foundational skills instruction.

While most language arts standards include learning targets for foundational reading skills for kindergarten through second grade, they are not detailed enough to build a day-by-day sequence of instruction. While most schools have an abundance of resources in the form of book rooms, basal readers, and a variety of intervention program kits, there is typically insufficient guidance for how, when, and with whom to use these materials.

In response to this persistent need, our team developed UFLI Foundations, a program that includes the necessary professional learning, resources, and scaffolding for teachers to deliver high-quality instruction in foundational reading skills.

This is how UFLI Foundations was born.

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UFLI Foundations | UF Literacy Institute

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For years, the most urgent and persistent request we heard from the teachers we work with was for a more effective and more easily implemented program for foundational skills instruction. While most language arts standards include learning targets for foundational reading skills for kindergarten through second grade, they are not detailed enough to build a day-by-day sequence of instruction.

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Sounds First Phonemic Awareness Program

The Best for All Sounds First Curriculum is a 4-year sequence of daily phonemic awareness lessons, both basic and advanced, designed for use in pre-K through 2nd grade. They are easily modified for use with older students who might need reinforcement. For more information, read the overview for each grade at the beginning of the first set of lessons. These lively 15-minutes-a-day lessons were developed as an Open Educational Resource for the Tennessee Department of Education in the spring of 2020 by a team led by Meredith and David Liben. These are freely available for use, adaptation, and reproduction under a Creative Commons Non Commercial License.

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The Best for All Sounds First Curriculum is a 4-year sequence of daily phonemic awareness lessons, both basic and advanced, designed for use in pre-K through 2nd grade. They are easily modified for use with older students who might need reinforcement. For more information, read the overview for each grade at the beginning of the first set of lessons.

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The Power of Pausing - Child Language Development

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ULFI Step 1: Phonemic Awareness - Blending

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For each of these seven must haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more.

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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Determining whether a student's speech and language errors result from influences from their native language or whether they are indicative of speech or language impairment is a challenge many educators face. One in every five children in the United States comes from a home in which English is not the primary language. In this book, we compare and contrast English with 12 other languages and African-American English. The information is laid out in charts and diagrams to facilitate the decision-making process about student needs.

Our goals are to:

Help teachers know when a referral is needed

Equip speech-language pathologists with information they need to accurately analyze speech and language samples

Get students the support they need

Reduce disproportionate referrals of culturally and linguistically diverse students for special education services

The development of this book stemmed from the needs of a group of speech‐language pathologists evaluating the speech and language skills of children from many different linguistic and cultural backgrounds. The framework used to distinguish language differences from language disorders is beneficial for all educators, and the use of this framework will result in improved instructional targets for culturally and linguistically diverse students in the general education classroom, as well as more appropriate referrals for special education evaluations.

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Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students

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Rapidly identify speech-language patterns related to second language acquisition to distinguish differences from disorders. 12 languages and AAE included!

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How do we support children who see a speech pathologist for their mother tongue when they are in the midst of learning English (letters/sounds)?

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The video about phonemes was great and very helpful.

Should we keep creating pictures for the lessons or do in both ways?

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UFLI Step 1: Phonemic Awareness - Segmenting

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I don't know what questions I should be asking. But it was very interesting. I never thought about my tongue and teeth like this.

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I don't know what questions I should be asking. But it was very interesting. I never thought about my tongue and teeth like this.

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Gots: The vowel sounds and mouth movements discussion was really helpfull, thank you.

Wants: Are there "rules" for everytime a phoneme is written the same but sounds differently? Like "heat" and "head", is there a why and a way to know how it'll sound like if you don't know the word beforehand or there are some words that you just have to memorize?
(Gabriela C)

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SOUnds are pretty interesting and the ways of nose, fricative, etc.. works are great!

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SOUnds are pretty interesting and the ways of nose, fricative, etc.. works are great!

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3-4 year old program (Pre Foundation) - The Grammar Project

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Children need multiple repetitions of sentence structures to develop a strong understanding of oral syntax. These slides contain Colourful Semantics icons that can act as a scaffold for the targeted sentence structures.

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This is a suggested sequence of lessons only. Once a lesson objective has been taught, the skill/concept needs to be revised regularly and embedded into curriculum content. Sentence-level writing is best taught in the context of student writing, and curriculum content drives the rigor of the writing activities.