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Resource Library - Haskins Global Literacy Hub

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Trusted online resources for PARENTS and EDUCATORS

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Haskins Global Literacy Hub - Resource Library

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Online resources for parents and educators on how to teach LITERACY, SCIENCE and MATHEMATICS.

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Becky Clark looks at how we can support children with a range of language difficulties
Difficulties with language affect children's learning, understanding and ability to express themselves. A number of different diagnostic labels have been used to describe these issues and this has contributed to limited awareness and understanding amongst professionals and the general public.

In order to raise the profile of the condition, in 2012 I got together with a group of professors (Dorothy Bishop, Gina Conti-Ramsden, Courtenay Norbury and Maggie Snowling) in the UK and Natalie Orringe, a public relations consultant, to create a series of accessible films for professionals and parents to help build understanding of these common, yet often hidden, conditions. The films gained a great deal of interest in the UK and globally, being used in teacher training sessions and shared online through social media. However, we were still challenged by the continued issue of terminology; it's hard to achieve awareness effectively if we don't have agreement on what we are raising awareness of! We also became aware that use of a variety of terms impacted on accessing information and interventions for a child and a common term is needed so parents can find communities for support.

A recent consensus process (2016 to 2017) led by Professor Dorothy Bishop of Oxford University, brought together experts in the field to address the terminology issue. A set of criteria was established, the term "developmental language disorder" (DLD) was agreed upon and subsequently, the Royal College of Speech and Language Therapists endorsed these recommendations.

Once an agreed term was in place, raising awareness gained new impetus and now speech and language therapy departments across the UK are using the agreed criteria and the term DLD is gaining traction in schools.

Diagnosing DLD
The overarching diagnostic criteria for DLD are that:

the language difficulties create obstacles to communication or learning in everyday life

the problems are unlikely to, or have not resolved by five years of age

the problems are not associated with a biomedical condition, for example, a genetic condition or autism spectrum disorder (ASD).

Why educators need to know about DLD
A speech and language therapist (SLT) can diagnose DLD and this can be done without the need for an assessment by an educational psychologist in relation to non verbal IQ. An important part of the diagnostic process is gathering information from professionals and/or parents and understanding how the child's language profile is affecting their functioning in everyday life and learning.

DLD is common and affects approximately 7.5 per cent of children, which equates to approximately two children in every classroom.

DLD may not be obvious and may be masked by other associated or secondary issues.

Language skills are absolutely key for learning across the curriculum, including understanding of concepts, acquiring knowledge and using reasoning skills. Language skills are predictive of academic success.

Difficulties are likely to be persistent across a child's life, so it is essential that educators from early years to post- 16 have a good understanding of DLD.

Oral language and literacy are closely related and interdependent. Children with DLD often have problems understanding what they read and many children with DLD also meet criteria for dyslexia.

Children's difficulties need to be identified and supported to improve a wide range of outcomes. Studies have shown that teenagers with language difficulties are 2.5 times more likely to report symptoms of depression, and at school entry, teachers reported that children had more symptoms of social, emotional and behaviour problems. Children with DLD are at higher risk of friendship issues and DLD is associated with higher rates of unemployment and lack of independence.

As a speech and language therapist, I have seen direct evidence of how language and related literacy difficulties can affect a child's emotional wellbeing and self image. Harry - a funny, bright and sociable young man - drew a picture of himself in a classroom. Harry drew a "bad work board" with his work posted across it, a house point chart with Harry's name at the very bottom, and children in the class having fun with one boy in the corner, facing the wall, crying. The picture didn't in any way reflect the physical reality of the classroom but gave us an insight into Harry's view of himself and his feelings about school.

DLD profiles
Language development is complex and multi-dimensional. Each child with DLD will have a different profile of skills and difficulties.
Signs of DLD

Potential signs of DLD at school or college
Schools should refer children with signs of DLD to speech and language therapy services for an assessment. But what are the signs to look out for?

Difficulties learning and remembering new words such as curriculum subject words. For example, the language of science and maths can be challenging.

Problems with reading comprehension (which can be masked if the child has good decoding skills).

Spoken explanations or written language can be hard to follow and the child may make grammatical errors.

Apparent difficulties with listening or paying attention.

Appearing to understand but having difficulties carrying out instructions, "forgetting" information or not completing language-based homework tasks.

Misunderstandings with peers, for example due to not understanding the rules of a new game.

Frustration, avoidance or withdrawal.

Tips for teachers supporting children with DLD

Consider spoken communication and written materials
How quickly do you speak and how complex is your language? Do you explain things explicitly for children who may not "read between the lines"? Changing our own communication takes self-reflection, intention to change, feedback from others, and practice. Professionals are likely to need specific and structured coaching to make adjustments to their own communication.

Simple changes to the language of written materials may mean a child can follow instructions and attempt a task rather than getting stuck interpreting what they are required to do.

Use visual and practical strategies
Consider if the use of visual support or practical demonstrations can take the place of or supplement spoken instructions. Provide pictures, symbols or key words on the board for the children to see and refer back to. Demonstrate activities where possible rather than relying on wordy explanations. Check the child has understood by asking them to tell or show you what they need to do. Most importantly, create a classroom environment where not understanding is OK, and asking for repetition or explanation is seen as a positive strategy.

Support language development
Simplification and visual/practical supports for understanding need to be complemented with methods to purposefully support and scaffold development at the child's current level. Techniques include asking open questions, extending the child's answers and modeling language structures using visual support where possible. Schools need to identify the vocabulary essential to accessing a topic and provide additional and explicit teaching of words.

The future for DLD
Given the relationship between language and outcomes for education, literacy and mental health, it is essential DLD gains a high level of attention within education. Schools should draw upon the expertise of speech and language therapists and specialist teachers, develop expertise within their schools and develop the knowledge and skills of all teaching staff.

It is encouraging to see the progress made with awareness of DLD in recent years. Children with DLD deserve our understanding and schools are increasingly recognising the relationship between language skills and good outcomes. We need to keep talking about DLD.

About the author
Becky Clark runs ClarkSLT, speech and language therapy services for schools in SE England and via teletherapy, and was co-founder and editor of the RADLD YouTube campaign (previously called RALLI), which created short films for professionals and parents on children's language difficulties
www.clarkslt.co.uk
@BeckyClark22
You Tube: (search) RADLD

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Becky Clark looks at how we can support children with a range of language difficulties Difficulties with language affect children's learning, understanding and ability to express themselves. A number of different diagnostic labels have been used to describe these issues and this has contributed to limited awareness and understanding amongst professionals and the general public.

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Oral language: The foundations of reading and reading intervention

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True reading is the product of decoding and language. Informed by extensive empirical research, the CUBED represents advancements in language assessment that help educators measure all of the critical dimensions of literacy, including phonemic awareness, word identification, decoding, decoding fluency, listening comprehension, reading comprehension, expressive language, and writing

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The CUBED is a family of screening and progress monitoring tools that accurately, reliably, and efficiently measure language comprehension, decoding, and their product, reading.

The CUBED is primarily designed to be a criterion-referenced universal screening and progress monitoring assessment. It can also be used as a norm-referenced assessment. The CUBED can validly, reliably, and efficiently measure the constructs of decoding and language comprehension, and their product, reading for students in preschool through third grade. The results of the CUBED can directly inform instruction and provide information on a student's modifiability and zone of proximal development. The assessments were designed specifically for preschool through third grade students, but when used as a criterion-referenced assessment, older students can also be administered the CUBED. Two major constructs are measured with the CUBED: languageanddecoding.

There are two main subtests of the CUBED - the Narrative Language Measures and the Dynamic Decoding Measures, which together measure 18 targets so you can capture the FULL picture of your student's literacy!

Language comprehension, decoding fluency, and reading comprehension are assessed using the Narrative Language Measures (NLM). The NLM is comprised of two measures: the NLM Listening and the NLM Reading. Additional sections assess expressive oral language through personal story generation, and written language through personal story writing-all in the context of narration.

Results of the NLM Listening provide clear information on how well a student can understand an oral narrative, produce story grammar and include important language complexity features, produce or approximate a complete episode, answer questions about the story, answer inferential vocabulary questions, and independently generate an oral story.

Results of the NLM Reading provide clear information on reading fluency and decoding errors. Using a reading retell format, comprehension can be measured. A student's ability to answer questions about the story, define less common words, and independently write a personal story can be documented.

Decoding is assessed using the Dynamic Decoding Measures (DDM). The DDM is comprised of three measures: Phonemic Awareness, Word Identification, and Decoding. Each measure assesses a specific skill related to or reflective of decoding. Within each measure a dynamic assessment that either uses a 'testing the limits' or 'test-teach-retest' approach is used with three different targets that provide specific information on a student's strengths and weaknesses. Students are typically administered the more difficult or more mature targets first, and then subsequent targets are assessed until a student's current level of performance is identified.

Results of the DDM provide clear information on what a student can currently do, what a student needs to learn, and how ready and responsive the student will be to learning the next level of material for phonemic awareness, letter names, letter sounds, irregular words, and decoding CVC, CCVC, and silent 'e

are quick and efficient to administer and score;

serve as universal screening (or benchmark assessment) and progress monitoring measures;

identify students in need of more intensive decoding, language, decoding fluency, or writing intervention;

evaluate the effectiveness of interventions; and

play an integral role in a multi-tiered system of support focusing on both decoding and language.

Purposes of the CUBED:

Benchmark screening

Progress monitoring

Identification of students performing significantly below peers

Intervention planning

Why focus on language? Expand your focus beyond decoding and get the full picture!

It's an unfortunate fact; most students in the U.S. do not understand grade level reading material. To battle this, there has been a primary focus on students' decoding abilities. This is only part of the picture and an emphasis on decoding alone will not result in the desired reading outcomes. True reading is the product of decoding and language. Informed by extensive empirical research, the CUBED represents advancements in language assessment that help educators measure all of the critical dimensions of literacy, including phonemic awareness, word identification, decoding, decoding fluency, listening comprehension, reading comprehension, expressive language, and writing. Because reading comprehension and listening comprehension reflect the same construct of language, the CUBED can assess reading comprehension of young students even before they have learned to decode. The CUBED measures are highly efficient and provide in-depth information about intervention targets while maintaining validity and reliability standards.

Most curriculum-based measures do not directly inform instruction, but the CUBED has been carefully engineered to do just that. Of course, the CUBED is not a comprehensive assessment and does not measure everything needed for academic success. However, the concepts, and in some cases even the specific information (e.g., irregular words) can be directly taught to students. The relationship between student performance on the CUBED assessment and instruction/intervention is remarkably clear. Once students have been identified as needing more intensive intervention, the same information should be used to organize students into groups according to individualized intervention needs. The Insight system facilitates this process.

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The CUBED is primarily designed to be a criterion-referenced universal screening and progress monitoring assessment. It can also be used as a norm-referenced assessment. The CUBED can validly, reliably, and efficiently measure the constructs of decoding and language comprehension, and their product, reading for students in preschool through third grade.

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Barksdale Reading Institute Favorite books for 2-3 year olds!

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Barksdale Reading Institute Favorite books for 2-3 year olds!

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Passport indicating which milestones have been/have not been achieved.

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Supporting Your Child's Language Development at Home

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Supporting Your Child's Language Development at Home

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Play has long been considered an important contributor to children’s learning and development. How does your understanding of play match up with cognitive research and how play contributes to children’s learning?

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Play has long been considered an important contributor to children's learning and development. How does your understanding of play match up with cognitive research and how play contributes to children's learning? Join us for this enlightening session where two early childhood experts share the scientific findings about play development and evidence-based approaches for incorporating playful teaching and planful play into early childhood settings.

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Online therapy is an exciting, engaging way for students to reach their speech and occupational therapy goals! Students are paired with a highly qualified online therapist, who connects with them live through TinyEYE's specialized online therapy platform.

Whether your child is receiving private at-home therapy or connecting at school, his/her activities are evidence-based, and work on skills highlighted in his or her assessment or individual education plan (IEP).

After each therapy session, your child's online speech therapist or online occupational therapist completes a session report that is available to you in your child's online backpack. This report includes details of skills worked on during the session, level of success, and a special note from the therapist to your child.

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How can I get online therapy for my child?

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Online therapy is an exciting, engaging way for students to reach their speech and occupational therapy goals! Students are paired with a highly qualified online therapist, who connects with them live through TinyEYE's specialized online therapy platform.

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Launch your Preschool to Kindergarten aged children on the path to becoming lifetime writers and readers by teaching them that the words they know how to say can be turned into words they see!

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The Talking Shapes curriculum is about sounding-out and spelling spoken words (writing-to-read).The goal is to develop an automatic and fluent ability to segment spoken words into their sounds, link those sounds to letters, and draw those letters to make the spoken words visible. Students will read what they write.

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A fun dance tune about the 7 days of the week for children. Sing and dance to the 7 days of the week. A great way to help learn and remember the order of the days of the Week!

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We’ve recreated the critical parts of a preschool day – morning songs, story reads, and enrichment activities, and made them available for free online. Each of these is designed to support your child’s development in empathy, language, and literacy.

Step 1: Enroll!

Select your child’s age group and click “enroll” to get weekly emails with access to video lessons and activities tailored for Toddlers (18 months-2 years old) and Preschoolers (3 – 4 years old).
Enroll Toddlers Enroll Preschoolers

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During this crisis, schools are closed, and families like yours are having to find new ways to keep learning at home. We know it's not easy, and we're here to help.

While a virtual hug is no match for the relationships and connections between children and their teachers in "live" classrooms, we know you need a safe destination for free learning experiences for you and your preschool-aged child. The Atlanta Speech School Pop-Up Early Learning here on our Cox Campus provides that place in the safety of your home - so your child can continue to learn and grow while school is closed.

Welcome from Atlanta Speech School

We've recreated the critical parts of a preschool day - morning songs, story reads, and enrichment activities, and made them available for free online. Each of these is designed to support your child's development in empathy, language, and literacy.

Step 1: Enroll!

Select your child's age group and click "enroll" to get weekly emails with access to video lessons and activities tailored for Toddlers (18 months-2 years old) and Preschoolers (3 - 4 years old).
Enroll Toddlers Enroll Preschoolers

Step 2: Enjoy Today's Lessons

Learning videos are released Monday - Thursday that include story reads, songs, and enrichment activities for you and your child to enjoy together, and special activities are released on Fridays.
Start Lessons

Step 3: Join the Conversation

Have a question about what your child is learning? Get support from teachers and early childhood experts in our Community Discussion for Families.
Join Discussion

Step 4: Share the Love!

We are excited to offer these free videos and resources to families and children across the country.
Share on Facebook

Have a question? Check out our Frequently Asked Questions.

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Atlanta Speech School Pop-Up Early Learning

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Powered by the Atlanta Speech School and the Cox Campus. Our goal is to meet the needs of families by providing free online learning experiences, so your child can learn and grow in the safest possible environment - your home.

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This Guide describes the best practices and covers what you need to know to teach reading and writing skills in preschool, kindergarten, and in the primary grades.

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Parents: No one cares more than you do about your child's success. This Guide will enable you to teach your child at home or to monitor your child's progress in school, to make sure his reading and writing skills are progressing as they should. Whether or not your child is dyslexic, these principles ensure success.

Teachers: This Guide describes the best practices and covers what you need to know to teach reading and writing skills in preschool, kindergarten, and in the primary grades.

This Guide describes many of the ideas originally developed by Anna Gillingham, working in partnership with a physician, Samuel Torrey Orton. Together they described a way of teaching that enable dyslexic children to succeed -- now known as the Orton-Gillingham Approach.

Chapters

Chapter 1: Sounds & Symbols

Chapter 3: Motor Component

Chapter 4: Closed Syllables

Chapter 5: Digraphs & Blends

Chapter 6: Silent-e Syllables

Chapter 8: R-Controlled Syllables

Chapter 9: Consonants with Two Sounds

Chapter 10: Syllable Division

Chapter 11: Oral Reading practice

Chapter 12: Tackling Spelling

Chapter 13: Paragraph Writing: Exposition

Chapter 14: The Final Stable Syllable

Chapter 16: Grammar & Sentence Structure

Recommended Resources
About the Author
Diana Hanbury King is a master teacher with over half a century of experience.

On Saturday June 11, 2016, at their 25th anniversary, the National Teachers Hall of Fame awarded Diana Hanbury King the "Lifetime Achievement Award."

Diana was the second educator to ever receive this award. At the NTHF ceremony, the attendees began calling her the Einstein of Education!

NTHF asked Pete Wright to present the Award to Diana. Why? Because in the early 1950's, for two years, every day, after school, an hour a day, she taught Pete how to read.

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wrightslaw reading diana hanbury king reading and writing skills adhd needs iep goals and objectives learning disabilities advocacy 504 resources add dyslexia needs regulations services nclb idea ld peter pamela wright

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A Guide to Helping Your Child at Home: Developing Foundational Skills in Reading & Writing by Diana Hanbury King - Wrightslaw

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A Guide to Helping Your Child at Home is the book for you if your child is struggling in school, if you want to know how to help your child develop good reading and writing skills, and if you want the best teaching strategies for helping your child at home.

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Did you know that rhyming is one of the best predictors of how easily a child will learn to read? That’s because good rhymers are better equipped to notice that rhyming words often have shared letter sequences, such as –all in tall, ball, and small, which in turn gives them a considerable head start in learning to read.

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Did you know that rhyming is one of the best predictors of how easily a child will learn to read? That's because good rhymers are better equipped to notice that rhyming words often have shared letter sequences, such as - all in tall, ball, and small, which in turn gives them a considerable head start in learning to read.

You can teach your child this important pre-reading skill! Download this free e-book to learn techniques and games to help you develop your child's rhyming abilities in all three stages of rhyming.

You will discover...

The three stages of rhyming

Rhyming tests to check your child's current ability to recognize and produce rhyme

Three printable games to play with your preschooler

Wonderful rhyming picture books to help your child become accustomed to hearing and repeating rhyme

A fun way to practice rhyming while getting your child moving

As you read through this e-book, feel free to jot down any questions you may have. You can email us at support@allaboutlearningpress.com, or call us at 715-477-1976. No question is too big or too small-we're here to help!

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Did you know that rhyming is one of the best predictors of how easily a child will learn to read? That's because good rhymers are better equipped to notice that rhyming words often have shared letter sequences, such as - all in tall, ball, and small, which in turn gives them a considerable head start in learning to read.

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Dr. Fitzgerald, current Director of the CDC and former Head of Georgia’s Dept. of Public Health, talks about the importance of Language Nutrition and how teachers are the best coaches for families.

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Dr. Brenda Fitzgerald's Message to Families

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Make bath time with children even more fun with great conversations and TALK. Watch our free family resource “Splish, Splash I am Taking a Bath” to learn about talking with your baby.

For more great resources, visit www.readrightfromthestart.org

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Life Scenes: Splish, Splash, I am Taking a Bath

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Owl Babies Interactive Story Read - START Read 1

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A love of reading starts with a solid foundation A love of reading starts with a solid foundation The Heggerty Way NEW! Bridge to Reading...

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What It Does

Our research shows that every child needs different amounts of different types of literacy instruction when learning to read. Home Literacy Coach balances the amount and type of instruction to ensure a customized plan for each child.

Home Literacy Coach breaks down literacy activities into four areas.

Adult and Child Phonics, Spelling and Fluency

These activities help students decode letters and sounds into speech to "crack the code" of reading.

Activities include: Teaching students the recommended activities, identifying sounds and letters, sounding out words, and spelling.

Independent Practice: Phonics, Spelling and Fluency

Student should spend time practicing these skills independently.

Activities include: Completing the recommended activities after adult instruction, matching letters and sounds, playing word games or practicing spelling.

Adult and Child Vocabulary, Comprehension, and Writing

These activities help students understand the content of what is being read and build their language, vocabulary, writing and comprehension skills.

Activites include: Teaching students the recommended activities, reading to students, discussing the meaning of new words and summarizing books they read.

Independent Practice: Vocabulary, Comprehension, and Writing

Student should spend time practicing these skills independently.

Activities include: Completing the recommended activities after adult instruction, reading books either aloud or on their own, illustrating stories they've read, writing, or summarizing stories.

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Our research shows that every child needs different amounts of different types of literacy instruction when learning to read. Home Literacy Coach balances the amount and type of instruction to ensure a customized plan for each child. Home Literacy Coach breaks down literacy activities into four areas.

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Even though mother's issues are not front page news,
they touch us all personally, some more than others, and
I believe passionately in the power of grassroots engagement.
- Joan Blades

The trouble with organizing a thing is that pretty soon
folks get to paying more attention to the organization
than to what they're organized for.
- Laura Ingalls Wilder

If children can't learn the way we teach, then
we have to teach the way they learn.
- Robert Buck

In dyslexia, there's not a knowledge gap but rather an action gap.

- Yale Center for Dyslexia & Creativity

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Even though mother's issues are not front page news, they touch us all personally, some more than others, andI believe passionately in the power of grassroots engagement.- Joan Blades The trouble with organizing a thing is that pretty soon folks get to paying more attention to the organization than to what they're organized for.

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OFFER ENDS APRIL 10th. The above is a suggested price. Name your price below. Our bundled package includes every existing phonics books series - Short Vowels, Consonant Digraphs, Consonant Blends, Silent e and long vowels. There are over 40 books total.

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Are you giving your students the instruction they need to become successful readers?
Can you provide remediation based on results from early screening for Dyslexia?

Educators find out how with our Phonological Awareness curriculum for classrooms and reading intervention.

"Phonological Awareness, the ability to detect or manipulate the sounds in words, has been identified as a key early literacy skill and precursor to reading." - U.S. Department of Education

Parents, please ask us about individual tutoring, which is now available online.

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Are you giving your students the instruction they need to become successful readers? Can you provide remediation based on results from early screening for Dyslexia? Educators find out how with our Phonological Awareness curriculum for classrooms and reading intervention.

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This toolkit helps teachers and families understand what the alphabetic principle and phonics are and how to support a child's development of these important reading skills.

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Understanding the Structure of Language
Print the handout at https://www.neuhaus.org/file/Decoding...

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An early skill in learning to read has as much to do with hearing how words sound as it does with seeing how words are written. Phonological awareness involves being able to recognize and manipulate the sounds within words. An example of phonological awareness is hearing in your mind the word created by replacing the first sound in "fish" with the first sound in "day," to make the word, "dish".
Phonological awareness is a foundation for understanding the alphabetic principle and reading success.
It is not a coincidence that the individual sounds in words map onto the letters of the alphabet. This mapping is a key part of the role phonological awareness plays in learning to read. However, being able to identify the sounds in words is not as easy as it seems. Many students enter kindergarten already knowing a lot about how the sounds in words map onto letters, but some students do not. For example, students with dyslexia often have more difficulty hearing the sounds in words and mapping them onto letters than other students. For students with dyslexia high-quality instruction and intervention to develop phonological awareness skills is critical.

Learning to identify the sounds in words through instruction happens best when the sounds are explicitly connected to the letters they represent. This mapping is the essence of the alphabetic principle. When this mapping is well developed, it allows readers to accurately read, or decode, about 70% of the single-syllable words they will encounter in text. In addition, when readers encounter a word in print for the first time, and understand the alphabetic principle, the odds are very good they will read the word correctly.

There are several ways to effectively teach phonological awareness to prepare early readers:

TEACH STUDENTS TO RECOGNIZE AND MANIPULATE THE SOUNDS OF SPEECH

Teachers should show and teach students how to break down units of speech into smaller units. For example, an excellent instructional sequence that helps students learn to hear the sounds of speech involves progressing from easier activities to those that are more difficult. Teachers can show students how to identify

words within sentences,

syllables within words,

the first and last sounds within words (onset and rime, respectively),

and finally, all of the individual sounds in a word (phonemes).

TEACH STUDENTS LETTER-SOUND RELATIONS

Teachers should demonstrate and teach students letter-sound relations they will first encounter in print, such as consonants and short vowels.

Teach these letter-sounds in the context of words where letters represent their most common sound (e.g., teaching "a" in "bat" vs. "was").

More complex letter-sound relations should be taught next, such as consonant blends , consonant digraphs , and other predictable but more complex patterns (e.g., vowel digraphs such as "oa" in "boat"; words with long vowels and a silent e, such as in the word, "like").

A STRONG INSTRUCTIONAL SEQUENCE MIGHT LOOK SOMETHING LIKE THIS:

The teacher says the name of the letter and introduces the symbol for the letter (show the letter "b").

Then, the teacher gives students a picture that represents the sound (e.g., a "bat") with a brief backstory as an anchor or memory aid.

Finally, students can practice demonstrating their letter-sound understanding by identifying the sound and writing the letter in various contexts.

Good early literacy instruction also provides opportunities for students to review recently taught letter-sound relations over time, so that students can better remember and more fluently identify and produce them.

TEACH STUDENTS TO MANIPULATE LETTER-SOUNDS IN PRINT USING WORD-BUILDING ACTIVITIES

Teachers should also encourage students to connect their knowledge of how to manipulate sounds in spoken language with their knowledge of letter-sound relations.

Students can be taught to apply their knowledge of sounds to form words in print through an activity that uses letters on tiles or magnets that are easily manipulated to build or change words.

After practicing with the teacher, students can work and practice on their own or with a partner, adding and substituting sounds and building harder words, such as those with a silent e.

This type of activity helps students understand how to spell and read words using their awareness of the sounds in language and the letter-sound relations they have been taught.

Infographic

Enlarge Infographic

Suggested Citation

Baker, S.K., Beattie, T., Nelson, N.J., & Turtura, J. (2018). How We Learn to Read: The Critical Role of Phonological Awareness. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.

Smith, S.B., Simmons, D.C., & Kame'enui, E.J. (1998). Phonological awareness: Instructional and curricular basics and implications. In E.J. Kame'enui & D.C. Simmons (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 129-140). Mahway, NJ: Lawrence Erlbaum Associates.

Abstract

Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.

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How We Learn to Read: The Critical Role of Phonological Awareness

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An early skill in learning to read has as much to do with hearing how words sound as it does with seeing how words are written. Phonological awareness involves being able to recognize and manipulate the sounds within words.

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How do you recognize the sounds of spoken language? How do we
take apart the words that we speak? Learn more about this skill and tips to
improve phonological awareness in kids.

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Come along with Get Ready to Read!'s Inky the Octopus and Gus the Bunny from PBS' Between the Lions on their underwater adventures. These online games involve young children, with an adult, in entertaining stories and engaging activities that explore a variety of essential early literacy skills.

Chapter 1: Gus and Inky's Underwater Adventure
On Gus the Bunny's first underwater visit with his friend Inky, the pair offers young children several short activities that explore rhyming words, word recognition, letter names and letter sounds.

Play now >

Chapter 2: Rhyme Time
Gus tries out hip-hop beats as Inky helps him learn about rhyming. Children participate in the story by finding words that rhyme to help Gus write his first hip-hop song.

Play now >

Chapter 3: Wild Word Round Up
Gus visits the Lone Starfish Dude Ranch for an underwater adventure with Inky. Children learn to listen for the sounds in words. Gus and Inky help them blend parts of words together and listen for beginning and ending sounds.

Play now >

Suggested Tip!

Double the Fun!

Early childhood books not only tell great stories, they also build explicit literacy skills. Sing, rhyme, and stretch out the learning experience by looking for books that explore early literacy skills.
Learn more >

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Come along with Get Ready to Read!'s Inky the Octopus and Gus the Bunny from PBS' Between the Lions on their underwater adventures. These online games involve young children, with an adult, in entertaining stories and engaging activities that explore a variety of essential early literacy skills.

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Early Literacy: The Importance of Letter Recognition

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forty-seven letters and letter combinations are embedded into colorful pictures that show students what to do with their mouths when making the letter sounds.

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Addressing Multiple Targets

The Lively Letters™ program addresses multiple targets, simultaneously training students in the critical skills of:

* phonemic awareness
* phonics
* speech production

Oral Kinesthetics and Mnemonics

The oral kinesthetic (mouth cues) feature of the Lively Letters™ Program helps set it apart from other multi-sensory programs, as students are taught what to do with their mouths in order to produce the sounds.

This is done in a fun and engaging way as students are introduced to meaningful letter characters that are strategically embedded right into the letters.

Errorless Responding

Lively Letters™ uses proven strategies for errorless responding to prevent sequencing errors and impulsive guessing for those with rapid naming problems.

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Lively Letters | Reading with TLC | Reading with TLC

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The Lively Letters™ program addresses multiple targets, simultaneously training students in the critical skills of: * phonemic awareness * phonics * speech production The oral kinesthetic (mouth cues) feature of the Lively Letters™ Program helps set it apart from other multi-sensory programs, as students are taught what to do with their mouths in order to produce the sounds.

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Phonics iPad apps for young children 2020

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https://www.spelfabet.com.au/where-to-start/parents/preschoolers/

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What are the 44 sounds of Australian English?

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A Literacy How Mentor demonstrates the correct way to articulate phonemes.  It's important for teachers NOT to add "uh" at the end.

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A Literacy How Mentor models gestures for the short vowel sounds-- /a/, /e/, /i/, /o/, and /u/ --while students follow along.

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44 Phonemes Free video resource for teachers. When teaching students to read, modeling the correct letter sounds is critical. Learn how to pronounce the 44 phonemes in the English alphabet. Find more free language and literacy resources to include in your lesson plans at www.readrightfromthestart.org

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Dr. Maryanne Wolf of Tufts University's Center for Reading and Language Research talks with Adam about the human brain's ability to read. Although reading is an essential part of our daily lives, it is a relatively new ability that our species developed roughly five thousand years ago. Researchers like Dr. Wolf emphasize that the act of reading is vastly complex, and requires that we engage many different parts of the brain because no single area within the brain is responsible for reading.

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Episode 17: The Evolutionary Roots of the Reading Brain

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A naming speed deficit can impact speech, language and the

ability to learn to read. Under the guidelines of the Individuals

with Disabilities Education Act (IDEA) there are 2 categories

categories of impairment that  directly pertain to a deficit in

naming speed:.1) Speech and Language Impairment and 2)

Specific Learning Disability.

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Screening for Reading Difficulties in Young Children

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Preventing Reading Difficulties in Young Children

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Preventing Reading Difficulties in Young Children

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1998 The focus of the review is prevention.

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In response to this Congressional request, the Director of

NICHD, in consultation with the Secretary of Education,

constituted and charged a National Reading Panel (the

NRP or the Panel). The NRP was composed of 14

individuals, including (as specified by Congress) “leading

scientists in reading research, representatives of colleges

of education, reading teachers, educational

administrators, and parents.”

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Testimony to Congress why kid's can't read.

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Screen and Intervene

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Skills to Screen for in Kindergarten

Predictive of Dyslexia

Sound/Symbol Correspondance

In kindergarten, letter-sound knowledge is the most robust predictor of reading ability (McBride-Chang, 1999; Wagner, Torgesen, & Rashotte 1994). Letter-sound knowledge is at the intersection of phonology and written language because it reﬂects the knowledge of letter names, the sounds they make, and their visual representations. However, the skill has several predictive limitations, it reaches a predictive ceiling in late kindergarten (Schatschneider et al., 2004), and letter-sound knowledge is thought to be strongly inﬂuenced by environmental factors, such as home literacy, and thus may reﬂect lack of experience rather than a cognitive deﬁcit (Senechal & LeFevre, 2002).

Phonological Awareness

Poor phonological awareness for the sound structure of spoken words is a reliable early indicator of dyslexia risk. Phonological skills such as rhyming, blending and segmenting tasks correlate with reading outcomes in later grades (Scarborough, Dobrich & Hager, 1991).

Family History

Due to the hereditary nature of dyslexia, family history is considered a strong risk factors (see review in Gaab & Ozernov-Palchik, 2016). Familial studies suggest that dyslexia occurs in up to 68% of identical twins and up to 40-60% of individuals who have a ﬁrst-degree relative with dyslexia (See Resources for more information). Assessments should include questions regarding a family's known history of dyslexia, struggles with reading or academic failure.

Rapid Automatized Naming

Rapid Automatized Naming (RAN) refers to the automaticity with which the names of a set of serially presented symbols such as objects, colors, letters, or numbers can be retrieved. RAN parallels the cognitive demands of ﬂuent reading, and is a strong early predictor of later reading ﬂuency (Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004). The predictive power of RAN also varies depending on what stimuli are used (e.g., numbers, pictures, or letters), with colors and objects being stronger predictors in earlier grades (Norton & Wolf, 2012).

Predictive of Comprehension Challenges

Oral Language Ability

Slow language development as indicated by delayed onset of talking, short mean length of utterances, lower complexity of syllables produced, and poor receptive or expressive vocabulary, has been associated with poor literacy outcomes (Flax, Realpe-Bonilla, Roesler, Choudhury &Benasich, 2009; Lyytinen, Eklund, Lyytinen, 2005). An important distinction has been made between receptive and expressive language development. While most late-talkers with typical receptive language will develop typical literacy skills, children with language delay in both expressive and receptive realms are more likely to experience persistent language and reading difﬁculties (Rescorla & Roberts, 2002; Scarborough, & Dobrich, 1990).

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Skills to Screen for in Kindergarten Predictive of Dyslexia Sound/Symbol Correspondance In kindergarten, letter-sound knowledge is the most robust predictor of reading ability (McBride-Chang, 1999; Wagner, Torgesen, & Rashotte 1994). Letter-sound knowledge is at the intersection of phonology and written language because it reﬂects the knowledge of letter names, the sounds they make, and their visual representations.

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When in doubt, Assess. Do not wait!

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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K- 5th grade

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Is your child in elementary school? Use this guide to learn about your child's speech and language development.

Children develop at their own rate. The skills listed are what most children can do by the end of that grade.

Speech-language pathologists, or SLPs, work with children who have speech and language problems.

To find an SLP near you, visit ProFind.

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Your Child's Communication Development: Kindergarten Through Fifth Grade

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Is your child in elementary school? Use this guide to learn about your child's speech and language development.

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Did you know that a baby’s brain is developing the most rapidly during the first two years of life? These early years offer a critical window of opportunity, like no other time, to launch language early and get a jump start on school success.

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Communication in Babies and Toddlers: Milestones, Delays, and Screening

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Did you know that a baby's brain is developing the most rapidly during the first two years of life? These early years offer a critical window of opportunity, like no other time, to launch language early and get a jump start on school success. Learn the milestones that develop from 1-24 months.

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Florida Center for Reading Research has developed:

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Florida Center for Reading Research has developed:

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The PreCTOPPP was designed for use with children from 3 through 5 years of age. Like the CTOPP, the Pre-CTOPPP provides assessment of all three areas of phonological processing: phonological sensitivity, phonological memory, and phonological access.

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PreSchool Comprehensive Test of Phonological and Print Processing

The Preschool Comprehensive Test of Phonological & Print Processing (©2002) was developed and is copyrighted by Christopher J. Lonigan, Richard K. Wagner, Joseph K. Torgesen, & Carol A. Rashotte at Florida State University

Prepublication versions of the subtest are available below. Do not use or reproduce this test without written permission of the authors (contact lonigan@psy.fsu.edu).

Description of Pre-CTOPPP: The Pre-CTOPPP was designed as a downward extension of the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999). The PreCTOPPP was designed for use with children from 3 through 5 years of age. Like the CTOPP, the Pre-CTOPPP provides assessment of all three areas of phonological processing: phonological sensitivity, phonological memory, and phonological access. In the area of phonological sensitivity, the test was constructed according to the developmental progression of phonological sensitivity (i.e., from word sensitivity to phoneme sensitivity), and both recognition (multiple choice) and expressive formats are used. Phonological sensitivity is assessed by the Blending, Elision, and Initial Sound Matching subtests. Phonological memory is assessed by the Word Span and NonWord Repetition subtests. Phonological access is assessed by the Rapid Naming subtests. In addition to the phonological processing subtests, the Pre-CTOPPP includes a Print Awareness subtest (described below) and a Reading Vocabulary subtest, designed to assess children's knowledge of words they are most likely to encounter in text during beginning reading instruction. Initial psychometric data ( see data) for the Pre-CTOPPP is good.

The Pre-CTOPPP includes a measure of reading Vocabulary (not currently available on this site). In addition, a Spanish language version of the Pre-CTOPPP's phonological processing and print awareness subtests has been developed and validated in a moderate size sample of preschool-age children.

Download Links for Pre-CTOPPP Subtests
Use the Links in the table below to download copies of the subtests. Note that the files for the color stimuli are and should not be downloaded over a dial-in connection.
.

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Preschool Comprehensive Test of Phonological & Print Processing

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PreSchool Comprehensive Test of Phonological and Print Processing The Preschool Comprehensive Test of Phonological & Print Processing (©2002) was developed and is copyrighted by Christopher J. Lonigan, Richard K. Wagner, Joseph K. Torgesen, & Carol A. Rashotte at Florida State University Prepublication versions of the subtest are available below.

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Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers

Measures designed to monitor progress and individualize services for children from 6 months to 42 months of age.

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Assess child outcomes using 6-minute, standardized, play-based assessments

Get a quick 'snapshot' of a child's progress on key outcomes

Make data-based decisions about intervention and services

Share child progress with parents and other providers

Provide reports to stakeholders about program impact

Answers to the following questions should help you determine if IGDIs would be a good fit for your program. Also, see our Scoring and Administration Frequently Asked Questions (FAQs) for additional information.

With what age group should IGDIs be used?

Infant and Toddler IGDIs may be used with children from ages 6 months to 42 months of age. For information about IGDIs for preschool children, please visit the MyIGDIs website.

What do IGDIs measure?

The Early Communication Indicator (ECI) measures key expressive communication skills (gestures, vocalizations, single words, and multiple words) for infants and toddlers from 6 months to 42 months.

The Early Movement Indicator (EMI) measures key gross motor skills (transitional movements, grounded locomotion, vertical locomotion, throwing/rolling, and catching/trapping) for infants and toddlers from 6 months to 42 months.

The Early Problem Solving Indicator (EPSI) measures key cognitive/problem solving skills (looking, exploring, functions, and solutions) for infants and toddlers from 6 months to 42 months.

The Early Social Indicator (ESI) measures key social skills for infants and toddlers from 6 months to 42 months.

Learn more about what IGDIs measure.

How long do IGDIs take to administer and score?

Each IGDI assessment takes 6 minutes to administer. If scoring live, the scoring is complete at the end of the 6 minute IGDI session. Entering scores into the data system should take less than 5 minutes. If scoring from a video taped administration, scoring generally takes about 15 minutes to score and enter into the data system.

Learn more about IGDI administration.

How often can IGDIs be administered?

IGDIs are very sensitive to changes in growth, even small ones! Unlike other standardized measures, IGDIs are designed to be used repeatedly. This may mean bi-monthly, monthly, or quarterly.

How do I get certified?

Certification requires participation in a workshop provided by IGDI staff. Go to our Certification Steps page to learn more.

How much do they cost?

Information about cost structure for the IGDIs can be found by following this link: Cost Structure for Training

Currently, there is no fee for using the online data system after training or for the .

Costs for toys will vary. Please check purchasing information for each toy set that you will need.
Return to the top of this page.

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Individual Growth and Development Indicators for Infants and Toddlers - IGDI

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Assess child outcomes using 6-minute, standardized, play-based assessments Get a quick 'snapshot' of a child's progress on key outcomes Make data-based decisions about intervention and services Share child progress with parents and other providers Provide reports to stakeholders about program impact Answers to the following questions should help you determine if IGDIs would be a good fit for your program.

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Infants and Toddlers (birth to three): The Official IGDI Home Page for Infants and Toddlers

http://www.igdi.ku.edu/

This web site is dedicated to assessing the results of early intervention and early childhood special education services provided young children birth through age 3. Indicators of Individual Growth and Development for Infants and Toddlers (IGDIs) are a set of measures designed and validated for use by early childhood practitioners and interventionists for the purpose of monitoring children's growth and progress. Unlike standardized tests that are administered infrequently, IGDIs are designed to be used repeatedly by practitioners in order to estimate each child's "rate of growth" over time. The distinctive benefit of this approach is that the information can be used to directly inform intervention design, implementation, and modification at reasonable levels of training, time, and cost.

Preschool (three to five): Get it Got it Go!

http://www.cehd.umn.edu/ceed/projects/ggg/default.html

Through the comprehensive web-based system, you can learn how to use preschool measurements, download the assessment tools, and manage scores for the children you assess. Upon registration, you will also have full access to free online management tools. You will be able to manage and monitor a child's progress at any location that Internet access is available to you, as well as generate graphical reports on each child's progress at any point in time.

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dynamic indicators of basic early literacy skills

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University of Oregon Center on Teaching and Learning

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http://www.igdi.ku.edu/ This web site is dedicated to assessing the results of early intervention and early childhood special education services provided young children birth through age 3. Indicators of Individual Growth and Development for Infants and Toddlers (IGDIs) are a set of measures designed and validated for use by early childhood practitioners and interventionists for the purpose of monitoring children's growth and progress.

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Early Literacy: The Importance of Oral Language

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Early Literacy: The Importance of Oral Language

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Early Literacy: The Importance of Oral Language

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Tiffany P. Hogan , ​ PhD, CCC-SLP Professor, Communication Sciences and Disorders Director, SAiL Literacy Lab

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Ages zero to three are the most important for lifelong mental health and well-being.

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Our Vision

All children will develop, learn and grow to realize their full potential.

Our Mission

Parents as Teachers promotes the optimal early development, learning and health of children by supporting and engaging their parents and caregivers.

Our Approach

The Parents as Teachers Approach is to partner, facilitate and reflect. We do this at every level of our organization, from a parent educator visiting a family in their home, all the way to the work of the national center.

In 1981, Missouri pioneered the concept of helping parents embrace their important role as their child's first and best teacher. Today, Parents as Teachers continues to equip early childhood organizations and professionals with information and tools that are relevant-and widely applicable-to today's parents, families and children.

The Parents as Teachers leadership team and Board of Directors is engaged in a three-year strategic plan, which positions the organization as a valued partner to support the organizations and professionals who serve families and children, especially those most vulnerable.

The concept for Parents as Teachers was developed in the 1970s when Missouri educators noted that children were beginning kindergarten with varying levels of school readiness. Research showed that greater parent involvement is a critical link in the child's development of learning skills, including reading and writing.

Early childhood professionals suggested that a program to provide early detection of developmental delays and health issues, and parent education to help parents understand their role in encouraging their child's development from the beginning could help improve school readiness and parent involvement.

With funding from the Missouri Department of Elementary and Secondary Education and The Danforth Foundation, Parents as Teachers began in 1981 in Missouri as a pilot project for first-time parents of newborns. Recognizing the program's benefits and cost effectiveness, the Missouri legislature provided state funding in 1985 to implement Parents as Teachers programs in all Missouri school districts. Since 1985, Parents as Teachers has expanded to all 50 states and six other countries.

Grounded in the latest research, Parents as Teachers develops curricula that support a parent's role in promoting school readiness and healthy development of children. Our approach is intimate and relationship-based. We embrace learning experiences that are relevant and customized for the individual needs of each family and child. As a result, individuals and organizations who use our curricula benefit from our understanding of the evolving needs of today's families and children.

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Who We Are - Parents as Teachers - Parents as Teachers

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All children will develop, learn and grow to realize their full potential. Parents as Teachers promotes the optimal early development, learning and health of children by supporting and engaging their parents and caregivers. The Parents as Teachers Approach is to partner, facilitate and reflect.

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We know that roughly half of late talkers “catch up” to their peers by the time they go to school. Late onset of language is a good predictor of long-term language problems – particularly with syntax, vocabulary, and verbal memory (Rice, 2008; Rescorla, 2009).

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Choosing words to teach* late talkers is hard - for both parents and speech pathologists! But there's some great research out there to guide decision-making, if you know where to look.

As a Hanen-certified speech pathologist, I've just completed a very practical seminar on word choice for late talkers presented by Cindy Earle, the Program Director for Hanen's Target Word program.

For the benefit of parents and others caring for late-talking children, I thought I'd share my key takeaways:

1. What do we mean by a "late talker"?

The research definition of a "late talker" is a child aged between 18 and 30 months who:

Hanen's clinical definition is much the same, but includes children who have fewer than 100 words. I prefer this definition because it captures more children who might be at risk and who might benefit from early intervention.

2. Why does late-talking matter? Should we be concerned about it?

To answer the second question first: yes.

We know that roughly half of late talkers "catch up" to their peers by the time they go to school. But, unfortunately, we don't yet know which ones! For the "other half", the late onset of language is a good predictor of long-term language problems - particularly with syntax, vocabulary, and verbal memory (Rice, 2008; Rescorla, 2009).

We discuss known red flags for language delays here.

4. Predictors of change/improvement

This was my first big takeaway from Cindy's talk. Drawing on studies by Olswang and colleagues (1998) and Wetherby (2000), Earle identified the following factors as "predictors of change" for late talkers' language development:

quietness/noisiness;

consonant repertoire (i.e. how many consonants the child can say);

pretend play skills;

comprehension;

gestures;

imitation;

the kinds of words the child uses (if any);

social skills; and

time.

5. Getting specific about language goals for late talkers

"Talking" is of course the main goal for parents and carers of late talkers. But teaching children random words without a plan or goal is not the way to do it. Knowing about the above "predictors of change" allows us to get more specific about what might help the child get there ASAP, based on where they are at at the time of assessment:

noisiness, e.g. the child will vocalise with each turn;

imitation, e.g. the child will copy single words;

single words, e.g. the child will use single words spontaneously; or

combinations e.g. the child will combine words.

6. So, here's what I think about when choosing words for a late talker

At the outset of therapy, I like to discuss and agree 10-15 target words with the families of late talkers I work with. To come up with the list, we consider the following six factors:

(a) Does the child understand the word?

There's no point trying to teach a child to say a word he or she doesn't understand.

(b) Does the word start with a sound the child can say?

The technical term for this is " ". We know that children are more likely to experiment with words that start with a sound in their existing repertoire of speech sounds. That's why getting a speech sound sample is so important when we assess late talking children, even if they are only in phonology babbling and not saying any 'true words'.

(c) Is the word motivating for the child to say (not just understand)

Some kids are very interested in a favourite bedtime toy, pet, TV character, etc. To maximise motivation for talking, I always try to include words that refer to the child's "favourite things in the world" - even - eek! - if it involves the motion picture Frozen. (Let It Go, David!)

(d) Can we use gestures to supplement the word?

Gesture science can get a bit technical and jargon-laden: I plan to tackle this important topic in a future blog post (or two!). But, for the purposes of this article, we know that certain gesture-speech combinations help some late talkers to combine words (McEachern & Haynes, 2004).

If we're trying to help a late talker combine words, teaching him/her gestures that supplement (rather than just echo) his/her words can help. For example, teaching a child to point at things and to say applicable words like "go" or "fast" or "big", can provide children with a bridge to developing multi-word utterances (e.g. "car go", "fast dog", "big tree").

(e) Verbs, verbs, verbs

We've covered this point before. But it bears repeating:

In English, you need at least one verb (action word) to make a complete sentence (e.g. "go" or "fish swim"). So teaching children the names of things and people (e.g. "mama", "car") and positions (e.g. "up") is not enough. If we want to help late talkers combine words into sentences, we MUST include verbs.

For this reason, I always choose at least four "all purpose" verbs in my initial word list for late talkers: e.g. go, do, play, make, come, get. The fancy name for this practice is "verb-focused intervention" (e.g. Hadley & Olsen, 2005).

(f) Words that occur throughout the day

Just like with verbs, we don't want to spend our time on words that won't come up a lot during the day. One trick is to look for things that the child loves to do a lot of during the day. This varies from child to child. Observe the child doing it, then come up with words that will give you plenty of time to use them several times a day.

Correct word choice is very important when helping a late talker. Early intervention is the best strategy.

If you're the parent or carer of a late talker - or potential late talker - we recommend you get in touch with a certified practising speech pathologist for a chat and, if warranted, to organise a language assessment.

Related articles:

Key source : Earle. C. (2015). Choosing Initial Vocabulary Targets for Children who are Late Talkers. A Hanen e-Seminar. Hanen Centre. (Attended by the writer on 13-17 July 2015.)

* For you fellow Chomsky/ Pinker fans out there, please note that I'm using the word "teach" loosely here - I could have said "naturalistic indirect language stimulation based on principles of interactive communication" to make the point that we don't actually teach language to children: we just help them help themselves. But life's too short!

Image: http://bit.ly/1JsaZWB

Banter Speech & Language

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Late talkers: how I choose which words to work on first

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Choosing words to teach* late talkers is hard - for both parents and speech pathologists! But there's some great research out there to guide decision-making, if you know where to look. As a Hanen-certified speech pathologist, I've just completed a very practical seminar on word choice for late talkers presented by Cindy Earle, the Program Director for Hanen's Target Word program.

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Maximizing children’s potential in the Early Years is a government priority yet policy makers have been slow to emphasize the importance of oral language as a springboard for learning. Important to be able to identify early, those who are vulnerable to dyslexia and those who will learn to decode well.

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Dyslexia and developmental language disorder: same or different?

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Professor Maggie Snowling looks at how we understand the definition, development and relationship between dyslexia and developmental language disorder (DLD).

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This website was set up to share the preschool instructional and support materials that are being created as part of the Project Ready research project.

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Project Ready! | School of Education | myMount

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https://sterncenter.org/professional-learning/building-blocks-for-literacy/?fbclid=IwAR2bem5VXsg2ID2KgMbuvwfmi07nhttpW34uEuT_Fw6Li18NL0cS375ueEg

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Building Blocks for Literacy is an online course for early childhood educators that shares developmentally-appropriate, fun ways to prime growing brains for literacy success. Make a difference for every child by learning what you can do to help children thrive on their journey to kindergarten.

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preschool time period is typically one of rapid development of language and emergent literacy

skills. Emergent literacy can be defined as the developmental precursors to conventional reading, spelling and writing skills.

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For Educators | Florida Center for Reading Research

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From 2014 to 2015, a team of researchers at FCRR collected ideas and created the VPK Learning Center Activities for use in preschool classrooms. Accompanying these Learning Center Activities is a Teacher Resource Guide and a Professional Development Video that offers important insights on differentiated instruction and how to use the Learning Center materials.

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Communication Your child starts communicating with you long before he says his first word. Learn more about what your child should do in his first 5 years and how you can help.

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The Hanen Centre has developed a variety of programs for parents and educators to help them assume a primary role in promoting the social, language and literacy skills of young children.

Hanen's research-based, group-oriented programs teach participants practical strategies for encouraging children's learning naturally in the context of everyday activities.

Click on the links below to read more about Hanen Programs®:

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Hanen Programs for Parents and Early Childhood Educators

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The Hanen Centre has developed a variety of programs for parents and educators to help them assume a primary role in promoting the social, language and literacy skills of young children. Hanen's research-based, group-oriented programs teach participants practical strategies for encouraging children's learning naturally in the context of everyday activities.

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https://www.asha.org/public/speech/development/chart.htm

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speech; language; hearing; development; developmental milestones; chart; milestones; listening

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How Does Your Child Hear and Talk? Speech, Language, and Hearing Developmental Milestones From Birth to 5 Years

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Your child starts communicating with you long before he says his first word. Learn more about what your child should do in his first 5 years and how you can help.

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Is your child on track?

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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Oral Language ability is the first step to Literacy.

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Baby Navigator - What every parent needs to know about early learning.