Meeting the Challenge of the Oral Language Gap.pptVIP

Meeting the Challenge of the Oral Language Gap Skill in Verbal Reasoning is a Major Factor in Performance on the FCAT Barbara Gaiser MS, CCC Speech/ Language Pathologist Reading First Coach Just Read Florida Johnny can decode but not comprehend the FCAT. Verbal Reasoning Using language to think Without a language system must “think” using mental visual images FCAT is testing how well we can think about information we get from reading written texts. FCAT Language Specifications Identify or label things, events and ideas using words Understand that new information is embedded in clauses/phrases Relate information/ideas to other information/ideas using conjunctions Apply verbal reasoning processes that may not be modeled in their home. Johnny can decode but not comprehend the FCAT. Rationale for Oral Language Instruction Sunshine State Standards which are correlated with verbal learning and reasoning: L.A.A.l.l.3; L.A.A.l.2.3; L.A.B.1.1.2; L.A.B.1.1.3; L.A.B1.2.2. Readers use oral language to make sense of words they see in print. Readers must understand 95% of words in a text before comprehend meaning. Advanced readers must be able to learn new word meanings from contextual and derivational clues in the written text. Asha’s Position Statement (2001)“Roles and Responsibilities of the SLP with Respect to Reading and Writing in Children and Adolescents.” Inextricable link between spoken and written language Hierarchical and reciprocal relationship Recognition that the same children who have problems with spoken language also have problems with reading an writing Goals of Oral Language Instruction To connect words found in text, to the student’s life experiences, thereby those words meaning. To clarify and extend word meanings. To develop strategies for learning new words. To use language to both gain and give information orally and graphically. SLP OutcomesGood and the Greater Good. Identify and plan to implement IEP objectives which are m