Enhancing Oral and Literate Skills for At- Risk ELL Children March 16, 2012 California Speech-Language-Hearing Association San Jose, California.

Enhancing Oral and Literate Skills for At- Risk ELL Children March 16, 2012 California Speech-Language-Hearing Association San Jose, California

Presenters Celeste Roseberry-McKibbin, Ph.D. CCC-SLP Professor, Department of Speech Pathology and Audiology California State University, Sacramento LSHS, San Juan Unified School District Robert A. Pieretti, Ph.D., CCC-SLP Assistant Professor, Department of Speech Pathology and Audiology California State University, Sacramento LSHS, Sacramento City Unified School District

Presenters Ploua Vue. B.S. Graduate Student, Department of Speech Pathology and Audiology California State University, Sacramento Mary Martineau. B.S. Graduate Student, Department of Speech Pathology and Audiology California State University, Sacramento

Full presentation available: www.hhs.csus.edu/homepages/SPA/Roseberry Click on Workshops Follow the link to this handout

Workshop Objectives; participants will: 1. Discuss laws impacting service delivery 2. Describe the impact of ELL status on students with LLD (language learning disabilities) 3. Describe general intervention strategies that can be used to increase language skills across settings 4. Discuss how to tie therapy into the general education curriculum

5. Identify practical strategies for increasing the oral and literate language skills of preschool and early elementary school students 6. Summarize ideas for helping increase family involvement 7. Define and discuss Response to Intervention

At the first author’s previous school, we had a great deal of diversity; 91% of our students were students of color; 9% were White. Many came from welfare homes. The school has 900-1000 students. I. INTRODUCTION

In Elk Grove Unified School District as a whole… Children represent between 80-90 different language groups They come from all over the world. Sacramento, California and New York have the largest numbers of immigrants from the former USSR in the entire United States

Thus, it is the overall goal of this workshop to present ideas and strategies that are: widely applicable to ELL students from a variety of cultural and linguistic backgrounds in both Special Education and RtI settings useable by monolingual English-speaking clinicians as well as bilingual clinicians, and easy, inexpensive, and fun to implement!

As much as possible, the ideas presented will be: Practical for use on “Monday morning” Useful for tying in with the general curriculum of the school Representative of evidence-based practice

The ideas presented will be applicable to a range of settings, including: Speech-language therapy pull-out rooms Self-contained special education classrooms General education classrooms

The ideas can be used with… Young ELLs who are at risk for a diagnosis of LLD Young ELLs who already have IEPs because they have been diagnosed with a LLD

You are encouraged to: Share these ideas with general education teachers as much as possible Help general education teachers to understand that the more they help us implement the ideas presented, the faster our students will progress!

II. LANGUAGE-LEARNING DISABILITIES IN ELL STUDENTS Legal Considerations The IDEA (Individuals with Disabilities Education Act, 2004) states that students who speak a second language must be assessed in both the primary (first) language and English The IDEA (Individuals with Disabilities Education Act, 2004) states that students who speak a second language must be assessed in both the primary (first) language and English These students must show delays in BOTH the primary language and English in order to be diagnosed as having LLD (language-learning disability). These students must show delays in BOTH the primary language and English in order to be diagnosed as having LLD (language-learning disability). An ELL student has a true LLD if he experiences difficulties learning in BOTH languages An ELL student has a true LLD if he experiences difficulties learning in BOTH languages A LLD affects the student’s ability to learn any language A LLD affects the student’s ability to learn any language

The student with age-appropriate L1 skills and low scores in English is NOT LLD and is not a candidate for special education (Roseberry- McKibbin, 2008; Kohnert, 2008). The student with age-appropriate L1 skills and low scores in English is NOT LLD and is not a candidate for special education (Roseberry- McKibbin, 2008; Kohnert, 2008). We must make teachers and administrators aware of the difference between a student with normal underlying language learning ability who needs more time and exposure to English (non special education) and the student who is truly LLD (qualifies for special education). We must make teachers and administrators aware of the difference between a student with normal underlying language learning ability who needs more time and exposure to English (non special education) and the student who is truly LLD (qualifies for special education).

There is increased focus on diverse students in our schools… English language learners now represent 9.6% of all students enrolled in public pre-kindergarten through grade 12 classes in the U.S.; 67% of these students are enrolled at the elementary school level English language learners now represent 9.6% of all students enrolled in public pre-kindergarten through grade 12 classes in the U.S.; 67% of these students are enrolled at the elementary school level The No Child Left Behind Act (2001) has put strong emphasis on achievement for low-income, diverse, and English language learner students The No Child Left Behind Act (2001) has put strong emphasis on achievement for low-income, diverse, and English language learner students

Silliman, Wilkinson, & Brea-Spahn, (2004) stated that: The sharp increase in enrollment in American public schools coexists with a crisis of illiteracy in America, which is particularly regrettable given the changed sociodemographic characteristics of American classrooms. The sharp increase in enrollment in American public schools coexists with a crisis of illiteracy in America, which is particularly regrettable given the changed sociodemographic characteristics of American classrooms. A growing achievement gap exists among minority and nonminority students, those from poorer versus richer families, those whose native language is English, in contrast to those whose first language is not English, and those identified for special services versus those in regular education A growing achievement gap exists among minority and nonminority students, those from poorer versus richer families, those whose native language is English, in contrast to those whose first language is not English, and those identified for special services versus those in regular education

No Child Left Behind… Addresses inequities in several ways Students with disabilities must participate in state accountability systems for reading and math in grades 3-8 Accommodations are allowed for these students as necessary Schools must show adequate annual progress toward all students being proficient in math and reading, or the school will face penalties.

Individuals with Disabilities Education Act (IDEA 2004): LEAs (local education agencies) are allowed to eliminate the IQ- achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services LEAs (local education agencies) are allowed to eliminate the IQ- achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services There is a greater emphasis on pre-referral services There is a greater emphasis on pre-referral services Schools may now use more funds for early intervention Schools may now use more funds for early intervention

There is a special focus… On children in kindergarten through 3 rd grade who don’t technically qualify for special education but who need additional support. On children in kindergarten through 3 rd grade who don’t technically qualify for special education but who need additional support. This includes ELL students This includes ELL students There is also a special focus on children who are having difficulty developing their basic reading skills, especially in the early grades.

Response to Intervention- An Opportunity? Under IDEA, federal funds can be allocated for early intervening services to provide academic assistance from special educators to students at risk for academic failure Under IDEA, federal funds can be allocated for early intervening services to provide academic assistance from special educators to students at risk for academic failure Students who demonstrate improvement need different instruction, not special education….Students who demonstrate improvement need different instruction, not special education….

ELLs are frequently designated as struggling readers who are placed in undifferentiated remediation programs with native English speakers who have scored poorly on standardized reading tests (Harper et al., 2008 ). ELLs are frequently designated as struggling readers who are placed in undifferentiated remediation programs with native English speakers who have scored poorly on standardized reading tests (Harper et al., 2008 ).

Now more schools across the U.S. are implementing RTI Regular education classroom (Tier 1) ▼ Noncategorical, nonspecial education interventions (after- school math and/or reading academy; REWARDS reading program, etc.) (Tier 2) ▼ Special education with IEP (Tier 3)

Diehl & Silliman, 2009; Language and Communication Disorders in Children) RtI is a method of service delivery that tries to “catch” kids before they end up needing special education RtI is a method of service delivery that tries to “catch” kids before they end up needing special education There is especially an emphasis on reading intervention in the early grades There is especially an emphasis on reading intervention in the early grades Great because it takes us away from a “wait to fail” system and instead has a “supporting success” orientation Great because it takes us away from a “wait to fail” system and instead has a “supporting success” orientation Goal: PREVENT problems later Goal: PREVENT problems later

It is easy to be afraid that being involved in RtI will create more work for us! But ultimately, it will make our jobs easier because fewer children will be on IEPs But ultimately, it will make our jobs easier because fewer children will be on IEPs More students will receive support BEFORE we are asked to formally evaluate them for special education More students will receive support BEFORE we are asked to formally evaluate them for special education

If we do not help ALL students succeed in school, we impact their futures…

Some places in Virginia and California… Build prison cells according to the number of 3rd graders who do not read at grade level Build prison cells according to the number of 3rd graders who do not read at grade level For example, in 2012, if 500 third graders do not read well, 500 prison cells are made available to house these children 10- 15 years later For example, in 2012, if 500 third graders do not read well, 500 prison cells are made available to house these children 10- 15 years later

As SLPs, we can collaborate in the schools to emphasize Justice and equal opportunities for everyone, regardless of race, SES, or primary language Justice and equal opportunities for everyone, regardless of race, SES, or primary language Leveling the playing field Leveling the playing field

III. SPECIFIC STRATEGIES FOR PRESCHOOL CHILDREN

Blevins 2011 CSHA: In Santa Ana Unified, they had so many preschool referrals that it would have cost $2 million to hire SLPs to test and treat the kids Many were ELL—mostly Spanish- speaking She created a preschool RtI program

“ At risk” preschoolers were seen by SLPAs for 6 weeks They received language intervention At the end of the 6 weeks, 95% of the children were fine Only about 5% needed IEPs

Gillam 2011 CSHA We are WAAAAY overidentifying ELL kindergarteners for IEPs Assessed Spanish-speaking Ks at beginning and end of K (English and Spanish) Of 167 “at risk” at beginning of K, only 21 really needed IEPs at end of K

Thus…. It behooves us to work with young (preschool and kindergarten) ELLs to ensure that they experience as much success as possible

A. Increasing Oral Language Skills in Preschool ELL Children with LLD Research shows that even children as young as 3 years of age reject peers whom they perceive as “different” (Rice, Sell, & Hadley, 1991; Tabors, 2008; Weiss, 2002). Thus, a major goal for ELL preschoolers with LLD is to successfully interact socially with their peers.

With ELL preschool children who are LLD… It is crucial to increase their ability to interact verbally with peers. We have said that ideally, these children will receive intervention in L1. However, the reality is that many of them are in daycare or preschool settings where only English is spoken.

These children face the challenge of learning to successfully interact with peers in a language that is unfamiliar to them. If these children have a LLD in addition to not speaking English, they have “double jeopardy.”

How do we help ELL preschoolers with LLD succeed in preschool/daycare settings? First, professionals such as SLPs, teachers, and childcare workers cannot just assume that these preschool children will automatically engage in interactions with their typically- developing peers. Research has shown that these children need the adults around them to facilitate language interaction opportunities with peers.

Specific Suggestions When an ELL LLD child asks an adult for something, the adult can redirect the child to a typically-developing peer in the classroom. The adult can teach the child specific strategies for interacting with the peer. For example, if a Ryan, a Mandarin-speaking child comes and tugs on an adult’s arm and points to the bathroom, the teacher could say “Ryan, go ask your friend Mark to go to the bathroom with you. Walk up to him and say ‘Mark, bathroom please’ and take his hand.” –In this way, Ryan would be encouraged to interact with a peer and also learn an effective strategy for gaining a peer’s attention.

Tabors (2008) coordinated the Harvard Language Diversity Project, a research activity of the New England Quality Research Center on Head Start Tabors’ research yielded some excellent, practical, evidence-based strategies for providing additional support to ELL preschool children.

Tabors, P.O. (2008). One child, two languages: A guide for childhood educators of children learning English as a second language (2 nd ed.). Baltimore: Paul H. Brookes Publishing www.brookespublishing.com

Tabors recommended that teachers give children some immediate, routine phrases to use to initiate conversation with peers. If an ELL child with LLD can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.

Another practical strategy: Professionals can ask parents of ELL LLD children to teach them a few key words in the children’s home language. The research of Tabors and her colleagues showed that it was extremely helpful during the first few weeks of preschool if the adults could say words like bathroom, eat, listen in the children’s first languages. This gave the children a sense of connection with the teachers and helped them learn preschool routines faster.

Tabors and her Harvard colleagues also recommended that: Adults give the preschoolers a great deal of verbal “space” for the first few weeks. In the Harvard project, the teachers welcomed the children and smiled at them, but they did not overwhelm them by issuing directives (unless necessary) or calling on them too much during the first few weeks.

When the teachers did eventually begin addressing the children directly, they “doubled the message” by accompanying their words with a gesture, action, or directed gaze. This redundance enhanced the children’s comprehension of what the teachers were saying, and increased the children’s confidence.

One of the most helpful things for the preschool children…. Was the establishment of a consistent set of routines that were simple and used daily. For example, things like snack time, outside play, cleanup time, and circle time allowed the ELL preschoolers to immediately act like members of the group.

Another successful strategy that helped the l ELL preschoolers fit into the group faster and socialize more: Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children. This was very helpful to the ELL children because they did not have to negotiate entry into the groups; they were automatically included.

Once included in the activities, the ELL children gained more exposure to English and more opportunities to interact with other children.

B. Increasing Literacy Skills Reading, writing, spelling –  Phonological awareness –  Oral language –  –Foundation is environmental experiences and exposure

Begin with phonological awareness: Phonological awareness is the ability to consciously reflect on and manipulate the sound system of a language. It is foundational to success in reading, writing, and spelling (Justice, 2010; Ukrainetz et al., 2009). Preschoolers who are ELL and have LLD especially need to develop phonological awareness skills (Brice & Brice, 2009; Roseberry-McKibbin, 2007).

The research of Ukrainetz et al (2009) showed that: ELL kindergarteners (including those from low-SES Hispanic homes) who were exposed to phonological awareness activities over the course of a year made good progress in reading The children with moderate deficits benefited more than the children with mild deficits

Interestingly… Even when treatment was provided in short, intensive periods (as opposed to longer, more drawn out less intense periods), the children made gains These gains were maintained over time

Use the following hierarchy: 1. Count the # of words in a sentence 2. Count the number of syllables ina word 3. Count the number of sounds in a word 4. Identify rhyming words 5. Use sound blending skills (e.g., “What word is this? S-u-n” 6. Identify the first sound in a word 7. Identify the last sound in a word

Other ideas include: Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable. Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word. Use rhymes such as Dr. Seuss. Many ELL preschoolers with LLD have underdeveloped rhyming skills.

We can also: Use stories with Rebus-style pictures and ask students to “read” the pictures Read a familiar story or poem and have students fill in missing words

If books are read many times….. Children obtain more vocabulary and information each time they read the story. When they are familiar with a story, they can be encouraged to “read” it to peers and family members. This increases their confidence with reading.

Professionals can use books that: Have highly exciting or dramatic story themes Have manipulative parts like flaps and movable tabs to engage children. Have buttons to press that make noises (e.g., a choo-choo noise for a train) or play music. Have many colorful pictures that accompany the words. Often, children who have limited exposure to books will become disinterested in books that have many words on each page.

And we know that we should encourage caregivers to read, read, read!

Written Language Attainments: Preschool Period We need to be sure that before they enter kindergarten, our preschool students can: 1. Display interest in reading & sharing books –2. Hold a book right side up

3. Identify the front and back of the book 4. Identify the top and bottom of a page 5. Look at and turn pages from left to right –6. Identify the title on the book cover

7. Identify titles of favorite books 8. Distinguish between pictures and print on a page 9. Know where the story begins in the book 10. Identify letters that occur in their ownnames 11. Print the first letter of their name 12. Recite the first 10 letters of the alphabet

13. Point to the first letter in a word 14. Differentiate uppercase from lowercase letters 15. Use terms such as letter, word, alphabet 16. Point to words individually as they are read 17. Respond to signs in the classroom 18. Recognize common environmental signs (e.g., stop sign)

If preschool students receive comprehensive support in oral and written language skills…. They will be far more successful in elementary school and beyond.

IV. Intervention and Instructional Strategies for Pull-Out and Push-In Therapy in General Education Settings d

HOW DID I GET HERE? An interest in children with early oral language difficulties that become later reading and writing difficulties……. An interest in children with early oral language difficulties that become later reading and writing difficulties……. An interest in promoting early detection and remediation An interest in promoting early detection and remediation This began during my graduate and undergraduate training program………….. This began during my graduate and undergraduate training program…………..

Dr. Goldsworthy and Sacramento State Students have set the tone for literacy intervention at the Maryjane Rees Language, Speech, and Hearing Center CHILDREN’S LITERATURE (Context) CHILDREN’S LITERATURE (Context) LINKED TO ORAL NARRATIVE ACTIVITIES (Oral Language) ORAL NARRATIVE ACTIVITIES (Oral Language) LINKED TO SOURCEBOOK OF PHONOLOGICAL AWARENESS SERIES (Phonological Awareness) SOURCEBOOK OF PHONOLOGICAL AWARENESS SERIES (Phonological Awareness) LINKED TO Modified RAVE-O activities: Language activities designed to promote RETRIEVAL, AUTOMATICITY, VOCABULARY, ELABORATION, AND ORTHOGRAPHY ACTIVITIES (Orthographic Awareness, Morphological Awareness, Language/Literacy) Modified RAVE-O activities: Language activities designed to promote RETRIEVAL, AUTOMATICITY, VOCABULARY, ELABORATION, AND ORTHOGRAPHY ACTIVITIES (Orthographic Awareness, Morphological Awareness, Language/Literacy)

HOW DID I GET HERE? My work in the Public Schools….which led to several interests, including: My work in the Public Schools….which led to several interests, including: 1. Multilingual students (Difference vs. Disorder, but suggestions to team?) 2. Response to Intervention (RTI) programs: Which students need Special Education and which students need more intense instruction?????

So, while I planned to be smooth, efficient, and curriculum-relevant…….

I found myself swimming through a “sea of referrals”….

Which left me with many Questions!?!?!?!?!?!?...............All of which led to the research agenda we will review today!

MY PRIMARY TOPICS FOR TODAY……….. Revisit links between oral language and literacy Revisit links between oral language and literacy Discuss the challenges faced by English Language Learners (ELLs) “at risk” for academic failure in early elementary school Discuss the challenges faced by English Language Learners (ELLs) “at risk” for academic failure in early elementary school Review current research agenda designed to examine benefits of an intervention designed to meet the needs of these students Review current research agenda designed to examine benefits of an intervention designed to meet the needs of these students Discuss potential roles and provide practical suggestions for the SLP working with ELL populations Discuss potential roles and provide practical suggestions for the SLP working with ELL populations

SPECIAL ED: WHO ARE THESE KIDS? WHERE DO THEY COME FROM? WHERE DO THEY COME FROM? WHERE DO THEY GO? WHERE DO THEY GO?

Remember, early success in school is closely linked to success in the language arts— specifically reading and reading comprehension Kids who don’t achieve traditionally get referred to Special Ed… What about English Language Learners? What about English Language Learners? Traditionally, ELLs have been overrepresented by those same two words: SPECIAL ED! Traditionally, ELLs have been overrepresented by those same two words: SPECIAL ED!

Research completed in California Artiles, Rueda, Salazar, & Higareda, 2005: Artiles, Rueda, Salazar, & Higareda, 2005: ELLs with limited proficiency in both their native language and in English are disproportionately included in Special Education programs in both the elementary and secondary grades….. ELLs with limited proficiency in both their native language and in English are disproportionately included in Special Education programs in both the elementary and secondary grades….. Does this necessarily indicate a language disorder? Consider subtractive bilingualism…..

The Situation in California Federal No Child Left Behind Act of 2001 (NCLB), which introduced stringent accountability measures to ensure federal education funding Federal No Child Left Behind Act of 2001 (NCLB), which introduced stringent accountability measures to ensure federal education funding Standards based education and assessment Standards based education and assessment California chooses to test in English only California chooses to test in English only Proposition 227 lead to English language mainstream classrooms for most ELLs Proposition 227 lead to English language mainstream classrooms for most ELLs The number of languages represented in public schools The number of languages represented in public schools

The Situation in California (Cont’d) Many feel this Inclusion leads to marginalization School curriculums adoptions: Assume phonics-based reading instruction Assume phonics-based reading instruction Assume an English oral language foundation Assume an English oral language foundation Assume access to familiar vocabulary in English Assume access to familiar vocabulary in English Do not include modifications “to help ELLs develop oral language in English, to build on students’ literacy skills in their native language, or to acknowledge differences in cultural experiences and identity development” (Harper et al, 2008, p. 274) Do not include modifications “to help ELLs develop oral language in English, to build on students’ literacy skills in their native language, or to acknowledge differences in cultural experiences and identity development” (Harper et al, 2008, p. 274)

Shaywitz (2004): Essential, scientifically- proven elements of reading programs for children at-risk for reading difficulties Systematic and direct instruction in phonemic awareness Systematic and direct instruction in phonemic awareness Systematic and direct instruction in phonics Systematic and direct instruction in phonics Practice applying phonics in reading and writing Practice applying phonics in reading and writing Fluency training Fluency training Enriched language experiences Enriched language experiences

How about effective English literacy instruction for ELLs? Research confirms the need for: Systematic and explicit phonologically based intervention (Lovett et al.,2008) Systematic and explicit phonologically based intervention (Lovett et al.,2008) Oral language development (August, Carlo, Dressler, & Snow, 2005; Gersten & Geva, 2003; Harper et al., 2008; Pollard-Durodola et al., 2006) Oral language development (August, Carlo, Dressler, & Snow, 2005; Gersten & Geva, 2003; Harper et al., 2008; Pollard-Durodola et al., 2006) Extensive vocabulary development, reading comprehension, attention to sentence forms, and discourse structure (Gersten & Geva, 2003) Extensive vocabulary development, reading comprehension, attention to sentence forms, and discourse structure (Gersten & Geva, 2003) Cultural relevance (Pollard-Durodola et al., 2006) Cultural relevance (Pollard-Durodola et al., 2006)

Research Also Confirms RTI for ELLS in Early Elementary School Linan-Thompson et al. study (2003): 26 ELLs. Grade 2. 58,35-minute sessions. Small groups over 3 months. Significant gains on measures of word attack, passage comprehension, phoneme segmentation fluency, and oral reading fluency. Linan-Thompson et al. study (2003): 26 ELLs. Grade 2. 58,35-minute sessions. Small groups over 3 months. Significant gains on measures of word attack, passage comprehension, phoneme segmentation fluency, and oral reading fluency. Vaughn et. al study (2006): Vaughn et. al study (2006): 41 Spanish speaking ELLs. Grade 2. 50-minute sessions, 5 days per week. Added element: guided story retelling with complete sentences and content- specific vocabulary. Significant gains: PA, RAN, letter knowledge, word attack, passage comprehension, and spelling dictation.

ELLs and Curriculum Selections: A Mismatch “Reading is an active process in which readers use their background knowledge, the situational context, and the cues provided by an author to construct an interpretation of the meaning of a text” (Pritchard, 1990) “Reading is an active process in which readers use their background knowledge, the situational context, and the cues provided by an author to construct an interpretation of the meaning of a text” (Pritchard, 1990)BUT School curriculum does not always provide culturally familiar materials. School curriculum does not always provide culturally familiar materials.

Research Needs What is the value of each intervention component? What helps the most? What is the value of each intervention component? What helps the most? (Vaughn et. al., 2006) What about ELLs from language groups other than Spanish? What about shorter, less intensive interventions? (Linan-Thompson et al., 2006, 7 month study) What about ELLs from language groups other than Spanish? What about shorter, less intensive interventions? (Linan-Thompson et al., 2006, 7 month study)

Research Needs Links between L2 development and the curriculum: Promotion of academic language development (Saunders & O’Brien, 2006) Links between L2 development and the curriculum: Promotion of academic language development (Saunders & O’Brien, 2006)

The Hmong: A population of Interest One of fastest growing California populations One of fastest growing California populations Largest concentrations in California, Minnesota, and Wisconsin (Kan & Kohnert, 2005) Largest concentrations in California, Minnesota, and Wisconsin (Kan & Kohnert, 2005) 36,000 Hmong American students in California K-12 (Vang, 2004-5). Of these, 85% classified as Limited English Proficient (LEP) 36,000 Hmong American students in California K-12 (Vang, 2004-5). Of these, 85% classified as Limited English Proficient (LEP)

The Hmong: A population of Interest Fifth largest group of ELLs in California schools (CDE, 2009) Fifth largest group of ELLs in California schools (CDE, 2009) In Sacramento county, second largest group of ELLs behind Spanish speakers (CDE, 2009) In Sacramento county, second largest group of ELLs behind Spanish speakers (CDE, 2009)

Population expected to grow exponentially Population expected to grow exponentially “Struggles of Hmong students have been obscured by the successes of Asian students in general” (Magagnini, 2010). “Struggles of Hmong students have been obscured by the successes of Asian students in general” (Magagnini, 2010).

Hmong and Academic English: A Mismatch? Phonology: Unlike English, one morpheme=one syllable. Language with 8 inflectional tones. Few glides. Many more stops. Includes post- velar and uvular sounds. Phonology: Unlike English, one morpheme=one syllable. Language with 8 inflectional tones. Few glides. Many more stops. Includes post- velar and uvular sounds. Semantics: Unlike English, Hmong uses classifiers to indicate a semantic class to which something belongs: Semantics: Unlike English, Hmong uses classifiers to indicate a semantic class to which something belongs: ib tug cwj mem ib (quantifier--“a” or “one”) tug (classifier--long- thin object) cwj mem (noun--pencil)

Morphology: Morphology: English: Uses a final sound: “house” + “s” Hmong: ob lus tsev Hmong uses a quantifier: ob (quantifier- two) lus (classifier—something big) tsev (house) Sources: Kan & Kohnert, 2005; Rubba 2006; Kan 2010

Hmong and Academic English: A Mismatch? Syntax/Grammar Syntax/Grammar Hmong is Subject-Verb-Object, but unlike English, the word order changes to emphasize certain parts of utterances. Hmong is Subject-Verb-Object, but unlike English, the word order changes to emphasize certain parts of utterances. English: ‘He/She cut a piece of paper.’ English: ‘He/She cut a piece of paper.’ Hmong:Nws txiav ib daim ntawv. Hmong:Nws txiav ib daim ntawv. Translation: He/She cut one (classifier) paper. Translation: He/She cut one (classifier) paper. English: ‘I cut that piece of paper.’ English: ‘I cut that piece of paper.’ Hmong:Daim ntawv ko yog kuv txiav hov. Hmong:Daim ntawv ko yog kuv txiav hov. Translation: (Classifier) paper there is I cut, really. Translation: (Classifier) paper there is I cut, really. Sources: Kan & Kohnert, 2005; Rubba 2006; Kan 2010

Most Noteworthy: Narrative Differences! Hmong: Historic emphasis on oral skills; Long, highly-detailed, loosely-connected narratives: Fadiman (1997): Hmong phrase-hais cuaj los kaum los, meaning “to speak of all things.” The phrase itself is sometimes used at the beginning of Hmong oral narratives to remind listeners that the world is full of things that, even though it may not seem so, are actually connected, that no event occurs in isolation, that you can miss a great deal by sticking to the point, and “that the storyteller is likely to be long-winded” (p. 13).

Fish Soup Passage Read the anecdote on your handout (Fadiman 1997). How does this oral report differ from the academic language expectations of the classroom in U.S. schools today…..consider early elementary school.

Most Noteworthy: Narrative Differences! English: Frequent formulaic structures, beginning with early storybooks Topic statements Topic statements Characters Characters Development of central idea/plot Development of central idea/plot Prove something, argue something with examples Prove something, argue something with examples Series of examples Series of examples Conclusions Conclusions

English Oral Language Instruction Some Hmong students have been exposed to this oral narrative style. Some Hmong students have been exposed to this oral narrative style. Some have not… Some have not… But, consider what the literature says about helping students develop oral language in English… But, consider what the literature says about helping students develop oral language in English…

California First Grade Standards 1.2.0 Reading Comprehension 1.2.0 Reading Comprehension Comprehension and Analysis of Grade-Level- Appropriate Text Comprehension and Analysis of Grade-Level- Appropriate Text 1.2.7 Retell the central ideas of simple expository or narrative passages. 1.2.7 Retell the central ideas of simple expository or narrative passages. 1.2.5 Confirm predictions about what will happen next in text by identifying key words 1.2.5 Confirm predictions about what will happen next in text by identifying key words 1.3.0 Literary Response and Analysis 1.3.0 Literary Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text Narrative Analysis of Grade-Level-Appropriate Text 1.3.1 Identify and describe the story elements of plot, setting, and 1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending. characters, including the story's beginning, middle, and ending. 1.3.3 Recollect, talk, and write about books read during the school year. 1.3.3 Recollect, talk, and write about books read during the school year. 1.2.0 Speaking Application (Genres and their Characteristics) 1.2.0 Speaking Application (Genres and their Characteristics) 1.2.2 Retell stories using basic story grammar, sequencing story events by answering who, what, when, where, why, and how questions. 1.2.2 Retell stories using basic story grammar, sequencing story events by answering who, what, when, where, why, and how questions.

More on: “How Did I Get Here?” Educational Experience/Interests + Work Experience + Situation in California + Current Research Needs + Population of Interest = Dissertation Research

Dissertation Research Response to Intervention and Literacy: A Bright Spot for Hmong Speaking English Language Learners? Response to Intervention and Literacy: A Bright Spot for Hmong Speaking English Language Learners? University of California at Davis, Spring 2011 University of California at Davis, Spring 2011

My Daily Affirmation Throughout The Research Process: If you think you’re on to something….

Even if you aren’t sure EXACTLY where you’re going—Stay On Course!!!

You’ll find something worthwhile in the end…..

P.S………… This also pertains to our teamwork on Response to Intervention projects…. This also pertains to our teamwork on Response to Intervention projects….

I got by with a little help from my friends!!!!! Research Assistants from the Department of Speech Pathology and Audiology at Sacramento State: Debbie Tobler Ploua Vue Stacie Chastain Jayne Adams Aron Goeke Editorial Assistant: Tracy Stage

Three specific questions informed our research agenda

Question 1. Can intense, short term curriculum modifications designed by special educators for students with language-based reading difficulties enhance pre-requisite English literacy skills for typically developing ELL students whose first language is Hmong? In other words: Can such a program help build bridges for these students? Help differentiate difference from disorder AND provide a foundation from which to proceed?

Question 2: Does the inclusion of an oral- narrative component designed by Speech- Language Pathologists enhance these students’ developing English literacy skills? Will this component yield better results if it is grounded in sociocultural reading theory? In other words: Can specific program components help build bridges for these students?

Question 3: How will acquired skills impact these students’ performance in the general education language arts curriculum? The whole point!

Specific grounding in English systems of language: A place to start building bridges Curriculum-based intervention Curriculum-based intervention Phonological awareness and phonics activities related to curriculum selections Phonological awareness and phonics activities related to curriculum selections Vocabulary from curriculum selections Vocabulary from curriculum selections Oral narratives around curriculum selections-promoting morphology, syntax, and story retell Oral narratives around curriculum selections-promoting morphology, syntax, and story retell

Anticipated Challenges Hybridity of cultural identities Hybridity of cultural identities Individual backgrounds and linguistic differences within groups will performance and are difficult to account for Individual backgrounds and linguistic differences within groups will performance and are difficult to account for Which generation are we examining? Is culture still “alive” within the family unit? Which generation are we examining? Is culture still “alive” within the family unit? Ability to isolate variables in social sciences… Ability to isolate variables in social sciences… If we do find significant improvements, will they carryover long-term? If we do find significant improvements, will they carryover long-term?

Current Research Agenda 39 Hmong ELL Students 39 Hmong ELL Students First grade, similar SES, similar background and educational experiences, began speaking English in school, 1-2 years of instruction in English, No suspected primary language delay, “at-risk” for academic failure in Language Arts curriculum adoption No suspected primary language delay, “at-risk” for academic failure in Language Arts curriculum adoption

Four groups: Control, Leg, Onleg, Cronleg Four groups: Control, Leg, Onleg, Cronleg 7 weeks, small groups/varied language abilities, 19 sessions 7 weeks, small groups/varied language abilities, 19 sessions Intervention: 2 stories from the curriculum-Frontloading Intervention: 2 stories from the curriculum-Frontloading

Curriculum Selections: Open Court (Adams et al., 2002)

Curriculum Selections

Literacy Enhancement Group (LEG) Hierarchichal Phonological Awareness Activities (Word, Syllable, and Sound levels) (Based on: Goldsworthy, 1998) Hierarchichal Phonological Awareness Activities (Word, Syllable, and Sound levels) (Based on: Goldsworthy, 1998) Letter-Word Identification Activities (Word Attack) (See Word Wheel) Letter-Word Identification Activities (Word Attack) (See Word Wheel)Decontextualized Targets: Phonology/Phonics

PA Activities based on: GOLDSWORTHY SOURCEBOOKS for PHONOLOGICAL AWARENESS Delmar/Cengage Learning Delmar/Cengage Learning Activities at word, syllable, sound levels Activities at word, syllable, sound levels 35-36 activities/story 35-36 activities/story 10 stimulus items/activity 10 stimulus items/activity

New Sourcebook for 2012! Goldsworthy, C. & Pieretti, R. Sourcebook of Phonological Awareness Volume IV: Curriculum Relevant Literature. Clifton Park: Delmar/Cengage Learning. Goldsworthy, C. & Pieretti, R. Sourcebook of Phonological Awareness Volume IV: Curriculum Relevant Literature. Clifton Park: Delmar/Cengage Learning. Activities based on stories commonly found in major U.S. Kindergarten and First Grade curriculum adoptions. Activities based on stories commonly found in major U.S. Kindergarten and First Grade curriculum adoptions.

SAMPLE WORD LEVEL ACTIVITIES “How many words do you hear?” the leaves (2) “How many words do you hear?” the leaves (2) “Tell me which word is missing?” sang, frog sang (frog) “Tell me which word is missing?” sang, frog sang (frog) “Supply missing word.” It was _____ (spring) “Supply missing word.” It was _____ (spring) “Rearrange these words.” spring was it (it was spring) “Rearrange these words.” spring was it (it was spring) **Use manipulatives and fade…………

SAMPLE SYLLABLE LEVEL ACTIVITIES Delete syllables: “Say groundhog without ground” (hog) Delete syllables: “Say groundhog without ground” (hog) Adding syllables: “Add in to the end of rob” (robin) Adding syllables: “Add in to the end of rob” (robin) Substituting syllables: “Say robin. Instead of -in say -er” (robber) Substituting syllables: “Say robin. Instead of -in say -er” (robber) **Use manipulatives and fade…………

SAMPLE PHONEME LEVEL ACTIVITIES Guess which word doesn’t rhyme with the other 3: spring, ring, the, king (the) Guess which word doesn’t rhyme with the other 3: spring, ring, the, king (the) Blending sounds: b + unny; gr + ound Blending sounds: b + unny; gr + ound Substituting initial sound: “Say log. Instead of /l/ say /b/” (bog) Substituting initial sound: “Say log. Instead of /l/ say /b/” (bog) Identify all the sounds in the word: bunny = Identify all the sounds in the word: bunny = /b/ /short u/ /n/ /long e/ **Use manipulatives and fade…………

Word-Identification Program/Word Wheel

Six selected rimes/word families Bunny: -own, -ing, -og, -one, -ind

Combined with possible onsets (consonant and consonant-blends)

The “real” words are written on a whiteboard

Each student maintains a journal

“Timed” reading and sorting activities: Modified from the RAVE-0 program (Wolf & Miller, 1997; Wolf, Miller, & Donnelly, 2000) Read your journal lists and “beat your time” Read your journal lists and “beat your time” Sort cards printed with words from the lists into respective “word family” piles and “beat your time” Sort cards printed with words from the lists into respective “word family” piles and “beat your time”

Oral Narrative Literacy Enhancement Group (ONLEG) Add in before LEG activities: Primary discussion of six selected multiple meaning words from story Primary discussion of six selected multiple meaning words from story Presentation of story with open-ended questions (based on Text Talk, Beck & McKeown, 2001) Presentation of story with open-ended questions (based on Text Talk, Beck & McKeown, 2001) Scaffolded story retelling Scaffolded story retelling (based on Linking the Strands of Language and (based on Linking the Strands of Language and Literacy,Goldsworthy, C. with contributions by Lambert, K., 2010) -Contextualized -Targets: Phonology/Phonics/Vocabulary/Oral Language Development

Storyboard: A Map Generic icon introduction (see picturestoryboard) Someone (Character) Someone (Character) Somewhere (Setting) Somewhere (Setting) Wanted Wanted First First But But Next Next But But Next Next But But Next Next Solution Solution Feelings Feelings

Storyboard Sequence Group orally labels each pictured generic icon when queried by teacher: Every story is about someone or a character. Who is the someone in this story?” Group orally labels each pictured generic icon when queried by teacher: Every story is about someone or a character. Who is the someone in this story?” Retell as a group, taking turns, with specific pictured icons to place on the board when handed them Retell as a group, taking turns, with specific pictured icons to place on the board when handed them Retell as a group, taking turns, selecting correct pictured icon from an array of three Retell as a group, taking turns, selecting correct pictured icon from an array of three SIMPLE retell individually, pointing to each icon on the board, receive help and feedback from group, if needed SIMPLE retell individually, pointing to each icon on the board, receive help and feedback from group, if needed

Specific icons related to story: “Next he meets the robin”

Specific icons related to story: “But he can’t live in the log.”

Specific icons related to story (Solution): “He met a white bunny.”

Specific icons related to story (Feelings):“The bunny felt happy and safe.”

Culturally-Relevant Oral Narrative Literacy Enhancement Group (CRONLEG) Add in before LEG and ONLEG activities: Unit based on Language Experience Approach (Nessel & Jones, 1981; Craig, 1980; Anne Unit based on Language Experience Approach (Nessel & Jones, 1981; Craig, 1980; Anne Arundel Public Schools, 1980; Bank Street, 2009). Developed in consultation with native- Hmong speaking research assistant Developed in consultation with native- Hmong speaking research assistant Introduced to one critical theme Introduced to one critical theme from each story (“Home”) Targets: Contextualized/Culturally- Relevant Connections

Culturally-Relevant Oral Narrative Literacy Enhancement Group (CRONLEG) Scaffolded word web about theme Scaffolded word web about theme Character development Character development Develop a unique tale based on Develop a unique tale based on group’s knowledge and experiences to parallel the Open Court story to come Then introduced to the storyboard concept Then introduced to the storyboard concept Retell of story using storyboard by group and then individually Retell of story using storyboard by group and then individually

Culturally-Relevant Oral Narrative Literacy Enhancement Group (CRONLEG) Story written down in a book to “read” in subsequent session Story written down in a book to “read” in subsequent session Following reading of Open Court story, comparisons between students’ book and the story made by the group Following reading of Open Court story, comparisons between students’ book and the story made by the group Drew upon individual oral narrative experiences Drew upon individual oral narrative experiences while simultaneously tying the activity while simultaneously tying the activity to narrative style of Academic English - Contextualized/cultural connections/Bridges -Targets: Phonology/Phonics/Vocabulary/Oral Language Development

Results……………. Question 1. Can intense, short term curriculum modifications designed by special educators for students with language-based reading difficulties enhance pre-requisite English literacy skills for typically developing ELL students whose first language is Hmong? Multivariate Analysis of Variance: Significant mean raw score change difference (p<.05) between performance of Control (.80) and CRONLEG (3.67) on Passage Comprehension (WJIII) Multivariate Analysis of Variance: Significant mean raw score change difference (p<.05) between performance of Control (.80) and CRONLEG (3.67) on Passage Comprehension (WJIII)

Results…… Overall Trends: Means indicate that students participating in this intense, short term RTI curriculum modification were reading more words and understanding more of what they read than controls Means indicate that students participating in this intense, short term RTI curriculum modification were reading more words and understanding more of what they read than controls

Results…. Phonological awareness (PA) Phonological awareness (PA) Vocabulary Vocabulary Decoding Decoding Reading Comprehension Reading Comprehension

PA: CTOPP Mean Standard Score Changes by Treatment: Phonological Awareness Composite

Vocabulary: ROWPVT Mean Standard Score Changes by Treatment: Receptive Vocabulary

Decoding and Comprehension: WJIII Mean Raw Score Changes by Treatment: Letter-Word ID and Passage Comprehension

Remember! All of the activities selected are recommended in one way or another in the literature: Evidence Based……. All of the activities selected are recommended in one way or another in the literature: Evidence Based……. BUT!!! Which combinations of activities help the most? Which methodologies help the most? BUT!!! Which combinations of activities help the most? Which methodologies help the most?

We really wanted to know: Can oral narrative help? Story retell portion speaks to the building of linguistic bridges through increased oral narratives. Story retell portion speaks to the building of linguistic bridges through increased oral narratives. Provides opportunities for English vocabulary expansion, connections to prior knowledge and life experiences, increased understanding about the literacy practices of the target language/language of instruction Provides opportunities for English vocabulary expansion, connections to prior knowledge and life experiences, increased understanding about the literacy practices of the target language/language of instruction

We really wanted to Know: Did promotion of sociocultural connections help? Author Reader Author Reader Experiences/Knowledge: Experiences/Knowledge: Grounded in culture Grounded in culture Increase analysis of interconnections Can we promote this in children?

Results….. Question 2: Does the inclusion of an oral-narrative component designed by Speech-Language Pathologists enhance these students’ developing English literacy skills? Will this component yield better results if it is grounded in sociocultural reading theory? Question 2: Does the inclusion of an oral-narrative component designed by Speech-Language Pathologists enhance these students’ developing English literacy skills? Will this component yield better results if it is grounded in sociocultural reading theory? Trends indicate that language-rich oral narratives may have been a key element! Trends indicate that language-rich oral narratives may have been a key element!

Groups demonstrating the largest mean standard score change pre- to post-intervention on selected measures MEASURELargest Mean Change CTOPP PA COMPOSITEONLEG CTOPP ELISION SUBTESTONLEG ROWPVTONLEG WJIII PASSAGE COMPCRONLEG WJIII LETTER-WORD IDLEG TEACHER QUEST: DECODINGONLEG TEACHER QUEST: READING COMPLEG TEACHER QUEST ENGAGEMENTONLEG & CRONLEG TEACHER QUEST: PARTICIPATIONONLEG & CRONLEG

Results……. Question 3: How will acquired skills impact these students’ performance in the general education language arts curriculum? Question 3: How will acquired skills impact these students’ performance in the general education language arts curriculum? Open Court Reading Lions and Comprehension measures did not reveal clear patterns despite noted improvements. Open Court Reading Lions and Comprehension measures did not reveal clear patterns despite noted improvements. Limited linguistic knowledge, flexibility and schema lead to problems with problem solving, inference, and irregular orthographic patterns Limited linguistic knowledge, flexibility and schema lead to problems with problem solving, inference, and irregular orthographic patterns

Results….An Added Benefit!!!!!!!!!! Teacher Questionnaire Increased confidence regarding story comprehension Increased confidence regarding story comprehension Increased classroom participation/engagement Increased classroom participation/engagement

Implications Evidence suggests that contextualized, language-rich oral narratives may be an essential element for Hmong speaking ELLs: PA, Decoding, and participation and engagement Evidence suggests that contextualized, language-rich oral narratives may be an essential element for Hmong speaking ELLs: PA, Decoding, and participation and engagement Emphasizing learning language by making sense or meaning out of experience with communicative contexts……(Norris & Hoffman, 1990). Emphasizing learning language by making sense or meaning out of experience with communicative contexts……(Norris & Hoffman, 1990).

Implications… These findings are particularly important with ELL populations who have not demonstrated a history of academic success These findings are particularly important with ELL populations who have not demonstrated a history of academic success Engagement is positively correlated with school success Engagement is positively correlated with school success

A Case Study: P.J. P.J. 7-5, Hmong American Male, First grade, regular education 7-5, Hmong American Male, First grade, regular education Met all criteria for referral Met all criteria for referral CELDT: EI (expected for 1-2 years of instruction in English) CELDT: EI (expected for 1-2 years of instruction in English) Reading Lions: 18.5 WPM 50 th percentile= 35WPM Reading Lions: 18.5 WPM 50 th percentile= 35WPM Teacher: Frequently attempts to engage in classroom discussion around curriculum. Difficult time decoding and comprehending when reading. Teacher: Frequently attempts to engage in classroom discussion around curriculum. Difficult time decoding and comprehending when reading.

P.J.’s CRONLEG Performance Comprehensive Test of Phonological Processing (CTOPP) Note: A=Average, BA=Below Average, P=Poor Comprehensive Test of Phonological Processing (CTOPP) Note: A=Average, BA=Below Average, P=Poor SubtestsRaw Score Pre Raw Score Post Standard Score Pre Standard Score Post Elision “Say time without /m/” 588 (A)9 (A) Blending Words “What word do these sounds make: /b/ /i/ /n/ 101110 (A) Sound Matching “Which word starts with the same sound as man?” 3135 (P)7 (BA)

P.J.’s CRONLEG Performance Comprehensive Test of Phonological Processing (CTOPP) Comprehensive Test of Phonological Processing (CTOPP) Phonological Awareness Composite Pre 85 (Below Average) Phonological Awareness Composite Post 91 (Average)

P.J.’s CRONLEG Performance Woodcock Johnson III Tests of Achievement Note: A=Average, HA=High Average Woodcock Johnson III Tests of Achievement Note: A=Average, HA=High Average SubtestRaw Score Pre Raw Score Post Standard Score Pre Standard Score Post Letter-Word Identification Identify letters and read words of increasing difficulty: P, cat, scientist 3337108 (A)110 (A) Passage Comprehension Read and fill in information 152095 (A)102 (A) Word Attack Decode nonsense words: yosh, snirk 1223110 (A)120 (HA)

P.J.’s CRONLEG Performance Receptive One-Word Picture Vocabulary Test (vocabulary recognition) Receptive One-Word Picture Vocabulary Test (vocabulary recognition) Raw ScoreStandard Score Pre55110 Post55110

P.J.’s CRONLEG Performance So What? Are there curriculum improvements? Reading Lions Fluency Pre: 18.5 WPM Reading Lions Fluency Pre: 18.5 WPM Reading Lions Fluency Post: 21 WPM Reading Lions Fluency Post: 21 WPM Optional Open Court Fluency Optional Open Court Fluency Measure27 WPM

P.J.’s CRONLEG Performance So What? Are there curriculum improvements? So What? Are there curriculum improvements? Home for a Bunny Lesson Assessment: Comprehension: 7/7 Correct Vocabulary: 4/4 Correct Phonics: 6/6 Correct

Research Assistant Notes on P.J. Appeared to gain confidence using oral English, decoding words, and answering questions about text Appeared to gain confidence using oral English, decoding words, and answering questions about text Storyboard seemed to aid comprehension Storyboard seemed to aid comprehension Oral output increased Oral output increased Increased awareness of all sounds in words: decreased omission of final sounds and vowel substitutions in spontaneous speech Increased awareness of all sounds in words: decreased omission of final sounds and vowel substitutions in spontaneous speech Overall speech intelligibility seemed to improve Overall speech intelligibility seemed to improve

Research Assistant Notes Appeared to gain confidence using oral English, decoding words, and answering questions about text Appeared to gain confidence using oral English, decoding words, and answering questions about text Storyboard seemed to aid comprehension Storyboard seemed to aid comprehension Oral output increased Oral output increased Increased awareness of all sounds in words: decreased omission of final sounds and vowel substitutions in spontaneous speech Increased awareness of all sounds in words: decreased omission of final sounds and vowel substitutions in spontaneous speech Overall speech intelligibility seemed to improve Overall speech intelligibility seemed to improve

Research: We begin confused and we end confused…..but hopefully at a higher level of confusion!!!!

More Questions and Future Directions…….. Follow up study: Will current participants’ improved reading and comprehension begin to provide “schema” and an increased understanding of the “richness” of the English language? Follow up study: Will current participants’ improved reading and comprehension begin to provide “schema” and an increased understanding of the “richness” of the English language? Would this suggest that Hmong speaking ELLs might benefit from a positive Mathew Effect (Stanovich, 1986, 2000) as noted in reading and writing research? Would this suggest that Hmong speaking ELLs might benefit from a positive Mathew Effect (Stanovich, 1986, 2000) as noted in reading and writing research?

More Questions and Future Directions…. Would we find similar findings with ELLs Would we find similar findings with ELLs from other understudied groups? from other understudied groups? CRONLEG may have taken time and focus away from PA/Phonics training. Can ONLEG by itself constitute “good teaching” (Delpit, 1998) from a sociocultural standpoint? Design such a study comparing ONLEG to Controls. CRONLEG may have taken time and focus away from PA/Phonics training. Can ONLEG by itself constitute “good teaching” (Delpit, 1998) from a sociocultural standpoint? Design such a study comparing ONLEG to Controls.

ONLEG Modifications from CRONLEG?? The Language Experience Approach (have student tell story first, then write it down, then move into the actual story) The Language Experience Approach (have student tell story first, then write it down, then move into the actual story) Build on Schema Activation: Access what students know and begin there. Build on Schema Activation: Access what students know and begin there. What do I know about bunnies? What do I want to know about bunnies? What do I know about bunnies? What do I want to know about bunnies?

I still spend a lot of time wishing for all of the answers…….

But in the meantime, one thing’s for sure: If we want to resemble this guy…………

Rather than this guy………

It still all comes down to collaboration………

In Conclusion….Why Involve the SLP? ELLs are frequently among the students referred to SST and IEP teams as being “at risk of academic failure.” ELLs are frequently among the students referred to SST and IEP teams as being “at risk of academic failure.” SLP training leads to heightened awareness of multicultural issues and linguistic differences. SLP training leads to heightened awareness of multicultural issues and linguistic differences. SLPs are the professionals among the inter- disciplinary special education teams whose expertise is in the area of language development and literacy. SLPs are the professionals among the inter- disciplinary special education teams whose expertise is in the area of language development and literacy.

SLPs are well-placed for intervention and/or consultation, collaboration, and follow-up. SLPs are well-placed for intervention and/or consultation, collaboration, and follow-up. Many SLPs are asked to participate and help develop RTI programs Many SLPs are asked to participate and help develop RTI programs

As already stated, it is easy to be afraid that being involved in RtI will create more work for us! But ultimately, it will make our jobs easier because fewer children will be on IEPs But ultimately, it will make our jobs easier because fewer children will be on IEPs More students will receive support BEFORE we are asked to formally evaluate them for special education More students will receive support BEFORE we are asked to formally evaluate them for special education

So instead of being overwhelmed by the idea of RtI… Hopefully we will find ways to support ELL students as part of a school team approach Hopefully we will find ways to support ELL students as part of a school team approach In the ideal team approach, the work load is shared In the ideal team approach, the work load is shared

Collaboration So what if I’m not involved in RTI? How can I use this information? SST: Suggesting classroom modifications and pre-testing and pre-intervention strategies for ELLs SST: Suggesting classroom modifications and pre-testing and pre-intervention strategies for ELLs Consultation and Collaboration with teaches and team members for ELLs who do qualify Consultation and Collaboration with teaches and team members for ELLs who do qualify

. INCREASING FAMILY INVOLVEMENT IN STUDENTS’ LEARNING V. INCREASING FAMILY INVOLVEMENT IN STUDENTS’ LEARNING

Some educators tell parents to “speak only English at home” Because they believe that an ELL child with a LLD will be confused by a dual language environment. However, research has shown that this is not true.Because they believe that an ELL child with a LLD will be confused by a dual language environment. However, research has shown that this is not true. Children with LI can and do learn 2 languages effectively; being a proficient bilingual is very advantageousChildren with LI can and do learn 2 languages effectively; being a proficient bilingual is very advantageous If a child is cut off from one of his languages, it can have a negative impact in many areas.If a child is cut off from one of his languages, it can have a negative impact in many areas.

Here in the U.S., we as professionals routinely expect families to be involved in their children’s learning. However, in some cultures, families believe that school and related activities are the responsibility of professionals—not families!However, in some cultures, families believe that school and related activities are the responsibility of professionals—not families! Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc. because these things are not their job. Education of children is the job of professionals. Raising children and providing discipline is the job of the family!Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc. because these things are not their job. Education of children is the job of professionals. Raising children and providing discipline is the job of the family!

In these cases, we can utilize the services of cultural mediators to help families realize that in the U.S., they are expected to be an integral part of the educational team. This may be a difficult transition for many families.In these cases, we can utilize the services of cultural mediators to help families realize that in the U.S., they are expected to be an integral part of the educational team. This may be a difficult transition for many families. A cultural mediator is a person from the family’s cultural and linguistic background who acts as a go- between for professionals and family members, helping them work successfully with one another.A cultural mediator is a person from the family’s cultural and linguistic background who acts as a go- between for professionals and family members, helping them work successfully with one another.

Remember that in some cultures Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments.Older siblings take responsibility for younger ones. Thus, SLPs may have better success engaging the support of older siblings for things like carryover of homework assignments. Also, parents and grandparents may speak little- no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.Also, parents and grandparents may speak little- no English. Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities.

We can help parents understand what U.S. schools expect of them and their children Parents need to understand the academic/ curricular standards of their children’s schools. For example, here in California, students begin learning multiplication at the end of second grade. In some countries, students do not begin learning this information until third grade.Parents need to understand the academic/ curricular standards of their children’s schools. For example, here in California, students begin learning multiplication at the end of second grade. In some countries, students do not begin learning this information until third grade. If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments.If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better. Parents who speak little English can still help with tasks such as xeroxing, collating, and stapling assignments.

Many families are surviving… Keep assignments short and simple.Keep assignments short and simple. When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families.When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families. We often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.We often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.

Help parents understand the relevance of talking to infants and small children

In many cultures, infants and young children are not considered conversational partners Many cultures value quietness in childrenMany cultures value quietness in children Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society.Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society. Again, it can be very advantageous to involve older siblings in language stimulation activitiesAgain, it can be very advantageous to involve older siblings in language stimulation activities

Help parents find out About local adult literacy services and English classes.About local adult literacy services and English classes. For example, English classes are often offered at night through local educational agencies.For example, English classes are often offered at night through local educational agencies.

Encourage students to read to their parents in English This helps develop students’ literacy skills.This helps develop students’ literacy skills. Many parents want to learn English, and they are helped by hearing their children read to them in English.Many parents want to learn English, and they are helped by hearing their children read to them in English.

Remember that some parents are non- literate in English… Send home wordless books that parents and children can look at together and discuss.Send home wordless books that parents and children can look at together and discuss. Encourage parents to read or discuss books with their children in L1.Encourage parents to read or discuss books with their children in L1.

Encourage them to take their children to the local library to check out books. Many developing countries don’t have public libraries; parents are often very happy to find this resource here in the U.S. Help parents become aware of such things as garage sales and flea markets where they can purchase books very inexpensively.

We have been collecting and distributing gently-used children’s books to low-SES preschoolers…

To date… We have collected and distributed over 12,000 books; many have been given to families who do not speak English We have collected these books from university students, churches, and friends

Some books…. Have been shared with classroom teachers (e.g., Head Start, district preschool programs) to help prepare at-risk preschoolers to succeed in the general education setting

It has been very rewarding… To put books into the hands of children and families who otherwise might not have any books in the home

Thank you for all you do on behalf of our children

Selected Bibliography Adams, M., Bereiter, C., Campione, J., Hirshberg, J., McKeough, A., Pressley, M., Roit, M., Scardamalia, M., & Treadway, G. (2002). Open court reading. Level 1. Book 2. Columbus: McGraw- Hill. Adams, M., Bereiter, C., Campione, J., Hirshberg, J., McKeough, A., Pressley, M., Roit, M., Scardamalia, M., & Treadway, G. (2002). Open court reading. Level 1. Book 2. Columbus: McGraw- Hill. Anne Arundel County Public Schools (Md.). A guide for use of language experience approach in kindergarten. Annapolis, Md. The Schools. Anne Arundel County Public Schools (Md.). A guide for use of language experience approach in kindergarten. Annapolis, Md. The Schools. Artiles, A.J., Rueda, R., Salaar, J.J., & Higareda, I. (2005). Within group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300. Artiles, A.J., Rueda, R., Salaar, J.J., & Higareda, I. (2005). Within group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice 20(1), 50-57. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice 20(1), 50-57. Bank Street. (2009). Literacy Guide. Retrieved April 29, 2009 from www.bnkst.edu/literacyguide/story.html. Bank Street. (2009). Literacy Guide. Retrieved April 29, 2009 from www.bnkst.edu/literacyguide/story.html. Beck, I., & McKeown, M. (2001). Text Talk: Capturing the benefits of reading-aloud experiences for young children. The Reading Teacher, 55, 10-20. Beck, I., & McKeown, M. (2001). Text Talk: Capturing the benefits of reading-aloud experiences for young children. The Reading Teacher, 55, 10-20. Brice, A.E., & Brice, R.G. (2009). Language development: Monolingual and bilingual acquisition. Boston: Allyn & Bacon. California Department of Education. Statewide English Learners by Language and Grade. Retrived 1-28-11 from http://dq.cde.ca.gov/dataquest/LEPbyLang1.asp?cChoice=LepbyLang1&cYear=2009- 10&cLevel=State&cTopic=LC&myTimeFrame=S&submit1=Submit California Department of Education. Statewide English Learners by Language and Grade. Retrived 1-28-11 from http://dq.cde.ca.gov/dataquest/LEPbyLang1.asp?cChoice=LepbyLang1&cYear=2009- 10&cLevel=State&cTopic=LC&myTimeFrame=S&submit1=Submit Craig, L. (1980). Language Experience Approach/Metropoloitan Cooperative Education Service Agency. Northbrook, Ill.: Hubbard. Craig, L. (1980). Language Experience Approach/Metropoloitan Cooperative Education Service Agency. Northbrook, Ill.: Hubbard. Delpit, L. (1998). The politics of teaching literate discourse. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies: Teaching and learning across language and cultures (pp. 207-218). Mahwah, NJ: Lawrence Erlbaum Associates. Delpit, L. (1998). The politics of teaching literate discourse. In V. Zamel & R. Spack (Eds.), Negotiating academic literacies: Teaching and learning across language and cultures (pp. 207-218). Mahwah, NJ: Lawrence Erlbaum Associates. Fadiman, A. (1997). The Spirit Catches You and You Fall Down. New York: Farrar, Straus, and Giroux. Fadiman, A. (1997). The Spirit Catches You and You Fall Down. New York: Farrar, Straus, and Giroux.

Selected Bibliography (Cont’d) Gersten, R., & Geva, E. (2003). Teaching reading to early language learners. Educational Leadership, 60, 44-49. Gersten, R., & Geva, E. (2003). Teaching reading to early language learners. Educational Leadership, 60, 44-49. Goldsworthy, C.L. (2001). Sourcebook of Phonological Awareness Activities: Children’s Core Literature. San Diego: Singular Publishing Group, Inc. Goldsworthy, C.L. (2001). Sourcebook of Phonological Awareness Activities: Children’s Core Literature. San Diego: Singular Publishing Group, Inc. Goldsworthy, C.L. with Lambert, K.R. (2010). Linking the strands of language and literacy: A resource manual. San Diego: Plural Publishing. Goldsworthy, C.L. with Lambert, K.R. (2010). Linking the strands of language and literacy: A resource manual. San Diego: Plural Publishing. Harper, C., de Jong, E., & Platt, E. (2008). Marginalizing English as a second language teacher expertise: the exclusionary consequence of No Child Left Behind. Language Policy, 7, 267-284. Harper, C., de Jong, E., & Platt, E. (2008). Marginalizing English as a second language teacher expertise: the exclusionary consequence of No Child Left Behind. Language Policy, 7, 267-284. Justice, L.M., Kaderavek, J.N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67-85. Justice, L.M. (2010). Communication sciences and disorders: A contemporary perspective (2 nd ed.). Boston: Allyn & Bacon. Justice, L.M. (2010). Communication sciences and disorders: A contemporary perspective (2 nd ed.). Boston: Allyn & Bacon. Kaderavek, J. (2011). Language disorders in children: Fundamental concepts of assessment and intervention. Boston: Allyn & Bacon. Kaderavek, J. (2011). Language disorders in children: Fundamental concepts of assessment and intervention. Boston: Allyn & Bacon. Kan, P.F. (2010). Hmong-English Bilingual Spekers: Resources for Speech-Language Pathologists, Educators, and Parents. Retrieved October 10, 2010 from http://www.tc.umn.edu/-Kanx0004. Kan, P.F. (2010). Hmong-English Bilingual Spekers: Resources for Speech-Language Pathologists, Educators, and Parents. Retrieved October 10, 2010 from http://www.tc.umn.edu/-Kanx0004. Kan, P.F., & Kohnert, K. (2005). Preschoolers learning Hmong and English: Lexical-semantic skills in L1 and L2. Journal of Speech, Language, and Hearing Research, 48, 372-383. Kan, P.F., & Kohnert, K. (2005). Preschoolers learning Hmong and English: Lexical-semantic skills in L1 and L2. Journal of Speech, Language, and Hearing Research, 48, 372-383. Kohnert, K. (2008). Language disorders in bilingual children and adults. San Diego: Plural Publishing. Linan-Thompson, S., Vaughn, S., Hickkman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal,103(3), 221-238. Linan-Thompson, S., Vaughn, S., Hickkman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal,103(3), 221-238.

Selected Bibliography (Cont’d) Langdon, H. (2008). Assessment and intervention for communication disorders in culturally and linguistically diverse populations. New York: Thomson/Delmar. Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. (2006). The response to intervention of English Language Learners at risk for reading problems. Journal of Reading Disabilities, 39(5), 390-398. Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. (2006). The response to intervention of English Language Learners at risk for reading problems. Journal of Reading Disabilities, 39(5), 390-398. Lovelace, S., & Stewart, S.R. (2009). Effects of robust vocabulary instruction and multicultural text on the development of word knowledge among African American children. American Journal of Speech-Language Pathology, 18, 168-179. Lovett, M., DePalma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., & Lacerenze, L. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41, 333-352. Lovett, M., DePalma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., & Lacerenze, L. (2008). Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers. Journal of Learning Disabilities, 41, 333-352. Magagnini, S. (2010, March 1). Hmong cultural split arises over school. The Sacramento Bee, pp. B1, B4. Magagnini, S. (2010, March 1). Hmong cultural split arises over school. The Sacramento Bee, pp. B1, B4. Nelson, N.W. (2010). Language and literacy disorders: Infancy through adolescence. Boston: Allyn & Bacon. Nelson, N.W. (2010). Language and literacy disorders: Infancy through adolescence. Boston: Allyn & Bacon. Nessel, D., & Jones, B. (1981). The language experience approach to reading: A handbook for teachers. New York & London: Teachers College Columbia Press. Nessel, D., & Jones, B. (1981). The language experience approach to reading: A handbook for teachers. New York & London: Teachers College Columbia Press. Norris, J., & Hoffman, P. (1990). Whole language intervention: For school-age children. San Diego, CA: Singular Publishing Group, Inc. Norris, J., & Hoffman, P. (1990). Whole language intervention: For school-age children. San Diego, CA: Singular Publishing Group, Inc. Owens, R.E., Metz, D.E., & Farinella, K.A. (2011). Introduction to communication disorders: A lifespan evidence-based perspective (4 th ed.). Boston: Pearson Publishing. Owens, R.E., Metz, D.E., & Farinella, K.A. (2011). Introduction to communication disorders: A lifespan evidence-based perspective (4 th ed.). Boston: Pearson Publishing. Pollard-Durodola, S.D., Mathes, P.G., Vaughn, S., Cardenas-Hagan, E. & Linan-Thompson, S. (2006). The role of oracy in developing comprehension in Spanish-speaking English language learners. Topics in Language Disorders, 26, 365-38. Pollard-Durodola, S.D., Mathes, P.G., Vaughn, S., Cardenas-Hagan, E. & Linan-Thompson, S. (2006). The role of oracy in developing comprehension in Spanish-speaking English language learners. Topics in Language Disorders, 26, 365-38. Roseberry-McKibbin, C. (2007). Language disorders in children: A multicultural and case perspective. Boston: Allyn & Bacon.

Selected Bibliography (Cont’d) Roseberry-McKibbin, C. (2008). Increasing language skills of students from low income backgrounds. San Diego: Plural Publishing. Roseberry-McKibbin, C., & Hegde, M.N. (2011). An advanced review of speech-language pathology: Preparation for PRAXIS and comprehensive examination (3rd ed.). Austin, TX: ProEd. Roseberry-McKibbin, C., & Hegde, M.N. (2011). An advanced review of speech-language pathology: Preparation for PRAXIS and comprehensive examination (3rd ed.). Austin, TX: ProEd. Rubba, J. (2006). An overview of the English morphological system. Retrieved October 16, 2010 from http://cla.calpoly.edu/~jrubba/morph/morph.over.html. Rubba, J. (2006). An overview of the English morphological system. Retrieved October 16, 2010 from http://cla.calpoly.edu/~jrubba/morph/morph.over.html. Ryan, S. (2009). The effects of a sound-field amplification system on managerial time in middle school physical education settings. Language, Speech, and Hearing Services in Schools, 40, 131-137. Saunders, W. & O’Brien, G. (2006). Oral Language. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Chastain (Eds.), Educating English language learners (pp 14-63). New York: Cambridge University Press. Saunders, W. & O’Brien, G. (2006). Oral Language. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Chastain (Eds.), Educating English language learners (pp 14-63). New York: Cambridge University Press. Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred K. Knopf. Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred K. Knopf. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations in new frontiers. New York: Guilford Press. Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations in new frontiers. New York: Guilford Press. Ukrainetz, T.A., Ross, C.L., & Harm, H.M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergarteners who are at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86-100. Vang, C. T. (2004-05). Hmong-American K-12 students and the academic skills needed for a college education: A review of the existing literature and suggestions for future research. Hmong Studies Journal, 5, 1-31. Vang, C. T. (2004-05). Hmong-American K-12 students and the academic skills needed for a college education: A review of the existing literature and suggestions for future research. Hmong Studies Journal, 5, 1-31. Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cardenas- Hagan, E., & Francis, D. (2006). Effectiveness of an English intervention for first-frade English language learners at risk for reading problems. The elementary school journal, 107(2), 153-180. Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cardenas- Hagan, E., & Francis, D. (2006). Effectiveness of an English intervention for first-frade English language learners at risk for reading problems. The elementary school journal, 107(2), 153-180.

Selected Bibliography (Cont’d) Wolf, M., & Miller, L. (1997). As reported by Wolf, M. (1999). The retrieval, automaticity, vocabulary-elaboration-orthography (RAVE-O) reading intervention manual. An unpublished manual for NICHD grant # 1r55HD/OD30970-01A1. Wolf, M., & Miller, L. (1997). As reported by Wolf, M. (1999). The retrieval, automaticity, vocabulary-elaboration-orthography (RAVE-O) reading intervention manual. An unpublished manual for NICHD grant # 1r55HD/OD30970-01A1. Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary, Elaboration, Orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33 (4), 375-386. Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary, Elaboration, Orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33 (4), 375-386.

Enhancing Oral and Literate Skills for At- Risk ELL Children March 16, 2012 California Speech-Language-Hearing Association San Jose, California.

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Enhancing Oral and Literate Skills for At- Risk ELL Children March 16, 2012 California Speech-Language-Hearing Association San Jose, California.

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