Balanced Literacy for Students with Autism and other Significant ...

Balanced Literacy for Studentswith Autism and otherSignificant DisabilitiesChristi CarnahanChristi.carnahan@uc.edu

OverviewProvide a framework for designing balanced literacyinstruction for individuals with significant needsDiscuss strategies for incorporating a variety oftechnologies as the foundation for building dailyliteracy experiences.

Reading and Writing as Communication“For all children to become members of their literatecommunities, we must consider reading and writing not as endproducts but rather as socially constructed communicativepractices that begin to emerge early in childhood as othercommunicative abilities do. Both oral and written language arethus best viewed as primarily communicative practices, and anintervention to achieve that end is best viewed as situatedpractice. Consequently, to support emergent literacydevelopment, we want to consider… the social, functional,physical, and emotional contexts of the literacy event so thatboth oral and written communication and languagedevelopment can be focused upon” (Kaderavek & Rabidoux,2004, p.239)

Food for thoughthttp://www.youtube.com/watch?v=Vib2__BDCXc&feature=recentfhttp://www.youtube.com/watch?v=yvvT_yrImHQ

Interactive to Independent Literacy(Kaderavek & Rabidoux, 2004)1 Focus on joint attention and response/engagement in literacy activities with a partner.Onus for building engagement is on the partner.Begin with individual’s interests.2 Focus on mutual interactions and turn taking between the emergent learner and theliteracy partner; high levels of reinforcement while participating in a variety of literacyinteractions.The partner builds on the individual’s gestures, vocalizations, words, etc..If the teacher asks the child to engage in skills “beyond the child’s interest or ability,then the balance and the dynamic social support of the interaction may be lost” (p. 246).3 The individual begins to understand the “symbolic relationship of written languageforms” (p. 246).For example, they begin to that the printed text corresponds with the words the partnerreads.4 The learner begins to use conventional literacy skills with support.5 The learner independently uses conventional literacy.

Autism and ReadingComprehensionToMEFWCC

Reading Profiles in HighFunctioning ASDForms a text base.Little in the way of asituation model.Text BoundStrategicConstructs a highlyaccurate text base anda mostly relevantsituation modelConstructs a highlysubjective situationmodel often withoutregard to the text baseImaginative

Text Bound Comprehension, LeslieL: (reading) Adults played hide and seek when winter was over.People were tired of the cold. They wanted to know if springwas on the way.C: Alright. So, if you could tell me what you’re thinkingabout. You can use your words or write it down or draw apicture.L: Spring was on the way.C: (paraphrases answer) Anything else you’re thinking aboutas you were reading?L: Adults and children playing hide and seekWilliamson et al., 2009; Carnahan et al., 2009

High Functioning Comprehension, MarkMany children like to play “hide and seek.”Hide and seek did not begin as a game.It started many years ago in a far away land.C: Yeah. So what are you thinking about?M: What year did hide and seek begin?C: What makes you ask that question?M: Many years ago. What year? In the 1600s?C: I don’t know. That’s an excellent question. I couldprobably find out on Google.M: Yeah. Hide and Seek did not begin as a game.It started…C: Okay. Stop right there. What are you thinkingabout now?M: I was reading my mind. It began many yearsago.C: You are not just reading that in your mind. You arereading that on the paper too. It’s hard to just read itby sentence isn’t it. Go ahead read that last sentence.M: It started years ago in a far away land.C: Okay. So now tell me what you’re thinking about.M: Hide and seek. It started in a land. What’s [theland’s] name?Carnahan et al., in press; Williamson et al., 2009

Imaginative Comprehension, IanThe owl was scared.He could not play.He could not eat.He could not find his sister.He looked in the bush.He looked in the creekHe looked in the tree.He found her!Owl is happy.Williamson et al., 2009; Carnahan et al., 2009

Text Bound ComprehenderInstructional goalsFacilitate accurate construction of text modelFacilitate construction of situation model throughactivation of relevant background knowledgeInstructional strategiesTrack referents, sentence by sentence (e.g., Molly wentto the grocery. She bought candy there.)T+B=I inference machinesPersonal connection stories

Strategic ComprehenderSupport continued accurate construction of text baseContinued exposure to new content and ideasBuild bridges through connections to favored topics oracademic primingStrengthen selection of relevant knowledge-basedinferences (text-to-text, text-to-self, text-to-world)

Imaginative ComprehenderFocus on facilitating accurate construction of text baseWork on building local inferencesWork on building knowledge of story grammar and textstructure

What is a Balanced LiteracyApproach?Holistic and explicit instructionIncorporates a selection of strategies from the best theoriesavailableNot one size fits all or one approach fits allThematic instruction based on student interests and experiencesBuilds on existing background knowledgeFrequent, organized access to materials that align with studentneedBuilds emergent literacy skills, but goes beyond emergent literacyskills

A Balanced Literacy ApproachDaily reading, work with words, and writingConnected instructionReading (reading as thinking; focus on comprehensionthrough teacher and student selected materials, and readingaloud and silent reading)Writing (focus on generating ideas without mechanics as abarrier)Working with words (focus on word instruction that movesfrom concept development to analyzing words and wordparts)Support activation of background knowledge, students’abilities to make connections between texts, and incorporateinformation from both the text and their own knowledge tobuild comprehension

Balanced Literacy InstructionBuilding Blocks(Hall &Williams)http://www.four-blocks.com/kindergarten.htmDaily Reading, Writing, and Word Study*Student selected*Teacher selected*Focus on meaningand buildingcomprehension*Connected toreading*Focus ongeneration, notmechanics*Concepts, spellingpatterns, and inbetween*teach skills incontext to supportreading and writingBalance explicit and holistic instruction

Let’s Explore Reading

Reading InstructionCombines both teacher selected and student selected materialsIncludes daily engagement in silent reading, teacher read alouds,partner reading, etc.Includes attention to both specific skills and larger processesIncorporates a variety of technologies to promote studentsuccess

Making Text Available for ALL Learners• Determine the purpose (e.g., silent reading or guided)• Adapt the materials (It doesn’t always have to be high tech)• Adapted books– PowerPoint Books and other Talking Books– Tactile books– Online books– Write your own books (big books, LE books, etc.)– Embed music and interactive materials• Text to Speech/Speech to Text Software

Engaging Learners with the Text• Language Experience Approach• Reader’s Workshop• Shared reading• Partner Reading• Guided Reading• Each activity includes– Before reading activities– During reading activities– After reading activities

Small Group InstructionalFramework1. Before reading activitiesActivate (relevant) background knowledgeDefine a purpose for readingMake initial predictions about the textConcept and/or vocabulary introduction2. During reading activitiesMake text connectionsSelf monitor (accuracy and errors)Make inferences (word, sentence, paragraph, and story level inferences)3. After reading activitiesConfirm that the purpose for reading was metEnsure that understanding is in line with the textContinue to make text connections and link/integrate new and previousknowledge

Guiding Questions for Selecting Before,During, and After Reading Activities1. What are the important concepts that the student must understand tocomprehend the story?• Knowledge of character states• Knowledge of topics2. What are the key vocabulary words?• Clarifying multiple meanings of words• New words being introduced3. Language considerations• Idioms, similes, metaphors4. What is the background knowledge base from which the students willdraw?• Life experiences, other text, world knowledge• Based on your knowledge of the student, what relevant experiences doesthe student bring to support understand the story?• Are there any tangentially related experiences that will distract fromunderstanding (e.g., special interests)

Guiding Questions for Selecting Before,During, and After Reading Activities5. What is my purpose in selecting the book?• Consider the purpose for selecting different kinds of books6. At what text level does the child comprehend• Word, sentence, paragraph, chapter, and story7. How will you facilitate knowledge integration?• How will you support text to self, text to text, and text to selfconnections?

PowerPoint BooksHow to make a PP Bookhttp://atto.buffalo.edu/registered/Tutorials/talkingBooks/powerpoint.phpPowerPoint Books – A Few ExamplesLEA PP BookExpository - http://tarheelreader.org/category/booktype/type-conventional/Narrative – Tricky Tracy

Tactile BooksStrategies for making tactile bookshttp://www.med.unc.edu/ahs/clds/resources/tactual-book-kitdirectionsTactile Books – A Few Examples

Online Books•Tar Heel Readerhttp://tarheelreader.org/category/booktype/type-conventional/• Storyline Onlinehttp://www.storylineonline.net/•Storyplacehttp://www.storyplace.org/•TumbleBook Library (NY PL)http://www.tumblebooks.com/library/asp/home_tumblebooks.asp

Write Your Own BooksResources for writing your own booksFrequently based in LEAAppropriate across the agesLearners or teachers can type, dictate, or record textCan be adapted to incorporate videos, recorded music, etc.Can incorporate patterns, etc.Creating class pattern books -http://www.readwritethink.org/lessons/lesson_view.asp?id=1010Write Your Own Books – A Few ExamplesReading Group Wildwood

Embed Music and/or Interactive PiecesCreating interactive booksPurchase texts with existing music and add interactive piecesWrite your own text to a familiar tune,add interactive pieces, solicit help to addmusic

Interactive Books

Solo Literacy Suite• KurzweilTech Tools(Text to Speech, etc.)http://www.donjohnston.com/products/solo/CoWriterREAD OutloudWRITE OutloudDRAFT Builder• http://www.kurzweiledu.com/default.aspx• IntelliTools• http://store.mayer-johnson.com/us/intellitools-classroom-suite-v-4.html?ctt_id=6992549&ctt_adnw=Google&ctt_kw=intellitools&ctt_ch=ps&ctt_entity=tc&ctt_adid=4003429022&ctt_nwtype=search&ctt_cli=2x10088x46442x1220044&gclid=CMbKvfn4mJ4CFU1M5Qod_08YsQ

ExampleTheme: Living and Nonliving1. Identify the big ideas• Who will learn what (concepts andgoals/objectives)?• How will they learn it?• How will they show what they know?2. Reading• Set the theme with entire group or class• Every student engages in different kindsof reading each day (silent reading,listening to others read, etc,)

Living and Non-Living: Setting theThemePrime new theme for students for whom this may beappropriate (reading a book at home, indicating topicchange visually on the calendar, etc.)Living and Non-Living Things Videohttp://www.youtube.com/watch?v=lB0WF6P7sSk&NR=1http://www.youtube.com/watch?v=9laQwaKOW8s&feature=relatedhttp://www.youtube.com/watch?v=PZ2FI50oecs&feature=relatedIntroduce new vocabularyNon-LivingRead aloud incorporating B-D-A strategiesliving

Selected Text: Living and Non-Living

Living and Non-Living Scavenger HuntSmall groups or individual studentsCan physically obtain items or take pictures of the itemsCan be assigned to find specific items (matching) or asked tofind a specific number of each item

Living and Non-Living Scavenger HuntFind:Find Four Items1.LivingCRC2.Living3.Non-living4.Non-living

Let’s Explore Word Study

Working with Words• What is word work for students with significant disabilities?– Concepts, vocabulary, building interest in words– Language concepts– Phonemic awareness– Sight words– Phonics instruction based upon student needs (segmenting,blending, word families/patterns, etc)– For students with significant/complex needs it can beconceptual and should ALWAYS be contextualized• Concept word sorts (categories)• You may need to explicitly teach– Skills such as matching and sorting– Concepts and pictures (single objects, building to the larger feature,function, or class)

Teaching Activities• Meaning making… the primary reason for word work is to supportcomprehension and writing– Concept sorts– Word sorts– Phonics as appropriate– Build the concept to teach the vocabulary to create the context• Make it visual• Make it interactive• Make it engaging

Developing Core WordsWhy core words?The most successful systems are “are word based withkeyboard access” rather than phrase based systems (Grether &Pelatti, 2010)What are word based systems?Single words and word partsWords are categorized by syntactically (e.g., question words,pronouns, verbs, adjectives, adverbs, object words) orsemantically (e.g., foods, places, people)Provide access to tense, plurality, possession, and adverbmarkers

Developing Core WordsTeaching core wordsAided language stimulationSemantic webbing (identifying features of a word that help inlocating the wordsThings Vehicles TrainTractorProvide access to the keyboard for segmenting, blending, andnonsense words by copying or independent generationSee the Core Words handout from QLI (2010)

Autobiography: Working with WordsAuto(self)bio(life)graph(write)

Autobiography: Working with Words

Let’s Explore Writing

Factors that Affect Students’ Writing SkillsLearning differences (e.g., problems with workingmemory)Lack of opportunities to develop writing skillsInappropriate literacy instruction (e.g., limited torecognizing sight words)Underlying language problems (e.g., limitedvocabulary, incomplete understanding of grammar)Limited knowledge of phonics that affect abilities tospell words

Importance of Writing Daily• It’s functional and authentic• Deepens understanding of language– Encoding vs. decoding• It’s engaging and fun• Assessment – it tells teachers what students understand about print– Knowledge of sound/symbol correspondences (phonics)– Knowledge of language structure (syntax and grammar)– Knowledge of mechanics– Knowledge of vocabulary– Fine motor skill and writing fluency

Developmental Stages of WritingScribblingLetter-like symbolsStrings of lettersBeginning sounds emergeConsonants represent wordsInitial, middle, and final soundsTransitional phrasesStandard spelling

Big Ideas: Teaching Writing• It’s all about meaning• High expectations– Your students have important ideas to communicate– Provide rich experiences that motivate them to want tocommunicate their ideas, thoughts, and impressions– Provide daily opportunities to write• It’s the only way these skills will be developed• Combine direct instruction with the process of writing• The mechanics should not get in the way of generation!

Specific StrategiesNatural writing embedded across the dayLanguage Experience ApproachShared writingGuided writingEach activity includes the steps in the writing process.

Writing Process• Discursive• Motivation for writing– Purpose– Choice– Stimulating topics• Phases of writing process– Planning– Writing– Revising– Publishing

Writing for Students with SignificantDisabilitiesWriting activities includeTraditional writing tools whenever possibleAdapted writing toolsOpportunities to compose using pictures, fill in,matching, dictating, etc.Explicit teaching related to both mechanics andcomposition/generation

Tool: Co:Writer(Don Johnston)From: http://www.inclusive.co.uk/catalogue/acatalog/co_writer_se.html

Tool: Alternative Pencil(from Write from the Start… With an Alternative Pencil, Hanser, 2004)http://www.med.unc.edu/ahs/clds/available-for-purchase-1/available-forpurchaseALPHABET EYE GAZE FRAMES: Includes different eye gaze frame setups that use colored cards,colored letters, or black/white cards.PRINT FLIP CHARTS: flip charts that have high contrast colored letters and backgrounds,BRAILLE ALPHABET FLIP CHART: Includes directions for making supplemental tactual symbolsCUSTOM ALPHABET INTELLIKEYS OVERLAYS: Overlays can be tactualized and/or brailledSWITCH ACCESSIBLE ONSCREEN

Building Narrativehttp://www.symbolsinclusionproject.org/symbols/every_child_matters/safe.htm

Generating about My Dayhttp://www.cricksoft.com/UK/products/clicker/clicker_grids.htm

Questions