Spoken Language
Carolina Summer Institute
June 16, 2011
Originally developed by Erin Thompson
06/13/2008
What we’re going to talk about today:
 Bloom and Lahey: Quick Overview
What is it?
How do I use it next week?
 Vocabulary:
Development
Hierarchy for teaching vocabulary
 Strategies:
Indirect language stimulation
Strategies for NEW targets
Strategies for EMERGING targets
Practice 
Originally developed by Erin Thompson
06/13/2008
The LSLS - AV Approach
 AV Principle: Guide and coach parents to
use natural developmental patterns of
audition, speech, language, cognition, and
communication.
Need a strong foundation in normal
language development
Originally developed by Erin Thompson
06/13/2008
The LSLS - AV Approach
 AV Principle: Administer ongoing formal and
informal diagnostic assessments to develop
individualized Auditory-Verbal treatment plans,
to monitor progress and to evaluate the
effectiveness of the plans for the child and
family.
 Can only do diagnostic teaching if the therapist
has a thorough, working knowledge of Normal
Language Development.
Originally developed by Erin Thompson
06/13/2008
The AV Approach
Working Knowledge of Normal Language
Development includes:
 Precursory Goals to Symbolic Language
 Hierarchies of Development in all Semantic
Categories
Concurrent development of goals in language,
speech, audition and cognition (and make it
FUN)
Originally developed by Erin Thompson
06/13/2008
Originally developed by Erin Thompson
06/13/2008
A Model for Normal Language Development
Bloom and Lahey Model:
What is it?
A developmental sequence of the way children code
ideas of the world in language (semantic model)
How is it set up?
Broken into 8 phases - phases represent the
appearance of new language skills
Various semantic categories are covered in
each phase
Originally developed by Erin Thompson
06/13/2008
Chart: The Bloom and Lahey Model
Adapted from:
Language Disorders and
Language Development
by Margaret Lahey
Originally developed by Erin Thompson
06/13/2008
Originally developed by Erin Thompson
06/13/2008
The Chart DOES NOT stand Alone…
GET the BOOK…
AND/Or use another detailed model for language
development
(CASLLS: Elizabeth Wilkes, Ph.D., CED, CCC-SLP
www.sunshinecottage.org)
Originally developed by Erin Thompson
06/13/2008
Originally developed by Erin Thompson
06/13/2008
Vocabulary
The meaning of words, or symbolic
language, but it becomes confusing in
English because one word can have
several meanings, as for example, the
word “fly.”
Educational Audiology For The Limited-Hearing
Infant and Preschooler (pg. 169)
Originally developed by Erin Thompson
06/13/2008
How Do Children with Normal
Hearing Learn Vocabulary?
 Babies learn words by listening to their caregivers.
Research that was conducted by Parents Report
showed that children learn words faster by hearing
more words consistently. – Richard Laliberte
 Pre-teaching
why, who, when, how?
 Read Aloud
Looking up definitions in a dictionary is not an
effective way to teach vocabulary!!
Originally developed by Erin Thompson
06/13/2008
How Does This Effect Children
Who are Hearing Impaired?
 Children who have hearing loss & especially
children who were identified later are not given
the full benefit of “overhearing” their caregivers
talking.
 So, they may not quickly “pick up” vocabulary
words that are said throughout the day.
 This makes it critical for parents to focus on
informal language stimulation techniques.
 If the child continues to have difficulty learning
vocabulary, a hierarchy should be followed to
TEACH the vocabulary.
Originally developed by Erin Thompson
06/13/2008
Vocabulary Development
Expressive
12-18 mo.
18-24 mo.
2-3 yrs.
3-4 yrs.
5-6 yrs
To go on to higher education, kids need to
know 100,000 words!
• Owens, R.E. (1992). Language Development: An
Introduction, 3rd edition. New York: MacMillian.
Originally developed by Erin Thompson
06/13/2008
By age 5, typically developing
children are learning
as many as _____
new words per day.
Originally developed by Erin Thompson
06/13/2008
The Word Gap
 Children from lower socieoeconomic homes
have heard 32 Million words less than their
peers from homes with ‘professional parents’
when they start kindergarten (Hart and Risley,
Meaningful Differences in the Everyday
Experience of Young American Children)
 83% of words used in normal conversation with
a child come from the most commonly used
thousand words. (Hayes & Ahrens, 1988). So
you have to read aloud for further vocabulary
growth past those 1000
Originally developed by Erin Thompson
06/13/2008
Rate of Expressive Vocabulary Acquisition
 Vocabulary Goal: (to maintain “normal” rate of
progress) Spontaneously produce a core vocabulary of
10 new words each week.
 How to determine this goal: Child currently has a
vocab. age of approximately 2 yrs, (i.e. ___ words
expressively). By this time next year, they will need to
use approximately ___ words, (i.e. gain __ new words)
over the next year. This equals approximately 10 new
words each week (10 words x __ wks = ___ words).
Originally developed by Erin Thompson
06/13/2008
Resources for Development of Expressive Vocabulary
 In the beginning:
 “Power Words”
 Lexicon 1
 Learning in Language Units:
 Ling Basic Vocabulary & Language Thesaurus Levels 1 & 2
(currently out of print)
 Preparing for School: (formal reading instruction)
 Ling Basic Vocabulary & Language Thesaurus Levels 3
(currently out of print)
 Children’s Classic Literature
 Reading Text Analysis
 DON’T FORGET INCIDENTAL LEARNING AT ALL LEVELS!!!!
Originally developed by Erin Thompson
06/13/2008
Relationship between language/
vocabulary and success in reading
 The child with severely delayed language and
vocabulary is not ready to read. “Because one must
know and be able to use the language that is to be
read, the best way to work with such a child is to
concentrate on his/her acquisition of lang. &
vocabulary.”
(L. Robertson, 2000)
 “Low oral vocabulary and poorer overall language
skills begin to exact a heavy toll on reading
achievement by grade 3 when text demands
increase.”
(Storch & Whitehurst, 2002)
Originally developed by Erin Thompson
06/13/2008
Relationship between language/
vocabulary and success in reading
 “Reading is a poor means of acquiring initial language
skills. To learn a significant amount of language through
reading, children must already have basic visual word
recognition skills, a good vocabulary, an awareness of
syntactic skills, understanding of the semantic properties
of words and sentences, and extensive experience of the
world around them. Only if such skills are present can
children search a text for it’s meaning.” Ling,
Foundations of Spoken Language for the Hearing
Impaired.
 “Extensive research has proven that reading aloud to a
child is the single most important factor in raising a
reader”. J.Trelease
Originally developed by Erin Thompson
06/13/2008
Originally developed by Erin Thompson
06/13/2008
Vocabulary Hierarchy
INPUT
COMPREHENSION
IMITATION
USE
Originally developed by Erin Thompson
06/13/2008
What that means!
 INPUT: Bombard the child in different
meaningful situations with the word.
 COMPREHENSION: Check to see if a child
understands the meaning of a word.
 IMITATION: The child hears someone say a
word and directly imitates the person.
 USE: The child uses the word in a different
situation all on their own.
Originally developed by Erin Thompson
06/13/2008
Vocabulary word: Throw
 How to check for comprehension:
Playing with a child and you give
them a ball. You ask them to
throw the ball.
The child then throws the ball.
 Does the child have comprehension
of the word “throw”?
Why or Why not?
Originally developed by Erin Thompson
06/13/2008
Checking for Comprehension
ANSWER?
Originally developed by Erin Thompson
06/13/2008
Checking for Comprehension
 A more effective approach to check for
comprehension of a word may be to hand the
child sand and ask them to throw it!
 If the child holds the
sand and does nothing
with it after you ask
them to “throw” it, then
they probably do not
understand “throw.”
Originally developed by Erin Thompson
06/13/2008
Video!
Originally developed by Erin Thompson
06/13/2008
Strategies
That promote auditory learning of
language targets
Originally developed by Erin Thompson
06/13/2008
Indirect Language Stimulation
Self Talk
Parallel Talk
Descriptions
Repetition
Expansion
Expansion Plus
Originally developed by Erin Thompson
06/13/2008
Strategies For Eliciting New Targets
Auditory Bombardment
Acoustic Highlighting
Modeling
Parentese
Originally developed by Erin Thompson
06/13/2008
Strategies For Establishing Consistent Production
of Emerging Targets
Imitation
Delayed
Imitation
 Prompting
Spaced Practice
Acoustic
Highlighting
Originally developed by Erin Thompson
06/13/2008
Imitation Strategies
 Model the target then look expectantly at child.
 WAIT TIME
 Direct child to tell something to another person
using the target language. For example, say,
“Tell Susie, ‘I need that one.’”
 Give the child a choice of two words/phrases
with the target language being the last choice.
 LAST DITCH EFFORT: Can you say, “_____?”
Originally developed by Erin Thompson
06/13/2008
Delayed Imitation Strategies
Encourage child to think on his own a bit more…
 Ask another person a question then immediately
ask the same question of the child.
 Begin a sentence containing part of the target
and wait to let the child complete it.
 Direct child to tell another person, e.g., say, “Tell
Susie, ‘I need that one.’” Then direct him to tell 2
or 3 more people (or stuffed animals or dolls.)
Originally developed by Erin Thompson
06/13/2008
Prompting Strategies
 Stop talking. Provide frequent pauses in your input and
WAIT for the child to initiate conversation. This may
take several seconds or even close to a minute. Resist
the urge to continually provide input.
 Look expectantly at child and WAIT.
 Lean toward child, cup your ear and WAIT.
 Set up a situation in a way that creates a reason (other
than to please the adult) for the child to communicate his
ideas, i.e., give the child a puzzle board and keep the
pieces or give the child half of what he needs to
complete a task. (SABOTAGE!)
 As you share a book with a child, turn the page and then
look expectantly as if to say, “what do you think is
important on this page?” rather than immediately telling
the story yourself. WAIT until he comments.
Originally developed by Erin Thompson
06/13/2008
PRACTICE!!
Noun: cow
Preposition: under
Adjective: big
Verb: cut
Originally developed by Erin Thompson
06/13/2008
QUESTIONS??
Originally developed by Erin Thompson
06/13/2008
THANK YOU!
Information in this presentation was
gathered from prior workshops and
Auditory Verbal Modules
Special thanks to information contributed
by:
Kathryn Wilson
Beth Walker
Originally developed by Erin Thompson
06/13/2008