Language | Talking Talk

Between The Lines – App Review

by admin | Nov 18, 2012 | Apps, Auditory, Language

Price: $15.99

CC whose blog is entitled “If Only I had Super Powers” http://ifonlyihadsuperpowers.blogspot.com/ recently wrote a post on trying to teach social-pragmatic skills to children. I totally concur with her. “Social –Pragmatic skills are HARD to teach” and yet more and more children are experiencing difficulty learning and generalizing these skills.

Between the Lines by Hamaguchi Apps is designed for primary(elementary) school students through young adults, who would benefit from practice interpreting vocal intonation, facial expressions, perspective-taking, body language, and idiomatic or slang expressions. There are three levels available – Level 1, Level 2 and Advanced.

The app uses real photographs, voices and short mini-video clips of a variety of social situations and expressions. This app provides a dynamic way to help learn and practice interpreting the messages that are “between the lines” and simply can’t be replicated with worksheets and static flashcards.

All three levels adopt the same format. Although Level 2 is slightly more difficult than Level 1, there is not much in it and the division between the two levels is largely due to the size of the app rather than the difficulty level. The Advanced is slightly more difficult, but I have been able to use this level with my primary school children (9-10 year olds) with success.

Format of App:

1. Listening

The user hears a voice speak a sentence, e.g., “Oh wow, I can’t believe he’s here!” A question is then asked, “Who said it?” The user is shown a series of photographs. Depending upon the settings selected, there can be 2, 3 or 4 choices shown. The user touches the correct facial expression that matches the voice.

Who said it?

2. Body Language

A very short video-clip is shown that depicts an interaction or situation. For example, a girl is sitting on a bench waiting for her friend. Her friend eventually strolls along and sits down and she exclaims “It’s almost 8:20! Hello!” Her body language suggests she is really exasperated. The camera closes in this actor and says, “What is she thinking?” The user’s task is to look at the choices of responses and select the one that matches the facial expression/body language. Depending upon the settings selected, there can be 2, 3 or 4 choices shown.

What is she thinking?

3. Expressions

A very short video-clip is shown that depicts an actor speaking a sentence that contains an idiomatic expression, e.g., “I feel like I’ve been run over by a truck.” The user is then asked, “What does that mean?” Depending upon the settings selected, there can be 2, 3, or 4 choices shown. Text can be read to the user by touching the sentences.

What does that mean?

Level 1 contains 204 tasks in total.

Level 2 contains 199 tasks in total.

Advanced contains 225 tasks in total.

Features:

All three levels can be played by up to 75 users or as a group.
The percentage correct is reported for each user’s performance on each of the three activities.
Individual users can select their own settings; the group must have the same setting selections for the entire group.
Settings include:

– Selection of the activities,

– Order of the activities (or random)

– Praise phrases and correct sound effect bell on/off

– Answer choices (group of 2, 3 or 4),

– How to display choices (automatically or manually)

– Automatic progression to next activity or manual progression using the arrow.

– Progress can be tracked, and displayed or not displayed.

– Reward animations are provided at selected intervals for a welcome fun and break including Dunk Tank, Bull’s Eye (darts), and Knock ‘Em Down

Data can be saved, stored, printed and emailed.

Special Features

Although the App only provides a correct/incorrect reinforcement, each level has an Extension Activities sheet which provides specific guidance on how to extend the child and improve performance.

App Review Checklist & Rating Chart: Total Score /20

Speech/Language/Education Apps

GENERAL INFORMATION & OPERATION	5/5
Content is appropriate	1
No in app purchases required for use	1
Help/tutorial Available	1
Students can launch and navigate in the app independently	1
App is fairly priced and/or comparable to other similarly priced apps	1
FEATURES	4/4
App can be customized for different users	1
App can be used for single user or groups	1
Content/data can easily be exported	1
User data is saved from session to session	1
APP DESIGN	1 ½ /2
Design graphics/sounds are appealing	1
App is interactive, engaging & motivating for user	1/2
SPEECH/LANGUAGE USE	9/9
App is designed to target speech/language skills	1
App is designed to target auditory processing – phonemic awareness	1
App can be adapted to target speech/language skills	1
App encourages critical thinking and higher level language	1
App has good potential for interaction between user and therapist	1
Response to errors is specific and results in improved performance	1
Targeted skills are practiced in an authentic learning environment	1
App offers complete flexibility to alter settings to meet students needs	1
App can be used across a variety of age/developmental groups	1
TOTAL SCORE	19 ½ /20

Star Rating

17 – 20 Points – 5 Stars

13 – 16 Points – 4 Stars

9- 12 Points – 3 Stars

5 – 8 Points – 2 Stars

0 – 4 Points – 1 Star

There is very little that I can fault with this App apart from the motivation games. The choice of three different games is great, but the games themselves don’t provide the user with any control of the game other than touching the “THROW” icon and hoping for the best. The children soon worked this out. As a result, the motivation to continue playing was dampened to some degree. There is also no limit to the number of times the child can press “THROW” when they have a reward game, and even though there is no skill involved in the game, the children still enjoyed seeing the man dunked and it was occasionally difficult to redirect them to the task.

Never the less, I feel that this App is an invaluable source of targeting those difficult to teach social – pragmatic skills and it is not a bad thing to only work on one or two areas at a time in order to generalize these skills optimally.

Thank you to Patti at Hamaguchi Apps for providing me with Levels 1 & 2. The Advanced level was purchased of my own volition. 😀

The opinions expressed are my own.

Syntax City – App Review

by admin | Nov 3, 2012 | Apps, Language, Speech

Developer: Smarty Ears Apps

Price: $39.99

Syntax City targets a variety of grammatical elements in fun and engaging ways. It is suitable for children who have some knowledge of reading but with guidance and mediation it could possibly be used with a 5 year old child.

The theme sets the tone for children visiting a variety of places within the city. Each location within the city targets a different set of goals.

The following locations and skills are addressed:

Gym: Do/Does

Level 1: do/does choice

Level 2: do/does/are(is)

Level 3: is/does/do

Beach: Third person singular agreement (one level)

Bakery: Was/Were

Level 1: Two options was/were

Level 2: Three options was/do/were; was/were/have

Level 3: Four options do/was/were/has

Ski Resort: He/ She

Level 1: Choice between he/she

Level 2: he/she/her; he/she/him

Farm: Past tense verb agreement

Level 1: Two options to choose from. Uses irregular verbs

Level 2: Three options to choose from E.g. bend, bent, bended; goed went, go

Grocery: Has/Have (one level)

Park: Is/Are (one level)

Zoo: Regular and Irregular Plurals

Level 1 – regular plurals

Level 2 – irregular plurals

Level 3 – Regular & Irregular Plurals

Each location contains 50 targets, adding up to a total of 400 targets within 8 different activities.

Each target phrase is also spoken aloud. Correct responses are rewarded with animations and collecting “treasure” belong to the specific location. The treasures are placed under the child’s profile.

In the settings menu, the user can either choose to have incorrect responses indicated with a BEEP and the word is not inserted into the appropriate space or the incorrect word can be removed from the choices.

Data tracking:

Syntax City offers detailed data collection. A set of graphs provides visual information on children’s skills and their progress toward mastery of specific goals. The data can be emailed, printed, or shared to other compatible applications.

When you click a student’s profile under “reports” you can access treasures or score reports.

App Review Checklist & Rating Chart: Total Score /20

Speech/Language/Education Apps

GENERAL INFORMATION & OPERATION	4/5
Content is appropriate	1
No in app purchases required for use	1
Help/tutorial Available	1
Students can launch and navigate in the app independently	1
App is fairly priced and/or comparable to other similarly priced apps	0
FEATURES	4/4
App can be customized for different users	1
App can be used for single user or groups	1
Content/data can easily be exported	1
User data is saved from session to session	1
APP DESIGN	^11/2 /2
Design graphics/sounds are appealing	1
App is interactive, engaging & motivating for user	1/2
SPEECH/LANGUAGE USE	7 /9
App is designed to target speech/language skills	1
App is designed to target auditory processing – phonemic awareness	1
App can be adapted to target speech/language skills	1
App encourages critical thinking and higher level language	1
App has good potential for interaction between user and therapist	1
Response to errors is specific and results in improved performance	0
Targeted skills are practiced in an authentic learning environment	1
App offers complete flexibility to alter settings to meet students needs	0
App can be used across a variety of age/developmental groups	1
TOTAL SCORE	16 ½ /20

Star Rating

5 stars 17 – 20 points

4 stars 13 – 16 points

3 stars 9 – 12 points

2 stars 5 – 8 points

1 star 0 – 4 points

Positive	Areas for Improvement
The target sentence is read for the child	App does not read target words for the child. This would allow younger children to work independently
I like that you are able to repeat sentences as often as necessary by tapping on it.
Report is very specific for each target – allows therapist/facilitator to see exactly which structures require more work. Scores below 50% are highlighted in red.	No specific feedback with incorrect responses
Is/Are and do/does are addressed in the inverted question form. Is he going down the slide? Do they think the water is cold?	He/she activity – there is a full stop after the initial sentence, but the following sentence with he/she does not start with a capital letter
Therapist controls rate of game	Child is able to click “NEXT” without completing the task although this is marked in the report as incorrect.
Each place in the town allows for vocabulary development related to that location. Realistic pictures allow for discussion and extension language	It’s a pity that the airport which is shown as part of the city doesn’t have an activity linked to it as it would make for excellent vocabulary development and practice
Past tense verb agreement – includes common errors made by children e.g. fight, fighted, fought	Irregular plural task would be nice to include common errors as foils e.g. knifes, knives, knife

Syntax City is a great app that takes the tediousness out of working on common grammar difficulties.

However at $39.99, I feel it is a bit pricey and hopefully it will go on sale often.

Thank you to Smarty Ears for giving me this app to review! The opinions expressed are my own.

I did pick up a few bugs in the App, which HAVE/HAS been brought to the attention of the developers and will no doubt be remedied. 🙂

How do language difficulties affect learning?

by admin | Aug 13, 2012 | Language

Language is the primary medium of learning. Everything we are expected to learn is either heard or read. Our skills are demonstrated through words or written language.

Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing.

It is therefore not surprising, that language difficulties can interfere with academic performance. Language is not just another subject at school; it is the means by which all other subjects are learned.

The vast majority of children with learning disabilities have a language-based disorder which is amenable to treatment.

The following difficulties may suggest that a child has language difficulties:

Expressing ideas clearly, as if the words needed are on the tip of the tongue but won’t come out. What the child says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as “thing” or “what-ya-ma-call-it” to replace words that cannot be remembered). Filler words like “um” may be used to take up time while the child tries to remember a word.

tip of the tongue

Learning new vocabulary that the child hears and/or sees (e.g., in books)

Understanding questions and following directions that are heard and/or read

Recalling numbers in sequence (e.g., telephone numbers and addresses)

Understanding and retaining the details of a story’s plot or a classroom lecture

Reading and comprehending material

Learning words to songs and rhymes

Telling left from right, making it hard to read and write since both skills require this directionality.

Learning the alphabet

Identifying the sounds that correspond to letters (phonological processing), making learning to read difficult

Mixing up the order of letters in words while writing

Mixing up the order of numbers that are a part of maths calculations

Spelling

Memorizing the times tables

Maths difficulties particularly “word sums”

Telling time

Oral and written language impairments are easier to identify because they can be heard or seen. However children who have difficulty processing language present more of a challenge.

These are the children who “fly under the radar” because their language difficulties are more subtle.

The following table adapted from Elizabeth Walcot-Gayda, Ph. D., Montreal, QC www.ldhope.com shows how these difficulties may manifest.

Examples of some cognitive manifestations of underlying language difficulties
Impairments in processes related to:	Perceiving	Thinking	Remembering	Learning
Language Processing	Difficulties in processing sarcasm or understanding when someone is joking Difficulty taking another’s perspective	Difficulties in understanding: long or complex sentence structure; and with figures of speech	Difficulties with: retrieving vocabulary words; orally presented task demands	Difficulties with new vocabulary and responses to teacher-directed questions
Phonological processing	Sounds in words (e.g. bat/bag) are confused; poor sound sequencing in words; limited automaticity in decoding	Difficulty with comprehension of content caused by lack of fluency in decoding	Difficulty retaining sound/symbol correspondence	Difficulty extracting essential concepts due to focus on decoding
Processing speed	Poor social interactions; does not keep up with fast-paced lessons	Few connections between isolated bits of information in texts	Slow linking of new with previously learned information	Less material covered or takes extra time and much effort to cover material
Memory	Few strategies when trying to remember content or concepts	Difficulty writing since spelling may not be automatic	Difficulty retrieving previously learned information	Forgets spelling words after test; difficulty recalling significant events in history; any new learning is difficult
Attention	Difficulty knowing when to pay attention Poor reading of social situations; impulsive	Poor concentration when putting ideas together	Little effort expended for remembering	Work may be disorganized; goes off on tangents,
Executive functions (planning or decision making)	Poor recognition of value of planning; impulsive	Difficulty problem solving and understanding consequences of decisions	Difficulty in linking new with previously integrated knowledge; Few strategies	Difficulties in higher levels of learning, but has isolated pieces of knowledge

Most (but not all) children with underlying language disabilities DO NOT simply outgrow their problems.

It is not worth the “wait and see” approach only to find out that a small problem has become a bigger one that affects learning, literacy, social-emotional development and eventual vocational adjustment.

Early Signs of Reading Difficulties

by admin | Jun 3, 2012 | Info for Parents, Language, Reading, Tips for teachers

Children develop at different rates. While some children with foundational literacy difficulties will catch up to their peers, children who make slow early progress often need extra help. If they don’t get it, they can experience delays in literacy development which ultimately impacts on their academic success.

There are some early signs that your child might be having trouble with foundational literacy skills. These signs involve both oral language (vocabulary and listening skills) and knowledge of word structure (knowing letters, rhyming, sounding out and blending sounds in simple words).

3-4 years

Seek help or advice if most of the time your child has trouble with three or more of the following activities:

Telling you what action is going on in a picture book (running, barking, eating)
Using all of the necessary words to make a complete sentence – for example, ‘I’m going to the zoo’ rather than ‘ me going zoo’
Listening to an adult read to her on a regular basis
Remembering a previously read book when shown its cover
Showing an awareness of how books are handled
Naming simple objects represented in books
Concentrating on and responding to print, such as the letters in names, signs and so on
Scribbling to make shapes that look like letters
Playing with words and making rhyming words. Children particularly enjoy making up “rude” rhymes. E.g. hum, bum, mum
Repeating at least parts of nursery rhymes.

5 – 6 years

Seek help or advice if most of the time your child can’t do the things listed above, and struggles with three or more of the following.

In spoken language:

Understanding everyday spoken directions
Incorporating new words when he speaks, and noticeably using longer sentences (often more than five words)
Recognising the beginning of words and sounds that rhyme, and producing examples
Breaking simple words into their parts (syllables or single sounds), and putting sounds together to make words
Using the proper endings of words – for example, ‘He played soccer with me’ rather than ‘He play soccer with me’

In reading:

Showing interest in books and reading
Trying to read – for example, your child should recognize their own name, brands (McDonald’s ‘M’, Stop Signs, Woolworths etc.) Recognizes the sounds of letters and makes references like, ‘that one starts the same as my name, or snakes start with the same letter that Stop does..
- Following the sequence of events in stories
- Relating what happens in books to her own life events
- Listening attentively when books are read aloud, deriving meaning and pleasure from it.

In understanding print concepts:

Knowing that words in print are different from pictures, and are there to be read
Observing and commenting on print in different settings, such as on TV, food packets and so on
Appreciating the different purposes of print – for example, prices, shopping lists, recipes, assembly instructions
Knowing that each letter in the alphabet has a name and a sound, and being able to name at least eight of them
Understanding that writing is a tool for communication, and scribbling his name, messages and so on (regardless of whether you can read what he scribbles).

By the middle of grade one your child should be enjoying learning to read and should be developing a growing sight – word vocabulary such as the, and, and is. The letter – sound associations should be more automatic and he should be eager to read. The following may be warning signs as you listen to your child read aloud:

Doesn’t know the sounds associated with all of the letters
Skips words in a sentence and doesn’t stop to self-correct
Can’t remember words; sounds out the same word every time it occurs on the page
Frequently guesses at unknown words rather than sounding them out

You can also look at your child’s writing for clues about reading difficulty. By the end of Grade R, a child should be writing his name and some other consonants. Mixed uppercase and lower case letters is appropriate.

It’s important not to panic if you see some of these warning signs in your child. Lists of early warning signs can help you be on the lookout; however, there is no precise list of surefire signs of a reading difficulty. Each child is unique and may exhibit only some of the signs. Knowing what to look for can help you decide whether you need to investigate further.

When in doubt check it out.

Teach your child to read

by admin | May 23, 2012 | Info for Parents, Language, Reading

Children are miraculous! They are born with an innate knowledge of language. BUT children are not born with an innate knowledge of reading.
They need to be taught that text is read from left to right and that words are separate from images.

Although learning to talk and read are two distinct domains, they are also intricately related.

Early language skills are linked to later successful reading.

Young children need a variety of skills to become successful readers. Research indicates that children who enter school with more of these skills are better able to benefit from the reading instruction they receive when they arrive at school.

The following core skills have been identified as being crucial to the development of later reading.

1. VOCABULARY

Knowing the names of things is an extremely important skill for children to have when they are learning to read.

Help develop your child’s vocabulary by reading a variety of books (both fiction and nonfiction), and by naming all the objects in your child’s world.

2. PRINT MOTIVATION

Print motivation is a child’s interest in and enjoyment of books.

A child with print motivation enjoys being read to, plays with books, pretends to write and asks to be read to.

Encourage print motivation in your child by

• Shared book reading a special time, keeping books accessible, and letting your child see that you enjoy reading.

• Explain how reading and writing are used in everyday life, for example shopping lists, newspapers, TV guides, and computer screens.

A fun activity is to read through the TV guide with your child and bookmark a favourite programme to watch or record.

3. PRINT AWARENESS

Print Awareness includes learning that writing in English follows basic rules such as flowing from top-to- bottom and left-to-right, and that the print on the page is what is being read by someone who knows how to read.

An example of print awareness is a child’s ability to point to the words on the page of a book.

Your child’s print awareness can be encouraged by

Pointing out and reading words everywhere you see them – on signs, labels and the supermarket.
Going shopping with young children. This can be challenging, especially with all the sweet temptations within the child’s direct line of sight. I know that it is easier to leave your child at home when you go shopping, but try to make a point of taking your child with you at least once a week.

Something to keep your child occupied in the supermarket is to send him ahead of you in the aisle to try to find a certain brand of crisps/cereal/tomato sauce.

Use items that your child is motivated to buy 🙂

Drawing your child’s attention to prices also creates print awareness.

4. NARRATIVE SKILLS

The ability to understand and tell stories and describe things is important for children in order to understand what they are learning to read.

An example of a narrative skill is a child’s ability to tell what has happened at a birthday party, or a class outing.

Help your child strengthen his narrative skills by

Asking him to retell a well-known story. Encourage your child to predict what might happen next in the story. Facial expression can create excitement about what might happen.
Encourage your child to tell you about things he has done that have a regular sequence to them. For example, having a bath.

5. LETTER KNOWLEDGE

Letter Knowledge includes learning that letters have names and are different from each other, and that specific sounds go with specific letters.

An example of letter knowledge is a child’s ability to know that the letter B makes a /b/ sound.

Playing games like “I spy” will develop phonemic (sound) awareness.
Focus your child’s attention on the letters in the words and highlight the letters that are in your child’s name.
Encourage your child to pay attention to the shape of letters and trace them with his finger.

6. PHONOLOGICAL AWARENESS

Phonological Awareness is the ability to hear and manipulate the smaller sounds in words.

Phonological awareness includes the ability to hear and create rhymes, to say words with sounds or chunks left out, e.g. monkey without /mon/, and the ability to put sounds together to make a word.

Strengthen phonological awareness by

Exposing your child to songs and rhymes.
Encourage them to “make up” silly rhyming words
Say words and sounds with a pause between the syllables and have your child guess what word you are saying. E.g. um—bre—lla

The environment and daily routines in your home can be one of the best teaching tools to help children develop pre-reading skills. A print-rich environment helps foster skills needed for reading. By surrounding your children with print in your home and talking to them about what it means, they will learn more every day. As your child points, labels, makes nonsense words, and tells you outrageous stories, they are practicing to be literate. The next time you hear the word “again p-l-e-a-s-e!” remind yourself that you are laying the foundation for life-long literacy. So with the same enthusiasm you’ve demonstrated one hundred times before, “READ IT AGAIN” as if it were the very first time!

Story Time

by admin | May 14, 2012 | Info for Parents, Language, Reading

In an era where children spend more and more time in front of televisions, computers and video-games, it is important not to forget how important stories are!

Hearing stories regularly allows pre-readers become familiar with narrative patterns, speech rhythms, and the flow of language.

Knowledge of story structure contributes to a child’s understanding of how the world functions, facilitating the ability to

– Predict actions and consequences

– Understand cause and effect

An understanding of narrative structure reduces the processing load and facilitates the use of prediction to aid comprehension and word recognition

The ability to comprehend and express stories is an integral part of life and academic success:

It allows the child to sequence ideas or information
It promotes reasoning skills such as inferential thinking and problem solving.
It encourages the use of complex sentence structure and vocabulary and correct grammar.
Reading stories helps with the development of listening skills and memory.
Storytelling fuels the imagination and allows children to develop mental imagery.
Stories help children adapt to new experiences

Narrative language skills in pre-school and early primary school are excellent predictors of literacy skills in later primary school.

How do children develop story telling/narrative skills?

Children as young as 20 months, have elements of storytelling in their play. However once verbal language develops it can be classified into developmental stages.

Stage 1: Heap Stories (2 years)

Heaps consist of labels and descriptions of events or actions. There is no central theme or organization. There is no real high point.

Stage 2: Sequence Stories (2 -3 years)

Sequences consist of labeling events about a central theme, character, or setting. There is no plot. The events could be listed in any order without changing the meaning.

Stage 3: Primitive Narratives (3 – 4 years)

Primitive narratives contain three of the story grammar elements: an initiating event, an action, and some result or consequence around a central theme. There is no real resolution or ending to the story.

Stage 4: Chain Narrative (4 – 5 years)

Chain narratives include four of the story grammar elements: an initiating event, a plan or character motivation, an attempt or action, and some result or consequence around a central theme. There is usually either cause-effect or temporal relationships, but the plot is weak and does not build on the motivations of the characters.

Stage 5: True Narrative (5 years +)

True narratives have a central theme, character, and plot. They include motivations behind the characters’ actions and include logical and/or temporally ordered sequences of events. Stories at this stage include five story grammar elements: an initiating event, a plan or character motivation, an attempt or action, a consequence, and a resolution to the problem.

Why do children like the same story?

The “Read it again,” phase that preschoolers go through is perfectly normal. Children love the sense of power that comes from knowing what’s on the printed page, and since they cannot read it for themselves, the next best thing is to memorize it. To do that they need to hear the story read over and over.

Toddlers love repetition because that the way they learn best. Hearing something many times helps them remember information for increasing periods of time. Hearing a story over and over helps children better understand the characters and the important events in the story. Children get an idea of story sequencing, as in beginning, middle and ending of a story. It also helps children understand some of the standard story “language” such as “once upon a time” or “happily ever after

Once your child has learned something, he’ll enjoy repetition because he can anticipate what comes next. After many readings of a familiar book, your child may even remember it well enough to add the endings to most of the sentences. This accomplishment means that he can participate more actively in story time. This is also why simple songs and nursery rhymes have such an impact on a toddler: Not only can your child practice his speaking skills and vocabulary by singing “Row, Row, Row Your Boat” nine times in a row, but he also has the satisfaction of feeling he’s added something concrete to his repertoire.

During the extraordinary early learning years, stories, songs and rhyme plant the seeds of sounds and language. So talk, sing and tell stories, and don’t give up on “reading again.”

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