Case Study Final

Presentation
Olivia Bergman, Abby Day,
Lauren Lanphere, Kelley Rolak

Demographic Information
Female
8th grade; 13 years old
ELL
First language is Spanish
Parents want to use English at home

SLD
Special Ed. (reading, math)

Language Characteristics
Uses language socially
Language difficulties become apparent when
asked for specific details
Struggles making connections with
vocabulary, retaining new vocabulary, and
applying it in novel situations.

Language characteristics cont.

Fluent reader, but struggles with
comprehension
WNL hearing, voice, fluency, and prosody
Avoids language and learning difficulties by
shrugging it off and redirecting
information/questions

Hallidays Functions
Contexts
Large Group Interaction

Social Studies classroom

Collecting tests
Beginning lecture

Small Group Interaction

Read about Virginia and New Jersey Plan

Small group discussion

One on One Interaction

Teacher talking to student

Student getting ready to take notes

Data From Hallidays Functions

Not many opportunities for language use
Used

Instrumental: The notes are too long.

Regulatory: Teacher asked if she was ready to take notes, Not yet.
Interactional: What did you get?
Personal: Cuz Im bored

Did not use

Informative
Imaginative
Heuristic

Implications

Data from Classroom Discourse

Classroom context
Data showed

Mostly IRE interaction

Modifying student behavior
Little supportive scaffolds or language facilitation strategies
No discussion, expression of ideas & opinions etc.

Students language & cognitive development inhibited

Recasted Utterance #1
Teachers Utterance

Teachers Revised Talk

Caregiver Strategies/Scaffolds

Why wasnt it a very effective

government? Notice the word
I used here, effective. Effective
means it gets stuff done. What
either problems were in its
way or what rules made it
impossible to get stuff done?

We know that the Articles of

Confederation was like other
governments in that there were
things that made it an effective
government and things that made it
an ineffective government. When I
m thinking about the word effective,
Im thinking it means that it is
successful in getting things done or
accomplished. So, I know that
ineffective means that it was not
successful in getting things done or
accomplished. Id be interested in
hearing your ideas about what
problems you think made the
Articles of Confederation
government ineffective.

Explicit modeling - think

aloud
Invitation to participate in the
conversation

Recasted Utterance #2
Teachers Utterance

Teachers Revised Talk

Caregiver Strategies/Scaffolds

T: The Articles of Confederation

government um has to tackle some
challenges. First challenge, what to do
with the lands west of the Appalachian
Mountains. Remember back in the day,
when the proclamation that said no
settlers west of the Appalachian? Well,
now that the colonies control that land,
guess who wants to go west of the
Appalachians?

I remember reading about the Articles

of Confederation government and how
they had some challenges to address. I
remember that after the war the
colonies had the freedom to expand
into new area west of the Appalachians
(located here on the map). Im thinking
there might be some problems that
could form when moving into new
land. I remember when I was a little
girl and my mom told me I needed to
share a room with my sister; I was not
happy. I did not want to share my
space with someone else. Im thinking
thats how people might have felt
moving into a new area and having to
share land with other people. So, that
would be why the government created
the Ordinance of 1783.

Explicit modeling - think

aloud

S: The merchants.
T: People, settlers. People want to live
in that land. So, they uh they being the
confederation congress needs to make
some laws about it, needs to figure out
this land.

Data from Interview

1. Disconnect between teacher and SLP about
language abilities.
a.

Advocate for your clients

2. Accommodations and Modifications aid in

academic success and attitude
a.

Student involvement in IEP

3. Small group setting= more participation

a.

working in groups can encourage active engagement with texts by

having students review notes, rewrite content, and teach it to each other

Data from Curricular Analysis

Context
Early American history text

Common Core Standards

Read and comprehend texts independently and
proficiently
Determine the meaning of words and phrases"
Distinguish among fact, opinion, and reasoned
judgment

Data from Curricular Analysis

Modifications to Curriculum
Presentation of Information

Collaborate with classroom teacher

Curricular Materials

Adaptation of text
Marginal glosses, structured overviews

Demonstration of Knowledge

Portfolio assessments
Flexibility with assignments

Needs for Assessment

Dynamic curriculum-based assessment

Relative to the CCS

Functional assessment
Artifact analysis
Diagnostic teaching
Comprehension & vocabulary
Metalinguistic awareness
Recognize and correct own errors in writing

Needs for Intervention

Student-centered intervention

Involvement in IEP, contract

Learning strategies

Working memory, comprehension/vocabulary

Think-aloud strategy
Visuals, graphic organizers

SLP familiarity with curriculum

Encourage pre-teaching & direct instruction

Facilitate learning by embedding vocabulary/concepts & providing

opportunities for application classroom context.

Needs for Service Delivery Models

In-class

Provide instruction collaboratively to the whole group

Small group work

Collaboration with reading specialist, classroom

teachers & ELL teacher

Hallidays functions

Educate other school professionals

Matthew Effect
Embedding vocabulary
Language modeling

Reference List

Culatta, B., Horn, D. G., & Merritt, D. D. (1997). Expository text: Facilitating comprehension. In Language
intervention in the classroom (215-275)
English Language Arts Standards History/Social Studies Grade 6-8. (n.d.). Retrieved May 12, 2015, from
http://www.corestandards.org/ELA-Literacy/RH/6-8/
Halliday, M. (1969). Relevant models of language. In Power, B. & Hubbard, R. (2002). Language development:
A reader for teachers. (pp.49--53). Columbus, Ohio: Merrill Prentice Hall.
Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children
really learn vocabulary. Basic developmental processes.
Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through adolescence: Listening, speaking,
reading, writing, and communicating, fourth edition. St. Louis, MO: Esevier.
Pinnell, G. (1985). Ways to look at the functions of childrens language. In Power, B. & Hubbard, R. (2002).
Language development: A reader for teachers. (pp.110-117). Columbus, Ohio: Merrill Prentice Hall.
Wilinkson, L.C., & Silliman, E.R. (2001, February). Classroom language and literacy learning. Reading Online, 4
(7). Available: http://www. readingonline.org/articles/art_index asap?
HREF=/articles/handbook/wilkinson/index.html
A more perfect union. In The American journey: Early years (186-193). McGraw Hill Companies