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In this episode, I got to geek out over all things related to basic concepts! 🤓
Written language tends to be a little more complex than oral communication, and it usually contains a greater range of vocabulary than students come across in their daily interactions.
Because the number of words in a child’s vocabulary + their ability to use them in various contexts are markers of linguistic health, it’s so important to lay a strong foundation.
This week’s podcast episode provides a solid overview of the research behind teaching basic concepts, and I dive into practical applications so you can put the research to work in the classroom.
So grab your beverage of choice (I’ll have a chai latte!), put your feet up, and listen in.
> Targeting pairs (positive and negative poles)
> Reviewing the development of qualitative, positional, quantitative, and temporal concepts
> Expressive use of concepts
> Using informal play-based assessment
> Implementing direct and interactive instruction with mixed groups
> Using basic concepts in the classroom
> What to do if you find your students aren’t making progress
> Iconic gestures + applying them to different parts of speech
> Incorporating movement to keep students engaged
> Apps to support interactive instruction
Links Mentioned in the Podcast
> Boehm Test of Basic Concepts
> The Bracken Basic Concepts Scale
> Smarty Ears Basic Concept Skill Screener
> SLP Now Materials (Download your first five materials for FREE!)
> The Toca Boca apps
> The Cookie Doodle app
Here’s a demo of how I put this all into action:
Articles Mentioned in this Podcast
Bracken, B. A. (1988). Rate and sequence of positive and negative poles in basic concept acquisition. Language, Speech, and Hearing Services in Schools, 19, 410-417.
Ellis, L. (1995). Effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children. Language, Speech, and Hearing Services in Schools, 26, 69-74.
Lund, E., Young, A., & Yarbrough, R. (2019). The effects of co-treatment on concept development in children with Down Syndrome. Communication Disorders Quarterly.
Magrun, W. M., Ottenbacher, K. J., McCue, S., & Keefe, R. (1981). Effects of vestibular stimulation on spontaneous use of verbal language in developmentally delayed children. The American Journal of Occupational Therapy, 35(2), 101-104.
Nicholas, K., Alt, M., & Hauwiller, E. (2019). Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language. Child Language Teaching and Therapy.
Seifert, H. & Schwarz, I. (1991). Treatment effectiveness of large group basic concept instruction with Head Start students. Language, Speech, and Hearing Services in Schools, 22, 60-64.
Snape, S., Krott, A. (2018). The benefit of simultaneously encountered exemplars and of exemplar variability to verb learning. Journal of Child Language.
Vogt, S., & Kauschke, C. (2017). Observing iconic gestures enhances word learning in typically developing children and children with specific language impairment. Journal of Child Language.
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