Thank You

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Thank You!!!

• I just want you all to know how happy it made me
  to see so many of you in my audience. I felt your
  energy at the podium and was reminded of how many
  of us are concerned about learners with
  word-finding difficulties. We are kindred spirits
  in our efforts to help these students. Again your
  presence meant a great deal to me. Happy
  Thanksgiving. Best, Diane German

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Dual-Focus Vocabulary Instruction For Word
Finding, Meanings and Retrieval Strategies
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RETRIEVAL STRATEGY INSTRUCTIONIN THE CLASSROOM

• Designed to teach students WF strategies to
  facilitate retrieval of vocabulary in cooperative
  groups, on exams, and in written language
  assignments.

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Requires A Paradigm Shift

• Embrace a Dual Focus Approach to Vocabulary
  Instruction!

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Vocabulary Learning

• Requires both
• Good Storage Strength for Target Words
• and
• 2. Good Retrieval Strength for Target Words

Source Bjork, R., Bjork, L. (1992).
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STORAGE STRENGTH

• The storage strength of a particular word
  refers to the extent and depth of knowledge
  stored for that word - its conceptual structure
  and semantic network.

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Memory Model
Retrieval Strength
Retrieval Strength
Long Term Memory
Working Memory
Register
Auditory Or Visual Input
Storage Strength
Storage Strength
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STORAGE PROBLEMS CAUSING DIFFICULTIES IN
VOCABULARY USAGE

• A failure to have learned and stored the
  conceptual structure and semantic network
  associated with the vocabulary under study
• Its category and category members,
• Its multiple meanings, and
• Its synonyms.

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RETRIEVAL STRENGTH

• Retrieval Strength refers to how reliably,
  consistently and efficiently an item can be
  accessed from memory on a given occasion.

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RETRIEVAL STRENGTH

• The retrieval strength of a particular word
  refers to the ease with which this knowledge can
  be retrieved for spontaneous speech.

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RETRIEVAL PROBLEMS CAUSING DIFFICULTIES IN
VOCABULARY USAGE

• An inability to retrieve a words meaning or
  phonological form on demand in oral language
  tasks, oral reading tasks, or written language
  tasks.

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PARADIGM SHIFT EMBED RETRIEVAL STRATEGIES INTO

• VOCABULARY INSTRUCTION

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DUAL FOCUS VOCABULARY INSTRUCTION

• Teach Vocabulary with a Dual Focus
• Instruction on Vocabulary
• Meanings (Storage Strength)
• Instruction on Vocabulary
• Retrieval (Retrieval Strength)

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DUAL FOCUS VOCABULARY INSTRUCTION
Explain to students that they need to
learn both the meanings of words (storage
strength) and to become fluent and automatic
(retrieval strength) in their retrieval of
these words.
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First Instruction on Vocabulary Meanings (Storage
Strength)

• Goal
• Enhance the Storage Strength of Vocabulary
  by
• building semantic networks for words.
• Present and Teach Vocabulary Meanings Organized
  Within a Taxonomy
• Word Sort - students are asked to sort
  words into categories.

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Instruction on Vocabulary Meanings (Storage
Strength)

• 2) Semantic Mapping - create graphic flow
  charts and semantic maps for vocabulary from both
  text readings and personal experience. Use
  software like Inspiration - 8.

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Instruction on Vocabulary Meanings (Storage
Strength)

• 3) Electronic Dictionaries. Look up definitions
  using word processing dictionaries or
  dictionaries on line.
• Dictionary at http//www.yourdictionary.com
• Identify Multiple Meanings

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Instruction on Vocabulary Meanings (Storage
Strength)

• 4. Electronic Thesaurus. Identify Synonyms for
  target words.
• All of the above activities focus on building
  storage strength for vocabulary.

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SECOND RETRIEVAL STRENGTH

• But no one teaches it, just tests it!
• For example, tell me or write an essay describing
  the cities and countries we studied in the middle
  east conflict

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Dual Focus Vocabulary Instruction

• If a student is going to be automatic and
  fluent with his or her school vocabulary we need
  to also Enhance the Retrieval Strength of
  Vocabulary in which the student has good Storage
  Strength.

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Enhance Retrieval Strength

• Anchor Vocabulary Using
• Retrieval Strategies
• A. Match Strategies to
• Learners Error Patterns
• B. Match Vocabulary to
• Learners Error Patterns

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POOR RETRIEVAL STRENGTH

• Three Errors In Retrieval When Retrieval Strength
  is Poor
• Error Pattern 1, Lemma Related Semantic Error
  (Commonly known as a Slip of the Tongue)
• Error Pattern 2, Word Form Blocked Error
  (Commonly known as a Tip of the Tongue)
• Error Pattern 3, Word Form Phonologic Error
  (Commonly known as a Twist of the Tongue)

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Enhance Retrieval Strength

• For Learners with Error Pattern 2, Form Related
  Blocked Errors (Tip of the Tongue Errors)
• Not able to Find the Form of the Word

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Recommend Mnemonic W F Strategies

• Associate Cueing
• SAME-SOUNDS CUE
• B. FAMILIAR-WORD CUE

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Recommended Retrieval Strategies

• A. Association Strategy - Same-Sounds Cue
• To aid future retrieval of a vocabulary words
• form, the student is taught to associate or
• link an intermediate word that sounds like the
• target vocabulary, the stress syllable, or the
• most evasive syllable (car for cardinal).

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Association Strategy - Same-Sounds Cue

• Intermediate or linking words are phonological
  neighbors of target words.
• Phonological Neighbors - (daffy) daffodil (cell
  (phone)) celery
• Go to http//www.rhymezone.com for same sounds
  cues

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Association Strategy - Same-Sounds Cue

• Phonological Neighbors are words that are not
  related in meaning, but are related in sound to
  the target word or evasive syllable they sound
  similar to the target word (fan, dan, can).
• The same-sounds cue uses the phonological
  neighbors of the target word to cue the target
  word.
• Phonological Neighbors - (daffy)
  daffodil
• Homonyms - (gym) Jim

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Work Sheet, WFIP-2 Syllable-Dividing and
Same-Sounds Cue Study Form
Source German, D. J. (2005) Word Finding
Intervention Program, Second Edition (WFIP-2)
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Fort Knox
Fort
Knox
Knock, Knock
Fort Knox, Fort Knox, Fort Knox
We are studying Fort Knox in school.
Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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WFIP-2 Syllable-Dividing and Same-Sounds Syllable
Cue Study Form
Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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ERROR PATTERN 3, Word Form and Segment Related
Error (TWIST OF THE TONGUE)

• Retrieves only part of the words form.
• Produces Phonological Substitutions
• binoclears
• Aminal
• theromiter

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THREE-PRONGED APPROACH TO AID RETRIEVAL Of THE
PHONOLOGICAL FORMOF MULTISYLLABIC WORDS

• Students are taught to use metalinguistic
  reinforcement and same-sound syllable cues to aid
  retrieval of target word syllables (German, 2001)

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THREE-PRONGED APPROACH TO TREAT WORDS

• Rhythm and Visual Syllable Dividing
• Students are taught to segment target
  words to aid retrieval of the syllabic (metrical)
  frame and phonological content of multisyllabic
  words.

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mammal
mam
mal
mam
Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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THREE-PRONGED APPROACH

• B. Same-Sounds Syllable Cue. Students are
  taught to link a word that is a phonological
  neighbor or homonym of the evasive syllable(s) to
  aid future retrieval of that form (link mom/
  ther-mo-me-ter).
• For Same Sounds Cues Go To http//www.rhymezon
  e.com

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WFIP-2 Syllable-Dividing and Same-Sounds Cue
Study Form
Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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THREE-PRONGED APPROACH

• Rehearsal Activities.
• Students are taught to rehearse
• the target word as a unit in isolation and
  in sentences.

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USE TECHNOLOGY To Aid Twist of the Tongue Errors

• The free dictionary on line provides auditory
  pronunciation guide and divides in to syllables,
  www.thefreedictionary.com.
• 2. American Heritage Talking Dictionary (orally
  reads all words that are looked up)
• 3. Dictionary http//www.yourdictionary.com

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USE TECHNOLOGY TO HELP WITH SYLLABLE DIVIDING

• The Quicktionary Reading Pen
• (www.wizcomtech.com)
• The pen reads the word it has scanned, divides it
  into syllables as well as provides its definition
  from the American Heritage Dictionary.

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Dual Focus Vocabulary Instruction

• B. Association Strategy Familiar-Word Cue
• Here the student is taught to link a word that
  frequently co occurs with the target word or
  syllable to aid future retrieval of that form
  (blue jeans for blue, ba,ba, black sheep for
  black, valley girl for valley)

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Target Word is Blue
Blue
Blue
Blue Jean
blue, blue, blue
This color is blue.
Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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(No Transcript)
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Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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Source Adapted from German, D. J. (2005) Word
Finding Intervention Program, Second Edition
(WFIP-2)
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B. Match Vocabulary to Learners Error
Patterns

• Consider Phonological Lexical
• Factors of Target Words

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Organization of Phonological Lexicon

• Defined by Phonological Lexical Factors
• Word length
• Phonological Probability
• Target Word Frequency
• Phonological Neighborhood

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Consider Phonological Lexical Factors of Target
Words

• Word Length
• How long the word is
• Phonological Probability
• How frequent is the phonological sequence

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Consider Phonological Lexical Factors of Target
Words

• Word frequency
• Counts of how often the word occurs in the
  language
• Phonological Neighbors to the Target Word
• Refers to words that contains sounds that are
  similar to the target word. These words are
  stored together in the phonological lexicon.

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Phonological Organization

• Neighborhood density
• The number of neighboring words in the lexicon
  differing from the target word by a single
  phoneme

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Phonological Organization

• Ex. hum is located in a dense neighborhood (many
  neighbors), as there are many other words in
  English that are similar to it (bum, dumb, numb,
  him, and hug, among others).
• void is located in sparse neighborhood and has
  very few neighbors (voice and avoid).

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Research Study

• Impact of Lexical factors on Childrens
  Word-finding Errors
• (German Newman,2004)
• Studied
• Word Length
• Phonological Probability
• Word frequency
• Lexical Neighborhood

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Findings For Error Patterns

• Form Related Blocked Errors (Tip of the Tongue)
• Children are likely to have word form-related
  (blocked) errors on words with few neighbors
• (Sparse Neighborhoods).
• Form and Segment Related Phonologic Errors (Twist
  of the Tongue)
• Children are likely to have word form
• segment-related (phonologic) errors on words
  that are low in frequency and have low-frequency
  or uncommon neighbors.

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Findings For Error Patterns

• Lemma Related Semantic Error (Slip of the Tongue)
• Lexical factors did not contribute to this error
  type so the error must be due to something other
  than the phonological organization of the
  lexicon.
• May need to look at more semantic based lexical
  factors since the Slip of the Tongue error type
  refers to semantic not form based errors.

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Practical Implications

• Knowing which words are likely to draw out
  which type of word-finding error could guide your
  selection of what words in the curriculum need to
  be treated, with what strategies, for which
  children.

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Responsiveness to Intervention(RTI)

• For Learners With word-finding Difficulties

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RTI

• It involves assessment of student response to
  scientifically based instruction across education
  settings for the purpose of making decisions
  about students needs (Graner, Faggella-Luby,
  Fritschmann (2005).

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RTI Learners With WF Difficulties

• Needs to Focus on
• Vocabulary Learning
• Word Finding Accommodations

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Three Tier Approach
Pull Out
Tier 3
Response to Intervention
Tier 2
Typical Instruction
Tier 1
Adapted from Graner, P.S., Faggella-Luby, M. N.,
Fritschmann, N. S. (2005).
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Tier1

• Students with Word-finding Difficulties
  receive instruction with the teacher in the
  general education classroom while their progress
  is assessed.

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Three Tier Approach
Tier 3
Tier 2
Typical Instruction
Tier 1
Adapted from Graner, P.S., Faggella-Luby, M. N.,
Fritschmann, N. S. (2005).
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Tier 2

• Students with word-finding difficulties who
  struggle with general education instruction in
  Tier 1, receive
• Dual Focus Vocabulary Instruction in the
  classroom.
• All students are taught both word meanings
  and retrieval strategies.
• Receive WF Accommodations Across the Curriculum

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Tier 2
Tier 3
WF Accommodations
Dual Focus Vocab. Instruction
Tier 2
Tier 1
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Tier 3

• Students with WF difficulties who do not succeed
  in Tier 2 are considered in need of intensive
  retrieval strategy instruction with the SLP in
  the language room.
• In addition these students continue to receive WF
  accommodations in the classroom.

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Tier 3
Retrieval Strategies
Tier 3
WF Accommodations
Tier 2
Tier 1
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Tier 3Retrieval Strategy Instruction

• Use Mnemonic Strategies to Improve Retrieval in
  Single Word Contexts
• Use Mnemonic Strategies to Improve Retrieval in
  Discourse Contexts

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Thank You! You Have Been A Great Audience!

• Keep In Touch!
• dgerman_at_nl.edu
• www.wordfinding.com