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ELR Software Pty Ltd | ||
eLr - What's New 2011 | |||
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There are 47 new tasks in "Phonology - Later Sounds - Phonemic awareness for this sound" in the subsections for /th/, /s/ blends, /l/ blends and /r/ blends.
The addition of phonemic awareness activities in the Phonology sections has been occurring over the past few editions. It is supported by research that has shown that therapy targeting phonological and phonemic awareness for children with speech sound disorders is effective in improving the literacy outcomes for those children (Gillon 2002).
The models used in these new sections are: Pic sound buttons which encourages development of the ability to break words into sounds and increases knowledge of letter-sound relationships, MultiPic Slideshow which provides material to encourage the child to identify which word starts or ends with the target sound, and SpinPics and LadderPics which are both game formats targeting the ability to identify words that start or end with the target sound.
The role of the clinician or helper is critical in all of these tasks to deliver the verbal stimuli, provide feedback, and encourage strategies to increase auditory processing skills.
Gillon, G.T., "Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment", Int. J. Lang. Comm. Dis, 2002, Vol 37, No 4, 381 - 400.
There are 21 new tasks in "Phonology - Later Sounds" - "Phonemic awareness for this sound" in the subsections for /l/ and /r/ sounds.
For the past few months we have been adding the phonemic awareness activities to the Phonology sections. This is supported by research that has shown that therapy targeting phonological and phonemic awareness for children with speech sound disorders is effective in improving the literacy outcomes for those children (Gillon 2002).
Four models are used. Pic sound buttons encourages development of the ability to break words into sounds and increase knowledge of letter-sound relationships. MultiPic Slideshow, provides material to encourage the child to identify which word starts or ends with the target sound. SpinPics and LadderPics provide a game format to also target the ability to identify the words that start or end with the target sound.
The role of the clinician or helper is critical in all of these tasks to deliver the verbal stimuli, provide feedback, and encourage strategies to increase auditory processing skills.
Gillon, G.T., "Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment", Int. J. Lang. Comm. Dis, 2002, Vol 37, No 4, 381 - 400.
There are 28 new tasks in Phonology - Later Sounds, "Phonemic awareness for this sound" in the subsections /sh/ and /ch/ sounds.
We are continuing to add new subsections to strengthen phonemic awareness with a focus on the sounds that the child produces incorrectly. As discussed in the previous edition's newsletter, research has shown that therapy targeting phonological and phonemic awareness for children with speech sound disorders is effective in improving the literacy outcomes for those children (Gillon 2002).
Four models are used. Pic sound buttons encourages development of the ability to break words into sounds and increase knowledge of letter-sound relationships. MultiPic Slideshow, provides material to encourage the child to identify which word starts or ends with the target sound. SpinPics and LadderPics provide a game format to also target the ability to identify the words that start or end with the target sound.
The role of the clinician or helper is critical in all of these tasks to deliver the verbal stimuli, provide feedback, and encourage strategies to increase auditory processing skills.
Gillon, G.T., "Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment", Int. J. Lang. Comm. Dis, 2002, Vol 37, No 4, 381 - 400.
We've also added a new item to the "Where is? - locating common target areas" section in "User Guides". This section was developed to help users find particular sorts of activities. The first 9 target areas covered were "Blending and segmenting activities", "Basic concept words", "Similarities and differences", "Word finding", "Categorisation", "Verb tense", "Non-words for literacy development", "Sequencing" and "Pronouns". This month we've added "Auditory Processing".
There are 59 new tasks in "Phonology - Later Sounds" - "Phonemic awareness for this sound" in sub-sections for /f/, /v/, /s/ and /z/ sounds. We've previously done /k/ and /g/ and will work through more sounds over the next few months.
The tasks in these sub-sections provide materials to strengthen phonemic awareness with a focus on the particular sounds that the child makes errors on. This approach is supported by the research that has shown that children with speech sound disorders are at a higher risk of literacy difficulties. And that therapy that targets phonological and phonemic awareness for children with speech sound disorders is effective in improving the literacy outcomes for those children.
Ref: Gillon, G.T., "Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment", Int. J. Lang. Comm. Dis, 2002, Vol 37, No 4, 381-400.
In these subsections four models are used. Pic sound buttons encourages development of the ability to break words into sounds and increase knowledge of letter-sound relationships. The child names the pictures, sounds out the word, and then clicks on the buttons to check they have segmented the word correctly, and also to receive feedback about the spelling patterns of each sound. MultiPic Slideshow, provides material to encourage the child to identify which word starts or ends with the target sound. SpinPics and LadderPics provide a game format to also target the ability to identify the words that start or end with the target sound.
The role of the clinician or helper is critical in all of these tasks. The child usually requires modelling to teach the skills, and feedback about the accuracy of their response. It is also useful to expand on each activity, discuss the theme and embed the literacy skills within a richer oral language context.
A fix has been made to a "bug" in the "Wordgame builders" in "Activity Toolbox - Game generators" for the SmileyMan and LookThenCover models. An "error" message prevented typing into the text box. Thanks to the users who brought this to our attention.
As usual with such fixes, the online version of eLr at www.elr.com.au/elr.htm is correct for all subsequent use. eLr-Offline can only be fixed by installing the latest version (September 2011). This can either be from the latest CD (if you are a new user or receiving your 6-month update this month), or by using the "Check for updates" option on the "Help" menu within the program. Please contact us if you need more information about how to do this.
For this month's edition we've made a substantial revision to the content of the MouthSounds model which is used in "Phonology - Later Sounds", and "Phonology - Skills and Early Sounds". The activities now contain pictorial depictions of the following consonants: /p, b, t, d, k, g, f, v, s, z, sh, zh, ch, dge, th, l, r, m, n, ng, h, j, w/.
The MouthSounds model provides material to encourage the client to produce a specific sound in short syllables by blending the "consonant-vowel" and "vowel-consonant" combinations. Previously this model only had pictorial depictions of the vowel sounds (ah, ee, oo), and the target consonant was represented by a letter(s). The revised model now has graphics for all the sounds,so the client has explicit and specific visual prompts to support accurate production of targets.
The ELR team has been working on these drawings throughout 2011. Some sounds are reasonably easy to depict visually (eg /s, th, m/), but others are quite difficult such as /r, k, g, ng/ etc. In developing these graphics we aimed to emphasise key features of the sound to assist the client in producing that sound. So the pictures, although not perfectly anatomically precise, will hopefully be instructive in demonstrating the main articulatory feature.
We welcome feedback from you about any aspect of these new graphics as we plan to expand their use in new sections of eLr targeting therapy for dyspraxia and literacy. You may wish to let us know whether the picture is "working", whether it needs adjustment, and also ideas that you may have about other uses for them.
We've also added a new item to the "Where is? - locating common target areas" section in "User Guides". This section was developed to help users find particular sorts of activities. The first 6 target areas covered were "Blending and segmenting activities", "Basic concept words", "Similarities and differences", "Word finding", "Categorisation", "Verb tense", "Non-words for literacy development" and "Sequencing". This month we've added "Pronouns".
There are 28 new activities in "Phonology Later Sounds /k/ and /g/", in a new subsection called "Phonemic awareness for this sound". The tasks use a range of models aimed at increasing the client's ability to process sounds in words, with a focus on the particular sound they are having problems producing. Research has demonstrated that children with speech sound errors frequently have impairments of phonemic awareness and literacy development. So these tasks support the development of foundation literacy skills associated with the child's specific speech sound errors. We'll continue to add similar tasks for the other sounds over the coming months.
The MultiPic Slideshow model strengthens the ability to identify the pictures that starts or ends with a particular sound. The SpinPics and LadderPics models provide game based activities to consolidate the ability to identify the word that starts or ends with a particular sound. Pic sound buttons encourages the client to name the picture and then segment the word into sounds. Reinforcement of sound letter links is provided as the client clicks on buttons to check that they have segmented the word accurately. In all of these activities the clinician or support person plays a critical role by ensuring that the client has segmented the word accurately, and providing feedback for correct identification of words that start or end with the target sound.
We've also added a new item to the "Where is? - locating common target areas" section in "User Guides". This section was developed to help users find particular sorts of activities. The first 6 target areas covered were "Blending and segmenting activities", "Basic concept words", "Similarities and differences", "Word finding", "Categorisation", "Verb tense" and "Non-words for literacy development". This month we've added "Sequencing".
We've also added a new item to the "Where is? - locating common target areas" section in "User Guides". This section was developed to help users find particular sorts of activities. The first 6 target areas covered were "Blending and segmenting activities", "Basic concept words", "Similarities and differences", "Word finding", "Categorisation" and "Verb tense". This month we've added "Non-words for literacy development" which focuses on using non-words to develop word decoding skills in "Phonological Awareness" and "Reading and Spelling". Please let us know of other areas you'd like covered.
The "MemoryPics" and "MemoryWords" models have been adjusted so that the default setting is for the cards to start in "shuffled" locations. They can be still be presented in a "unshuffled" layout with matching pairs in predictable locations (diagonally opposite each other) by un-selecting the "Shuffle" checkbox at the top of the screen.
When we designed these models we had a perceived requirement to "start easy" (unshuffled) and once the client understood the process the operator could make the task more "challenging" (by switching on "shuffle"). But, we've had a lot of feedback about this from parents and clinicians. Many have reported that the clients quickly learn where the cards are and so the game looses its punch. It seems that most users have not been aware that they could adjust this. So, apologies to those who have become familiar with the old process, but this is one case where it seems the majority should rule, and thanks to those who've alerted us to this need.
There are 22 new tasks in "Phonology - Later Sounds" in the "blends with S" subsection. These are a continuation of the updating process we've been doing in Phonology. Most of the new tasks use the LadderPics model, which is a game based on "Snakes and Ladders" and the others use SpinPics, MemoryPics and TicTacPics. These games provide additional variety in the Phonology section and add motivating ways to encourage your client to practice producing words containing particular sounds. There are a range of ways to encourage a person to develop a sound and start using it in conversational speech. Assessment and guidance by a speech pathologist is recommended.
We've also added a new item to the "Where is? - locating common target areas" section in "User Guides". This section was launched recently to help users find particular sorts of activities. The first 5 target areas covered were "Blending and segmenting activities", "Basic concept words", "Similarities and differences", "Word finding" and "Categorisation". This month we've added "Verb tense" which covers areas relating to verbal production as well as teaching spelling of verb tenses. Please let us know of other areas you'd like covered.
There are 33 new tasks in "Phonology - Later Sounds". We are continuing to review Phonology and this month have focused on the /r/ and /th/ sounds. Most of the new tasks use the LadderPics model, which is a game based on "Snakes and Ladders". We have also used SpinPics, MemoryPics and TicTacPics. All of these games provide variety and motivating ways to encourage your client to practice producing words containing particular sounds. Your speech pathologist will have conducted an assessment which will guide choice of target sounds, and also the appropriate response, ie producing the word by itself, in short phrases, sentences, or conversation. These games can be used in a flexible way to suit the needs of your client.
We've also added 2 items to the new "Where is? - locating common target areas" section in "User Guides". This section was launched last month to help users find particular sorts of activities. The first 3 target areas covered were "Blending and segmenting activities", "Basic concept words" and "Similarities and differences". This month we've added "Word finding" and "Categorisation".
This month's additional tasks brings another landmark with the total number of tasks in eLr now over 11,000 (in more than 900 categories). To put that into a certain perspective, this would be a pile of printed or photocopied activity sheets over 1.2m high; and you can have all that at your fingertips on a laptop or from our wesite! Help us celebrate with an entry in our iPad draw - see below.
There are 58 new tasks in "Phonology - Later Sounds". Most of the tasks use the new model called LadderPics, a game based on Snakes and Ladders. This model provides a fun way to practice articulation skills. Last month we reviewed the Phonology sections targeting /k, g, f, v, s, z/, and this month we have reviewed /sh, zh, ch, dge, y, l/. The aim of the review was to ensure that each section has a full range of games to encourage consolidation and generalisation of target sounds in words, sentences, and in conversational speech. Each of the reviewed sections now have picture based games, including SpinPics, TicTacPics, MemoryPics, and LadderPics, and for older clients there are word based games such as WordSearch, SmileyMan, ConnectWords, and MemoryWords.
With the large number of tasks now in eLr comes the increasing need for familiarity with our classification mechanism to find just what you're looking for. This mechanism is the section we call the "Directory" which is available on the page Registered Users see when they log on. It resembles a traditional filing cabinet with sections labelled "Phonology - Skills & Early Sounds", "Phonology - Later Sounds", "Phonological Awareness", "Reading & Spelling", "Semantics", "Sentence Processing" and "Using Language". Within each of these main sections, further sub-sections can be progressively opened until you arrive at a list of tasks appropriate to a particular target, for example "Phonology - Later Sounds -> s sound -> Initial position -> Consonant-Vowel-Consonant words".
But, if you are looking for particular activities, and don't know exactly how we may have classified them, the size of the "Directory" can be a little daunting. We've now begun a new sub-section in "User Guides" (also on the Registered Users page) called "Where is? - locating common target areas". These guides will tell you where to find appropriate sub-sections in the "Directory", and show examples of available tasks. The first 3 new guides cover the target areas "Blending and segmenting activities", "Basic concept words" and "Similarities and differences". We look forward to feedback about this new section, and suggestions and requests to cover additional areas.
There are 59 new tasks in "Phonology - Later Sounds", using the new model, LadderPics (based on Snakes and Ladders), and also an old favourite, SpinPics (a board game with "spinner"). We are doing a review of "Phonology - Later Sounds" to ensure that there are a range of games at each level of every sound. This month we have focused on /k, g, f, v, s, z/.
The two Phonology sections ("Phonology - Later Sounds", and "Phonology - Skills and Early Sounds") provide activities to practise use of speech sounds. They are organized in a traditional, sound by sound approach, covering all of the consonants of English, /p, b, t, d, m, n, ng, w, h, k, g, f, v,s, z, sh, zh, j, y, l, r, th (voiced and voiceless)/, and blends with /s, l, and r/.
For each sound there are activities to practise the sound by itself (in isolation), in short syllables, in the initial, final, and medial positions of words, and in phrases and sentences. There are graded levels of difficulty appropriate to each sound. For all sounds, there are tasks for "Consonant-Vowel-Consonant", "Single Syllable" and "Multisyllabic Words".
We have added a new model this month called LadderPic which provides a game activity for clients who need something a little more advanced than our existing SpinPic spinner games. This new model is based on the classic "Snakes and Ladders". There are rolling dice and markers to move around the board. Land on a ladder and "go up" the ladder, or land on the head of a snake and "go down" the snake. At each turn (before or after moving) the players should click the "Chance" button to reveal the pictures which are the target of the activity. As with all eLr tasks, there are ways to modify the activity. You can select to have from 2 to 4 players, and if you want a faster moving game, switch off the snakes (success becomes much easier when there are only ladders!), or select to use 2 dice instead of one.
The first 20 tasks using this new model are in "Using Language - Similarities and Differences". All tasks use the new model, LadderPic and provide material to strengthen the client's ability to use specific language to explain complex and abstract information. This type of activity develops expressive vocabulary skills. The client needs to be able to use category words to precisely explain associations (eg they are both for "transport"). And to describe differences they need to use vocabulary to explain the features of each item that make them different.
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