Washington Learning Systems

FY 2013 is drawing to a close

2013-05-13T19:54:36+00:00

It’s that time of year. Budgets are coming to an end. We know timing is critical. If you place your order for Language is the Key by June 24, we guarantee delivery by the June 30 deadline with no extra shipping charge (inside the continental US). Overnight delivery and international delivery are available for an additional fee.

To place an order call us (206-310-7401), fax a purchase order (206-283-9243), or use our secure store for credit card purchases. Purchase orders are NET 30. Print an order form.

Help parents build early literacy this summer: Send home our free handouts

2013-05-13T19:38:18+00:00

Over the summer months, parents want to know what they can do to support their child’s learning and development. Of course, families can enjoy lots of fresh air and exercise. But why not throw in a few conversation-starters to help build language and literacy?

On our website, you will find 80 activities that suggest simple, fun ideas for promoting language and literacy through conversation. They provide excellent follow-up activities for Language is the Key video programs. They are available for both infants and preschoolers. Each activity is followed by “hints” that help parents adjust the activity to match the developmental level of their child. The activities are appropriate for children with disabilities as well as children who are developing typically.

Here are some suggestions from the handouts. These strategies give parents some ideas for building language when they are spending time with their young children this summer.

TALKING ABOUT THINGS OUTSIDE

Talk to children about what they see or hear. This will help them learn new words.
Talk about something your child can touch and feel.
Ask your child questions about the things he or she shows an interest in.
Ask your child to describe something nearby and see if you can find it.

TALKING ABOUT FOOD WHEN YOU ARE ON A PICNIC

Ask questions like, “What food do you like best?” or “What color is your favorite food?”
Encourage your child to describe a food with more than one word like orange, juicy, sweet.
Have your child practice counting raisins or forks. Compare sizes like big and small, long and short.

We have translated many of the materials so you can reach out to parents who are English language learners. The files are in PDF format to allow easy and secure downloading. You will need to register before downloading the files. See the complete collection of free literacy resources.

Assessing the risk for autism at birth: Research is getting closer

2013-04-29T15:57:16+00:00

Researchers at the University of California Davis and Yale University are taking a serious look at how environmental and genetic factors influence the development of autism. They have just completed the first phase of developing a test that may identify the risk for autism at birth. Newborns with siblings diagnosed with autism were compared to newborns whose siblings did not have autism. They found that the placentas of infant siblings of children with autism had physical markers that may predict autism.

During the next phase of the research they will follow the infants with placental autism markers to see whether or not they develop symptoms of autism as toddlers. Diagnosing the risk of developing autism at birth may lead to timely early interventions and an improved quality of life.

The researchers caution that the study found an association between placental markers (trophoblast inclusions) and autism risk, rather than a direct correlation with autism itself. They also point out that the markers are a symptom of altered physiology or a genetic predisposition, and are almost certain to be triggered by environmental factors.

The broader goal of the research initiative (MARBLES) is to understand the genetic and environmental causes of autism, identify early signs of autism, and develop diagnostic tests and interventions that can reduce the effects of autism or even prevent it. The MARBLES study is unique because it follows mothers before, during, and after their pregnancies. The longitudinal approach allows researchers to collect information about the infants’ pre-natal and post-natal environment.

The ongoing research is funded by a public-private partnership involving: National Institute of Environmental Health Sciences, U.S. Environmental Protection Agency, MIND Institute at the University of California Davis, Autism Speaks, The Allen Foundation, Cure Autism Now, and the National Institute for Occupational Safety and Health.

Additional information can be found at the MIND Institute website.

Responsive music and soothing sounds in the NICU help pre-term infants breathe easier

2013-04-17T15:56:00+00:00

How does live, responsive music, like soothing sounds and lullabies, affect the health of pre-term infants? In order to explore this question, scientists from Beth Israel Hospital brought "live music" into 11 Neonatal Intensive Care Units (NICU). Then they carefully examined the physiological responses of pre-term infants. Music and sound consisted of parent-sung lullabies and rhythmic, soothing, percussion instruments. The researchers assumed that live music was superior to recorded music which is less responsive and may actually contribute to overstimulation in the NICU.

They found that responsive lullabies and soothing sounds in the NICU can slow heart rate and calm breathing. Sound and lullabies may also improve feeding behaviors, and increase quiet-alert states which are best for learning. Lullabies and sound also helped lower parent stress levels. Effects were subtle, but for pre-term infants small improvements can be significant. For example, even small improvements in feeding behaviors can promote weight gain which is critical to the health of a pre-term infant. While this is preliminary research, additional investigation is warranted regarding methods of of responding to the infant's immediate state and adjusting the enviornment to make it more comfortable and predictible.

Researchers speculated that since music is organized and predictable, it may reduce stress and free the infant to devote more resources (e.g., calories, oxygen) to developing and growing. Live music can respond to an infant’s current state. If the baby is falling asleep, a parent can sing more softly and slowly. Music and sound may also moderate the confusion of noise and activity in a typical NICU. The authors also emphasized the importance of using certified music therapists to assure informed, intentional, therapeutic use of live sound and lullabies.

The abstract for this article is available from the American Academy of Pediatrics. An article about the study was published in the New York Times on April 15, 2013.

Reference

Loewy, J., Stewart, K., Dassler A-M, Telsey, A., and Homel, P. (2013) The effects of music therapy on vital signs, feeding, and sleep in premature infants. Pediatrics peds.2012-1367; published ahead of print April 15, 2013, doi:10.1542/peds.2012-1367

Dialogic reading supports diverse preschool classrooms and teachers

2013-04-09T13:59:10+00:00

A recent study shows that training preschool staff in dialogic reading strategies increased their students’ vocabulary development, whether the children were English-only speakers, Spanish-dominant speakers, or bilingual. In addition, the training was successful for teachers with different levels of experience and training.

The staff training included in-service workshops, consultations, and reflections within community of practice meetings. The study involved six teachers with different education and experience levels, and 72 children who spoke only English, primarily Spanish, or both languages. Three different vocabulary and language tests were given to the students to assess vocabulary and other language gains.

All children’s word knowledge increased. English-only speakers learned more words than the bilingual or the Spanish dominant children. Whether the books were read in English or in Spanish did not impact student achievement; nor did their teachers’ background.

This study is important for several reasons. First, it shows that children with diverse early language characteristics can all benefit from dialogic reading. Second, it shows that experienced teachers, as well as new teachers can benefit from dialogic reading training. Finally, the study documented that dialogic reading is an evidence-based practice with staying power. Trained staff continued to use the dialogic reading strategies the rest of the school year and with new students the following year.

Language is the Key videos and handouts demonstrate the CAR dialogic reading strategies for teacher and parent training. Preview Talking and Books, from the Language is the Key program to see an easy, effective staff training video for dialogic reading. You can order Language is the Key here.

This research was conducted through a unique research to practice partnership between Lynn Cohen and her colleagues at Long Island University and La Francis Hardiman Elementary School in Wyandanch, New York.

Reference

Cohen, L.E., Kramer-Vida, L., & Frye, N. (2012). Using dialogic reading as professional development to improve students’ English and Spanish vocabulary. NHSA Dialog, 15(1), 59-80.

SPECIAL OFFER: Free curriculum CD with video purchase

2013-03-19T19:49:47+00:00

Until April 30, every time you purchase the Language is the Key video program, we will automatically send you a free copy of our Mediated Learning Curriculum, an $89 value.

The Mediated Learning Curriculum is a text CDROM and includes ideas and plans for 200 full days including thousands of activities that facilitate cognitive and social development. Three levels of challenge are presented for each classroom activity, so children across a wide range of developmental levels can be engaged in the same activity. The curriculum is designed to allow teachers to infuse cultural values and information into activities and interactions.

The Mediated Learning Curriculum has been rigorously evaluated, and proven to be effective, including longitudinal follow-up ten years after early intervention. In addition, the model has been replicated in Early Childhood Special Education and Head Start settings across the country.

It can be used in conjunction with other developmentally appropriate curricula to support, expand, and extend models currently used in your program.

Order Language is the Key and receive your free copy of the Mediated Learning Curriculum.

More confirmation: It pays to follow the child’s lead

2013-03-19T19:27:04+00:00

Impaired verbal skills are common in young children with autism spectrum disorders (ASD) as well as many other children served in early intervention programs. Knowing more about what parents can do to improve their child's communication and language can help build effective interventions in the most natural of environments.

Eileen Haebig of the University of Wisconsin examined different types of parental communication with children with autism spectrum disorders. She found that parents who used “follow-in” comments when playing with their children saw the biggest vocabulary gains (expressive and receptive) in their children. Haebig defined “follow-ins” as comments that describe or acknowledge what the child is doing. Children of parents who interacted with their child about what the parent was doing during play did not show the same language gains.

"Follow the child's lead" is one of the defining aspects of a developmentally appropriate practice and its facilitative effect on early language development has been documented for children who are developing typically (Tomasello & Farrar, 1986), and children with disabilities (Yoder, Kaiser, Alpert & Fischer, 1993).

In Language is the Key we call it “Follow the child’s lead.” This is the overarching strategy in the program. It makes sense that children want to talk about what they are interested in, not what grown-ups want to talk about!

Following the child’s lead is not as easy as it sounds. Sometimes adults have to wait and watch in order to discern what it is that the child is interested in.

Preview our video programs to see how we teach parents and teachers to “Follow the child’s lead” and promote early language development.

Haebig, Eileen, Andrea McDuffie, and Susan Ellis Weismer (2013). The contribution of two categories of parent verbal responsiveness to later language for toddlers and preschoolers on the autism spectrum. American Journal of Speech-Language Pathology 22.1: 57-70. Print.

Tomasello, M., & Farrar, M. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Yoder, P., Kaiser, A., Alpert, C., & Fischer, R. (1993). Following the child's lead when teaching nouns to preschoolers with mental retardation. Journal of Speech and Hearing Research, 36, 158-167.

The Relationship between Early Language and Temper Tantrums

2013-02-02T20:41:17+00:00

Children with good language skills at age two were less likely to have temper tantrums and other outbursts at age four according to recent research. Researchers found that there is a strong connection between a child’s ability to manage frustration and early language skills.

In research settings likely to produce frustration and anger, children with better developed language coped by using language to seek their mother's support and to occupy themselves during a potentially frustrating wait.

The connection between language and emotional regulation in the early years has been found in other research, but this is the first time the findings have been confirmed in a longitudinal study. By examining the children over a 30 month period researchers at Penn State and the University of Delaware showed that behavior at age 2 (good language skills) can predict behavior at age 4 (better emotional regulation).

The study appears in the journal Child Development.

Roben, C. K. P., Cole, P. M. and Armstrong, L. M. (2012), Longitudinal Relations Among Language Skills, Anger Expression, and Regulatory Strategies in Early Childhood. Child Development. doi: 10.1111/cdev.12027

Building Oral Language On-the-Go

2013-02-02T19:19:08+00:00

Children vary in their activity levels, but most young children are physically active during much or some of each day. When children are active it’s difficult to focus on a quiet task like looking at a picture book. How do you promote oral language during play time or when a child is active?

Play time, running errands, and doing chores are all good times to use the CAR strategies to increase oral language. Adults can make Comments, Ask questions, and Respond by adding more, all the while following the child’s interest. For example, if a child is playing on a swing at the park you can make a comment like, “Your swing is going back and forth, back and forth.” Or if your child shows interest in the birds in the tree, you could ask an open-ended question like, “What do you think those crows are doing?” Responding by adding more depends on what your child says, but here’s an example: If your child says, “I want to play on the monkey bars,” you can say “Great! Let’s play on the monkey bars next.”

Here’s another play example that we demonstrate in our video program Talking and Play. If your child is loading a toy truck you can make a comment like, “Your truck is full.” or ask a question like, “Where is your truck going with all that stuff?” If your child says, “There’s stuff inside” you can respond by saying, “There’s a lot of stuff inside your blue truck!”

You can also use the CAR strategies when you are doing chores and errands. “You’re bringing me the spoon. Thank you.” “How many apples should we get? Let’s count.” “There’s a red fire truck up at the corner!”

The video programs Talking and Play and Talking and Books make up the Language is the Key set. Preview the video Talking and Books at our web site. If you would like to preview the video Talking and Play give us a call or send an email to arrange a preview.

Visit our web site for more ways to use the CAR strategies during active times or when you are “On the Go” with young children. We have many materials that make great hand-outs for Language is the Key staff or parent training. These materials are free with registration.

Congratulations Race to the Top Winners!

2012-12-11T20:04:13+00:00

Colorado, Illinois, New Mexico, Oregon, and Wisconsin will each receive a 2012 Race to the Top-Early Learning Challenge grant to improve quality and expand access to early learning programs. Awards to the five states range from $21 million to $35 million.

Through the competition, 35 states, D.C. and Puerto Rico have created detailed plans to increase access to high-quality programs for children from low-income families, providing more children from birth to age 5 with a strong foundation for success in school and beyond. The number and list of winners was determined by the quality of the applications.

The Obama Administration challenged states to improve early learning by coordinating existing programs, evaluating program quality, and increasing high-quality programs, particularly for the neediest children.

First year funding in 2011 attracted 37 applicants when nine states shared $500 million: California, Delaware, Maryland, Massachusetts, Minnesota, North Carolina, Ohio, Rhode Island and Washington.

Grants will be used over a 4-year period.

View the ED.gov press release announcing the 2012 Race to the Top-Early Learning Challenge Fund winners.