Autism rescue: Firefighter teaches how to help autistic people in emergencies

Autism rescue: Firefighter teaches how to help autistic people in emergencies
msnbc
msnbc

This is a nice article and a video with regards to Bill Cannata a fireman, father of autistic kids and an advocate for autism. It is quite nice and valuable to read!!

http://todayhealth.today.msnbc.msn.com/_news/2012/03/01/10543990-autism-rescue-firefighter-teaches-how-to-help-autistic-people-in-emergencies

By Lisa A. Flam
As an experienced firefighter and a devoted father to an autistic son, Bill Cannata is combining the two worlds he knows so well to help protect others.
Being in a fire can be confusing and overwhelming — especially for someone with autism, says Cannata, a fire captain in Westwood, Mass. And autistic people may react in a way that seems combative to emergency first responders. His mission: teaching first responders around the country how to identify someone with autism and how best to help them in an emergency, when every second counts.
Cannata knows about autism first-hand: His 21-year-old son, Ted, who has the disorder, is unable to speak and is highly sensitive to sight, sound and touch.
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“They’re going to react differently,” Cannata told TODAY. “They’re going to resist rescue because of the confusion. They may have extreme behaviors because of the situation.”
That could mean getting out of control, acting aggressive, or simply shutting down, Cannata says.
“People with autism follow a routine and if that routine is broken, this is where the confusion begins with a lot of them and they don’t know what to do,” Cannata says. “People with autism have left a burning building, but because of the confusion, went back in because that’s their safety [place], or some people will run away just to get away from all of the noise and the confusion.”
The fire/rescue autism program has educated more than 15,000 first responders, as autism spectrum disorders affect a growing number of families each year.
An estimated 1.5 million Americans may have autism, a developmental disorder marked by impaired communication and social skills. An estimated one in 110 children have an autism-spectrum disorder, making the first-responder education more crucial than ever.
“There’s such a need,” Cannata says. “I’m getting calls pretty much every day for training requests.”
His work is paying off.
Shortly after participating in a training session with Cannata, emergency responder Bill Turner encountered an autistic boy who was out of control at a house fire.
“I go to grab the young boy and I got him and he started pounding me on the chest and he was just beating me like he was going to beat me to a pulp,” Turner told TODAY. “And I remembered that the class had taught me that if I put my arms around him and put him kind of in a bear hug, that he will simmer down.”
Turner did the right thing to keep the boy safe until his parents could care for him, Cannata says, adding, “It was perfect.”
For all of the teaching Cannata has done, the person he learns the most from is close at heart.
“He’s my best teacher,” he says of his son Ted, “and what I do is just convey that message to other first responders.”

A video worth watching–>

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Earthday 2012 Mobilize the earth, and Disney Nature Earth Day!!!

Earthday 2012 Mobilize the earth, and Disney Nature Earth Day!!!

http://www.earthday.org/earthday2012

Our intent is to help people with autism as well as the earth if we can. If you want to help us help people with autism let me know!!!

earth day 2012
earth day 2012

As the 42nd Anniversary of Earth Day approaches, people are becoming frustrated with the failure of governments to take any steps toward protecting and preserving the environment. The Earth Day 2012 campaign is designed to provide people with the opportunity to unite their voices in a call for a sustainable future and direct them toward quantifiable outcomes, using vehicles such as petitions, the Billion Acts of Green; campaign, and events.

Earth Day 2012 will act as a launch pad for growing the environmental movement and will put forth a bold declaration demanding immediate action to secure Renewable Energy for All and a sustainable future for our planet. The movement will be comprised of individuals of every age from all corners of the Earth, and will call upon local, national, and international leaders to put an end to fossil fuel subsidies, embrace renewable energy technology, improve energy efficiency, and make energy universally accessible.

Arts for the Earth and Athletes for the Earth

The Arts for the Earth and Athletes for the Earth campaigns aim to bridge the gap between the environmental movement and the arts and sports communities respectively. Through partnerships with individual athletes and artists, stadiums, museums, and events, Earth Day Network will organize various events worldwide and engage fans on the importance of sustainability.

We will donate 25% of any donations that you give to us in April to help Earth day related causes or organizations that are earth friendly.

A cool earth day video from Disney!!!

Good Luck to Jessica Sanchez the best female performer 2012 on American Idol

Our autism nonprofit loves technology, music, and the arts. We are trying to help autism via tech, music and the arts. We need sponsors and exposure to make a difference. Please help if you can!!

We are really impressed with Jessica Sanchez, good luck to you!!!

here is her second song which was also quite excellent!!!

Colton Dixon on American Idol Goes Home, we wish you great success!!!

Our nonprofit’s intent is to help autism via technology, music and the arts.

We are seeking a concert for us to raise funds to help people with autism. If you are a musician or have a tv talk show or radio show and can help us get exposure please let us know.

We really liked Colton Dixon on Idol one of the better guys, we wish him luck and much success in the future!!!

and his second performance–>

An Aha Moment In The Classroom While Recovering From Illness from our Favorite Guest Mari Nosal

An Aha Moment In The Classroom While Recovering From Illness from our Favorite Guest Mari Nosal
Guest of our site Mari Nosal
Guest of our site Mari Nosal

Another fine article on Special Needs Education from Mari Nosal our favorite guest on the site!!

I have attempted to tell a story of my recovery from an ear infection. Every educator has most likely experienced the feeling of teaching when they wanted nothing more than to stay in bed. In this story I was reminded of how the children can teach me a thing or two:-0)

I am finally recovering from a terrible double ear infection that has left me temporarily hearing impaired. I must persevere. My classroom and personal issues must consciously be separated. I silently remind myself of this fact as I balance on one knee so I can hear the children’s requests. In reality, I would like nothing better than to be home in bed. Smiles must be placed upon my face and I feign interest in all the children’s requests. If I can’t do this the children will merely infer that I do not wish to be with them. Despite every day challenges they light up my day. I keep reminding my self that for some of these children, I am the only stability in their life.

I silently decided to remind myself of what my role in this class is. My eyes scanned the room and reminders of the positive influence I have on these children are every where. I eyed the cubbies. My coat had been silently moved to a five year olds coat hook. I had forgotten that she likes our jackets to be hung together on the coat hook so that they touch each other. On the table laid several notes written for me in childish scrawl from the children. One portrayed a brightly colored rendition of me wearing my children’s workshop shirt. Under the picture was a note that said “I like that Miss Mari Cares about us.”Another note said “I am glad Miss Mari is here”. These notes reminded me of how much my effort are noticed by the children. How could one not feel better after seeing these reminders?

The children would soon remind me of the difference betweens an adult’s perception of what is important versus a child’s. Saturday is the day we are celebrating Dr. Seuss birthday party. We are to have an open house at the school of which I am expected to attend. Mountains of Dr. Seuss pencils and erasers sat upon the table in my classroom. They awaited the active participation of my young charges to create 100 goody bags for the party. I gazed at those bags and thought about what an effort it would be to get these children to make goodie bags. The thought of that and doling out green eggs and ham the following morning was not my idea of a rousing experience.

The children surprised me. They reminded me of the dangers of assuming the future with my adult lenses. The children gazed at the goody bag articles and shouted with glee. They sat patiently as I explained how to assemble the bags. We than got down to work. The children ranged in age from five to eight years old. The younger ones were intent on tying the ribbons on the bags independently. My assumption of a job that would be incomplete at days end proved to be wrong. The bags were finished in one hour! The children had such a feeling of pride on their face.

I was reminded that not all learning experiences lie within my curriculum. There is more to learn than just reading and writing. I learned as much from the children as they learned from this experience. Children that began the project feeling incompetent and incapable of doing the project independently had learned new skills like how to tie ribbons on bags. They practiced sorting skills by placing two pencils, and eraser, and a pencil grip in each bag. What I initially perceived as a drudge project turned out to be an enjoyable experience that taught all involved lessons, including me.

I hope my experience reminds all educators of what an awesome job AND responsibility we have.

Mari N. M.Ed., CECE

http://marimouth.wordpress.com/2012/02/21/an-aha-moment-in-the-classroom-while-recovering-from-illness/

I can totally relate to this video it relates to how people like me feel with Asperger’s Syndrome

I can totally relate to the following video from Asperger’s Sadie on twitter.

I am married for 19 years, but:

I have no real friends other than my wife

I do not get people

I do not know how to play the game

I can not read body language

I am extremely bright

I do not really know what people mean when they say, “you know”

Or in School when they said, “you have no friends because you try to hard”

How could trying to hard make you have no friends?

Do not know why people do not respect you for what you know.

I do not know how to really converse with others

It really frustrates me.

Other people accept things without question

I question everything, analyze everything

I can read a 300 page book in a few hours, to me it is simple

I also have a habit of talking out loud when thinking, I can process things better when I say it.

Here is a link to her fine website–>

http://www.ihaveaspergers.webs.com

A tribute to Mr. Dick Clark a legend in his own time

A tribute to Mr. Dick Clark a legend in his own time
A legend passes on at 82
Mr. Dick Clark passes on at 82

I have felt that what is important in life is to make a difference, to make a lasting memory.

Mr. Clark’s health had been on the decline since he suffered a significant stroke in 2004 — forcing him to retire from his hosting gig at “New Year’s Rockin’ Eve,” which he created in 1972. Ryan Seacrest took over in 2006. Dick has appeared on the show sporadically ever since. His final appearance was in 2011.

At 43 years old I can remember watching Mr. Clark on New Years Eve, he will surely be missed.

Here is a summary from IMDB as to Dick Clark’s many accomplishments–>

He and his wife, Kari Clark, were married on 7/7/77 in a ceremony that started at 7:00 pm. His address in Burbank at that time was PO Box 7777.

Actor John Davidson’s father was the man who performed Dick and Kari’s wedding vows.

First wife Barbara Mallery (aunt of composer Billy Mallery) was his childhood sweetheart.

Began his career in 1945 in the mailroom of WRUN in Utica, New York, working his way up to weatherman and then newsman.

Graduated from Syracuse University in 1951 with a degee in business administration.

When “New American Bandstand 1965” (1952) was picked up by ABC in 1957, he changed its name to “American Bandstand”, ended the show’s all-white policy and began introducing black artists. By 1959 it was broadcast by 101 affiliates and reached an audience of 20 million.

In 1959 the U.S. Senate began investigating the practice of “payola”, in which record companies bribed radio personalities to play new records. Clark admitted he accepted a fur stole and jewelry and held financial interests in artists and songs that were frequently on “New American Bandstand 1965” (1952). Even though he was cleared of any wrongdoing, he was ordered to either leave ABC or sell his interests; he sold.

Children with Loretta Martin: Duane Clark and Cindy Clark.

Inducted into the Rock and Roll Hall of Fame in 1993.

Was the co-owner of Film Ventures International Pictures with Edward L. Montoro for several years.

On 2/14/02, Dick Clark Productions announced it will be acquired for $140 million by Mosaic Media Group, Inc., Capital Communications CDPQ Inc., and Jules Haimovitz, a senior television executive. Stockholders will receive $14.50 per share in cash. Clark himself will receive $12.50 per share in cash for a portion of his shares. Dick Clark Productions was founded in 1957.

Child with first wife Barbara Mallery, Richard, Jr., was born 9 January 1957 in Philadelphia, PA.

He was inducted into the Radio Hall of Fame in 1990.

Filed suit in federal court in Los Angeles, alleging that Michael Greene, president and chief executive of the National Academy of Recording Arts & Sciences, maintains a “blacklist” policy that prevents stars – including Britney Spears, Michael Jackson, Sean Combs and Toni Braxton – from performing on both Greene’s Grammy Awards and Clark’s American Music Awards. The suit seeks $10 million in damages. (19 December 2001)

Rarely consumes alcoholic beverages, and every December 31, when he and his wife host “Rockin’ New Year’s Eve”, she doesn’t drink, either.

Was hospitalized for a mild stroke and is reportedly doing fine. [8 December 2004]

2005: For the first time in 32 years, he was not around to see the New Year in with his “Rockin’ New Year’s Eve” celebration on TV. It was hoped that after he had suffered his mild stroke in early December 2004 that he would recover enough to host the festivities. With Clark still in his hospital bed on New Year’s Eve, Regis Philbin filled in for him.

Is a close personal friend of singer Connie Francis. Connie’s music label was going to drop her if her last recorded song didn’t sell. Thankfully, Dick played it, “Who’s Sorry Now”, on “New American Bandstand 1965” (1952) and it became an instant hit. Dick has stayed by her side even through her personal tragedies and she thanks him in every single one of her shows.

In one of his few dramatic roles, he played against his nice guy image to portray the murderer in the final episode (air date 2 May 1966) of “Perry Mason” (1957). The episode was appropriately titled, “Perry Mason: The Case of the Final Fade-Out (#9.30)” (1966). He also played against type as a nerdy guy who turns out to be a psycho killer in the film, Killers Three (1968).

He produced the late Friday night ABC-TV series, “In Concert” (1972) (1972-1973), which featured many of the top rock acts of the day including Alice Cooper, Jim Croce and The Allman Brothers Band.

Was considered as host of “Las Vegas Gambit” (1972).

Here is a link to the information from IMDB–>http://www.imdb.com/name/nm0163863/bio

Here is a clip from ABC New As well–>

A Coke And Mentos Explosion – A Lesson In Chemical Reactions a cool article by Mari Nosal!!!

A Coke And Mentos Explosion – A Lesson In Chemical Reactions a cool article by Mari Nosal!!!
Mari Nosal Science for kids
Mari Nosal

http://marimouth.wordpress.com/2012/02/04/a-coke-and-mentos-explosion-a-lesson-in-chemical-reactions/

I have actually done this experiment with my kids, they really loved it and I can totally relate. I wish I would have had someone like Mari Nosal for a teacher when I was young.

Today I set out to conduct a science experiment. My goal was to introduce my young charges to the world of chemical reactions. I attempted to present an explanation in a format that five to 12 year olds would comprehend. I prayed I would not lose control of the children. My other fear was not executing the experiment properly and making myself appear incompetent in front of the children. The experiment consists of dropping a tube of mentos candy into a two liter bottle of diet coke. If all goes well, a six or eight foot eruption laden with mentos, coke, and aspartame would be strewn about the school playground.

I attempted this experiment in June of 2008. The resulting eruption was weak. The geyser grew to a mere two feet. The children were thrilled with the end result. They were ignorant to the fact that the geyser should have been much bigger. I however, knew that I had failed. I strive for perfection in all my actions. The children were happy, but I knew I could have done better. I went home and researched my original experiment and found out I lacked a simple component. A plastic tube that slips into the neck of the soda bottle, a tooth pick is inserted into small holes on the bottom of the tube. The tube is filled with mentos. The toothpick stays in place to keep the candy from falling into the soda bottle. When the experiment is performed the tooth is removed. This allows the candy to drop into the soda bottle as I jump back.

In my original attempt, I merely opened up the roll of mentos and attempted to drop them into the soda manually. The chemical eruption takes effect as soon as several pieces of candy mingle with the soda. The ensuing eruption does not allow enough time to manually drop in the whole tube. Thus, I WAS forced to step back without dropping the whole roll in. I have learned from earlier errors as an educator. My style veers less towards being impromptu in executing lessons. I now strategize plane, and research my projects. This lesson was the product of a detailed plan. I purchased tubes on the internet, bought the appropriate soda. It had to contain caffeine to explode.

Now, on with a description of the afternoon, I went to work early. I set my tools on the table. When the children came in I wanted to be organized and ready to perform the project. I painstakingly opened up several rolls of mentos. I inserted skewers into the mentos tubes. My rationale was that they could be pulled out at a slower pace than a toothpick due to their length. I than proceeded to pick up my younger charges from the kindergarten. Seven five-year olds were lined up and taken outside to wait for the older children to arrive on the school bus. The older children arrived. Everyone was excited about our afternoon’s activity choice. As I took a head count my excitement waned. I mentally hoped that my experiment would be executed as planned and keep the children engaged.

The children were instructed to go to circle time, but leave their coats on. Hence, we could accomplish the task of getting outdoors for the experiment in a quick manner. As we sat on the floor in a circle I briefed the children on expectations they would need to adhere to during the experiment. I answered questions about why they would sit in a horse shoe outdoors a safe distance from the soda bottles. I explained that I wanted no one to get soda in their eyes during the explosion, nor have to walk around all day in clothes laden in soda.

The children were informed that if they could not maintain control of their bodies that they would be showing me that they were too irresponsible to be included in today’s activity. Repercussions were expressed. Children not capable of maintaining body control would be escorted indoors during the experiment. I told them that this was not a punishment but necessary so I could leave them under the supervision of another teacher during the experiment. I do not seek to embarrass the children. I knew they were all looking forward to this activity and did not wish to be ostracized from the project. My prediction proved correct. Everyone maintained an attentive form and no one was excluded.

Upon finalizing my expectations, and what the experiment would consist of we ventured out to the playground. The children took their places without prompting. I set out the tools for the experiment and began the presentation. I used a form of scaffolding that I devised for projects like this. Some of the children are extremely young so I described the chemical reaction as having a similarity to friends. Children choose friends that have similar interests. I set out a tray of water and added vinegar. I explained that since the water did not have chemicals the vinegar got along with it. I showed them the mixture and we talked about how no reaction took place.

I set that tray aside and poured vinegar and baking soda into a pan. The ensuing bubbling concoction received loud oohs and aahs. I explained that both vinegar and baking soda contained very different chemicals. I asked the children to visualize this as two children who don’t agree with each other. Now, the fun began. The soda was positioned with tubes in place. As I pulled out the skewers I had the children count loudly to the number three. The skewer was pulled out and I jumped back. An eight foot soda laden geyser was produced. The children yelled “again, again”. I had planned ahead, produced two more bottles of soda and repeated the experiment.

The highlight of the experiment was the finale. I produced disposable cups and gave each child a cup of mentos laden soda. This memory will be imprinted in their minds for years to come. The smiles produced outweighed the effort to execute the project. That meant a lot to me as well. Another day has passed. Hopefully, I have instilled a new-found sense of curiosity about our world in the children. If I can send them on their way after having successfully gotten them to step outside the box I will have accomplished my goal as an educator.

Always remember, if learning is fun, children will love learning.:-0)

Mari N. M.Ed.

Fun Curriculum Activities to Enhance Literacy By Mari Nosal

Fun Curriculum Activities to Enhance Literacy By Mari  Nosal
Mari Nosal
Mari Nosal

I like relating fun to autism education and like this article by Mari Nosal Quite a bit.

http://marimouth.wordpress.com/2012/02/01/fun-curriculum-ideas-to-enhance-literacy/

1) Alphabet Soup: This creation that is disguised as a craft project enhances literacy skills and is just plain fun. Children can cut colorful construction paper into small squares. Provide the children with alphabet cereal letters. The children glue the alphabet cereal letters on the small squares of paper. Provide each child with a disposable bowl, (Never use glass bowls to prevent injury!)

Whoolah – Alphabet soup!!!!!!!!!!

2) Homemade colored glue: Provide each child with a small disposable bowl, glue, a spoon, and several drops of food coloring. For younger children, you may ask them which colors they choose and squeeze the drops in their bowl. But do let even the littlest kids stir the gluey mixture independently. They gain pride from this. (I am a strong proponent of letting the kids do projects as independently as possible) The messier the better!! Mess means fun.

Stir the white glue and food coloring together. You can be inventive by adding glitter, etc. Provide alphabet stencils and encourage the children to trace names, stop signs, etc. Fill in the letters with the colored glue creation. Decorate with yarn, macaroni, the kids are only limited by their imagination. Let the crafting begin!!!!!!!

3) Treasure map: Have children cut the edges of a piece of paper. Soak in black tea for a couple of hours. Remove from tea solution and let the paper dry overnight. When completely dry, the children can draw a treasure map on their pirate map. The may hide items for other children to find and switch maps for lost Bounty. (provide stickers, erasers, etc. for the children to hide according to where X marks the spot on their map: As fun as this seems, it enhances spatial relations, sequencing, and processing skills. The children are hard at play but hard at work as they must process the maps to hide and find their coveted bounty.

4) Shaving cream spelling bags: Assist the children in inserting a minute amount of shaving cream in a ziplock baggie Make sure to fill the bag with shaving cream no more than a third. Put several drops of food coloring in the baggie. ALWAYS MAKE THE FOOD COLORING CHOICES THE CHILDS. This provides them with positive self-esteem and gives them a sense of ownership when they are consulted on their project. After all, it is THEIR project not ours. We merely coach and assist.

Seal the baggie and place a second baggie over the first sealed one. Then seal the bags edges with duct tape. This reinforces the bag and guards against leaks and tears.

Place bags on a table and encourage children to trace their name, letters, words, etc. with their finger on the outside of the bag. If the bag was not overfilled children will be able to see their letters on the bag.

Have fun and more tomorrow :-0)

Mari N. M.Ed.

The importance of Vocabulary Development in Acquiring Fluency in Children by Mari Nosal

The importance of Vocabulary Development in Acquiring Fluency in Children by Mari Nosal
Vocabulary by Mari Nosal
Vocabulary by Mari Nosal

A link to the article–>http://marimouth.wordpress.com/2012/02/01/importance-of-vocabulary-development-in-aquiring-fluency-in-children/

Why is vocabulary development important to acquiring fluency in reading? Vocabulary comprehension is a crucial component in acquiring reading comprehension skills. Successful vocabulary development ensures that students will develop metacognitive skills which will assist children in comprehending advanced texts requirements when they leave the learning to read phase, and are expected to read to learn. Comprehension is not the sole factor in word recognition and memorization of definitions; it is merely a main component of vocabulary development. For children who have not acquired proper knowledge of the meaning of words, reading comprehension will prove difficult if not impossible.

Children who are poor readers may lack the proper vocabulary to comprehend what is read and will find reading difficult .Struggling students will attempt to practice avoidance techniques such as procrastination, or misplacing a text, rather than read a book overloaded with a vocabulary that is foreign to them. Without exposure to new words students do not acquire the skills needed to achieve fluency. As time progresses and children receive increasingly demanding work, students continue to fall behind academically. A result of not achieving fluency is the “Matthew Effects”. Bio social economic disparities within a child’s environment result in the “rich get richer and the poor get poorer” consequence. Excelling readers become avid readers and poor readers become poorer readers. Poor readers will read only when necessary thus learning fewer words

Vocabulary can be divided into three parts. Auditory vocabulary is composed of the words that are heard. Verbal vocabulary is composed of words that are used in speech. Reading vocabulary is composed of words that are seen in print and can be decoded. Acquiring a fluent reading vocabulary requires more than looking up the definition of words in a dictionary. A proper form of instruction is required for children to develop word knowledge in-depth. Students need to be empowered with skills to Develop strategies that will increase the growth of word knowledge.

For word knowledge growth to occur four obstacles to vocabulary development must be addressed. If obstacles are not recognized, a successful reading experience cannot occur.

1) The size of a task, the number of words that students need to learn is large.

2) The difference between spoken and written English levels. The vocabulary of written English such as what students experience when reading a text differs from conversational English. Children who have do not have exposure to literate English in their environment may come from English and non-English speaking households.

3) Limitations of sources of information about words. Children may have limited resources of reading materials in their environment. Thus, severely limited their experiences with words.

4) The complexity of word knowledge. Children must comprehend more than dictionary definitions. Memorizing a definition does not ensure the word could be used in reading or writing. Different words pose varied demands on students.

The size of the task

Students learn words at a rapid rate, estimates range in the thousands. Without instructional intervention, the vocabulary gap between fluent and non fluent readers gets larger. Students add 2000 to 3000 words a year to their vocabulary. This breaks down to roughly six new words a day. One can surmise how the gap between fluent and non fluent readers widens every year. Knowing the meaning of words can result in children comprehending new ideas and concepts faster than their peers with more mediocre vocabularies.

Differences in word knowledge begin at an early age. Children are exposed to varied ranges of words in their homes and communities. Socioeconomic classes can hinder or encourage exposure to words. Children from lower socioeconomic backgrounds will not have an opportunity to be exposed to experiences that well off children are. Children from households where parents are employed in professional positions are exposed to 50 percent more words than children from working class families. Finding ways to balance this vocabulary inequity reinforces the importance of creating opportunities for lower-income children to receive exposure to activities that enhance vocabulary and language development. If schools develop programs that rectify a child’s experiences growing up in a home that does not promote language and vocabulary development fluent readers will emerge due to positive school experiences.

Differences between spoken and written English

Spoken language is less descriptive than written language. Speakers use many communicative tools to convey a message. Gestures, vocal intonations, and body language are not available to writers. Friends depend on shared knowledge during conversations. Certain descriptors are left out because it is assumed that a friend already knows what the person is speaking about. Friends may use words like “you know who” during a conversation. Reciprocal feedback occurs during verbal communication so any misconceptions could be validated verbally. Writing relies on more precise methods as the only mode of communicating a thought is the written word.

Differences between the spoken and written word poses a problem for English as a second language students. Students may learn to speak English within two years and appear conversationally fluent but their vocabulary deficits may be hidden. Students who cannot claim English as their native language learn conversational English before they become proficient in written English. Educators must take these factors into account within their classroom or a child could be diagnosed as learning disabled when the English language learner is merely having difficulty comprehending a book.

The Literate English vocabulary can pose difficulties for children who come from an English-speaking household as well. Certain words such as restore may be read in a book but the child is not acquainted with the word through life experience. Childrenwho live in a low-income environment will most likely not know what renovate means, by comparison children from an affluent environment would most likely comprehend the definition of renovate in print due to exposure.

Sources for Learning Independently

Dictionaries are common in many classrooms. Dictionary instruction focuses on having children look up words they do not know and learn definitions. Children have problems have difficulty looking up words in the dictionary if they do not know how to spell the word and often misinterpret the definitions. Dictionaries often have multiple definitions and children struggle to choose the proper meaning. Children may attempt to use word parts to comprehend new words. However, many words in the English language have multiple meanings such as steak/stake, rain/reign, plain/ plane. This can be confusing to a child

Students will likely acquire vocabulary knowledge as they pick up meanings of words from context as they read books. Context has beneficial long-term effects. Words will be encountered repeatedly by gradual accumulation of information related to the words that are read. Repeated encounters with words reinforce the odds that vocabulary growth occurs. One encounter with a word does not allow automatically to occur. When one knows a word the definition is usually comprehended. Knowing a word and acquiring the capability to use it speech, writing, or comprehension are extremely different. Children may be familiar with the word at or so and still have difficulty with defining the word. Definitions talk about a meaning but do not constitute word meanings.

Definitions identify, and then describe differences within a word category. Meanings of words are not fully comprehended in descriptions of relations to other words. Students must experience a word in context and learn how its definition relates to other words that are used in its place. Comprehending the meaning of words as they are used in different contexts such as Joe gave the waitress a five dollar tip, the doctor gave my son medicine, or the actors gave a wonderful performance. Each act in the example differs from the others. Children cannot learn this from a dictionary definition. Children need to see words used in multiple contexts to comprehend how the words meaning changes. Each example had a receiver and giver but the meaning was different in each example.

Vocabulary knowledge is complex because all words are not similar. Vocabulary has function words and content words and these are not the same. Function words are syntax words that describe the function of a sentence. If function words are nonexistent, a sentence becomes unintelligible. Function words are learned relatively easily with merely 100 function words accounting for relatively 50 percent of words conveyed in English language. A content word is large, accounting for nouns, verbs, and adjectives which convey information in print. Content words veer towards abstract or concrete and are descriptive, such as things, sounds, and colors. Abstract words are difficult to learn as they have to be taught through example. Concrete words can have connections to an object.

Content words can teach a new concept, a new way of organizing ideas, and experiences. An example is photosynthesis which needs to be learned in the context of another scientific idea. Concepts are learned through repetition and experience and are vital to vocabulary development. What qualifies as reading for vocabulary growth? Reading material should be to students at a variety of levels. Reading for enjoyment can increase fluency skills as the child is most likely reading text that they are familiar with. Challenging text should be available to give children the opportunity to acquire new skills.

The text must not be so challenging however that the child will get frustrated and avoid reading the book. Reading strategies may be developed by assisting the child in developing strategies that assist them in reading challenging books without becoming frustrated. Students who learn comprehension strategies tend to find reading more palatable. How to increase motivation levels is of the utmost importance in the road to fluent reading. Classroom climate is an important factor in encouraging reading. Classroom environments that promote reciprocity, a variety of reading materials, ample pockets of time to read, and social interactions with peers and the teacher during reading time increase students motivation to read. An important motivation booster is modeling.

Teachers would be well advised to mention to students that they like to read specific books. Teachers present a great example of how enjoyable reading can be by making a point to read in front of the students. Exposure to books in the classroom will have a positive effect on English language learners and English-speaking students who have developed fluency in conversing but do not have much exposure to text outside of the school environment. Successful classrooms can create an atmosphere that takes advantage of verbally fluent students by increasing the level of spoken language in the class. Incorporate words that are present in print to increase literacy.

A great way to induce exposure to literate vocabulary is to read story books to the children and allow time for discussion of the content. Reading aloud is conducive to acquiring the meaning of new words. Audio books that children can access independently expose them to new language experiences as well. Although no text is present during storytelling activities the children still receive exposure to new language and experiences. Stories can be adapted into fantasy play for younger children to reinforce a story that was recently heard.

For successful introduction of a new challenging vocabulary, a teacher must make it an enjoyable experience for the children. Students need to comprehend the differences in written and spoken words in order to become literate. Children can reinforce new vocabulary words learned from reading by copying sentences from their reading materials into a journal. Encourage the children to write descriptions, plays on words, that the children found interesting. Allow children to share their journal with the class so they can learn from one another. If a child is to shy, allow them to post interesting information from the book on a wall.

Playing oral and written word games can enhance vocabulary comprehension. Puns and limericks can be used in both younger and older grade school class rooms. Jokes, riddles, crossword puzzles, and anagrams can be used in older grade school classes where the child’s cognitive level is more developed. When students realize that playing with words can be enjoyable it creates an interest in knowing more about them, and can become a catapult for independent word learning.

When a child is taught in an unthreatening atmosphere they thrive and perceive learning as an enjoyable activity. Teachers who instill positive self efficacy in their students create life long learners. Children, who have been taught to believe that they are capable of achieving their goals, possess an innate sense of curiosity which propels them to develop a thirst to learn more. Children who are struggling readers and are in a negative classroom climate will perceive learning as something they are incapable of and eventually give up. May all educators strive to create a culturally sensitive classroom climate, and may there be “No Child Left Behind”.