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ELR Software Pty Ltd | ||
eLr - What's New 2015 | |||
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Eighteen new tasks have been added to "Phonology - Skills & Early Sounds - Vowel sounds", in the "Short vowel sounds" subsection. All tasks use the MouthSounds model, and target production of three of the five short vowel sounds (/a/, /e/, and /i/) in words with three sounds - consonant-vowel-consonant.
The MouthSounds model is designed to be used within interventions for people who have delays or impairments in use of sounds, that is, articulation or expressive phonology disorders. The default presentation of this model within these new tasks displays three faces on the screen depicting the three sounds in the word. The learner is encouraged to say each sound and blend to produce the target word. Following feedback from the clinician or support person about accuracy of production, the learner may then click a button to change the first sound in the word (eg "mat, cat, pat, rat"), or the last sound in the word (eg "can, cap, cat").
While this model has been very useful for children with speech sound disorders, the recent addition of adult faces means that it may be useful when working with adults who have severe impairments in speech production (eg people who have verbal dyspraxia following a stroke), or it may provide additional fun for children. For example, the child may be encouraged to "teach mum how to say this word".
One hundred and eight tasks which use MouthSounds model have been modified to include adult faces (man and woman) as well as the existing child faces (girl and boy) for more appropriate use with a wider range of clients. This model uses images drawn to specifically indicate the oro-facial features for the production of consonant and vowel sounds. It is designed to be used within interventions for people who have delays or impairments in use of sounds - articulation or expressive phonology disorders, and it appears in both Phonology sections ("Phonology - Later Sounds", and "Phonology - Skills and Early Sounds") in the initial consonant+vowel (CV) and final vowel+consonant (VC) positions of all subsections.
The aim of this model is to assist in the development of the learner's ability to produce a target sound in short CV or VC syllables. The default presentation displays two faces on the screen: one face depicts the target sound which may be a consonant (eg the /k/ sound) or a vowel (eg the /ee/ vowel); and the other face depicts the second sound in the short syllable. If the target is a consonant, the second face depicts a vowel, and vice versa if the target sound is a vowel. The learner is encouraged to observe the faces and say the first sound and blend this sound with the second sound (eg /k-ee/). Following feedback from the clinician or support person about accuracy of production, the learner may be encouraged to blend the target sound with a series of sounds (eg /k-oo/, /k-ah/) which are displayed using the "Go" button.
This activity may be modified to suit the needs of the learner. For example, by selecting "single" (on the top of the screen), only one face appears at a time encouraging a slower blending rate if required. By selecting "random" there is a random presentation of the second sound. The letters representing each sound (eg "k" for the /k/ sound, "ee" for the /ee/ sound) may be disabled by selecting "images" (ie only images appear on the screen).
While this model has been very useful for children with speech sound disorders, the addition of adult faces means that it may now be be useful when working with adults who have severe impairments in speech production (eg people who have verbal dyspraxia following a stroke). Or it may provide additional fun for children - for example, the child may be encouraged to "teach mum how to say this sound".
The lowercase "a" character has been changed to a "single-story" version in all eLr tasks for which letters or words containing "a" are used. This change is in response to periodic subscriber feedback that our use of the "double-story" version can be difficult for children to read because reading and spelling instruction usually teaches the "single-story" style. As there are a wide variety of fonts used in different school districts, it's not really feasible to change to one which would satisfy all eLr users. Instead, we've retained, but modified, the existing arial font as this is a reasonably neutral font.
This month, 125 new tasks have been added to "Phonology - Skills & Early Sounds" in several "Early consonant sounds" subsections. These activities are word based tasks targeting the /m, n, ng/ sounds in the final position of words. Previously these sections contained only picture based tasks, so these new activities are appropriate for older learners who have speech sound disorders. The task name provides information about the difficulty level of the task. The easiest level are those word sets which involve an early developing sound in the first position, for example, in words such as ham, pen, and wing, all sounds are within the early developing sounds, whereas in words such as came, chin and long, the /k/ /ch/ and /l/ are later developing sounds.
Five models are used in these new tasks: WordSearch, SmileyMan (a "hangman" type game), MemoryWords, ConnectWords (a "connect 4" type game), and Word sound buttons (an activity that encourages the learner to say each sound in the word and blend the sounds to produce the word). This range of models provides repetition, for example, the learner may start one set of words using the WordSearch (to familiarise themselves with the words), then do the SmileyMan (where they are encouraged to recall the words), followed by the MemoryWords, and so on.
Tasks within these Phonology sections are best completed following the assessment and continued guidance of a speech pathologist. This ensures that the targets are appropriate for the learner, that evidence based strategies are employed, and that progress is monitored to ensure that the learner experiences success. Additionally, since these tasks aim to improve speech production, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy, and reinforce learning by providing context for the target words.
A total of sixty new tasks have been added in this edition: 50 in "Phonology - Skills and Early Sounds", and 10 in "Phonology - Later Sounds".
The tasks in "Phonology - Skills and Early Sounds" are a continuation of the material we have been developing over the past two editions. These activities are word based tasks targeting the /m, n, w, and h/ sounds in the initial position of words. In these sections there were previously only picture based tasks, so these new activities are more appropriate for older learners who have speech sound disorders. The task name provides information about the difficulty level of the task. The easiest level contains those word sets which involve an early developing sound in the final position, for example, in words such as "hope" and "map" all consonant sounds are early developing, whereas in words such as "horse" and "mouth", the /s/ and /th/ are later developing sounds.
The new tasks in "Phonology - Later Sounds" are also a continuation of material we are developing in response to the suggestion of a subscriber who requested activities for words with /s/ blends in the middle of words. This month the new activities target words with /sk/ in the middle of the word (eg basket, risky).
Five models are used in these new tasks: WordSearch, SmileyMan (a "hangman" type game), MemoryWords, ConnectWords (a "connect 4" type game), and Word sound buttons (an activity that encourages the learner to say each sound in the word and blend the sounds to produce the word). This range of models provides repetition, for example, the learner may start one set of words using the WordSearch (to familiarize themselves with the words), then do the SmileyMan (where they are encouraged to recall the words), followed by the MemoryWords, and so on.
Tasks within these Phonology sections are best completed following the assessment and continued guidance of a speech pathologist. This ensures that the targets are appropriate for the learner, that evidence based strategies are employed, and that progress is monitored to ensure that the learner experiences success. Additionally, as these tasks aim to improve speech production, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy, and reinforce learning by providing context for the target words.
A total of 75 new tasks have been added in this edition: 55 in "Phonology - Skills and Early Sounds", and 20 in "Phonology - Later Sounds".
The tasks in "Phonology - Skills and Early Sounds" are word based activities targeting /p, b, t, d/ sounds in the final position of words. Previously there have been only picture based activities in this section, so these tasks are more appropriate for older learners who have speech sound disorders. The task name provides information about the difficulty level of the task. The easiest level are those word sets which involve an early developing sound in the initial position, for example, in words such as "mad" and "wet" all sounds are within the early developing sounds, whereas in words such as "rat" and "coat", the /r/ and /k/ sound are later developing sounds.
The new tasks in "Phonology - Later Sounds" respond to the suggestion of a subscriber who requested activities for words with /s/ blends in the middle of words (eg pasta, crystal). All of these tasks are in the /st/ subsection. They have been organised according to level of difficulty, starting with words with a final open syllable (eg pasta, sister), progressing to words with a closed final syllable (eg costume, disturb), and finally to words with more than two syllables (mastery, destiny), or with a complex /s/ blend (eg mostly, bistro).
Five models are used in these new tasks: WordSearch, SmileyMan (a "hangman" type game), MemoryWords, ConnectWords (a "connect 4" type game), and Word sound buttons (an activity that encourages the learner to say each sound in the word and blend the sounds to produce the word). This range of models provides repetition, for example, the learner may start one set of words using the WordSearch (to familiarise themselves with the words), then do the SmileyMan (where they are encouraged to recall the words), followed by the MemoryWords, and so on.
Tasks within these Phonology sections are best completed following the assessment and continued guidance of a speech pathologist. This ensures that the targets are appropriate for the learner, that evidence based strategies are employed, and that progress is monitored to ensure that the learner experiences success. Additionally, as these tasks aim to improve speech production, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy, and reinforce learning by providing context for the target words.
Eighty five new tasks have been added to "Phonology - Skills & Early Sounds". All tasks are in the "Early consonant sounds" subsection targeting words starting with /p/ /b/ /t/ and /d/ sounds. The aim of these tasks is to provide word based activities to encourage accurate production of target sounds. Currently there are only picture based activities in this section, so these tasks are appropriate for older learners who have speech sound disorders.
Four models are used in these new tasks:As with most eLr tasks, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy and reinforce learning by providing context for the target words.
Twenty six new tasks have been added to "Reading and Spelling - Short vowel sounds - longer words". These tasks are an extension to the additions of the last edition and provide material to teach how to segment words (break words into sounds), thus illustrating how to spell each sound in the word. Within this section there is a subsection for each of the short vowel sounds (ie, /a/ as in trap, /e/ as in step, /i/ as in drip, /o/ as in frog, /u/ as in drum, and /oo/ as in book). Additionally, activities are provided to teach the common spelling patterns for each short vowel sound. For example, the /e/ sound (as in bed) may be spelled as "e" (as in step), or "ea" (as in head); and for the /o/ sound (as in hot) common spelling patterns include "o" (as in frog) and "a" (as in watch). There are three levels of difficulty for each spelling pattern. Level 1 involves words with 1:1 letter sound correspondence, level 2 words include consonant digraphs (such as "ph", "sh", "ch"), and the level 3 tasks comprise multi-syllabic words. In the previous edition we added level 2 words; the new tasks in this edition are all level 3 words.
All of the new tasks use the WordBreaker model. After launching the model, a group of words containing the target vowel sound appears on the screen. The user clicks a word to move it to the "working area" on the screen. The learner may be encouraged to verbally "sound out" the word, and the clinician/teacher provides explicit corrective feedback. By clicking the "sound" button, the word is broken up into each sound; and by clicking the "vowel" button, the spelling for the vowel is highlighted. For example, the word "doctor" can be broken into syllables (doc/tor) and into sounds (d-o-c/t-or), with the two vowels (/o/ and /or/) highlighted. If the learner needs to be taught the concept of breaking words into sounds, the clinician/teacher is able to teach the concept of segmenting words by simply modelling this process. Further, as the model depicts the accented (or stressed) syllable, the schwa (neutral) vowel can be discussed. In this example the /or/ vowel in "doctor" is the schwa vowel which means that though the vowel is spelled "or" it is pronounced as a neutral /uh/ sound.
Extensions to this activity may include providing semantic feedback about the meaning of the word. For example, the clinician/teacher may encourage the learner to use the word in a sentence, and/or discuss different ways to use that word. This supports the development of efficient sight word knowledge, as it helps the child to make links between the sound, the spelling, and the meaning of the word. Additionally, the clinician/teacher may encourage the learner to write the word, and using a pen, break the word into sounds, thus supporting letter-sound knowledge and spelling development.
As with most eLr tasks, the role of the clinician or support person is central to listen to responses, provide feedback about accuracy and reinforce learning by providing context for the target words.
Nineteen new tasks have been added to "Reading and Spelling - Short vowel sounds - longer words". The aim of these tasks is to provide material to teach how to segment words (break words into sounds), thus illustrating how to spell each sound in the word. Within this section there is a subsection for each of the short vowel sounds (/a/ as in trap, /e/ as in step, /i/ as in drip, /o/ as in frog, /u/ as in drum, and /oo/ as in book). Additionally, activities are provided to teach the common spelling patterns for each short vowel sound. For example, the /e/ sound (as in bed) may be spelled as "e" (as in step), or "ea" (as in head); and for the /o/ sound (as in hot) common spelling patterns include "o" (as in frog) and "a" (as in watch). There are three levels of difficulty for each vowel spelling pattern. Level 1 involves words with 1:1 letter sound correspondence; level 2 words include consonant digraphs (such as "ph", "sh", "ch"); and the level 3 tasks comprise multi-syllabic words.
The WordBreaker model is used for all of these new tasks. After launching a task, a group of words containing the target vowel sound appears on the screen. The user clicks each word to move it to the current working area which provides a visual depiction of the word broken into graphemes (the letters that spell each sound). Depending on the goals of the activity, the learner may first of all be encouraged to verbally sound out the word. The clinician/teacher is then able to provide explicit corrective feedback: by clicking the "sound" button, the word is broken up into each sound; and by clicking the "vowel" button, the spelling for the vowel sound is highlighted. For example, the word "breath" is broken into each sound /b-r-ea-th/, showing how the short vowel /e/ is spelled with "ea" in this particular word, and the /th/ sound is represented by the "th" grapheme. If the learner needs to be taught the concept of breaking words into sounds, the clinician/teacher is able to teach the concept of segmenting words by simply modelling this process.
Extensions to this activity may include providing semantic feedback about the meaning of the word. For example, the clinician/teacher may encourage the learner to use the word in a sentence, and/or discuss different ways to use that word. This supports the development of efficient sight word knowledge, as it helps the child to make links between the sound, the spelling and the meaning of the word. Additionally, the clinician/teacher may encourage the learner to write the word, and using a pen, break the word into sounds, thus supporting letter-sound knowledge and spelling development.
As with most eLr tasks, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy and reinforce learning by providing context for the target words.
Eighteen new tasks have been added to "Phonology Later Sounds" in the subsection "blends with s". These activities were developed in response to a request for materials to support therapy targeting production of the /s/ sound in the final position of words. All tasks comprise pictures or words that end in /ts/, as this consonant blend makes it easier for the child to produce an accurate /s/ sound: the tongue tip is in the same position for the /t/ and /s/ which makes it easier for the tongue to move from the /t/ to the /s/ sound.
A range of models have been used. MemoryPics is a picture based memory game with "cards" displayed on the screen. The child and clinician/helper (or two children) take turns to touch cards to find the pairs. SpinPics is "spinner" game. A game board and spinner are displayed on the screen. The child touches the Start button to reveal a spinner which displays a number. The child moves their icon along the game board to match the number. The child then touches the "Chance" button to reveal a picture(s) that contains the target sound. Depending on the goal of the task, and the skill level and attention of the child, the helper may encourage the child to say the name of each picture and provide feedback about accuracy of production.
Two word based models have also been included for older children. The WordSearch model is a word search activity where the child may be encouraged to read (or repeat) each word, and then complete the word search. SmileyMan is like a hangman game where the child attempts to 'uncover' the target word by selecting letters to spell the word. Each SmileyMan has a matching WordSearch (ie, using the same list of words). Many children enjoy these activities because of the challenge they provide. The SmileyMan is best done after the WordSearch because the child will have been familiarised with the target words thus making recall of the items easier. As with the picture based tasks, the role of the helper is to encourage the child to say each word and to provide feedback about accuracy of production of the /s/ sound.
As with most eLr tasks, the clinician or support person plays a central role in providing feedback, and encouraging extension activities. For example, in these tasks, the child may be encouraged to use the target word in a sentence, and/or to be involved in a discussion about the topic to support language development.
A requirement by Apple for all iPad Apps to be "64-bit compatible" has necessitated a major reworking of the internals of the eLr-Offline for iPad App. But, apart from a few minor changes to some interface elements, and a simplification of the page-to-page navigation methods, users will not see any substantial change. However, this Apple requirement also means that iPads running the App must be using a recent iOS version. Older model iPads that can't run iOS 6 or later will no longer be able to update their copy of the App. Hopefully this won't inconvenience many people as most will now be using iOS version 7 or 8. If you are affected, web access to eLr will remain possible on older iPads. You can download the eLr-Offline iPad App from www.elr.com.au/links/KMWRW
Eighteen new tasks have been added to "Reading and Spelling", in the subsection called "Short vowel sounds - longer words". All of these new tasks target words with single syllables that predominantly contain consonant blends. There is a subsection for each of the short vowels, and the tasks in each subsection provide material to teach the common spelling options for that vowel sound. For example, /a/ as in trap, /e/ as in step or head, /i/ as in drip, /o/ as in frog or salt, /u/ as in drum, does or front, and /oo/ as in book.
The WordBreaker model is used for all of these new tasks. This model provides material to teach how to segment words (break words into sounds), thus illustrating how to spell each sound in the word. After launching the model, a group of words containing the target vowel sound appears on the screen. The user clicks a word to move it to the "working area" on the screen. Depending on the goals of the activity, the learner may be encouraged to verbally "sound out" the word. This model allows the clinician/teacher to then provide explicit corrective feedback. For example, by clicking the "sound" button, the word in broken up into each sound, and by clicking the "vowel" button, the spelling for the vowel sound turns red, eg the word "bread", is broken into each sound /b-r-ea-d/ showing how the short vowel /e/ is spelled with 'ea' in this particular word. Alternatively, if the learner needs to be taught the concept of breaking words into sounds, the clinician/teacher is able to teach the concept of segmenting words by simply modelling this process.
Extensions to this activity may include providing semantic feedback about the meaning of the word. For example, the clinician/teacher may encourage the learner to use the word in a sentence, and/or discuss different ways to use that word. This semantic reinforcement supports the development of efficient sight word knowledge, as it helps the child to make links between the sound, the spelling and the meaning of the word. Additionally, the clinician/teacher may encourage the learner to write the word, and using a pen, break the word into sounds, thus supporting letter-sound knowledge and spelling development.
As with most eLr tasks, the role of the clinician or support person is central to listen to the learner's responses, provide feedback about accuracy, and reinforce learning by providing context for the target words.
Twenty six new tasks have been added to "Phonology Skills and Early Sounds - Vowel sounds - Diphthong Vowel Sounds". This is one of the sections in the Directory of eLr tasks. The two Phonology sections of the Directory provide a range of games and activities that aim to increase accuracy of production of the sounds of English. The activities this month target production of diphthong vowel sound section. There are seven diphthongs: /oa/ as in boat, /oy/ as in boy, /ow/ as in loud, /ay/ as in day, /ie/ as in kite, /eer/ as in deer, and /air/ as in pair.
Two models are used in these new activities, SpinPics and LadderPics. SpinPics is like a board game with a board on the screen, and moveable icons and spinner. A different board is used for each activity. Some examples of boards are space, frogs, sea critters etc. The learner touches the spinner (on the iPad - or clicks on a computer), which displays a number between one and five. The learner moves their icon along the board to match the number, and then touches the "Chance" button to see a picture that contains the target sound. The learner is encouraged to verbally produce the word and is provided with corrective feedback to ensure accurate production of the vowel sound. The LadderPics model is like the game of Snakes and Ladders. Its operation is similar to that of SpinPics with a "Start" and "Chance" button. The learner is encouraged to produce the word and received corrective feedback from the clinician or helper.
Prior to use of these materials, an assessment by a speech pathologist is advised. This enables a diagnosis of the nature of the speech production disorder, and also the formulation of appropriate goals and strategies.
Consistent with the design of eLr activities, these models allow for modifications that enable the clinician/helper to provide extension activities. For example, the learner may be encouraged to use each word in a sentence, depending on the level of skill they have achieved. Or, the stimulus pictures may be used as the basis of a language expansion activity where a discussion about the item occurs (eg use, features, where it is found). Additionally, the boards may be printed and used as paper based activities. To print the boards, go to the "Activity Toolbox" section in the Directory. The subsection called "Scene Library" contains a range of scene, which may be used as boards for a variety of speech and language games. Click the "?" on the top right corner of the screen for instructions about how to use any of the eLr activities.
As with all eLr activities, we invite feedback and suggestions regarding these activities and any aspect of eLr.
Twenty-five new tasks have been added to "Phonology Skills and Early Sounds". All tasks are in two subsections of "Vowel sounds", "Short vowel sounds" and "Long vowel sounds". The aim is to provide material to increase accuracy of production of the six short vowels (/a/ as in cat, /e/ as in bed, /i/ as in pig, /o/ as in hot, /u/ as in hug, and /oo/ as in book), and the five long vowels (/ar/ as in hard, /ee/ as in key, /er/ as in bird, /oo/ as in food, and /or/ as in fork).
The LadderPics model is used in all of these new tasks. This model is like the game of Snakes and Ladders. A board appears on the screen, with icons and a "Start" button. The learner touches "Start" (or clicks on a computer) to reveal a spinner which displays a number between one and six. The learner moves their icon along the board to match the number. If the icon lands at the bottom of a ladder it is moved up the ladder, and if it lands on the mouth of a snake, it is moved down the snake. The learner then touches (or clicks) the "Chance" button to see a picture that contains the target sound. The learner is encouraged to verbally produce the word and is provided with corrective feedback to ensure accurate production of the vowel sound.
Prior to use of these materials, an assessment by a speech pathologist is advised. This enables a diagnosis of the nature of the speech production disorder, and also the formulation of appropriate goals and strategies.
Consistent with the design of eLr activities, these models allow for modifications that enable the clinician/helper to provide extension activities. For example, the learner may be encouraged to use each word in a sentence, depending on the level of skill they have achieved. Or, the stimulus pictures may be used as the basis of a language expansion activity where a discussion about the item occurs (eg use, features, where it is found).
This month, at the request one of our subscribers, we reviewed all eLr tasks (now more than 12,300) to replace the word "stupid" where it had been used. There are sound reasons for avoiding this word in activities for clients, especially children, whose speech/language difficulties may already be causing self-confidence issues, and it's rather embarrassing to have not dealt with this before now.
The online version of eLr already reflects the changes, as do the January 2015 versions of eLr-Offline for Windows and iPad which are now available. We are very grateful to have had this issue raised, and we always appreciate feedback and suggestions regarding any aspect of eLr.
2014 saw the end of Microsoft support for Windows XP, and we have also decided to stop including the special XP alternative version of eLr-Offline the distribution CD after December 2014. This should effect very few users as any recent Windows computer/laptops will have at least Windows 7, and many of you will be using the iPad App version of eLr-Offline anyway. But, if you have an XP computer on which you need to have eLr-Offline, please contact us and we'll arrange to get a copy to you.
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