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CSDS 109 > 109 SG 5 > Flashcards

109 SG 5 Flashcards

1
Q

words that begin with the same sound; having same sound in initial position of the word occurring in words that are adjacent to each other

A

Alliteration

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2
Q
  • Is the umbrella term that encompasses a sensitivity to any size unit of sound
  • Rhyming, alliteration, and syllable segmentation
A

Phonological awareness

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3
Q
  • Understanding that words are made of individual sounds aka phonemes
  • A subtype of phonological awareness
  • Isolating a phoneme within a word, recognize the same sound in different words, segment phonemes, and substitute phonemes
A

Phonemic awareness

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4
Q

Impairments involved in written language disorders (ASHA Practice Portal)

A
  • Fluent word recognition
  • Reading comprehension
  • Written spelling
  • Written expression
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5
Q
  • Adoption of an emergent literacy viewpoint
    Reading readiness model
  • A trend away from the whole language model toward instruction in explicit skills
  • A realization that reading and language are language-based activities
A

Why are SLPs involved in literacy

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6
Q
  • There were prerequisites to learning to read
    Certain visual, auditory, and linguistic skills needed to be attained
    A mental age of 6.5
A

Reading readiness model

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7
Q

Now recognized literacy skills are emergent way before elementary school, as early as infants

A

Emergent literacy model

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8
Q
  • Advocates that reading and writing can be learned naturally as listening and speaking
  • Never any research supporting this
A

Whole language philosophy

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9
Q

Teaching the child language explicitly

A

Instruction in explicit skills

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10
Q

How is oral language is related to skills in reading and writing

A

Good oral language skills translate to good literacy (reading and writing)

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11
Q

Statistics regarding comorbidity rates between reading disabilities and specific language impairment.

A

40-75%

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12
Q
  • Reading decoding
  • Word recognition
  • Reading fluency
  • Reading comprehension
A

The components of reading (ASHA Practice Portal)

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13
Q
  • Fluent word recognition
  • Reading comprehension
  • Written spelling
  • Written expression
A

Signs and symptoms of written language disorders

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14
Q

Three levels at which children should be assessed for reading and writing skills

A
  • The emergent level (birth to preschool)
  • Early elementary level (k- 3rd grade)
    When children are learning to read
  • The later levels (grade 4 and above)
    When children are expected to read to learn
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15
Q
  • How to hold a book right-side up
  • How to turn the pages
  • That print is read in English from left to right, from the top to bottom
  • That the “squiggles” on the page say the same thing, no matter who is reading them
  • Some children may naturally pick up some sight words
A

Emergent literacy behaviors

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16
Q

What kinds of books are good for infants

A
  • Repetitive
  • Alliterative
  • Rhyming
  • Books that represent real life
17
Q

Considerations given to children with special needs

A

Expose child to print and encouragement for emergent literacy

18
Q
  • Tracking print with your finger will call children’s attention to print
  • Asking questions
A

Print referencing techniques

19
Q
  • Can you find the first word on this page? How about the last one?
  • Show me a word on this page
  • Count the words on this page with me
  • Where’s the letter M (or any letter) on this page?
  • Are there any letters on this page that are in your name, too?
A

Questions to ask for print referencing

20
Q

Corrective feedback

A

Give warm praises for correct answers, help the child with incorrect answers

21
Q
  • Assess letter identification
  • Assess early reading skills
  • Check comprehension
  • Assess early writing skills
  • Assess other literacy-related skills embedded in traditional language assessment
A

Assessment of literacy at the early elementary level

22
Q
  • Counting the child’s words per minute

Counting the words then dividing it by the time

A

A quantitative measurement for reading fluency

23
Q
  • Assess more advanced knowledge of written language
    Distinguishing between literary genes
    Identifying purposes
    Explaining affixes
    Explaining words with multiple meanings
    Explaining figurative language
A

Assessment of literacy at the later elementary level

24
Q

Why phonological awareness, particularly phonemic awareness, is an important skill

A

There is a link between good phonological awareness, particularly phonemic awareness, and good future literacy

25
Q
  • Phonemic awareness:
    Is a teachable skills
    Helps children learn to read and spell
    Instruction is more effective when children are presented with corresponding letters
    Instruction is more effective when limited to only one or two types of phoneme manipulation, rather than several types
    Instruction should take no more than 20 hours of classroom time over school year
A

Findings of the National Reading Panel

26
Q

Three early developing phonological awareness skills

A
  • Rhyming
  • Syllable segmentation
  • Detecting alliteration
27
Q
  • Read! Book that rhyme, that have alliteration, that have silly sounds
  • PAIR the sounds with the alphabetical letters
  • GIVE direct instruction
  • SING!
  • PLAY AND HAVE FUN!
A

How we should encourage development of phonological awareness

28
Q

Phonological awareness skills 3-year-old children should be able to demonstrate

A
  • Rhyming
  • Syllable segmentation
  • Detecting alliteration
29
Q
  • Isolate a phoneme within a word
  • Recognize the same sounds in different words
  • Segment phonemes
  • Substitute phonemes
A

Phonemic awareness skills children in the first grade should be able to demonstrate

30
Q

When adults use print-referencing style everyday for 10 minutes they may fixate 20,000 more times more often than a child who is not introduced to print referencing

A

what research says about giving attention to print

31
Q
  • Print as an object of meaning
  • Book organization and print conventions
  • Alphabet knowledge
  • Concept of word
A

domains of print knowledge

32
Q

commenting and tracking

A

cues to address domains of knowledge

33
Q
  • Present alphabetic letters – Won’t hurt! Might help!
  • Pair pictured stimuli with written words
  • Use printed words as cues
  • Present written stimuli at more advanced levels
  • Use carefully chosen storybooks as stimuli
  • Use books that focus on the specific language structure the child needs help on
  • Use guided reading
  • Use dialogic reading
  • Using print referencing techniques
A

Ways to incorporate literacy into traditional speech and language therapy

CSDS 109 (8 decks)

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