4/23 & 4/25-Specific Intervention Techniques (2)

Question 1

What must we remember when thinking about semantics?

Answer 1

-this is not just about word meanings

Question 2

When word meanings form relationships with other words what does it help?

Answer 2

-help categorize and organize the language system and cognitive processes. particularly for older children and adolescents.

Question 3

what should intervention involve when targeting semantics?

Answer 3

-intervention should involve interrelated activities that help promote these “semantic webs”

Question 4

What do you do during interactive book reading?

Answer 4

discuss words from the text and their meaning in context

Question 5

How do you teach semantics for children with inadequate vocabularies?

Answer 5

• interactive book reading
• direct vocabulary instruction
• teaching word learning strategies for using morphological knowledge
• Morphological awareness
• Foster word consciousness

Question 6

What do we do during Direct vocabulary instruction?

Answer 6

• focus on high frequency words, especially those used in the classroom and are essential for success.
• teach across several situations and relate them to other words and build on initial knowledge possessed by child.
  (eg: kg-ask,connect,identify,locate,make predictions) (2nd grade: apply, locate, organize, paraphrase) (3rd grade: analyze, anticipate, execute) etc…

Question 7

How do we teach word learning strategies for using morphological knowledge?

Answer 7

• teach root words and affixes.

- sort words by prefixes and suffixes

Question 8

what is morphological awareness? and what does it foster?

Answer 8

• the study of word structure

- it fosters the ability to infer when faced with unfamiliar words–it promotes vocabulary

Question 9

What contribute jointly to literacy learning?

Answer 9

-Phonological awareness + Morphological Awareness + Orthographic awareness contribute jointly to literacy learning (decoding & comprehension)

Question 10

what does morpheme knowledge of orthography lead to?

Answer 10

quick recognition of phonology, which leads to text comprehension

Question 11

What leads to the development of comprehension? give an example

Answer 11

• morphological knowledge combined with semantic knowledge leads to development of comprehension
• EX: if i know what “astronaut” means, I might be able to figure out that an “oceanaut” is interested in knowledge of fish habitats

Question 12

What are some things to remember in terms of semantics and having an inadequate vocabulary?

Answer 12

• avoid verbatim definitions and focus on learning words in context
• do not expect “dictionary” definitions from a child below age 12
• by 12, children should be able to define words, draw conclusions, and make inferences
• younger children should be encouraged to describe features that determine similarities and differences and to use descriptors to “label” the word
• target every day activities and events at home and at school
• train words w/ others that mean the same thing (synonyms), the opposite (antonyms), and sound the same (homonyms).

Question 13

Why should we train words with synonyms, antonyms, and homonyms?

Answer 13

-it helps the child begin to organize language for easier storage and retrieval

Question 14

what are some games that can help with vocabulary deficits?

Answer 14

-scrabble, boggle, and pictionary

Question 15

what should we use to “brainstorm” to tell about a word?

Answer 15

semantic organizers