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Language and Learning Disabilities Exam 2 > Assessing and Remediating Text Comprehension Problems > Flashcards

Assessing and Remediating Text Comprehension Problems Flashcards

1
Q

What is reading?

A

the complex process that involves perception, phonemic and phonological awareness, orthographic knowledge, semantic knowledge, and comprehension

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2
Q

Reading involves (6)

A
  1. perception
  2. phonemic awareness
  3. phonological awareness
  4. orthographic knowledge
  5. semantic knowledge
  6. comprehension
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3
Q

What is literacy?

A

the ability to decode and encode

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4
Q

What is decoding?

A

saying words printed on paper

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5
Q

What is encoding?

A

saying what words mean

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6
Q

What is multimodal literacy?

A

comprehension and production of a wide variety of communication modalities

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7
Q

What are examples of communication modalities?

A

print, images, video, and digital contexts

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8
Q

What are the 5 essential skills for reading proficiency?

A
  1. phonemic awareness
  2. phonics
  3. fluency
  4. vocabulary
  5. comprehension
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9
Q

Do oral and written language have a reciprocal relationship?

A

Yes

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10
Q

Reading and writing are initially _____ on oral language and extending oral language abilities.

A

dependent

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11
Q

Younger children use ______ ______ to learn to read and older children use _____ to further learning.

A

oral language; reading

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12
Q

What is conversational language?

A

language used to meet needs, accomplish daily tasks, and to share personal info

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13
Q

What is academic language?

A

language used to analyze, evaluate, synthesize, persuade, and explain

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14
Q

Does conversational language have more vocabulary than academic language?

A

No

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15
Q

True or False: Academic language uses more technical terms, abstract concepts, and events that are related.

A

true

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16
Q

What syntactic patterns are used in academic language?

A

it is more complex

  • passive voice
  • dependent clauses
  • adevernial clauses
  • adjectival clauses
  • noun clauses
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17
Q

What is an example of an adverbial clause?

A

clauses beginning in “when, while, so, because, if-then, unless”

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18
Q

What is an example of an adjectival clause?

A

The colonists, [who felt they did not have representation] dumped tea into the Boston Harbor.

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19
Q

What is an example of a noun clause?

A

[Where the rebels were going] was unknown

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20
Q

What is content schema?

A

A mental model for facts that are presented in the text

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21
Q

What is an example of content schema?

A

the social structure of bees

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22
Q

What is text schema?

A

superordinate organization for the presentation of content information
(organization of descriptions, stories, and explanations)

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23
Q

What is event schemata?

A

common routines (ex. going to a party)

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24
Q

Production of discourse or texts require the ability to make _____.

A

inferences

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25
Q

Comprehension requires the understanding of ____ and _____ between people, objects, and events.

A

cause/ effect

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26
Q

Do poor comprehenders have difficulty making inferences?

A

Yes

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27
Q

T/F inferences are not needed to comprehend text.

A

False

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28
Q

What is anaphoric referencing?

A

pronoun or noun phrase that refers to previous text entity

29
Q

What are bridging/ relational inferences?

A

deducing sequence and relationship of info across sentences

30
Q

What are explanation- based inferences?

A

inferring the antecedent or consequences of actions

31
Q

What are predictive inferences?

A

forecasts future events

32
Q

What are goal inferences?

A

infers the intentions of characters

33
Q

What are elaborative inferences?

A

considers associations that cannot be explained causally

34
Q

What is landscape of action?

A

temporally patterned sequences of actions that are reported in the 3rd person with minimal information about character’s psychological state

35
Q

What are examples of landscape of action?

A

folk tales and stories told by young children

36
Q

What is landscape of consciousness?

A

story that is told from perspectives of characters

37
Q

What is Theory of Mind?

A

being able to infer the full range of mental states (beliefs, desires, intentions ,imagination, emotions) that cause action.

38
Q

What are the differences in narrative and expository texts?

A

purpose, schemata, and text structues

39
Q

What is the purpose of narratives?

A

entertain

40
Q

What is the purpose of expository texts?

A

to inform

41
Q

What is the schemata for narratives>?

A

familiar

42
Q

What is the schemata for expository text?

A

unfamiliar

43
Q

What type of processing is used in narratives?

A

top-down

44
Q

What type of processing is used in expository texts?

A

bottom- up

45
Q

What is the text structure used in narratives?

A

basic

46
Q

What is the text structure of expository texts?

A

variable by genre

47
Q

Macrostructure facilitates the ability to recognize ____ of passages.

A

themes

48
Q

What does macrostructure facilitate?

A
  • readers to tell, retell, or comprehend stories
  • predict what comes next
  • recognize themes
49
Q

Children with reading disabilities tell ____, _____, _____ stories, and remember ____ detail.

A

shorter, less complete, less organized, and remember less detail

50
Q

Which grades focus on narratives?

A

early grades

51
Q

Which grades focus on expository texts?

A

later grades

52
Q

What are T- units?

A

main clauses and subordinate clauses

53
Q

What units are used in SALT software?

A

C-units

54
Q

What is a C-unit?

A

an independent clause with its modifiers

55
Q

What is a clause?

A

differs whether it is a main clause or a subordinate clause

56
Q

What are comprehension based measures?

A

ask questions about setting, characters, and events

57
Q

What are productive based measures?

A

have a child generate a story

58
Q

Describe the narrative development of preschool.

A

label simple descriptions of objects, characters, actions

59
Q

What is used to measure and assess macrostructure?

A

comprehension based measures and productive measures

60
Q

Describe the narrative development of early elementary.

A

goals, intentions, emotions, theory of mind, script for common characters (e.g., big bad wolf)

61
Q

Describe the narrative development of later elementary.

A

more complex story, overcoming obstacles, awareness of time, multiple meaning words

62
Q

Describe the narrative development of adolescent/ adult.

A

Connect 1st idea to 2nd idea, multiple meanings, themes

63
Q

How do we assess content schemata?

A

Test narrative development

have the child tell story for wordless books

64
Q

Children with language delays/ LLD will have ____ and ____ stories when assessing content schemata.

A

shorter and simpler

65
Q

What do we assess in content schemata?

A 
Characters
Actions
Sequence
Cause-effect 
Plans and reactions of characters
66
Q

What are examples of explicit questions?

A

Who are the characters?
Where did this story happen?
What is an important part of the story?
What happened?

67
Q

What are examples of implicit questions?

A

How does the person feel?
Why did the person do this?
What do you think the person would say?
What should happen next?

68
Q

What does the Test of Narrative Language assess?

A

Assesses difficulty in narrative comprehension
Remember information from story with drawings

Assesses narrative production
Child produces a story given a picture, sequence, or no picture

69
Q

Describe the Qualitative Reading Inventory.

A

Provides narratives and expository passages that children listen to and answer both explicit and implicit questions
In the retelling, note macrostructure (e.g., setting, goal, events, resolutions, main ideas)

Language and Learning Disabilities Exam 2 (1 decks)

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