Assessing Students Language for Learning 2 Flashcards
LLD kids have probs w/ _________ language
pragmatic
as more sophisticated pragmatics are expected, problems w/ pragmatics becomes more apparent!
parents think kids have bad manners
Conversational pragmatics
- communicative intentions
- contextual variation
- presupposition
- discourse management
communicative intentions:
children are able to use lang to monitor own behavior (reasoning, relating, talking about events an ideas not just getting wants and needs met), uses it to engage in complex imaginative play
-looking fo rhtings like self direction in early elementary; think of self direction as problem solving
more sophisticated communicative intentions
interpretive; notice how things are, compare them “i like blueberries but not apples”
projection portion of communicative intents
things are not obvious, projecting or forecasting things that are not obvious
relational portion of communicative intents
things like protecting self from others, thats mine give it back, i don’t like that you took that form me
contextual variation
code switching/also called register variation
presupposition
being able to use language so you aren’t too redundant; aware of what you’ve already said (pronouns) ability to give background information
-conversational repair and discourse managment both fall under presupposition
morphosyntactic probs go hand in hand w/
sli
discourse management
taking too many turns, staing o topic
Narrative pragmatics
elementary school range, extremely important
Narrative pragmatics
- comprehension and inferencing
- narrative production (macrostructure, cohesion, microstructure)
- assessing “artful” stortelling
comprehension and inferencing
how you make sense of a story even though you may not hear every piece of the story overtly told: how would ou figure out if child compreheds? read a story and ask questions
-Inferencing: those are things where they weren’t explicitly stated but you could make an inference: ex: shelia was sitting at the bar with tom and then her bf came in and looked at them/turned away so tom was mad
3 types of narrative production
macrostructure, cohesion, microstructure
narratives
can be personal stories, what happened when something happened to the child, can be scripts, can be functional
can learn a lot about child’s pragmatics and language structures by how a child
tells a story
macrostructure
story grammar (what elements do stories have in it) organization, overall structure of story
cohesion
linguistic markers that bind sentences together and make them flow/conjunctions (tommy wanted to go outside but he couldn’t find a coat) thats what makes it flow
-embedded clauses giving temporal order?
microstructure
not global parts but oral parts like vocab, sentence structure, # of words/token, t units (any independent and dependent clause that goes together)
- the more dependent clauses in a t unit, the more sophisticated the language is
- it’s a measure to see if kids can embed clauses, put dependent w/ independent clauses
Assessing artful story telling
Sparkle-something ou aren’t going to have a quantitative measure. child can be giving a bland/factual story
Expressive Pragmatic assessment for contextual variation
design brief 3 question assessment to determine a student’s ability to vary their language based on context via speech act, contexts 2-3 foe each speech act)
speech act
asking questions
child can talk about how one is different from the other than that’s a _________ awareness skill
metalinguistic
the metas
metalinguistic awareness and metacognitive skills
metalinguistic awareness
linguistic awareness, can do pig latin and describe what they’re doing/make funny rhymes
meta
helps you understand language
metacognitive skills
there are 2: self regulation and self assessment
self regulation
being able to plan, organize, and execute, knowing your strengths/weaknesses
self assessment
consider what you know and what other people think and know; sally ann experience (kid w/ autism shows what pencil is but now where??
Curriculum-based assessment
- artifact analysis
2. dynamic assessment
artifact analysis of curriculum based assessment
- portfolio assessment
2. functional assessment
dynamic assessment of curriculum based assessment
- diagnostic teaching
- successive cuing
- mediated learning
artifact analysis
anything generated in schooll, written assignments
function assessment
see how child performs in classroom, environment
dynamic assessment
scaffold-change contents to get better performance
diagnostic teaching
another word for dynamic assessment- you continue to up the anti and support until you get right answer
successive cuing
in terms of word finding/different hints until they can find something so giving them first phoneme of word-going from easiest cue to hardest-giving least amount of help
mediated learning
directly teaching metacognitive skills** so important!!!
- you directly teach skils and teach them how to direct htat problem
- how to use context to use that unknown vocabulary word
older children in this stage
- use chronologically age-appropriate materials
- evaluate functional needs (instead of saying what they should be doing, what should you be looking at? what can they do and what is the next step to function better in their environment!!!! what is it they need to be doing to be more successful)
- use ecological inventories
Evaluating/what kinds of treatments do you use for older kids?
real life situations- knowing that’s going to be treatment approach will inform your assessment
ASD significant disabilities in
pragmatics
For those with difficulties only in pragmatics, establishing _________ language services may be difficult
eligibility
what could be helpful in determining asd pragmatic eligibility
- normed parent or teacher questionnaires
2. assessment of conversational languae in peer interaction may be most valid assessment
asd kids w/ only deficit in pragmatics have a hard time qualifying for services
tend to give global language test but pragmatic is their restricted concentration so hard to find standardized test that teases that out
if child explains tha tyou should say, “ i don’t care for peas” to your grandma but it’s okay to say “peas are nasty to your friend is showing metalinguistic awareness
true
presuppositions include
- use of indefinite articles first then switching to definite articles
- saying “the scissors are mine. please give them to me”
T-units are a good way to look at
microstructure
artifacts for children in the language for learning stage include
completed homework assignments
mediated learning is teaching peers to work with the target student on functional classroom activities
FALSE
