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Language Disorders > ch. 10: Language, Reading, and Learning in School: What We Need to Know. > Flashcards

ch. 10: Language, Reading, and Learning in School: What We Need to Know. Flashcards

1
Q

What percent of children have disabilities in the schools?

A

80%

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2
Q

What percent of children have Learning Disability?

A

46%

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3
Q

What percent of children have Speech-Language Impairment?

A

20%

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4
Q

What percent of children have Intellectual Disability?

A

9%

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5
Q

What percent of children have Emotional Disturbances?

A

8%

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6
Q

Children with poor academic achievement are separated into what two categories?

A

Language Learning Disability

Learning Disability

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7
Q

LLD

A

refers to students who have difficulty with various aspects of communication that interfere with their ability.

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8
Q

Critical Roles of the SLP

A
  • Working across all levels
  • Serving a range of disorders
  • ensuring educational relevance
  • Providing unique contributions to curriculum
  • Highlighting language/literacy
  • Providing culturally come tent services
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9
Q

Critical Roles: Range of Responsibilities

A
  • Prevention
  • Assessment
  • Intervention
  • Program Design
  • Data Collection and Analysis
  • Compliance
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10
Q

Critical Roles: Collaboration

A
  • With other school professionals
  • With universities
  • Within the community
  • With families
  • With students
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11
Q

Critical Role: Leadership

A
  • Advocacy
  • Supervision and Mentorship
  • Professional development
  • Parent Training
  • Research
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12
Q

Individual with Disabilities Education Act of 1997

A

Reauthorized in 2004

  • Increasing parental participation
  • Identifying student strengths and parental concerns
  • Raising expectations for children with disabilities by relating student progress to the general education curriculum
  • Ensuring that all children have scientifically based instruction
  • Including regular education teachers in the special educational team
  • Including children with disabilities in district-wide assessments and reports
  • Supporting high standards for professionals involved in service provision
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13
Q

No Child Left Behind Act of 2001

A
  • Focuses on increasing accountability.
  • Requires schools show adequate yearly progress (AYP) on tests and graduation rates
  • Allows schools to spend special education funds to support students in the general curriculum
  • Provides standards for reading instruction
  • Mandates consequences for schools that fail to demonstrate AYP
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14
Q

Section 504 of Rehabilitation Act of 1973

A
  • Guarantees equal protection for individuals with physical or mental disabilities
  • Requires accommodations for students to participate in general education
  • Used for students who do no qualify for the diagnostic categories by IDEA, 2004
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15
Q

Diagnostic Categories identified by IDEA, 2004

A 
Autism
Hearing Impairment
Emotional Disturbances
Orthopedic Impairment
Speech/Langage Impairment
Multiple Impairments
Visual Impairments
Deaf-Blindness
Intellectual Disability
Specific Learning Disability
Traumatic Brain Injury
Other Health Impaired
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16
Q

Achieving Classroom Excellence Act (ACE)

A

requires students to demonstrate mastery of the state content standards in order to receive a high school diploma.

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17
Q

Reading Sufficiency Act (RSA)

A

requires schools to provide individualized attention, intervention, and remediation for students in first through third grade who are struggling to read on grade level.

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18
Q

RTI

A
  • Pre-referral model that attempts to resolve learning problems within the regular education setting, providing classroom modifications and accommodations that can prevent the need for special education.
  • Aim: To prevent reading and learning disability
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19
Q

Tier 1

A

High quality, scientifically research based classroom instruction with ongoing curriculum based assessment and continuous progress monitoring.

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20
Q

Tier 2

A

Specialized instruction for students who lag behind peers.

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21
Q

Tier 3

A

For students who do not make progress with tier II instruction.
Eligibility for special education and related services are determined by multidisciplinary team.

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22
Q

Roles of SLP in RTI:

A 
Participating
Collaboration
Assiting
Helping
Providing
Conducting
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23
Q

Roles of SLP in RTI: Participating

A

Planning and conducting professional development on the language basis of literacy
Helping to select scientifically based literacy instruction programs
Choosing appropriate screening and progress-monitoring approaches

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24
Q

Roles of SLP in RTI: Collaboration

A

Collaborating with general education teachers in presenting Tier I instruction

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25
Q

Roles of SLP in RTI: Assisting

A

Assisting with ongoing progress monitoring

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26
Q

Roles of SLP in RTI: Helping

A

Helping teachers develop accommodations within Tier I for struggling students

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27
Q

Roles of SLP in RTI: Providing

A

Providing or planning small group and individual instruction at Tiers II and III

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28
Q

Roles of SLP in RTI: Conducting

A

Conducting assessments to identify struggling students and monitor progress

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29
Q

Other roles of the SLP

A
  1. Determining eligibility for students referred for speech-language services
  2. Documenting present level of performance for students with special educational needs
  3. Writing individualized educational plans, including
    - Annual goals: attainable within a year, long-term
    - Short-term benchmarks: steps toward the annual goal, might be for 9-weeks, a semester. Should be specific, measurable, relevant, and teachable and attainable.
    - Specifying services, modifications, and accommodations
    - Evaluating progress
  4. Delivering services within the curriculum
  5. Developing a continuum of services to meet student needs and provide appropriate degree of inclusion
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30
Q

Learning Disability

A

is disorder in the basic psychological processes involved in understanding or using language (spoken or written), that may manifest itself in an imperfect ability to listen, speak, read, write, or spell.

31
Q

LLD

A

LDs that affect primarily reading, writing and spelling

32
Q

Although not all learning disabilities are language-based, ____ of children with LD have LLD.

A

80%

33
Q

Classification of Reading Disorders: Dyslexia

A

Language Comp: Good

Word Recognition: Poor

34
Q

Classification of Reading Disorders: Typical Reading

A

Language Comp: Good

Word Recognition: Good

35
Q

Classification of Reading Disorders: Mixed Decoding/Comprehension Deficit

A

Language Comp: Poor

Word Recognition: Poor

36
Q

Classification of Reading Disorders: Specific Comprehension Deficit

A

Language Comp: Poor

Word Recognition: Good

37
Q

Communicative Characteristics of LLD:

A 
Phonological Characteristics
Syntactic Characteristics
Semantic Characteristics 
Pragmatic Characteristics
Limited Background Knowledge 
Difficulties regulating attention and Activity.
38
Q

Communicative Characteristics of LLD: Phonological Characteristics

A
  • Phonological Awareness delays
  • literacy delays
  • -speech perception difficulty
  • phonological memory difficulty
  • short term memory
  • weaknesses in rapid naming and non-word repetition tasks
  • Phonological production may sound adequate, but will have problems with phonological processing, including memory, perception, and complex production that appear to be related to literacy.
  • can be seen by imitation of complex sound sound sequences, and activities that tap phonological awareness.
  • Underground phonological skills: segment, store, retrieve.
39
Q

Communicative Characteristics of LLD: Syntactic Characteristics

A
  • Deficits in comprehension and production of complex syntax.
  • trouble understanding sentences with
    • relative clauses
    • passive voice
    • negation
  • Do not make a large number of syntactic errors in spontaneous speech.
  • Error rates in writing are much higher.
    • Simple
    • Immature
    • fewer complex sentences
    • less elaboration of noun phrases with multiple modifiers
    • prepositional phrases
    • relative clauses
  • Sentences may be longer than peers, because they use fewer complex forms to condense their expression.
  • Morphological problems are also common, accounting for more than 2/3 of syntactic errors in the speech of students with LLD
40
Q

Communicative Characteristics of LLD: Semantic Characteristics

A
  • Small vocabularies that are restricted to high-frequency, short words
  • vocabulary deficits are the result, rather than the cause of reading disorders
  • restricted knowledge of word meanings
  • poor development of associations among words of categorization of words into semantic classes
  • difficulties with multiple meaning words
  • excessive reliance on non-specific terms
  • decreased speed and accuracy in confrontation naming
  • word finding problems
  • understanding complex oral directions
  • difficulties producing and understanding figurative language
41
Q

Communicative Characteristics of LLD: Pragmatic Characteristics

A
  • limited verbal fluency
  • less likely to respond to conversational bids
  • less sensitive to the needs of their listener
  • give incomplete or inaccurate descriptions
  • difficulty with conversational style and with literate style.
  • oral language is highly contextualized
  • literate language is highly decontextualized
  • narrative discourse falls somewhere in-between
  • shorter stories with fewer complete episodes, fewer complex sentences, more limited vocabulary and less overall organization.
42
Q

Communicative Characteristics of LLD: Limited Background Knowledge

A
  • Domain-specifc knowledge in reading comprehension is important
  • since reading comprehension is limited, they will not gain new knowledge
43
Q

Communicative Characteristics of LLD: Difficulties Regulating Attention and Activity

A
  • most common disorder linked with LLD is ADHD
  • difficulty in marshaling attention
  • knowing what to direct attention to and what to ignore
  • in focusing on foreground information while filtering out background distractions
  • easily distracted with short attention spans
  • 25% of students with LLD have associated behavioral or socioemotional stress
44
Q

Role of oral Language in classroom discourse

A

Teacher talk and hidden curriculum: the unspoken set of rules and expectations about how to behave and communicate in the classroom setting.
typical structure
-initiation of a topic by teacher
-response by the student
-evaluation by the teacher
Decontextualized language
Classroom culture clash: differing expectations about a child’s conversational role in the home do not necessarily represent a deprived environment
Metalinguistic skills: defining words, recognizing synonyms, antonyms, and homonyms, diagramming sentences and identifying parts of speech, recognizing grammatical and morphological errors in the process of editing writing assignments
Metacognition, self-regulation, and executive function: comprehension monitoring

45
Q

Role of oral language in literacy acquisition

A

Lays the foundation for acquiring literacy
Emergent literacy: begin to develop ideas about how written language works and what it is used for before they actually begin decoding print.
Oral language foundations for reading comprehension: understanding meaning through reading makes use of all of the same processes used to extract meaning from oral language.
Metalinguistic awareness: essential for learning to read
Phonological awareness
Writing system: requires a great deal of memory
Discontinuities between oral and written language: primary deficits involved in reading are linguistic
Biological bases for oral language

46
Q

Skilled Fluent Reading Requirements: Language Comprehension

A 
Background knowledge
Vocab
Language structures
Verbal reasoning
Literacy knowledge
47
Q

Skilled Fluent Reading Requirements: Word Recognition

A

Phonological awareness
decoding
Sight recognition

48
Q

Skilled Fluent Reading Requirements: Skilled reading

A

fluent execution and coordination of word recognition and text comprehension

49
Q

Chall’s Stages of Learning to Read: Stage 0

A

Pre-reading (2-6 years/ Pre-K); Emergent literacy skills acquired

50
Q

Chall’s Stages of Learning to Read: Stage 1

A

Decoding (grades 1-2); Learns letter-sound correspondence, alphabetic principle, recognizes sight words

51
Q

Chall’s Stages of Learning to Read: Stage 2

A

Fluent reading/ Automaticity (grades 2-4); Consolidates decoding, reading becomes effortless & accurate

52
Q

Chall’s Stages of Learning to Read: Stage 3

A

Reading to learn (grades 4-8); Relates print to new ideas; gains new information from reading; reading becomes efficient

53
Q

Chall’s Stages of Learning to Read: Stage 4

A

Reading for multiple viewpoints/ ideas (grades 9-12); becomes able to add layers of facts and concepts to prior knowledge

54
Q

Chall’s Stages of Learning to Read: Stage 5

A

Critical reading/Construction and reconstruction (post-secondary); constructs knowledge from reading;depends on analysis, synthesis, and judgment

55
Q

Reading instruction for Struggling Readers

A
  • National Research Council, 2001 report states that children having difficulty learning to read do not require a different kind of instruction.
  • Instead, they need more exposure and practice to the same basic principles of word identification and comprehension, in individualized, more intensive settings.
  • This applies to children with specific reading disorders as well as to those from culturally and linguistically different as well as from disadvantaged backgrounds.
56
Q

Role of school SLP in literacy: Preschool through Primary Grades: Emergent literacy

A
  • Collaborate with the preschool teachers to create print-rich environment
  • Encourage and participate in storybook reading and activities that include talk about the content and structure of books
  • Embed a rotating set of literacy activities within daily routines
57
Q

Role of school SLP in literacy: Preschool through Primary Grades: Decoding

A
  • Collaborate in direct Tier I instruction on phonological awareness, letter-sound correspondence, phonological analysis, and synthesis
  • Identify struggling students
  • Provide, directly or through collaboration with other classroom personnel, Tier II activities
  • Provide Tier III instruction to those already identified with speech-language impairment
58
Q

Role of school SLP in literacy: Later Grades: Development of Fluency

A

Multiple re-reading
Small-group dramatic reading
Choral reading
Visual supports

59
Q

Role of school SLP in literacy: Later Grades: Enhance Reading Comprehension

A

Address through oral language activities that focus on curricular content
Paraphrasing activities

60
Q

Role of school SLP in literacy: Later Grades: Enhance Spelling

A

address spelling through word study approaches

61
Q

Role of school SLP in literacy: Later Grades: Enhance Writing SKills

A

plan and organize writing activities

62
Q

Role of school SLP in literacy: Later Grades:

A

Elaborate educator’s understanding of the key role oral language knowledge plays in developing literacy

63
Q

Role of school SLP in literacy: Later Grades:

A 
Development of Fluency
Enhance Reading Comp
Enhance Spelling
Enhance Writing Skills
Elaborate educator's understanding of the key role oral language knowledge plays in developing literacy
64
Q

Role of school SLP in literacy: Preschool through Primary Grades:

A

Emergent Literacy

Decoding

65
Q

Components of an IEP

A
  • Demographic Area
  • Present level of Academic Achievement and Functional Performance:
    • Current Assessment Data
    • Objective Statements
  • Strengths/Needs, Special Factors and Parent Concerns:
    • Strengths
    • Anticipated Effects
    • Educational Needs
    • Consideration of special factors
    • Parent concerns for enhancing the child’s education
  • Objectives
    • Long-term goals
    • short term goals/benchmarks
  • Special Education Services:
    • TYpe
    • Amount
    • starting and ending date
  • Related Services
    • Type, amount, starting and ending date
  • Continuum of Placement:
    • amount
    • length of instructional day
    • regular pe
    • supplementary aids and services
    • program modifications
    • supports for personnel
  • Signature page
66
Q

Long Term Goals

A

-Linked to general curriculum
-Measurable and achievable within 1 calendar year
5 components:
1. Direction: increase/decrease
2. Area of deficit
3. Present level of performance
4. Expected annual ending level
5. Resources

67
Q

Short-term objectives and benchmarks

A 
-Discrete steps toward annual goal. 
SMART
S: Specific
M: Measurable
A: Attainable
R: Relevant
T: Teachable
4 components
1. Conditions
2. Description of specific behavior
3. Criterion
4. Evaluation
68
Q

Metalinguistic

A

the ability to use language to talk about language

69
Q

Metacognitive

A

the ability to reflect on, talk about and manage one’s thinking process

70
Q

Self regulation

A

the ability to figure out what needs to be done to accomplish a task, create a plan, carry it out and evaluate whether the task has been completed successfully

71
Q

phonological awareness

A

awareness of the fact that words can be broken down into smaller units, the ability to blend, segment, and manipulate sounds within words

72
Q

print concepts

A

understanding that letters and print make up words and represent ideas, ability to talk about units of language such as words and letters, understanding structure of books.

73
Q

alphabet knowledge

A

knowing names and sounds of letters in upper and lower case, understanding that letters stand for sounds that can be blended to form words, understanding that words can be read by decoding the sounds

74
Q

Literate language

A

ability to understand decontextualized language, familiarity with conventional language used in narrative genres, access to the more formal register of language typically used in print.

Language Disorders (3 decks)

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