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Language Disorders > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

Deficits in language and literacy may result in…

A

problems using language to communicate

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2
Q

You need sound and letter knowledge to ____ ____.

A

decode words

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3
Q

You need ____ ____ for reading comprehension.

A

fluent decoding

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4
Q

When spelling and writing, you need __ and __ level awareness to pair sounds with letters.

A

sound and word

phonemic and phonological

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5
Q

Decoding for reading involves (4)

A

letter identification, letter sound awareness, sight words, and print awareness

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6
Q

What is print awareness?

A

the knowledge that letters make up words

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7
Q

How is print awareness learned?

A

joint book reading

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8
Q

Reading comprehension involves (4)

A

vocabulary, context, multiple meaning words, and type of literature (nonfiction/ fiction)

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9
Q

Assessment of written language includes the assessment of (4)

A

letters, words, sentences, and paragraphs

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10
Q

When looking at written letters what are we assessing?

A

accuracy, handedness, spacing and size

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11
Q

When looking at written words, what are we assessing?

A

capitalization and spacing

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12
Q

When looking at written sentences, what are we assessing?

A

word order, punctuation and meaning

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13
Q

When looking at written paragraphs, what are we assessing?

A

narratives, descriptions of pictures, sequencing, and structure

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14
Q

What are language- based learning disabilities?

A

problems with age-appropriate reading, spelling, and/or writing

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15
Q

Dyslexia is primarily with ____ or ____ words NOT _____ language.

A

written or printed; spoken

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16
Q

What are 9 deficits associated with language based learning disabilities?

A
  1. word recall/ expressing ideas clearly
  2. learning new vocab
  3. understanding questions
  4. following directions
  5. recalling numbers in sequence
  6. letters and numbers
  7. learning ABCs
  8. spelling
  9. memorizing times tables
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17
Q

What does the broad view of reading emphasize?

A

higher-level thinking

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18
Q

What is the problem with the broad view of reading?

A

it combines decoding and comprehension

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19
Q

What are the two SEPARATE components that make up the simple view of reading?

A

decoding and comprehension

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20
Q

What is decoding?

A

word recognition processes that transform print into words

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21
Q

What is comprehension?

A

the process by which words, sentences and discourse are interpreted

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22
Q

If you have good decoding and good language comprehension then you have….

A

typical reading

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23
Q

If you have poor decoding and good comprehension then you have….

A

dyslexia

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24
Q

If you have poor decoding and poor comprehension then you have…

A

mixed decoding and comprehension deficit

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25
Q

If you have good decoding and poor comprehension then you have…

A

specific comprehension deficit

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26
Q

What is the focus of the narrow view of reading?

A

decoding only

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27
Q

Describe the bottom up model.

A

spoken and written language comprehension starts with the initial detection of the stimulus and goes through stages where the info is chunked together into larger units

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28
Q

Describe the top down model.

A

if the child is familiar with content they can construct meanings and this facilitates comprehension

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29
Q

The top down model puts importance on _____.

A

schemata

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30
Q

What is a schemata?

A

scripts that allow for predictions about the info being processed

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31
Q

Describe the interactive model of communication.

A

Children need word recognition and higher-level conceptual knowledge to be good readers

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32
Q

Can parallel processing occur in the interactive model?

A

yes

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33
Q

Describe the connectionist model.

A

the lexicon is an interactive network of connections between 2 levels of processing

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34
Q

What are the two levels of processing in the connectionist model?

A

orthographic (letters) and phonological (sounds)

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35
Q

What are the two types of input?

A

auditory (speech) and visual (print)

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36
Q

What are the two types of perceptual analysis that take place?

A

auditory (hearing the sounds) and visual (seeing the letters)

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37
Q

Children need to know that ____ represent phonemes.

A

graphemes

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38
Q

There are ___ letters in the alphabet that represent more than ___ sounds.

A

26;47

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39
Q

There is a need to know the ____ and possible ____ in print.

A

letters; combinations

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40
Q

If a child has limited letter recognition and/ or phonemic awareness there will be a ___ ___.

A

reading problem

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41
Q

What occurs at the word recognition level of comprehension?

A

phonological representation, word meaning, and visual representation

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42
Q

Children with auditory or vision deficits may have ___ and ___ language deficits.

A

spoken and written

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43
Q

What is phonetic discrimination?

A

the ability to hear the difference between 2 sounds that differ acoustically and phonetically

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44
Q

What is detection?

A

ability to perceive a signal

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45
Q

What is discrimination?

A

the ability to see the visual differences between letters

46
Q

What is an example of poor visual discrimination in reading?

A

inability to tell the difference in /b/ and /d/

47
Q

If a child cannot tell differences in letters, it will _____ impact decoding and writing.

A

negatively

48
Q

What is identification?

A

knowledge of the correspondence between letters and phonemes

49
Q

Is it possible for a child who reads words incorrectly to have an identification problem and NOT a discrimination problem?

A

yes

50
Q

Words that are seen or heard must be associated with concepts stored in the ___ ___.

A

mental lexicon

51
Q

The content of the mental lexicon is the same for ___ and ___.

A

reading and spoken language

52
Q

What information is included in the mental lexicon?

A

visual form, phonological info, word meaning, and syntactic info

53
Q

What is processing speech?

A

When the phonological representation is directly linked to semantic meaning

54
Q

What are the two ways that reading can be accessed?

A

directly (visual representation) and indirectly (phonological representation)

55
Q

How is reading accessed directly?

A

visual representation; Look and say –> whole word processing words for sight words and familiar words

56
Q

How is reading accessed indirectly?

A

phonological representation; decode the words sound by sound and then blend them together

57
Q

When accessing reading indirectly, the child must have the knowledge that words have ___ ____ ___.

A

discrete phonemic segments

58
Q

What is the dual route model?

A

reading can be accessed using word recognition, visual/ lexical info and phonological info

59
Q

What is discourse level processing?

A

processing sentences, conversations, lectures, and stories

60
Q

What is structural knowledge?

A

knowledge of word order, grammatical morphemes, and function words

61
Q

What are function words?

A

conjunctions, pronouns, and models

62
Q

What are grammatical morphemes?

A

adverbs, adjectives, verbs, and nouns

63
Q

What is word order for a statement?

A

subject+ verb+object

64
Q

What is the word order for a question?

A

verb + subject?

65
Q

If a child struggles with discourse level processing, they will have deficits in

A

sentence formation, following directions, and answering questions

66
Q

What is a proposition?

A

an idea-unit that has a predicate and related arguments

67
Q

What is an example of a proposition?

A

Using the word “give”

  • someone giving
  • object given
  • recipient of object
68
Q

Deficits in prepositional knowledge can impact (4)

A
  1. composition of sentences
  2. understanding meaning of sentences
  3. sentence structure
  4. understanding/ sequencing info
69
Q

What are the four types of world knowledge?

A

situation model representations, specific content domains, procedural knowledge and interpersonal knowledge

70
Q

What are situation model representations?

A

individual knowledge of the world aids in comprehension

71
Q

What are specific content domains?

A

academic subjects like science and math

72
Q

What is procedural knowledge?

A

scripts about the knowledge of familiar events (tying shoes or driving a car)

73
Q

What is interpersonal knowledge?

A

knowledge of feelings, attitudes, and human needs

74
Q

What are discourse processing models?

A

the relation of construct representations to each other and the meaning of information inferences based on prior knowledge

75
Q

Children must decide which information should be remembered / discarded based on ____ ____ or the type of info.

A

prior knowledge

76
Q

Kintsch(1998) said …

A

the reader has a goal to read and uses previous experiences and knowledge to comprehend that info

77
Q

Children construct meaning from ___ and ___.

A

schema and discourse

78
Q

What is schema?

A

structure in memory for general arrangement

familiar events and scripts that occurf

79
Q

What are the parts of a schema?

A

main event, participant, goals, position of each actions, and additional info

80
Q

What is discourse?

A

stories and story grammars

81
Q

What are stories?

A

the mental framework for setting, goal, obstacle, and resolution

82
Q

What are story grammars?

A

the hierarchical relations among components

83
Q

What is the structural organization of story grammars?

A

setting and episode

84
Q

What occurs during the setting?

A

introduce the characters and context

85
Q

What occurs during the episode?

A

initiating the event, internal response, attempt, consequence, and reaction

86
Q

What is understanding? (5)

A

management of working memory, inference generation, construction of coherent representations, complex dynamic system, and metacognitive ability

87
Q

What is metacognitive ability?

A

the need of basic processes to encode, store and retrieve info

88
Q

Metacognitive ability is needed more for learning to ___.

A

read

89
Q

When learning to read, a child needs explicit knowledge of the ____ _____ of speech..

A

phonological aspects

90
Q

In 2008 how many adults were illiterate?

A

796 million

91
Q

What is needed to learn spoken language?

A

analysis of utterances into small units and analysis of speech stream

92
Q

What are the 7 characteristics of written and spoken language?

A

physical, situational, functional, form, vocab, grammatical, and processing

93
Q

What are physical characteristics of spoken language?

A

temporal ordered sounds with short durations

94
Q

What are situational characteristics of spoken language?

A

face-to face, questions, answers, time pressures, and nonverbal expressions

95
Q

What are functional characteristics of spoken language?

A

labeling objects, telling stories, giving info

96
Q

What are form characteristics of spoken language?

A

pitch, quality, manner, and prosody

97
Q

What are vocab characteristics of spoken language?

A

limited number of words, speakers have shared concepts, pronoun references, and current expressions

98
Q

What are grammatical characteristics of spoken language?

A

low in density and high in redundancy, can repeat words, and refine expressions

99
Q

What are processing characteristics of spoken language?

A

higher level context info

100
Q

What are the physical characteristics of written language?

A

written, can be read and reread, reader controls speed of reading, different fonts, lower case, uppoer case, provide clues

101
Q

What are the situational characteristics of written language?

A

writer does not get immediate feedback, prompts, can correct and revise, need more precise and distinct words

102
Q

What are the functional characteristics of written language?

A

keep accurate records, history, building ideas, email, texting, quick communication

103
Q

What are the form characteristics of written language?

A

letters on paper, punctuation is important, statements vs. questions

104
Q

What are the vocab characteristics of written language?

A

dense and precise, clear and ambiguous

105
Q

What are the grammatical characteristics of written language?

A

lexically dense, low in redundancy

106
Q

What are the processing characteristics of written language?

A

may skip short words/ skimming

107
Q

T/F: There are reciprocal and important relationships between spoken lang, reading and written lang?

A

True

108
Q

Children with deficits in oral lang, reading, and written lang are classified as

A

language and learning disabled

109
Q

T/F Children can be language and learning disabled if they only have deficits in oral language and reading?

A

False–> they must have deficits in oral lang, reading, and written lang

110
Q

T/F SLP’s are not responsible for having foundational knowledge of the processes of spoken lang, reading, and written lang?

A

False

Language Disorders (2 decks)

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