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Language Development > Chapter 11 > Flashcards

Chapter 11 Flashcards

1
Q

What are 2 factors written lang skills are bases on?

A
  1. environment
  2. genetics
    - genetic factors play a dominant role in the development of reading
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2
Q

When a child is struggling to read, what do you ask it’s parents?

A

Is there family history of reading difficulty? Does anyone in the family have any reading problems?

Sometimes it can even be an uncle, aunt or grandparent

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3
Q

What is the process of reading?

A
  • Reading requires decontextualized lang processing and good narrative skills
  • poor readers exhibit poor narrative skills
  • thus, in reading tx, we need to build ch’s narrative abilites
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4
Q

What is step 1 in reading?

A
  • decoding print
  • breaking a word down into its component sounds and then blending them together tor form a recognizable word
  • ch brings their knowledge to the talk
    • print on the page
    • ch’s knowledge and skills
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5
Q

What is step 2 in reading?

A
  • phonological awareness
  • knowledge of sounds and syllable and of the sound structure of words
  • phonological skills are essential to good reading PA skills are the best predictor of spelling in elementary school
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6
Q

What are Phonological Awareness (PA) skills to teach?

A
  • rhyming
  • number of syllables in a word
  • first sound
  • last sound
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7
Q

What does new research for many children, esp. those who are at risk: (“Research on all-day kindergarten” www.education.com) find?

A
  • Big help: all-day kinder
  • Positive impacts on both social and academic skills
  • Teachers- increase time for small group small activities
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8
Q

What did Tambyraja, Farquharson, Logan, & Justice (2015). Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance. American Journal of Speech-Language Pathology, 24, 177-188. research look at?

A

They looked at children with language impairment (LI) and measured their phonological processing and word decoding skills 2x during the academic year

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9
Q

What did Tambyraja, Farquharson, Logan, & Justice (2015). Decoding skills in children with language impairment: Contributions of phonological processing and classroom performance. American Journal of Speech-Language Pathology, 24, 177-188. find?

A
  • PA skills fall significantly predicted spring decoding outcomes
  • In tx, it is important to focus on PA skills because they impact reading
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10
Q

What is step 3 in reading?

A

Morphological Awareness (MA)

  • The recognition, understanding, and use of word parts that carry significance
  • Ex: students need to understand that prefixes, suffixes, inflections, and root words are all morphemes which can be taken away from or added to words to change their meaning
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11
Q

What percentage of English words are morphologically complex?

A
  • More than 50%
  • Students with strong MA are able to approach a novel multisyllabic word and break it into parts in order to predict the word’s meaning.
  • This helps in many areas: decoding, spelling, comprehension, and oral language
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12
Q

When is MA especially critical?

A
  • In 3rd grade, it becomes more important than PA in terms of literacy achievement
  • Approx. 60% of the new written words school- age ch encounter by 3rd grade are morphologically compex
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13
Q

What did Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly, 36 (3), 142-151. examine?

A

This study examined the impact of linguistically explicit instruction on the morphological awareness (MA) skills of 3rd grade children with language impairment

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14
Q

What did Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly, 36 (3), 142-151. find?

A

In this study they found that ch who had explicit MA instruction:

  • did much better than controls in spelling, vocab, and reading
  • generalized knowledge to untaught words
  • imposed in overall lang and literacy skills
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15
Q

In Good, Lance, & Rainey (2015). The effects of morphological awareness training on reading, spelling, and vocabulary skills. Communication Disorders Quarterly, 36 (3), 142-151. what worked?

A
  • Discussion of rules (ex. adding -ly means that an adjective becomes an adverb; an adverb is adjective that modifies a verb)
  • word sorts (ex. stacks words into piles based on affixes such as -ly and -able)
  • using visual blocks to separate affixes from base words then join them
  • helped ch increase their vocab knowledge through using the words in diff contexts
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16
Q

What is step 4 in reading comprehension?

A
  • Meaning is actively constructed by the interaction of words and sentences with personal meanings and experiences
  • At the basic level is decoding
17
Q

What is at the highest level in reading?

A

Dynamic literacy: a reader is able to relate content to other knowledge

18
Q

What is step 5 in reading fluency?

A

Words per minute depends on a number of factors:

  1. phonological awareness (how words sound)
  2. visual perception
  3. print awareness (how words look)
  4. word recognition
  5. speed of lexical (word) retrieval
  6. higher level lang and conceptual knowledge
19
Q

What is Reading Development?

A
  • Prereading: social rather than formal instruction—parents and children read together
  • The more and earlier parents read, the greater the child’s oral lang and emergent literacy skills
20
Q

If a preschool child develops print awareness, then what is occurring?

A
  1. Display an interest in sharing books
  2. Know how to hold a book right side up
  3. Identify the front and back of book
  4. identify the top and bottom of a page
  5. look at and turn pages from left to right
  6. identify the title on the book cover
  7. identify titles of favorite books
  8. distinguish between pictures and print on a page
  9. know where the story begins in the book
  10. identify letters that occur in their own names
21
Q

What is Formal reading instruction?

A
  • Occurs in school
  • Phonics: sound-letter correspondence in early grades
  • By 7-8 years of age, most ch have the knowledge to become competent readers
22
Q

What occurs in 3rd grade?

A
  • Shift from learning to read to reading to learn
  • in grades 4-8, reading comprehension becomes especially critical
  • teens and adults use their reading skills to build their knowledge of the word and their vocab
23
Q

What are the reading and Common Core State Standards?

A

The overarching goal is to create students who are ready

24
Q

What are the 4 major goals of the Common Core State Standards?

A
  1. create globally competitive citizens in 21st century
  2. prepare students for college
  3. create critical readers who “read deeply”
  4. help students become responsible citizens who use evidence for deliberation
25
Q

When were the Common Core State Standards enacted and in how many states have they been adopted?

A

The Common Core State Standards, enacted in 2010, have been adopted by 46 out of 50 states.

26
Q

What do the Common Core State Standards address?

A

The standards address English Language Arts and Math

27
Q

What 4 areas do English Language Arts Consists of?

A

reading
writing
speaking and listening
language

28
Q

What do the Common Core State Standards put more emphasis on?

A

They put much stronger emphasis on expository reading-reading for information (not stories or fiction)

29
Q

What percent of text is expository in elementary school?

A

Currently, only 15% of text in elementary school is expository, yet expository reading makes up 80% of reading done in college and workforce.

30
Q

How does the Common Core State Standards shift expository percentages throughout grade levels?

A

The CCSS will shift expository percentages to 50/50 at elem level, 60/40 in middle school, 75/25 in high school.

31
Q

In the past, students asked how they _____ about readings—give _____– relate readings to their own _______ experience.

A

felt, opinions, personal

32
Q

What do the Common Core State Standards de-emphasize and actually want?

A

The CCSS de-emphasize feelings and personal experience, demanding that students present evidence for their answers. They will be asked to present arguments justified by the text they have read.

33
Q

How are students with literacy difficulties supported?

A
  • For students with difficulty in fine motor and writing skills, handwriting without tears simplifies the writing process
  • Young students who have trouble reading- “picture walk” before they read a book or book chapter
34
Q

What does Roseberry do to help with reading comprehension?

A

I have students bring their language arts or other books from their classrooms; we use those in therapy

35
Q

Super Power Reading Strategies

Before reading

A
  • Look at the title, headings, and pictures
  • Look at any words in italics or boldface
  • Read the summary at the end of the chapter
36
Q

Super Power Reading Strategies

While reading

A
  • Visualize what I read; make detailed pictures in my brain
  • Ask myself questions about what I’m reading
  • Predict what will happen next
  • Highlight key ideas
37
Q

Super Power Reading Strategies

After reading the whole thing

A
  • Look at the title, headings, and pictures again
  • Read over my highlights
  • Ask questions about what I have just read
  • Summarize what I have just read in my own words

Language Development (3 decks)

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