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Language Development-Roseberry > Chapter 11-School age literacy Development > Flashcards

Chapter 11-School age literacy Development Flashcards

1
Q

What is the best indicator for a child’s success with reading and writing?

A

Oral language and metalinguistic skills

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2
Q

Why are early life experiences so important?

A

The child who comes to kindergarten and has limited oral language and limited metalinguistic skills is already behind the eight ball.

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3
Q

What has new research found helpful for children at risk?

A

big help: all day kindergarten

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4
Q

All day kindergarten has what kind of impact?

A

positive impact on both social and academic skills

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5
Q

Research has found that In all-day kindergarten children learn what?

A

they learn to engage in child-to-child interactions

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6
Q

What are the two major factors that written language skills are based on?

A

environment

genetics

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7
Q

In the development of reading, what plays a dominant role?

A

genetics

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8
Q

When a child is struggling in reading, what does Dr. R ask the parent?

A

is there a family history of reading difficulty?

Does anybody in the family have any reading problems?

Sometimes it can even be an uncle, aunt, or grandparent.

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9
Q

What does reading require?

A

decontextualized language processing

good narrative skills

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10
Q

Poor readers exhibit __________?

A

poor narrative skills

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11
Q

In early treatment what do we need to build?

A

we need to build narrative abilities

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12
Q

What is the first step in reading?

A

decoding print

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13
Q

What is decoding?

A

breaking a word down into its component sounds and then blending them together to form a recognizable word

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14
Q

What is the second step in reading?

A

Phonological Awareness (PA)

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15
Q

What is Phonological Awareness?

A

knowledge of sounds and syllables and of the sound structure of words

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16
Q

PA skills are essential to _____ _____ .

A

good reading

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17
Q

In elementary school, what is PA skills the best predictor of ?

A

spelling

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18
Q

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.**

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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19
Q

What did the Tambyraja, Farquharson, Logan, & Justice (2015) study find?

A

PA skills in fall significantly predicted spring decoding outcomes

In tx, its important to focus on PA skills because they impact reading

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20
Q

What grade were the children in the study?

A

kindergartens and 1st graders

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21
Q

What is third step in reading?

A

Morphological Awareness (MA)

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22
Q

Define Morphological Awareness (MA).

A

The recognition, understanding, and use of word parts that carry significance.

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23
Q

Give an example for MA.

A

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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24
Q

More than ___ % of English words are _____ _____ .

A

50%

morphologically complex

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25
Q

What are students with strong MA able to approach?

A

A novel multisyllabic word and break it into parts in order to predict the word’s meaning.

26
Q

What areas does MA help with?

A

decoding, spelling, comprehension, and oral language

27
Q

Why is MA especially critical in 3rd grade?

A

It becomes important than PA in terms literacy achievement.

28
Q

In 3rd grade, the new written words school age children encounter are morphologically complex at what percentage?

A

60%

29
Q

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

What did the study examine?

A

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

30
Q

In the Good, Lance, & Rainey (2015) study, they found that children who had explicit MA instruction :

A
  • Did much better than controls in spelling, vocabulary, and reading
  • Generalized knowledge to untaught words
  • Improved in their overall language and literacy skills
31
Q

In the Good, Lance, & Rainey (2015) study, what worked?

A
  • Discussion of rules
  • Word sorts
  • Using visual blocks to separate affixes from base words and then join them
32
Q

What is an example of discussion of rules?

A

“adding –ly means that an adjective becomes an adverb; an adverb is an adjective that modifies a verb”

33
Q

What is an example of word sorts?

A

stack words into piles based on affixes such as -ly and -able

34
Q

In the Good, Lance, & Rainey (2015) study, also helped increase their ___ knowledge through using the words in different contexts.

A

vocabulary

35
Q

What is step four in reading?

A

comprehension

36
Q

Define comprehension.

A

Meaning is actively constructed by the interaction of words and sentences with personal meanings and experiences

37
Q

Define dynamic literacy

A

a reader is able to relate content to other knowledge

38
Q

What is the step five in reading?

A

reading fluency (#wpm)

39
Q

Factors of reading fluency

A
  1. phonological awareness (how words sound)
  2. visual perception (how you see the words)
  3. print awareness (how words look)
  4. word recognition
  5. speed of lexical (word) retrieval
  6. higher-level language and conceptual knowledge
40
Q

Prereading: ___ rather than formal instruction - parents and children read together

A

social

41
Q

The more and earlier parents reading, the ___ the child’s oral language and emergent literacy skills.

A

greater

42
Q

You are working with a kindergartener who never went to preschool and was never exposed to books at home. She needs to develop print awareness skills. What are these skills that you need to be targeting?

A
  1. display an interest in sharing books
  2. know how to hold a book right side up
  3. identify the font and back of the 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 of a page
  9. know where the story begins in the book
  10. identify letters that occur in their own names
43
Q

Define phonics

A

sound-letter correspondence in early grades

44
Q

By __ years of age most children have the knowledge to become competent readers

A

7-8

45
Q

true or false.

In 3rd grade, shift from learning to read to reading to learn.

A

true

46
Q

In grades ___, reading ___ becomes critical

A

4-8 ; comprehensive

47
Q

true or false.

teens and adults use their reading skills to build their knowledge of the world and their vocabulary

A

true

48
Q

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

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

Note: Dr. R really likes #4

49
Q

true or false.

Unlike No Child Left Behind (2002), there are no fiscal or other punitive consequences in the standards.

A

true

50
Q

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

A

46

51
Q

What does the CCSS address?

A

English Language Arts and Math

52
Q

English Language Arts Consists of 4 Areas:

A
  1. reading
  2. writing
  3. speaking and listening
  4. language
53
Q

The CCSS have put a much stronger emphasis on ____ reading-reading for ___ (not stories or fiction)

A

expository ; information

54
Q

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

A

15 ; 80

55
Q

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

A

50 ; 60 ; 75

56
Q

true or false.

In the past, students asked how** they felt about readings—give opinions– relate readings to their own personal experience.

A

true

57
Q

The CCSS de-emphasize feelings and personal experience, demanding that students present _____ for their answers.

They will be asked to present ______ justified by the text they have read.

A

evidence

arguments

58
Q

For students with difficulty in fine motor and writing skills, what simplifies the writing process?

A

handwriting w/o tears

59
Q

Young students who have trouble reading – “______” before they read a book or book chapter .

A

picture walk

60
Q

Reading strategies, before I read

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
61
Q

Reading strategies, while I read

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
62
Q

reading strategies, After I have read 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-Roseberry (7 decks)

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