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CS&D 315 > chapter 12 > Flashcards

chapter 12 Flashcards

1
Q

Phonological awareness

A

awareness of sub-lexical units & metalinguistic skills

closely tied to the quality of a child’s Phonological system

children w/ SSDs at risk for impaired PA skills, also at risk for literary deficits

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2
Q

when does PA start developing

A

2-3 years old

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3
Q

shallow PA

A

early

word awareness

rhyme awareness

syllable awareness

onset awareness

phoneme identity

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4
Q

deep PA

A

later

phoneme blending

phonemes segmentation

phoneme counting

phoneme manipulations

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5
Q

alliteration

A

2 words sharing a phoneme in the same position

identifying alliteration is easier in certain contexts
cane - cape easier than cane - cop

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6
Q

conventional literacy

A

decoding & comprehension

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7
Q

emergent literacy

A

preliminary skills necessary for literacy

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8
Q

emergent literacy skills

A

letter knowledge

letter-sound correspondence skills

concepts about print

book structure knowledge

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9
Q

link between PA & literacy

A

children w/ good emergent literacy & PA skills are likely to become stronger readers

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10
Q

emergent literacy related to

A

oral language skills

emerging metalinguistic knowledge

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11
Q

3 key achievements of emergent literacy

A

alphabet knowlede

print awareness

PA

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12
Q

alphabet knowledge

A

knowledge about letters of the alphabet

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13
Q

what influences children’s acquisition of alphabet letter names

A

own name advantage - learn the letters in their own name earlier

letter name pronunciation effect - easier to learn the names of letters that sound like their sounds (b)

letter order hypothesis - learn letters earlier at the beginning of the alphabet

consonant order hypothesis - early, middle, & late sounds

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14
Q

print awareness

A

children’s understanding of the forms & functions of written language

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15
Q

metalinguistic milestones

A
  1. print interest
  2. print functions
  3. print conventions
  4. print forms
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16
Q

socioeconomic status

A

related to development of PA & literacy skills

less related to income & more related to parent education, time parents spend w/ kids, money for healthcare, schools based on property tax

17
Q

children from lower SES homes benefit from

A

enriched exposure to PA & literacy activities

more peer models

18
Q

factors contributing to the risk level for reading impairment

A

speech sound errors still present at the start of kindergarten / literacy instruction

comorbid language impairments

limited phoneme awareness

19
Q

assessing younger kids for PA

A

get baseline levels to monitor growth

20
Q

assessing school-aged children w/ an aim towards

A

progress monitoring

determining the cause or symptoms of a reading/spelling difficulty

goal writing

treatment planning

21
Q

norm referenced phonological awareness assessments

A

often do not consider speech production errors

22
Q

simultaneous treatments

A

speech sound production therapy

PA therapy

& targeting letter knowledge

23
Q

role of SLP

A

work on entire disorder, not just speech production

grapheme to phoneme correspondence

alphabetic principle

Phonological awareness

collaboration is crucial

24
Q

criterion referenced measures

A

more informal way to assess children’s abilities

helpful comparison of ability to that of curriculum-based standards

25
Q

norm & referenced measures together

A

good/accurate determining future reading abilities

norm referenced tests & criterion referenced measures

language tests

child-level factors

26
Q

preschool children PA intervention

A

PA should focus on improving sensitive to the sound structure of the language

all children can benefit from phonological awareness activities

27
Q

school aged children intervention for PA

A

improve their PA

may also improve their speech production skills

28
Q

PA training after 1st grade

A

older children benefit from explicit instruction

important to kiddos struggling w/ literacy

CS&D 315 (17 decks)

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