chapter 12 Flashcards
Phonological awareness
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
when does PA start developing
2-3 years old
shallow PA
early
word awareness
rhyme awareness
syllable awareness
onset awareness
phoneme identity
deep PA
later
phoneme blending
phonemes segmentation
phoneme counting
phoneme manipulations
alliteration
2 words sharing a phoneme in the same position
identifying alliteration is easier in certain contexts
cane - cape easier than cane - cop
conventional literacy
decoding & comprehension
emergent literacy
preliminary skills necessary for literacy
emergent literacy skills
letter knowledge
letter-sound correspondence skills
concepts about print
book structure knowledge
link between PA & literacy
children w/ good emergent literacy & PA skills are likely to become stronger readers
emergent literacy related to
oral language skills
emerging metalinguistic knowledge
3 key achievements of emergent literacy
alphabet knowlede
print awareness
PA
alphabet knowledge
knowledge about letters of the alphabet
what influences children’s acquisition of alphabet letter names
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
print awareness
children’s understanding of the forms & functions of written language
metalinguistic milestones
- print interest
- print functions
- print conventions
- print forms
socioeconomic status
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
children from lower SES homes benefit from
enriched exposure to PA & literacy activities
more peer models
factors contributing to the risk level for reading impairment
speech sound errors still present at the start of kindergarten / literacy instruction
comorbid language impairments
limited phoneme awareness
assessing younger kids for PA
get baseline levels to monitor growth
assessing school-aged children w/ an aim towards
progress monitoring
determining the cause or symptoms of a reading/spelling difficulty
goal writing
treatment planning
norm referenced phonological awareness assessments
often do not consider speech production errors
simultaneous treatments
speech sound production therapy
PA therapy
& targeting letter knowledge
role of SLP
work on entire disorder, not just speech production
grapheme to phoneme correspondence
alphabetic principle
Phonological awareness
collaboration is crucial
criterion referenced measures
more informal way to assess children’s abilities
helpful comparison of ability to that of curriculum-based standards
