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ECU ARTIC/PHON exam 1 > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

What is Phonological Awareness?

2

A

Awareness of the sounds and sound structure within a language.

Encompass both shallow and deep levels of awareness

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2
Q

What is Onset?

A

The consonant or consonant cluster that precedes the syllable nucleus (vowel)

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3
Q

What is Rime?

A

The syllable nucleus (vowel) + any subsequent consonants

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4
Q

What is Sublexical Awareness?

A

Awareness of a word’s phonological structure as distinct from meaning

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5
Q

What are Shallow Levels of Awareness?

A

Being able to tell the difference between different phonemes

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6
Q

What are Deep Levels of Awareness?

A

Being able to manipulate sounds (kids do this naturally, “wibbily-wobbily

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7
Q

When does Phonological Awareness begin?

A

Early in childhood (as early as 3 years)

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8
Q

Do stages of PA development often overlap?

Are they dependent on one another?

A

Yes

No

(A child may have strong rhyming skills and sound-deletion skills, but struggle with identifying initial phonemes in words.)

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9
Q

What contributes significantly to PA development?

A

Letter knowledge and vocabulary

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10
Q

Phonological awareness is a ______ and ______ skill. It requires knowledge of ______ independent of ______.

A

Sublexical

Metalinguistic

Linguistic units

Word meaning

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11
Q

What are PA skills are closely tied to?

What does this mean? (2)

A

The quality of a child’s phonological system

Children with impaired phonological systems (i.e., speech sound disorders) are at risk for impaired PA skills.

Children with SSD are also at risk for literacy deficits because of the link between PA skills and literacy

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12
Q

Phonological awareness is closely tied to ______.

A

Literacy skills

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13
Q

Researchers have reported a distinction between _____ and _____ literacy.

A

Emergent

Conventional

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14
Q

What is Emergent Literacy?

A

The preliminary skills necessary for literacy (letter knowledge, concepts about print, book structure, etc.)

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15
Q

What is Conventional Literacy?

A

Decoding and comprehension

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16
Q

Children with good emergent literacy and phonological awareness skills are likely to become _______.

A

Stronger readers

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17
Q

What are the four areas of Phonological Awareness?

A

Rhyme

Syllables

Alliteration

Phonemes

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18
Q

Rhyming typically is the __________.

A

First skill that children acquire

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19
Q

Shortly after children gain ___________, their awareness and identification of rhyming words may begin to emerge.

A

Productive use of oral language

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20
Q

When does Syllable Awareness begin to emerge?

2

A

Following the development of rhyming skills

Around the age of 4

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21
Q

Syllable Awareness refers to a child’s ability to ______ within ______.

A

Identify syllables

Multisyllabic words

(Perhaps first in “easier” compound words such as baseball, cupcake, and rainbow).

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22
Q

Syllable awareness also includes segmenting ______ into their respective ______ and ______.

A

Words

Onset

Rimes

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23
Q

What is Alliteration?

A

Two words sharing a phoneme in the same position.

24
Q

Where in a word is Alliteration found?

A

Usually the initial position but can be in final

25
Q

Can identifying alliteration be easier in certain contexts?

A

Yes

(e.g., children are more likely to identify initial phoneme matches in words that have the same vowel nucleus, such as cape and cane).

26
Q

What is the most difficult Phonological Awareness Activity?

A

The explicit manipulation of phonemes

27
Q

What are two examples of Phonological Awareness Activities?

A

Phoneme blending (e.g., /d/ /a/ /g/ = dog)

Phoneme segmentation (cat is made up of the phonemes /k/ /a/ /t/)

28
Q

Do Phonological Awareness Activities reflect deep or shallow levels of awareness

A

Deep

29
Q

Successful phoneme awareness requires ______.

A

Strong phonological representations

30
Q

What are Strong Phonological Representations?

2

A

The underlying form of the phoneme

How it’s stored in long term memory

31
Q

Many children with speech sound disorders have weak or __________ and thus struggle with more difficult tasks such as _____ and _____.

A

Underspecified phonological representations

Blending

Segmenting

32
Q

Though phonological awareness is intimately linked to ______, the relationship is not ______ or ______in nature.

A

Reading success

Causal

Predictive

33
Q

Besides phonological awareness, other skills such as ______ and _______ skills also play a crucial role in reading development.

A

Letter identification

Letter-sound correspondence

34
Q

Children with ______ and good ______ skills will likely be more successful readers whereas children with poor skills in these areas will struggle with _____.

A

Good PA

Letter-sound correspondence

Decoding

35
Q

It is important when possible to identify children’s speech sound errors as ______ or ______ in nature.

A

Phonological

Articulatory

36
Q

In particular, children with phonological delays/ disorders are at greater risk for ______ and ______ due to the ______ and ______ difficulties associated with phonological disorders (especially those with atypical error patterns).

A

Phonological Awareness

Literacy difficulties

Linguistic

Cognitive

37
Q

Conversely, research has shown that children with ______ have less risk of later reading deficits because the impairment is not ______.

A

Articulation/ motor-based speech impairments

Linguistic in nature

38
Q

However, “less risk” is not ______; therefore, all children with speech sound disorders should be closely examined and monitored for appropriate growth in the areas of ______ and ______.

A

“No risk”

Phonological awareness

Literacy

39
Q

Two factors contribute to the risk-level for reading impairment: _____________ and ___________.

A

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

Comorbid language impairments

40
Q

Children with speech sound errors in kindergarten who display good PA skills and good early literacy skills may develop _______ to help them achieve success in _______ and ________.

A

Compensatory strategies

Phonological awareness

Early literacy skills.

41
Q

However, as reading demands increase – especially in third grade and beyond when instruction shifts from _______ to _______ – children who had SSD early on will begin to struggle.

A

“Learning to read”

“Reading to learn”

42
Q

Again, it is important to conduct thorough assessments of _______ in children with speech sound disorders and, as in nearly all cases, _______ is advised.

A

Phonological awareness

Earlier intervention

43
Q

The role of the speech-language pathologist in oral and written language is ______.

A

Crucial

44
Q

The ____________ necessary for success with decoding and spelling can be something with which children who have ___________ struggle.

A

Grapheme-to-phoneme correspondence

Phonological deficits (i.e., speech sound disorders or dyslexia)

45
Q

SLPs can, and should, foster the ________ and _______ during articulation or phonological treatment.

A

Alphabetic principle

Phonological awareness

46
Q

It is important to work on the “________” and not just the speech production.

A

Entire disorder

47
Q

Just as it would be inappropriate to assess complex language inferring skills or production of the /r/ phoneme in all linguistic contexts in a 3-year-old child, it is inappropriate to assess __________ with a child that age.

A

Complex levels of phonological awareness

48
Q

It may be helpful to get baseline levels of _______ in a young child, with the understanding that they are used to _______.

A

Phonological awareness

Monitor growth

49
Q

For school-aged children, what should phonological awareness assessment aim towards?

(4)

A

Progress monitoring

Determining the cause or symptoms of a reading/spelling difficulty

Goal writing

Treatment planning

50
Q

Do norm-referenced assessments consider options for children with speech production errors?

A

Not usually

51
Q

What an example of the issues with rhyming in norm-referenced measures?

(3)

A

A child exhibits consistent gliding of liquids, /l/ and /r/.

The child is asked to produce rake without /k/ and says “way” [instead of “ray”].

In this example, is the child right or wrong? Most norm-referenced tests would say “wrong”.

52
Q

How can Criterion-Referenced Measures be used with Phonological Awareness?

(2)

A

Assess children’s abilities.

Can compare a child’s ability to that of curriculum-based standards (not their peers)

53
Q

Can SLPs can create their own criterion-referenced assessments based on their local school district standards?

How is this useful?

A

Yes

To help eliminate the bias and over/ under estimation that can happen with norm-reference tests

54
Q

Criterion-Referenced Measures, when used in combination with other assessments (norm- or criterion-referenced) and child-level factors (i.e., maternal education, etc.), have been shown to be quite accurate in ___________.

A

Determining future reading abilities

55
Q

How can we promote Phonological Awareness in School-Age Children with Speech Sound Disorders?

(3)

A

Small-Group Intensive Phonological Awareness Intervention

Classroom-Based Phonological Awareness Instruction

Phonological Awareness Integrated into Conventional Speech Therapy
Teaching Example

56
Q

What is Dynamic Assessment?

A

Determining what kind of assistance encourages a child to perform at higher levels

ECU ARTIC/PHON exam 1 (13 decks)

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