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Diag & Eval Speech Lang Path > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

3 main categories of reading disability

A
  1. Dyslexia
  2. Language-based learning disability
  3. Hyperlexia
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2
Q

___ is also known as “specific reading disability”

A

Dyslexia

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3
Q

The primary symptom is poor phonemic awareness

A

Dyslexia

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4
Q

In ____ children perform normally on receptive/expressive language test but poor on reading tests.

A

Dyslexia

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5
Q

___ is usually an inherited disability

A

Dyslexia

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6
Q

____ is more generalized language disability that includes deficiencies in all areas of language

A

Language-based learning disability

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7
Q

Language-based learning disability perform poorly on ____ language tests and reading test

A

Receptive/expressive

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8
Q

Ability to read words significantly above age expectations but without comprehension of what is read

A

Hyperlexia

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9
Q

Described reading as a developmental process

A

Psychologist Jeanne Chall

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10
Q

Jeanne Chall was an advocate for ____

A

Phonetics-based reading instruction

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11
Q

Children ___ to ___ through 3rd grade

A

learn to read

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12
Q

After 3rd grade, children ___ to ___

A

Read to learn

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13
Q

In 4th grade, student face more _______, ____, ______

A

Complex sentence structures, abstract concepts, and advanced vocabulary

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14
Q

Reading precedes the development of writing. True or false

A

True

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15
Q

Preschool-age children with oral language deficits are at ____ of developing written language deficits in their school years

A

High risk

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16
Q

Early indicators of reading disabilities include:

A

Family history of reading disability
First word not produced until after 15 months
Words not combined until after 24 months

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17
Q

Early indicators of reading disability:

A

Difficulty pronouncing words past 6 years
Poor awareness and memory for rhymes during preschool
Inability to segment words into syllables before age 5

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18
Q

Clients with a reading disability are most likely to struggle with the following:

A

Phonological awareness
Word fluency
Reading fluency
Narrative or schema knowledge

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19
Q

The most distinguishing factor of reading disability is ____

A

Poor phonological awareness

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20
Q

____ refers to the struggle to recognize rhymes and syllable or word patterns

A

Phonological

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21
Q

____ refers to the struggle identifying and blending together individual phonemes in words

A

Phonemic

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22
Q

questions to ask to gain further information about phonological and phonemic awareness

A

Can the child count phonemes in a word?
Can the child produce individual sounds?
Can the child delete or add sounds to words?
Can the child blends sounds that are presented in insulation from word to word?
Can the child compare sounds from different words? (Which words begin with the same letter?)

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23
Q

Rapid Auotamed naming (RAN)

A

Word fluency

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24
Q

___ refers to the ability to name symbols, words, or pictures rapidly

A

Word fluency

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25
Q

Word fluency is a skill based on ___ not ___

A

Speed; accuracy

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26
Q

Poor readers are usually able to name symbols, words, or pictures but are characteristically slower than skilled readers

A

Word fluency

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27
Q

Measure of the average number of words an individual correctly reads per minute

A

Reading fluency

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28
Q

How to calculate reading fluency

A
  1. Count the number of correctly read words in a passage.
  2. Multiply the number by 60.
  3. Determine the number of seconds taken to read the passage.
  4. Divide the number obtained in step 2 by the number obtained in step 3.
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29
Q

The knowledge of story structure

A

Narrative schema knowledge

30
Q

Main characters, time, place, & context

A

Setting

31
Q

Situation that sets up conflict or dilemma

A

Initiating event

32
Q

Characters’ plan or response to the initiating event

A

Internal response

33
Q

The actions taken to resolve the conflict or dilemma

A

Attempt

34
Q

The success or failure of the attempt/resolution

A

Consequences

35
Q

The character’s reaction to he resolution

A

Reaction

36
Q

Read a short story and ask comprehension questions. Such as:

A

Who was in the story?
Where did the story take place?
What was the problem in the story?
How was the problem solved?
What happened in the end?
What is the title of the story?

37
Q

How to assess narrative schema knowledge

A

Read a short story and ask comprehension questions
Ask the client to retell a known story

38
Q

____ is considered the most complex form of language

A

Writing

39
Q

In many cases, a child’s language difficulties are most pronounced in his/her writing . True or false

A

True

40
Q

Writing disfluencies likely include:

A

Spelling errors
Syntactic and semantic errors
Omissions of words or word ending

41
Q

How many sentences are there? How many clauses? How many different ideas? How many words are there all together?

A

Productivity

42
Q

How many different clause types are there? How complex are they? How many grammatically correct sentences?

A

Complexity

43
Q

Is the form appropriate for the topic? Is it written well for the intended audience?

A

Appropriateness for audience and topic

44
Q

Writing takes on different forms depending on the audience and writer’s purpose. True or false

A

True

45
Q

Assessment for all writing should focus on:

A

Productivity
Complexity
Appropriateness for audience and topic
Cohesiveness
Mechanics
Analytic aspects

46
Q

Is it organized well? Does it make sense?

A

Cohesiveness

47
Q

Are words spelled correctly? Is punctuation correct? Are capital letters used?

A

Mechanics

48
Q

Does the writing have the intended effect? How successful can the writer revise and edit his or her own work?

A

Analytic aspects

49
Q

A clients teacher can not provide writing samples. True or false

A

False. A clients teacher can often can often provide writing samples

50
Q

There are also several commercially available tests for assessment of writing skills such as, Test of Written Language, 4th ed. True or false

A

True

51
Q

Test for assessment of writing skills known as

A

Test of written langue 4th ed. (TOEL-4)

52
Q

There is only one available test for assessment of writing skills. True or false

A

False. There are several commercially available tests for assessment of writing skills.

53
Q

For an assessment of writing skills, a clients teacher can often provide writing samples. True or false

A

True

54
Q

____ tells a story or shares an experience

A

Narrative writing

55
Q

Narrative writing can be fiction or nonfiction. True or false

A

True

56
Q

Analyze _____ the same as oral narratives with additional attention paid to writing mechanisms

A

Written narratives

57
Q

Analyze similarities and differences from oral and written narratives in these areas:

A

Does the child use vocabulary in speaking that is not used in writing?
What word forms are used in writing as opposed to speaking?
In which sample is sentence complexity greater?

58
Q

____ is an advanced form of writing

A

Expository writing

59
Q

Nonfiction essay writing and its purpose is to explain, describe and inform

A

Expository writing

60
Q

In expository writing, personal feelings or opinions should not be included. True or false

A

True

61
Q

Expository writing follows a three-part format:

A
  1. The thesis statement in the opening paragraph
  2. Each supporting paragraph presents a different central idea that substantiates the thesis. All sentences factually relate to the paragraph’s central idea. Transition words and phrases help the reader follow the writer’s logic.
  3. The concluding paragraph restates the thesis. New material is NOT introduced.
62
Q

Expository writing is seen in _____ through _____ & ____

A

Upper elementary grades through high school & college

63
Q

Students with expositiory writing deficits are at risk for _________ & _______

A

Significant academic and lifelong studies

64
Q

The MOST advanced form of writing is ____

A

Persuasive writing

65
Q

Persuasive writing includes _____, supported by _____

A

Opinion, supported by factual information

66
Q

Persuasive writing follows a three-part format:

A
  1. The opening paragraph contains the topic sentence, which is a statement of a position, not a fact.
  2. The supporting paragraph present specific evidence, examples, or statistics to support the position statement. Each sentence clearly and logically relates to the sentence before it and to the topic sentence. Statements of transition are important so that the reader can follow the writer’s logic.
  3. The concluding paragraph restates the topic sentence and the most compelling supportive evidence. No new material is introduced.
67
Q

____ can provide valuable diagnostic information about phonological awareness, phonemic knowledge and language in general

A

Spelling

68
Q

More commonly, poor spelling reveals weakness in one or more of the following areas:

A

Phonemic awareness
Orthographic knowledge
Semantic knowledge
Morphological knowledge

69
Q

English may not be spoken in the home, or if spoken, may be a poor model

A

Family background considerations

70
Q

Children from homes in which the parents are ______ may not experience exposure to literature that facilitates the development of reading and writing

A

Not highly educated

71
Q

A students level of progress on the continuum of second-language acquisition needs to considered when assessing reading and writing aptitude

A

Cognitive academic language proficiency

Diag & Eval Speech Lang Path (14 decks)

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