Comprehension and Inferencing

Question 1

Comprehension

Answer 1

• critical skills for participating in school
  critical skills participating in life
• oral and written language comprehension move in parallel

Question 2

Underlying skills for oral and written comprehension:

Answer 2

• word form processing (decoding)
• word knowledge (vocabulary depth and breadth
  = grammar knowledge
• general world/content knowledge
• language processing skills

Question 3

Literal Comprehension

Answer 3

• occurs at the surface level based on what is present in the text
• on the page or right there comprehension

Question 4

Inferential Comprehension

Answer 4

• requires the reader to draw conclusions based on prior knowledge and available clues
• between the lines or think and search comprehension

Question 5

Evaluative comprehension

Answer 5

• goes beyond the text to consider what the reader thinks/believes in response to the message
• big picture comprehension

Question 6

Comprehending sentences

Answer 6

• word order
• agent first bias
• ionicity bias

Question 7

word order

Answer 7

• who did what to whom

Question 8

agent first bias

Answer 8

• strategy that says the first noun encountered is the doer in a sentence

Question 9

ionicity bias

Answer 9

first clause happened first/is the foregrounded info

Question 10

Comprehending sentences is hard for kids with DLD

Answer 10

• TD kids, not DLD, know enough about how sentences work to rely on word order cues to pick the correct sentence robustly
• TD kids, not DLD, pay attention to cues to switch from agent first interpretations to other interpretations when they hear -ed by the end

Question 11

Comprehending sentences- morphology adds key info

Answer 11

• number agreement- how many
• tense/aspect- time and duration
• mood- must, should, may, shall

Question 12

Comprehending Sentences- Quantifier Scope

Answer 12

• following directions/recipes
• how much/how often do you do this
• what does the counting word apply to?

Question 13

interventions for local sentence comprehension

Answer 13

• some evidence that shape coding supports comprehension
• useful for SVO type sentences
• useful for sentences with conjunctions and pronouns

Question 14

Inferential comprehension- passage level

Answer 14

• lexical (figuring out word meanings)
• cohesive (figuring out pronoun reference)

Question 15

Comprehending passages-cohesion

Answer 15

• cohesive ties
• antecedent (thing before)
• definite/indefinite articles
• pronoun reference

Question 16

inferential comprehension

Answer 16

• requires access to underlying skills (decoding, vocab, grammar)
• shifts intervention focus to passage level information
• develop ability to recognize and answer certain types of questions
• children initially externalize the inferencing process and then it becomes more automatic

Question 17

Detecting Comprehension Problems in DLD

Answer 17

• comprehension difficulties are a core concern for DLD
• some sentence types are particularly hard to comprehend
• inferential comprehension requires use of many difficult ‘simpler’ language elements

Question 18

Assessment tools- Underlying skills

Answer 18

• PPVT- single word receptive vocab
• GAPS- tests understanding of active and passive sentence types
• TROG-2- select pictures from field of 3 based on sentences
• Token Test- touch/move tokens in repsonse to prompts

Question 19

Assessment Tools - Comprehension in Use

Answer 19

• OWLS- reading and listening subtests
• TILLS- reading/listening at sentence level, directions following, connected text
• TNL- comprehending connected text (stories)
• Story Champs- comprehending connected text (stories)
• DIBELS- comprehension of short passaged (progress monitoring/weekly assessment)

Question 20

Progress Monitoring Challenges

Answer 20

• need to give the same type of tool repeatedly to show change over time
• Need to align the tool with your goal to measure the target
• comprehension tools rarely give good clues to error patterns

Question 21

Assessing Comprehension during Class Activities

Answer 21

• understand how a child’s ability with basic skills in your task affects other activities
• differentiate between local/literal and inferential comprehension
• following up on specific types of inferencing- some will be harder than others

Question 22

Target language processing skills

Answer 22

-phoneme encoding
- music training
- working memory interventions
- automatization

Question 23

Target core language skills

Answer 23

• pre-teach vocabulary
• teach children to use morphological decomposition
• empower children to learn about words they dont know
• teach children to infer word meaning from context clues

Question 24

EMBRACE- Support DLL w/ DLD

Answer 24

• computer based intervention
• pictures + read aloud in English
• Spanish support
• physical manipulation

Question 25

Target core language skills- grammar

Answer 25

• exposure with corrective feedback
• present pictures and sentences, child hears sentence and picks, correct child when they pick the wrong choice and repeat, move from sentences and pictures interpretable with many cues to only 1 cue
• shape coding, meta taal

Question 26

Target inferential comprehension

Answer 26

• practice
• think alouds
• multi-component intervention
• modify the environment

Question 27

Demaris PRACTICE

Answer 27

• Week 1: read a story
• Week 2: repeat week 1 story
• Week 3: new story
• Week 4: repeat week 2 story

Question 28

McClintock Focus on Think ALOUDS

Answer 28

• think aloud
• model think alouds with 1-3 stories
• have child practice think alouds
• add comprehension questions after each story

Question 29

Dawes Multi- Component Intervention

Answer 29

• make learning goals explicit
• discourse level focus
• scripted questions embedded in text
• varied inferencing types targeted
• think alouds
• build content knowledge
• story grammar focus
• enhance attention via various cues
• repeated reading

Question 30

Modify the Environment

Answer 30

-adapt information
- present information with visual cues