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Spring '15-222 (Exam 1) > Developmental Reading Disabilities > Flashcards

Developmental Reading Disabilities Flashcards

1
Q

How much of a greater risk do children with a history of s/l problems have when it comes to reading problems?

A

4-5x

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2
Q

What do child language assessment tools dictate?

A

-what we select as therapy targets

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3
Q

What do assessment tools divide language up into?

A

what the test authors believe to be important to examine: pronouns, opposites, MLU, etc….

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4
Q

Is oral language separate from written language?

A

NO!

oral evolves into written language, they support/strengthen each other

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5
Q

In terms of a tree, describe the oral-written language continuum

A

trunk: oral language, must be solid/strong
branches: reading & writing
leaves: spelling

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6
Q

Who develops language based reading problems?

A

40-100% have persistent language problems

50-75% have academic problems

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7
Q

What is the outcome of children who have phonological disorders?

A

phonological disorders have better outcomes than phonological disorders + additional language problem

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8
Q

What oral language problems are later reading problems?

A
  • rule-based errors are associated with reading problems than articulation problems alone
  • oral motor problems… slower rapid naming in poor readers
  • phonological deviations… spelling problems
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9
Q

What are 5 kindergarten variables that predict 2nd grade reading?

A
  • letter identification
  • sentence imitation
  • phonological awareness
  • rapid naming
  • mother’s education
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10
Q

What is the “Nichd predictor” in kindergarten/1st grade of 3rd grade reading?

A
  • poor phonemic awareness
  • slow naming of letters/numbers/objets
  • poor print awareness
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11
Q

How may the same S/L diagnosis change over time? (think: language delay-SLI–LLD)

A
  • may begin as phonological processes… may become syntax problem
  • delayed oral language… ay become reading problem
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12
Q

What do Early language problems look like at 2 1/2 years?

ON EXAM

A
  • produce shorter, simpler sentences

- less accurate word pronunciations

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13
Q

What do Early language problems look like at 3 years?

ON EXAM

A

-receptive vocal problems

naming problems

may have phonological processing problems

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14
Q

What do Early language problems look like at 4 years?

ON EXAM

A
  • word junction problems
  • problems differentiating similar sounding words
  • problems distinguishing/producing words with complex sound clusters & more complex words
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15
Q

What do Early language problems look like at 5 years?

ON EXAM

A

poor naming

poor rhyming

poor phonemic awareness

poor letter sound knowledge

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16
Q

How do SLPs treat language based reading problems?

A

as itinerant: pull, push-in, consult, collaborate

as SDC teacher

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17
Q

Define a learning disability

A
  • significant difficulty in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities
  • intrinsic to the individual, presumed to be related to CNS dysfunction
  • may occur across the lifespan
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18
Q

What are the six categories of characteristics associated with LD?

A
  1. motor
  2. attention
  3. perception
  4. SYMBOL** (Pay particular attention to this for LLD)
  5. memory
  6. emotion
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19
Q

So what’s an LLD?

A

-most children with LD do not have all of the characteristics listed in the previous card (motor, attention, perception, symbol, memory, emotion) BUT

> 75% have difficulty learning and using symbols

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20
Q

What characteristics are affected for a kid with LLD?

A

a variety of the 6 ld characteristics are present, with PERCEPTION & SYMBOL DEFINITELY AFFECTED

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21
Q

What’s the difference between an LLD & SLI?

A

LLD is more widespread in terms of number of systems of language affected.

systems of language that are affected are also usually more deeply affected.

Phonology is often particularly more deeply affected.

Morphology and syntax deficits stand out much more in children with SLI.

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22
Q

For a child with SLI, may their difficulties impact reading & writing?

A

yes, it definitely can

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23
Q

For SLI what is affected?

A

-all systems of language can be affected but syntax and morphology (form of language) problems stand out..

Milder phonology issues than LLD.. less perceptual difficulties than LLD

24
Q

Do children with SLI always qualify for services?

A

not always, they may or may not be severe enough to qualify for SLP services in public schools.

25
Q

in the schools what does SLI mean?

A

speech or language impaired

all SLI labels are NOT THE SAME

26
Q

is an LLD a team diagnosis or SLP diagnosis?

A

TEAM

27
Q

What are some clear landmarks of developmental reading disabilities?

A

verbal expressive problems past 6 years

children with significant language problems at 4-5 years are likely to have learning problems

somewhere between a small vocabulary at 2 and serious expressive language difficulties at 6.

28
Q

How is phonology processed in the brain?

A
  • nerve impulses to brain
  • phones processed at thalamus to the auditory cortex
  • auditory cortex matches incoming signals with stored patterns
  • repeated exposure to spoken language allows neurons to form phonic bins /g/ /b/ /d/.. etc…
29
Q

For children who have trouble distinguish rapid acoustic cues, what happens to their “phonologic”/”phonic” bins?

A

they overlap

lack of stored “chrystallized phonemes” = fuzzy phonemes/blurred phonemes

30
Q

Describe the chain reaction if phonology is weak

A

if phonology is weak, morphology is at risk/weak

which then affects syntax

weak phonology affects semantics as well

a weak phonological system can lead to weak phonological awareness

=problems w/ reading!

31
Q

How does a child learn to read?

A

when the child learns to read they see the printed word, they must recode the symbols into sound (phonological recoding) to obtain meaning

if phonic bins overall, there can be trouble superimposing this visual code onto a weak phonological code

32
Q

What is the 1st phase of Locke’s 4 phases of language development?

A

birth–5-7 months

learns vocal characteristics

prosody and phonology are developing

33
Q

What is the 2nd phase of Locke’s 4 phases of language development?

A

5-7 months–18-20months

holopharases starter set stored

“shoesnsox” “gotobed”

phonology, semantics developing

34
Q

What is the 3rd phase of Locke’s 4 phases of language development?

A

18-20 months –36 months

words decompose to syllables

35
Q

What is the 4th phase of Locke’s 4 phases of language development?

A

36 months ++

vocabulary grows

syntax more automatic

more consistent speech

36
Q

Are Locke’s phases “flexible”?

A

NO

the phases are fixed (must happen on time) and sequential (in order)

37
Q

What happens if there’s a delay in phase 2?

A

not enough stored utterances to move forward at optimal biological moment

limited # of gestalts to move to analysis phase

38
Q

What happens if there’s a delay in phase 3?

A

fewer words-syllables-sounds to increase vocabulary or glue syntax

neurolingustic resources for phonological operations=inadequate

decreased phonological encoding/decoding needed for spoken/written language can be a big part of this…

39
Q

take a look at the information processing system on slide 50

A

…

40
Q

What is the result a weak information processing system?

A

too much bottom language processing

41
Q

Describe how speech develops through phonology

A
  • articulatory gestures get integrated into automatic phonetic routines
  • become efficient code for encoding/receiving structures in verbal working memory
  • The more phoneme melds as crystallized perceptual-motor structure–the more the child is aware of structures
  • object of speech perception is to ID phonetic units
42
Q

How do children identify phonetic units? (wasn’t sure how to word this)

A

Possibly through establishing templates representing sound categories (bins)

templates have a perceptual magnetic effect: patterns near category center perceived as similar variations of a sound

43
Q

How does phonology affect reading?

A

the ability to form accurate phonologically based memory codes in a basic cognitive process that explains difficulties in phonological processing tasks and early reading

44
Q

Describe the development of speech

A
  • string words together (learns about word junctions & morphological markers)
  • fine tunes articulation
  • problems here: don’t know where spoken words begin/end (students with dyslexia often have persisting problems at this stage)
  • applies phonological processing skills to phonological awareness tasks
  • print exposure helps phonological awareness (child MUST become aware of the word/syllable/phoneme structure
  • these must become crystallized…not fuzzy, wobbly, blurred, inaccurate representations/entries in lexicon
45
Q

give examples of “beginnings of problems” with oral production

A
  • “wobble” (H2o bottle)
  • Tracket (tennis racket)
  • corporator (corporate lawyer)
  • graham crapper
  • oh my goodnitch
  • emote controle
  • citadel of “fake” for “faith”
46
Q

Give an example of perceptual “beginnings of problems”

A

I said “let’s take a break” he said “sure, I’d like a grape”

47
Q

What are some possibilities for how the LLD brain processes bigger language chunks?

A
  • do our language kids perceive language at word/syllable levels too long? and not phonemic chunks?
  • do our language kids segment new words correctly but form inadequate phonological representation

(think holophrases)

48
Q

How do LI kids acquire phonological skills?

A
  • tend to learn words phonologically similar to words already stored in their expressive vocabulary
  • kids with phonological deviations store more words with the same deviations they produce
  • don’t learn many new words different from what they can produce.. limits vocabulary development
49
Q

What problems/deficits contribute to reading problems?

A
  • deficits in phonological awareness
  • deficits in orthographic awareness
  • deficits in morphological awareness
  • deficits in comprehension
50
Q

What must we consider when determining if it’s a difference vs. a disorder?

A
  • grounded in what phonological system?
  • language development? when? how long? at home? at school?
  • hybridity of cultural-linguistic experiences
  • you must be a detective
51
Q

Reading is an active process in which readers use their background knowledge, the situational context, and cues provided by the author to construct an interpretation of the meaning of a text, BUT what is the problem with this when it comes to school curriculum?

A

it doesn’t always provide cultural familiar materials

52
Q

What’s the “big take-away” forELL kids and reading?

A
  • background/history makes a difference (don’t diagnose a difference as a disorder, don’t attribute the problem to other language background)
  • language development takes longer for students whose first language is not english… reading and writing in english will also take longer

cannot compare to english norms

a different path is NOT a language impairment or a developmental reading disability

53
Q

What are the 4 processors from Adam’s simple model of reading?

A
  • orthographic (visual input from page)
  • phonological (auditory images of words, syllables, and phonemes)
  • meaning (stores word meanings)
  • context (constructs interpretation)
54
Q

What’s the link between phonological development and phonics?

A

phonological development sets the stage for phonological awareness and phonics

55
Q

What is successful reading fluency and text comprehension dependent upon?

A
  • phonemic awareness
  • phonics instructions
  • vocabulary and language development
56
Q

What does memory have to do with reading/phonological awareness?

A
  • working memory is a workspace.. we juggle information there
  • working memory: interconnected systems in different brain parts
57
Q

What is our job in terms of working memory and phonological storage?

A

working memory is like a computers RAM… if it disappears our job is to pinpoint how to increase phonological storage, to stimulate visual sketchpad, to increase efficiency of central executive functioning.

Spring '15-222 (Exam 1) (2 decks)

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