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SLP Comps > elementary language learning difficulty > Flashcards

elementary language learning difficulty Flashcards

1
Q

What are the five language domains?

A

syntax, morphology, semantics, phonology, pragmatics

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2
Q

what are the three components of language?

A

form, content, use

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3
Q

what are the three levels of language?

A

sublexical, lexical, supralexical

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4
Q

What’s the role of phonology in spoken language?

A

Listening: Ability to identify and distinguish phonemes while listening (phonological awareness)

Speaking: appropriate use of phonological patterns while speaking

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5
Q

What’s the role of phonology in written language?

A

Reading: understanding of letter-sound associations while reading (phonics)

Writing: accurate spelling of words while writing

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6
Q

What’s the role of morphology in spoken language?

A

Listening: understanding morphemes while listening

speaking: using morphemes correctly when speaking

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7
Q

What’s the role of morphology in written language?

A

reading: understanding grammar while reading

writing: appropriate use of grammar while writing

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8
Q

What’s the role of syntax in spoken language?

A

listening: understanding sentence structure elements while listening

speaking: using correct sentence structure elements when speaking

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9
Q

What’s the role of syntax in written language?

A

Reading: understanding sentence structure while reading

Writing: using correct sentence structure when writing

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10
Q

What’s the role of semantics in spoken language?

A

Listening and speaking vocabulary

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11
Q

What’s the role of semantics in written language

A

reading and writing vocabulary

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12
Q

What is the relationship between language and literacy

A

literacy is a reflection of language skills. a child will not have stronger literacy skills than they have language skills.

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13
Q

Kids with language difficulties are at risk for what?

A

reading difficulties because language predicts literacy

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14
Q

What is the mathew effect?

A

the rich get richer, the poor get poorer. Kids who start off with strong literacy skills learn more. Kids who have weak language/literacy skills miss out on a lot of learning, especially around third grade when you stop learning how to read and start reading to learn (Poor reading leads to poor reading as well as poor background knowledge, vocabulary, complex syntax, etc.)

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15
Q

Can instruction in spoken language have effects on written language?

A

Yes, and instruction on written language can generalize to spoken language

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16
Q

What is the SLP’s role in regards to literacy?

A

-screening
-prevention (language emergent literacy)
-assessment
-Working on spoken language – phonemic awareness, vocabulary, complex sentences, narrative, listening comprehension
-Working on written language – phonics, decoding, spelling, reading comprehension, writing

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17
Q

What are SLP’s indirect roles in regards to literacy?

A

-Collaborating with teachers and others on all aspects of language and literacy
-Advocating - for the client, for our role, for best practices

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18
Q

What are the 6 components of an effective reading intervention?

A

systematic and explicit instruction in
-phonemic awareness
-fluency
-phonics
-vocabulary
-reading comprehension strategies
-morphology

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19
Q

what are the reading development phases?

A

-Pre-alphabetic phase: Emergent readers

-Partial alphabetic phase: Early readers

-Full alphabetic phase

-consolidated alphabetic phase

-automatic phase

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20
Q

what is skilled reading?

A

fluent execution and coordination of word recognition and text comprehension

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21
Q

What are the components of language comprehension?

A

-background knowledge
-vocabulary
-language structures
-verbal reasoning
-literacy knowledge

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22
Q

What are the components of word recognition?

A

-phonological awareness
-decoding
-sight recognition

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23
Q

what is the simple view of reading?

A

word recognition (decoding) x listening (language comprehension) = reading comprehension

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24
Q

Reading disabilities are broken into which two categories?

A

dyslexia, and language/environment based disabilities

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25
Q

What are at risk for struggling with reading disorders?

A

-family history
-speech/language impairment
-other disabilities
-low SES background
-English not primary language

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26
Q

Phonological awareness is

A

-Sensitivity to the sounds within the language.
-Very strong predictor of later reading skills.
-Common area of deficit in dyslexia.
-Very responsive to instruction, especially when paired with phonics.

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27
Q

Which poor reader subgroup has poor word recognition, but good listening comprehension

A

Dyslexia

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28
Q

Which poor reader subgroup has poor listening comprehension, but good word recognition

A

poor comprehenders

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29
Q

Which poor reader subgroup has poor word recognition and poor listening comprehension

A

Mixed RD (reading disorder)-
dyslexia and LLD (language learning deficit/disorder)

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30
Q

poor comprehenders struggle with which domains of language?

A

semantics, syntax, working memory, higher level language processing

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31
Q

which skills are measured in preschool, before formal reading instruction begins, that best predict word reading status (good vs. poor reader) at the of kindergarten:

A

Oral language (broad language - CELF-P)
Alphabet knowledge
Print concept knowledge

32
Q

What is Dyslexia?

A

phonological deficits
-poor decoding/spelling
-nonfluent word recognition

33
Q

Which skills are predictive of dyslexia?

A

-phonological skills
-letter identification

34
Q

What components should be part of a reading screener?

A

-phonological processing
-non word repetition (short term verbal memory)
-Letter-sound/letter knowledge
-Rapid automatized naming
-Vocabulary
-Oral listening comprehension
-family history
-ses

35
Q

phonological awareness can be assessed by

A

-rhyming
-first-sound matching
-blending
-elision (omission of sound or syllable)

36
Q

phonological short term memory can be assessed by

A

non word repetition

37
Q

Areas of Language to Assess in School-Age Children

A

Semantics (depth, not just number of words known)
Morphology (especially in early school age)
Syntax (complex sentences)
Discourse (story/text level): narrative and expository
Comprehension and production
Oral and written
Pragmatics/social

Metalinguistic awareness (to be discussed in our class on reading assessment)
Phonemic awareness
Morphological awareness

38
Q

What does a dynamic assessment measure?

A

how a student responds to intervention and the difference between what the student can learn unaided, and what he or she can learn with assistance.

39
Q

What are methods of dynamic assessment?

A

Graduated prompting, test-teach-retest, and testing the limits

40
Q

What 3 purposes is the TILLS validated for?

A

1) Identify language/literacy disorder (core identification score; uses a cut-point)
2) Show patterns of relative strengths and weaknesses (all subtests and composites)
3) Track change over time (at least 6 months apart; change score - true change interval)

41
Q

DLD leads to impairment in

A

phonology
morphology
syntax
semantics
discourse
pragmatics

42
Q

In a dynamic assessment, what can you expect to see in a language difference vs. disorder

A

Dynamic assessment – word learning, morpheme learning, narratives
Children who show learning potential likely have a language difference; children who don’t change much and/or need more support (e.g., a lot of prompting and teaching) likely have disorder

43
Q

What are good ways to assess word level semantics?

A

Depth – how well you know words and the connections/relations between them – use multiple, functional tasks. CELF-5, WORD test, others?
Synonyms, antonyms
Categories
Definitions
Similarities & differences, etc.
Word learning – fast mapping, also called quick incidental learning (see dynamic Ax examples on Leaders Project)
Word retrieval
Multiple meanings
Figurative language and humor

44
Q

grammar is made up of what two components?

A

morphology and syntax

45
Q

How do you assess morphosyntax?

A

Measure complexity
MLU – appropriate for younger children
T-units – appropriate for school-aged children – defined as a “main clause plus any subordinate clause or nonclausal structure that is attached to or embedded in it”

46
Q

What areas are assessed in discourse level?

A

Language sample analysis
Narrative assessment
Comprehension
Pragmatics and social communication assessment

47
Q

Narrative assessments look at

A

Production (generation or retell) and comprehension
Oral and written

Macrostructure
Microstructure
Language productivity

48
Q

story grammar elements are

A

Character
Setting
Episode
Ending
Episodic complexity/number of episodes
Informativeness
(can vary with culture!!)

49
Q

Episode structure includes

A

Initiating Event (e.g., Problem)
Internal Response (Feeling)
Plan/Attempt (Goal Directed Action)
Consequence
Resolution (Ending)
Reaction (End Feeling)

50
Q

A minimally complete episode includes

A

Initiating Event
 Attempt
 Consequence

51
Q

what are the types of narratives?

A

Descriptive sequence
Action sequence
Reactive sequence
Abbreviated episode
Complete episode
Complex episode
Multiple sequential episodes

52
Q

The components of microstructure are

A

Cohesion
Conjunctions
Coordinating: and, but so,
Adverbial: next, later, therefore, etc.
Pronouns / referential cohesion
Sentence structure complexity
Simple, elaborated (noun and verb phrases), compound, complex
Lexical diversity and complexity

53
Q

2 narrative tests are

A

CUBED – NLM-listening and reading – benchmark and progress monitoring
Narratives are a great way to monitor children’s progress in language – see Petersen & Spencer tutorial (2014)
Uses some dynamic procedures (also, note DYMOND)
SLAM cards and scoring

54
Q

What skill is a proxy for reading comprehension and can be treated early by SLP’s to prevent future reading disorders?

A

Listening comprehension

55
Q

Name 5 higher level language skills

A

Inference – including causal inferences
Comprehension monitoring and detecting inconsistencies
Integrating background knowledge (essential for both of the above)
Figurative language – idioms, analogies, metaphors
Text structure

56
Q

what are the types of expository texts?

A

-descriptive
-sequence/procedural
-cause/effect
-problem/solution
-compare/contrast
-enumerative

57
Q

what’s the difference between phonological awareness and phonemic awareness?

A

Phonological Awareness is the ability to consciously analyze, identify and manipulate (blend, segment, delete, add, substitute, sequence) units of sounds (syllables, onset-rimes, phonemes) of a spoken language.

Phonemic Awareness is the ability to consciously analyze, identify and manipulate (blend, segment, delete, add, substitute, sequence) the smallest units of speech sounds within a word that differentiate meaning: It is the ability to consciously identify and manipulate the phonemes of a spoken language.

58
Q

Name 5 phonological skills that are predictive of reading and beneficial intervention targets.

A

-word recognition
-responsiveness to rhyme and alliteration during word play
-syllable awareness
-onset and rime manipulation
-phoneme awareness

59
Q

name 5 phonological skills and the order in which they normally develop

A

Identification
Elision/deletion
Segmenting (segment all individual phonemes in a word)
Blending
Advanced manipulation (e.g., substitute, delete, add, sequence)

Develops from larger to smaller phonological units (words, syllables, onset-rime, phonemes) – also referred to as shallow and deep PA
Longer words are harder; consonant clusters are harder; manipulations in the middle of words are harder

60
Q

prefixes, suffixes, and connecting vowel letters are examples of what type of morpheme?

A

Bound

61
Q

Inflectional suffixes

A

signal grammatical function, of tense, number, possession, comparison. They do not change grammatical class or meaning of a word.
Only 8: plural -s, possessive –s, present tense –s, past tense –ed, past participle –en, present participle –ing, comparative -er, superlative –est.

62
Q

Derivational suffixes

A

have some lexical meaning; change the grammatical class of a word
Can form nouns (happiness, education), verbs (visualize, simplify), adjectives (dangerous, windy), or adverbs (quickly)

63
Q

Which of the 5 language domains is most predictive of literacy skills?

A

Morphology since it integrates decoding, meaning, and encoding

64
Q

Morphology draws from what three components of word recognition?

A

semantics, orthography, and phonology

65
Q

What are four types of morphology assessment tasks?

A

Judgment
Require students to make decisions, without manipulating the structure of the word or set of words, by applying their morphological knowledge (Kirby et al., 2012)

Production
Tests a student’s ability to spell words by applying knowledge of morphology and morphological rules

Decomposition
Students must identify the correct base of a given derivation or inflection

Production & Decomposition
Students are required to combine multiple components of morphological awareness

66
Q

True or false teaching spelling can improve reading

A

True

67
Q

Which type of spelling error has incorrect number or sequence of phonemes represented (omission, addition, wrong order)
sop for stop; flod for fold

A

PA

68
Q

Which type of spelling error has unacceptable letter pattern (phoneme spelled ‘illegally’, or spelling pattern not followed – e.g., within word doubling, long vowels)
kit for kite; sdop for stop

A

OPA (orthographic pattern)

69
Q

Which type of spelling error has acceptable or ‘legal’ spelling but not correct for that word (phonetically correct spelling)
berd for bird; ritch for rich

A

MGR (morphographemic?)

70
Q

which type of spelling error has word is misspelled based on meaning (e.g., homophones)
team for teem; to for too

A

SEM (semantic)

71
Q

RAISE is an acronym for areas of therapeutic focus in literacy intervention. What does it stand for?

A

-Repeated opportunities
-Attention and engagement
-Intensity
-systematic support
-Explicit skill focus

72
Q

school age language therapy should

A

-Should be meaningful ( = contextualized = curriculum-based, for educational success)
-Targets (skills), techniques, and activities that matter for school
-Students should know the purpose of the activity – how it connects to school
-You will choose specific skills to target in therapy, and you may work on compensating for other skill weaknesses

73
Q

What is tier 1 vocabulary?

A

Basic words; used orally every day; rarely require explicit instruction

74
Q

What is tier 2 vocabulary?

A

Words that frequently appear in text but are not commonly used in spoken language; common across subject areas

75
Q

What is tier 3 vocabulary?

A

Words that are domain-specific; closely tied to content knowledge; occur in a single subject area

SLP Comps (11 decks)

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