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Language Disorders School-Age Children > Exam #2 > Flashcards

Exam #2 Flashcards

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1
Q

Why is literacy important?

A

-Important for communication, academic success, career success
-May lead to less classroom participation, professional issues, confusion, social withdrawal

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2
Q

Define phonological awareness

A

The ability to think about, reflect on, and manipulate the sound structures of a language.

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3
Q

Define orthographic awareness

A

The ability to translate spoken language into its written form based on the allowable spelling sequences of a language.

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4
Q

Define semantic awareness

A

The understanding that words have meanings.
Semantic relationships (synonyms and antonyms)

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5
Q

Define Morphological awareness

A

The recognition that words can be divided into their component morphemes enabling listeners to identify families of words and their shared meanings.

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6
Q

Define syntactic awareness

A

The ability to arrange words in patterns that help a reader or listener to understand novel word meanings and larger concepts not encountered before.

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7
Q

What is onset/rhyme?

A

Onset= word that starts with a consonant
Rhyme= word that starts with a vowel

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8
Q

_________ informs literacy!

A

Language

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9
Q

Define phonemic awareness

A

ability to isolate and manipulate individual sounds (or phonemes), that are important in early word decoding

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10
Q

What are the stages of phonological awareness?

A
  1. Phoneme awareness and identification
  2. Letter identification
  3. Encoding and decoding print
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11
Q

In addition to formal, standardized testing measures, what else can we assess?

A

Phonological Awareness
Print Awareness
Letter Name Knowledge
Grapheme-Phoneme Correspondence
Print Motivation
Home Literacy

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12
Q

According to Paul, Norbury, and Gosse (2018), for older children, we want to assess:

A

Morphosyntactic Awareness
Reading Fluency
Comprehension

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13
Q

High/low context communication-?

A

high context “how someone says something”, “low context” = what someone says

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14
Q

What are polyglots?

A

Polyglots= multilingual individuals

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15
Q

Language acquisition critical language period?

A

Language acquisition better prior to puberty

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16
Q

Define dialect

A

regional or cultural variation within a language that is used by a particular group of speakers.

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17
Q

Poly-dialectic

A

able to navigate a group of dialects successfully.

18
Q

Code-switching

A

ability to change dialects appropriately when entering different situations and/or speaking with different communication partners.

inclusive of both dialects and languages

19
Q

Register switching

A

Register-switching is changing how you are interacting with someone (topics/etc.)

20
Q

Heritage language

A

used to connect to one’s heritage (cultural connection) (Native American dialects of English)

21
Q

Characteristics of SpIE?

A

-Regular third person marking in SPIE may be misinterpreted as an imperative
-No modal auxiliaries in Spanish (I no want nothing)…
-Culturally numbers/letters more associated with academics, not at home (less generalization)
Targeting phonology and semantics that exist in both languages
-supporting Spanish language helps to also support english

22
Q

Language death

A

occurring in the US (universal means of communication being pressed on cultures)
Mandarin and Cantonese are becoming more popular as well

23
Q

Characteristics of Native American Dialects of English

A

May disregard affixations (may flag morphology/semantics)
-steady intonation
-Assessments may be impacted- may decline to point to objects if they think you already know where it is
-Tests of narrative languages are constrained within culture they were intended for

24
Q

Characteristics of Asian Dialects of English

A

Open syllable structures in Asian dialects
Morphological features of the dialect (not a process)
-could be both phonology and morphology
May be SOV not SVO (Subject-object-verb)
Inflection, duration, stress
Tonality may be required in Asian languages
may say yes to avoid being rude but does not follow the recommendations

25
Q

Middle Eastern Dialects of English

A

More than one Arabic language
High Arabic is favored in religious contexts and academics
Could be Hebrew, yittish, and others
No conditional tense
Nouns dominate in early childhood (similar to US)
Difficult to scaffold/bootstrap as there are minimal cognates
Idea that children should be childlike
Islam, Judaism, Christianity all present in the Middle East

26
Q

What is the difference between translator, interpreter, and transliterator?

A

Translator= written-written language
Interpreter- oral-oral language
Transliterator- between different languages and modalities

27
Q

What is cultural brokerage?

A

Knowledge of cultures

28
Q

Linguistic conduit?

A

telling exactly what the individual said, not whether or not it was correct/appropriate/should lack judgement of response

29
Q

Present Level of Educational Performance Statement (PLEPS) must include:

A

Annual goals and objectives
Criteria for success
Summary of all SPLED services required
Summary of all related services (e.g., transportation) required
Statement of regular education participation (if any)
Justification for LRE
Statement of accommodation needed for regular education classroom participation
Projected dates for initiation of services
Duration and frequency of services
Proposed date of review

30
Q

504 plans…?

A

Derived from the Rehabilitation Act of ’73
Prohibits agencies that receive federal funds from discriminating on the basis of disability
May be used in place of IEPs for children who do not qualify for SPLED placement
SLPs must provide similar information for 504s as dictated by federal legislation for IEPs.

31
Q

Consultation v. collaboration

A

Consultation – helping teachers find new ways to increase student success in the academic setting

Collaboration – working with teachers to implement strategies that increase success in the academic setting

32
Q

What is RTI?

A

Response to Intervention (RtI) is a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties.
-reading, writing and behaviors
-Started out of literacy
-decreasing # of inappropriate referrals to special ed.

33
Q

Differentiated instruction?

A

adjusting instruction based on the needs of individual children

34
Q

What are the tiers for instruction?

A

Tier 1= gen ed learners (80-90%, universal support for all students)
Tier 2= targeted support for students at risk
Toer 3= individualized support for the few students with intensive and persistent challenges (supports are mandated, IEPs come into play, highest need)

35
Q

Common Core Standards Initiative?

A

Needed for disparate standards across states, global competition, college/career prep
Provides educators w/ clear expectations

36
Q

SLP Licensure comes from…?

A

a specific state’s government (e.g., NYS Education Department’s Office of the Professions).

37
Q

Certificate of Clinical competence comes from….?

A

comes from the American Speech-Language-Hearing Association (ASHA) for speech-language pathologists and audiologists.

38
Q

Teaching Certification comes from…?

A

specific state’s educational division (e.g., NYS Education Department’s Office of Higher Education). As a graduate of Buff State, you will fulfill TSSLD credentialing requirements.

39
Q

Licensure/eligibility in SLP is required to…

A
  1. provide SLP services in non-exempt setting
  2. engage in private practice for SLP
  3. provide SLP services in EI
40
Q

TSSLD

A

advanced-level certificate for classroom teachers. Issued in specific subject/grade titles.

Validity: Continuously valid with completion of required professional development hours on a five-year professional development cycle.

Language Disorders School-Age Children (2 decks)

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