Exam #2

Question 1

Why is literacy important?

Answer 1

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

Question 2

Define phonological awareness

Answer 2

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

Question 3

Define orthographic awareness

Answer 3

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

Question 4

Define semantic awareness

Answer 4

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

Question 5

Define Morphological awareness

Answer 5

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

Question 6

Define syntactic awareness

Answer 6

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

Question 7

What is onset/rhyme?

Answer 7

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

Question 8

_________ informs literacy!

Answer 8

Language

Question 9

Define phonemic awareness

Answer 9

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

Question 10

What are the stages of phonological awareness?

Answer 10

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

Question 11

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

Answer 11

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

Question 12

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

Answer 12

Morphosyntactic Awareness
Reading Fluency
Comprehension

Question 13

High/low context communication-?

Answer 13

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

Question 14

What are polyglots?

Answer 14

Polyglots= multilingual individuals

Question 15

Language acquisition critical language period?

Answer 15

Language acquisition better prior to puberty

Question 16

Define dialect

Answer 16

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

Question 17

Poly-dialectic

Answer 17

able to navigate a group of dialects successfully.

Question 18

Code-switching

Answer 18

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

inclusive of both dialects and languages

Question 19

Register switching

Answer 19

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

Question 20

Heritage language

Answer 20

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

Question 21

Characteristics of SpIE?

Answer 21

-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

Question 22

Language death

Answer 22

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

Question 23

Characteristics of Native American Dialects of English

Answer 23

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

Question 24

Characteristics of Asian Dialects of English

Answer 24

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

Question 25

Middle Eastern Dialects of English

Answer 25

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

Question 26

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

Answer 26

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

Question 27

What is cultural brokerage?

Answer 27

Knowledge of cultures

Question 28

Linguistic conduit?

Answer 28

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

Question 29

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

Answer 29

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

Question 30

504 plans...?

Answer 30

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.

Question 31

Consultation v. collaboration

Answer 31

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

Question 32

What is RTI?

Answer 32

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.

Question 33

Differentiated instruction?

Answer 33

adjusting instruction based on the needs of individual children

Question 34

What are the tiers for instruction?

Answer 34

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)

Question 35

Common Core Standards Initiative?

Answer 35

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

Question 36

SLP Licensure comes from...?

Answer 36

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

Question 37

Certificate of Clinical competence comes from....?

Answer 37

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

Question 38

Teaching Certification comes from...?

Answer 38

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.

Question 39

Licensure/eligibility in SLP is required to...

Answer 39

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

Question 40

TSSLD

Answer 40

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.