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ComSDis 240 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

standardized tests

A

standard procedures, breaks down language - it’s receptive vs. expressive, ex:ACT

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2
Q

nonstandard assessment

A

more descriptive, informal, ex: having an observation with a student to see how they’re doing`

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3
Q

what are the different methods used for language sample analysis?

A

conversation, narrative, expository

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4
Q

Conservation

A

a major way kids use elicitation and one of the main two ways we collect samples is through conversations

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5
Q

conversation - play-based

A

when kids are playing they use language with the play - pretend play/object play ex:dolls, dinosaurs

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6
Q

conversation - interviews

A

usually done on older children, topics of interest to the child - instead of asking about fav food you would ask more open ended questions

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7
Q

narrative

A

basically kids telling a story (fictional) - at 3 yrs old, it’s pretty rough - at 4 yrs old, it’s pretty decent - at school age, refinement

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8
Q

expository

A

language used to describe technical things, describing a process - ex: explaining photosynthesis, how does a bill become a law

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9
Q

emergent literacy

A

the pre cursor to reading development ex:does the child have good vocab

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10
Q

print awareness

A

do they understand what print is/what it does

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11
Q

literacy atrifacts

A

things around the child - they engage in things in their environment ex: mom reading book, someone reading cook book/text/letter

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12
Q

literacy events

A

they have these experiences with the artifacts ex:parent reading to child and have a deeper understanding of how books works

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13
Q

literacy knowledge

A

through these artifacts and experience they can understand how books work - ex:book starts from left to right

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14
Q

oral language - vocabulary - size of lexicon

A

the more words you know - the more you can comprehend -ex:reading a book and knowing difference between chicken and duck can give you a meaningful understanding

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15
Q

oral language - vocab - mental state vocab

A

do you understand words that describes someone’s mental state? ex: he was scared.

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16
Q

oral language - vocab - elaborated noun phrases

A

the more they can understand the more they can describe

17
Q

oral language - pragmatics - decontelizaed language

A

understanding past, present, and future in book

18
Q

oral language - pragmatics - narrative discourse

A

understanding this will help you becomes a proficient reader in the future - ex: this is the background info, this is the problem/solution in book

19
Q

phonological awareness

A

a conscious evaluation of language, understanding how sounds go together in words

20
Q

phonological awareness - rhyming

A

can you recognize and generate ex: rhyming with no and so

21
Q

phonological awareness - allitenation

A

where all the words start with same sound ex:sally sell seashores

22
Q

phonics

A

the relationship between the sound and letter

23
Q

literacy development

A

how do kids develop the ability to learn how to read

24
Q

bottom up approach

A

reading happens first with all the low level stuff - we start with the basics/decoding then getting to decoding

25
Q

top down approach

A

we start with the broad meaning then we refine the knowledge by going back to the text

26
Q

decoding

A

interpreting the printed information - connecting written language to comprehension

27
Q

phonological decoding

A

sounding words out, phonics

28
Q

sight word identification

A

automatic decoding of the word - we automatically recognize the word - ex: kids encounter these words a lot

29
Q

reading fluency

A

how well you can string together texts and how fluently you can read them

30
Q

stages of reading - decoding stage (Chall, 1983)

A

(KG-1stgrade) letter-sound relationships, early sight words

31
Q

stages of reading - developing fluency

A

(2nd-3rd)improved decoding and fluency, more efficient phonological decoding, we are able to sound out quickly, increased number of sight words

32
Q

stages of reading - reading to learn

A

(4th-9th)good reading fluency, expand vocab and increase fluency, through learning and entertainment - ex: reading a book on what animals like to eat

33
Q

reading disorders

A

children with sig difficulty reading - usually have language disorders too - ex:dyslexia usually have difficulty decoding information

34
Q

reading assessment

A

(KG) - letter identification, phonological awareness (rhyming) (older) - ex: usually done to see reading fluency and is timed

35
Q

reading achievement gap

A

children who have difficulty learning to read but does not have a language disorder and is usually base on socioeconomic

ComSDis 240 (8 decks)

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