Lab 5 Phonological Awareness From the Research Laboratory to the Clinic

Question 1

one intervention that had attracted much recent attention for helping those with reading disorders is

Answer 1

phonological awareness

Question 2

Phonological awareness holds the promise of

Answer 2

-significantly improving reading performance
-and promoting a smoother path to successful literacy acquisition
in children with reading disorder

Question 3

phonological awareness

Answer 3

the explicit understanding of a word’s sound structure

Question 4

phonological awareness is critical for

Answer 4

• the efficient decoding of printed words

- and the ability to form connections between sounds and letters when spelling

Question 5

skills encompassed under phonological awareness

Answer 5

segmenting (into sounds or syllables)
rhyming
isolation
blending

Question 6

measures of phonological awareness, at the phoneme level, arepowerful predictors of

Answer 6

reading success and can predict early literacy performance more accurately than variables such as intelligence, vocab, and SES

Question 7

children with a history of speech and language impairment are how many times more likely to have reading difficulties than children for the general population

Answer 7

4 to 5

not readily resolved by classroom instruction

Question 8

the discharge of a child who is speaking but not reading or writing or showing the prerequisite is appropriate to age

Answer 8

cannot be seen as a successful discharge

Question 9

children whose spoken language difficulties were resolved by 5 1/2-71/2 after surface level

Answer 9

were found to have reading difficulties at age 15

Question 10

are also important for reading development

Answer 10

awareness of correct grammatical sentences and vocabulary

Question 11

many clinical programs aimed at developing oral semantic skills develop children’s

Answer 11

awareness of grammatically correct and semantically plausible sentences

Question 12

recent research provided support for

Answer 12

type of intervention provided is ineffective in developing underlying skills crucial for written language

Question 13

SLPs should consider

Answer 13

type of instructions, length of training, classroom instruction, population Characteristics, failure to transfer skills to the reading process, the method of analysis

Question 14

for children with spoken language impairment who also have significant reading delay, skills at the phoneme level only appear to develop in response to

Answer 14

significant intervention i.e blending and segmenting

Question 15

it is better to provide instructions in phonological awareness for one phoneme skill at a time and work until matter of this sell is achieved before introduction

Answer 15

but this is highly in efficient therefore SLPs use a multiple morpheme approach and cyclic approach that do not rely on skill mastery

Question 16

integrated approaches to phonological awareness intervention that involve a variety of these may be both efficient and effective for children with spoken language impairment who have a severe phonological awareness deficit

Answer 16

phoneme-awareness level tasks, articulation tasks, and letter-sound knowledge tasks

Question 17

intervention that has shown transfer effect to the reading and spelling process for children with spoken language impairment consisted of how many hours of treatment

Answer 17

20 hours administered in a relatively intense manner

Question 18

it is important for clinicians to consider phonological awareness intervention as one part of a much wider language program and work closely with teachers and reading specialists to ensure transfer of phoneme awareness knowledge to

Answer 18

reading and spelling tasks

Question 19

clinicians should be cautious in expecting similar results for children with

Answer 19

other types of communication impairment other than SLI e.g. traumatic brain injuries

Question 20

does every child become a successful reader after treatment

Answer 20

no

Question 21

what type of assessing will not make significant improvement in spelling development

Answer 21

simply scoring the response at a whole-word level

Question 22

what type of analysis should be used to indicate the progress made in the child’s spelling performance

Answer 22

qualitative analysis

Question 23

phonological awareness is but

Answer 23

one aspect of spoken language that is necessary for successful written language development

Question 24

the ultimate goal of any phonological awareness intervetion

Answer 24

is not to improve a child’s ability to identify sounds in words or to be successful at completing spoonerisms but to enhance to a child’s literacy development

Question 25

SLPs must have knowledge of

Answer 25

when and how children acquire phonological awareness skills and understand what factors contribute to this development