Language and Reading Flashcards
1
Q
Controversy
A
- “most reading disabilities [are] best viewed as a developmental language disorder” (p. 1)
- Proposed about 15 years ago
- Catts & Kamhi say it is more accepted now, but my personal belief is that it is
- Far from universally accepted
- outside of comfort zone for practice by clinicians whether or not they accept the notion that is is our scope of practice
- Everyday notion of dyslexia is that there is a reversal of letters (they see things backwards). This isn’t true they really haven’t mapped what letters look like and how to read them, a lot of time it has to do with weak visual and spatial skills.
- Mostly comprehension piece is a language disorder
2
Q
Parts of Language
A
- Listening, Speaking, Reading, Writing are all part of language.
- Lots of print around
- Make sense of graphemes, semantics, syntax
- Write, pre-write, draft, conference, revise, edit (publish)
- Low risk, child in control of learning, assume an increase in self-esteem.
3
Q
School DIscourse Problems
-print awareness
A
- Print Awareness- knowledge that print carries meaning
- 60% of 3 yr olds read labels and signs
- 80% of 4 and 5 yr olds read labels and signs.
- How do you identify children at risk?
- Kids in kindergarten who cannot read labels and signs, they are at risk
4
Q
Key Points about reading and language
A
- Reading & language SHARE processes, background knowledge bases but also have many differences
- Good spoken language doesn’t ensure good reading
5
Q
After 3rd grade, need reading and writing to:
A
- Give and receive information
- Understand and use a variety of genre
- Increase knowledge
- Comprehend and use figurative and nonliteral language
- Metalinguistic awareness
- Accuracy in grammar, style, and mechanics
6
Q
Why reading and writing? 1
A
- Children with language difficulties tend to have less cohesive written or oral discourse.
- Word finding difficulties
- word identification difficulties (decoding)
- Invented spelling-more important for kids to write than to worry about spelling. Important diagnostic skill because it allows us to see how kids have mapped the words and how they hear sounds
- Yuns a lade (once a lady) y is a problem because it starts with the /w/ sound
- Eventually the inability to spell affects reading.
- Poor phonological awareness
- Poor graphophonic (graphophonemic representation (spelling and writing)
- If kids are still using invented spelling by 8th grade, they are not using auditory decoding skills.
7
Q
Why reading and writing? 2
A
- Learning about narratives assists in organization of complex discourse, and increases semantic complexity and syntax complexity.
- Reading requires oral foundation, pragmatic skills & problem solving.
- Start forming narratives at 3.
- Narratives are culturally based, African Americans are episodic and white American narratives (beginning, middle, and end)
8
Q
Rules for Literacy
A
- Reading aloud —vocabulary & syntactic constructions (Purcell & Gates 1988)- gives you the 25 repetitions
- Children in literate homes are better readers & writers (Wells, 1986)- literate families-kids hear 80,000 more words
- Children with no bedtime story have problems in school (Heath, 1982)
- When kids don’t get bed time stories they are exposed to less vocabulary
9
Q
Rules for Literacy (Joint book reading)
A
- Joint book reading teaches book handling skills
- Read books, don’t manipulate them
- Book is in control-determines topic of conversation via picture & joint attention
- Read words/name pictures
- Book events are not in real time
- Books create autonomous, fictional world
10
Q
Reading- Broad definition
Catts and Kahmi
A
- Broad definition = higher level thinking
- “evaluating, judging, imagining, reasoning, and problem solving (Gates, 1949, p. 3, in Catts & Kahmi, 2005, p. 3)
- Imaginative process-need to make pictures in their head
- LI kids do not understand that they are reading for meaning
11
Q
Sanders: Reading: Broad vs simple
A
- According to Sanders (2001), the broad definition of dyslexia = reading disability; includes “word identification, reading comprehension, associated difficulties in spelling and writing, and a wide range of difficulties with spoken language” (p. 2)
12
Q
Simple definition
Catts and Kahmi
A
- Simple definition = 2 components
- Decoding (Dr. Katzman uses the term “word calling”; Sanders says word identification (really need to be able to decode)
- Linguistic comprehension (not according to Sanders)
- Decoding (Dr. Katzman uses the term “word calling”; Sanders says word identification (really need to be able to decode)
- (We’ll use C & K definitions, but need to understand that we will typically need to define our terms for parents, educators and peers)
- Linguistic and auditory decoding
13
Q
Broad vs. Simple definition
A
- Both are probably correct, with broad definition applying to individuals who read to learn, and simple definition applying to individuals learning to read
- Learn to read and then reading to learn (starting in second grade now) kids need to read at primer level by the end of kindergarten
-Rake- e is silent, a says its name
If there are two vowels in a row, when two vowels go walking, the first says its name.
14
Q
Models
A
- Bottom-up- language, reading. APD- heard a sound, see a letter, detect, but you need to keep adding in a process. I see a /b/ and I know it says /bʌ/
- Top-down
- interactive
15
Q
Bottom-up
A
- Language, reading, auditory processing…
- Process begins with detection of stimulus, adds in linear fashion “up” to cognition:
16
Q
Reductionism (Bottom-up): One theory
A
- Writing and reading are discrete, orderly fashion.
1. Master one step before going to next-requires break down skill into component parts.
2. Sum=Whole /b/ /ɛ/ /d/–> bed
3. Teacher and curriculum control learning
4. Proficiency comes out of practice
5. Possible to evaluate skills objectively
6. Right and wrong ways to process, do tasks, answer/asks questions
17
Q
Bottom-up
A
- b + e + d
“bed”
_ _ _ bed_ _ (each _ by sound, then synthesized)
-Meaning! John went to bed last night.
18
Q
Reductionism-Bottom-up
IRE
A
- Reductionism (bottom-up) = traditional classroom
- IRE framework : Initiation, reply, evaluation- traditional classroom
19
Q
Holism- Top Down (2nd theory)
A
- Language-based process- learn to read and write; literacy learning
- Parallels language learning
- Makes sense of whole, develop contextualized understanding of individual skills.
- Holistic approach-integrate pictures and words and how they relate
- Site reading-bottom up
20
Q
Contextualized (top down)
A
- Learn to read and write by reading and writing.
- Meaning, social function are focus over form at first.
- Literacy learning is important, concrete, anxiety free.
- Contexts always expand
Bottom up approach can cause anxiety
- Intuition is primarily responsible for print conversations. (name beings with S so they think a stop sign says their name)
- Abstract the rules from print, apply them.
- Self-directed
- Development can be varied in rate by not conditions needed for language learning.
21
Q
Top-Down
A
- Higher level processes assist in determining meaning:
- World knowledge (scripts, schemes) + specific context + picture, etc.
- Meaning!
- Top-down allows you to “skip” inaudible, illegible content; you can “fill-in” via inferencing
- scripts
- schemes
22
Q
Holism-Top Down
A
- Child-centered- Child creates own understanding by doing-discussion and exchange of ideas-conversational, not IRE
- Miscue analysis- ask child: what makes sense here? And wait longer to cue
- Anecdotal records, portfolios-process of learning is an important as how much learned.
- Teachers wait less than 4 seconds to wait to respond (takes LI kids longer)
- Cochlear implant is an electrical signal
- Ask them if their answers make sense.
