language & literacy - exam 3 Flashcards
what is literacy
set of skills which allow an individual o engage fully in society & learning
roles of SLP
prevention
advocacy
interprofessional collab
identify children at risk
screening / referral
assessing
providing intervention
supporting cultural & linguistic diversity
research
emergent literacy
early childhood
print knowledge
phonological awareness
oral language
learning to read
early primary grades
alphabet knowledge
recognizing words
fluent reading
learning to read to comprehension
reading to learn
later primary grades
further fluent reading
reading automatically
reading for comprehension
vocab knowledge
receptive
expressive
variety of categories & types
language of instruction
understanding of narrative
story sequence
purpose of a story
info content
phonemic / phonological awareness
sounds have meaning / can change meaning
diff sounds in diff words
eventually phoneme –> grapheme connection
print based awareness
book & print organization
print meaning
letters
words
emergent literacy skills in preschool writing
start scribbling
use letter like forms
control a writing tool
emergent literacy skills in preschool reading
print carries meaning
pretend to read books
actively participate in shared book reading routines
handle books appropriately
emergent literacy skills in late preschool/kindergarten writing
syllabic writing
some conventional letters
chooses their own “words”
emergent literacy skills in late preschool/kindergarten reading
recognize names
can name many letters
know some letter sounds
can identify where to start reading & in which direction to read
what recs can we give parents
name things in everyday environment
repeat strings of sound & add to them
draw attention to print in everyday environment
introduce new vocab
read & reread books
encourage drawing & scribbling
ways to share books w/ babies & toddlers
do it everyday
a few mins is ok - don’t always have to finish
talk about pics
let child participate - turn pages or let them tell story
ask questions
Phonological awareness
teaching children to focus on & manipulate phonemes
what is the best early predictor of literacy outcomes
Phonological awareness
fluency
ability to read orally w/ speed, accuracy, & proper expression
critical for reading comprehension
reading comprehension
ability to gain meaning from text & repair misunderstandings
is phonological awareness, fluency, & reading comprehension more skills-based or meaning-based
skills-based
not universally accepted but very common in US cirricula
reading comprehension equation
language comprehension (meaning) x decoding (word recognition) = reading comprehension
decoding & comprehension require other underlying skills:
vocab
metacognitive skills
higher order cognitive processes (thinking, reasoning, imagining, & interpreting
becoming a more proficient reader also requires:
narrative language
spelling
writing
oral narrative
real or fictional event
organized, linked utterances
narrative macrostructure
overall story organization
narrative microstructure
necessary syntax & internal linguistic features
spelling is more difficult for children w/ __________
language impairment
spelling is closely linked to __________
phonological awareness
visual storage
important part of spelling
visual images of words, morphemes, & syllables
3 basic processes of writing
- planning what to say
- translating into written form
- reviewing & editing
aspects of writing
set goals, generate ideas, organize ideas into a logical pattern
requires metaskills & executive function skills
tier 1 - model of intervention & prevention
high quality supports for all student in general education
tier 2 - model of intervention & prevention
diagnostic testing for identifying strengths & weaknesses
small group within the classroom
tier 3 - model of intervention & prevention
comprehensive evaluation to determine eligibility for special services
individualized intervention
some phonological awareness skills
first sound matching - teeth & tape, but not bean & sail
last sound matching
rhyming
combination - say mice w/out m = ice
what do we align intervention goals with
common core state standards
embedded explicit apporach
embedded
naturalistic
environment set up to promote literacy development
embedded explicit approach
explicit
structured
adult directed specific targets
letter identification, sound blending, story maps
intervention for older children
help the child be successful in classes
work on literacy through a variety of subjects
push in & pull out
expository, narrative, & persuasive texts
intervention for reading comprehension
teaching metaskills
make predictions & form questions before reading
look up words
summarize paragraph by paragraph
graphic organizers & visual diagrams
intervention for spelling
focus on student’s deficits (usually pa skills)
practice identifying incorrect & correctly spelled words
word sorts
intervention for writing
targeting specific foundation skill - spelling, punctuation, syntax
targeting metaskills & executive function - story organizers, evaluative rubrics
