LDII Random Flashcards
Rationale for Goal Selection (3)
- Select goals that will help the child in the classroom setting (FUNCTIONAL!)
- Select goals in which the child shows some awareness, but below expectations (ZOPD)
- Select goals in developmental order (SEQUENCE)
VDOE 5 steps to determining need for speech/language intervention
- Define speech & language impairment
- Significant discrepancy (between student and peers)
- Difficulties must NOT be due to LEP or dialect
- Documented Education Impact
- Need for specifically designed instruction must be evident
Reading Defined (6)
“A complex system of deriving meaning from print that requires all of the following:”
- Skills & knowledge of how phonemes are connected to print
- Decode unfamiliar words
- Read fluently
- Background info & vocab. for reading comprehension
- Strategies to construct meaning from print
- Motivation to read
Essential Components of Reading Instruction
- Phonemic Awareness
- Phonics
- Vocabulary Development
- Reading fluency (including oral reading)
- Reading Comprehension strategies
Components of Therapy (6)
- Intention to teach (what is goal?)
- Meaning (why is the goal important)
- Examples
- Transfer (generalization)
- Planning
- Self-Evaluation
Dose Tx Intensity
Dose, Dose Form, Dose Frequency, Total Intervention Duration
-Multiplied together=Cumulative Intervention Intensity
RAISE
Repeated opportunities Attention & engagement during Intense interaction with Systematic support of Explicitly targeted skills
Print Referencing
Strategies to increase awareness of written language
-comment, question, point, track print
Phonological Processing
A cognitive operation involving the storage, retrieval and manipulation of speech sounds
Phonological Awareness
Metalinguistic skills related to understanding the sound system of language
*Children with language impairments often have poor phonological awareness
