Learning for Language Flashcards
how to determine eligibility
- states vary in criteria
- most require standardized testing
- severity ratings, language samples
- important to get a general sense of weak areas and to test those b/c testing everything takes too long
assessment
-establish baseline function and identify targets for intervention
phonology
- NOT TEACHING READING, teaching strategies to irradicate processes
- support themes learned in school
semantics
receptive vocabulary
instructional vocab
the clinician observes inside the student’s class and notes the kinds of temporal, spatial, logical, and directive vocab the teacher uses
ex) spatial “make dots ABOVE the sticker”
temporal “make noise AFTER i say go”
textbook vocab
clinician can obtain lists of words from classroom texts to use a vocab probes
-can also review students HW and use word child understands poorly
what is lexical diversity
the ability to use a flexible, precise vocab contributing to the efficency of communication
what is lexical diversity important
- we must understand relationships between words
- synonyms, compare/contrast
word retrieval
child might shows circumlocution, moments of dysfluency, topic avoidance, substitution
emerging relations
temporal, causal, conditional, epistemic (talk about thoughts), notice-perception, specification, adversative
how to work on emerging relations
complex syntax or pre-syntactic expression of semantic relations between clauses is found..
- spend time exposing the student to literate language styles
- provide opportunites for the child to paraphrase the language heard
what to do with syntax and morphology problems
- teach concepts to “back up” and support literacy
- what are the delays?
more complex sentence forms
- passives “The bread was toasted in the toaster”
- adverbial conjunction “before your eat your dessert, turn off the tv”
- embedded relative clause “the boy who hit the girl ran away”
what happens when clues are removed in more complex sentence forms?
need to teach students how to get beyond their dependence on processing shortcuts and to extract appropraite info from syntactic forms
how to assess syntactic and morphologica skill
- standardized test (if student performs below normal range, probe difficult forms)
- if student scores normally but teacher says there is a problem, look closely at adverbial conjections and passive sentences
