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Language, Learning and Literacy > Lecture 1 > Flashcards

Lecture 1 Flashcards

1
Q

What happens when oral language development goes wrong?

A
  • Language Impairment (LI)
  • Specific Language Impairment (SLI)- cause is unknown, no other diagnosis
  • Language-Learning Disorders- LI co-exists with literacy disorder
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2
Q

Is there one single cause of LI?

A

NO

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3
Q

What are the three different factors in the environment that affect LI? and give an example of each.

A

Biological (family hx)
Cognitive (neurological, info processing)
Behavioural (socioeconomic status)

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4
Q

What are the three different things we talk about when observing oral language development?

A

Form
Content
Use

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5
Q

What does FORM include?

A

Syntax, Morphology and Phonology

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6
Q

What does CONTENT include?

A

Semantics

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7
Q

What does USE include?

A

Pragmatics

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8
Q

What does FORM look like in kids with LI? (6)

A
  • Deficits in grammar
  • Omission of morphosyntax take markers
  • Deficits in production comprehension/grammatical judgment
  • Inconsistent in their application
  • Deficits in phonology
  • Fail to recognize which sounds are important for signaling meanings in language
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9
Q

What does CONTENT look like in kids with LI? (5)

A
  • Impoverished vocabularies
  • Word retrieval (ah, um, vague)
  • Slow to learn new words
  • # of exposures to learn a new word for someone with LI is up to 55 (normal=35)
  • Encode fewer semantic features of the new items (cold)
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10
Q

What does USE look like in kids with LI? (4)

A
  • Have trouble using conversational rules
  • Difficulty understanding complex language
  • Difficulty telling a coherent narrative
  • Difficulty understanding abstract and ambiguous language
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11
Q

What does FORM look like for us as clinicians? (3)

A
  • Necessary for language comprehension and expression
  • Shared understanding between speakers
  • Understanding language of conversation, instructions or books
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12
Q

What does CONTENT look like for us as clinicians? (6)

A
  • Sharing information
  • Giving and following directions
  • Learning new concepts/words
  • Retailing information
  • Using language to predict & infer
  • Using language to problem solve
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13
Q

When we are teaching CONTENT, how can we help a client activate their mental files?

A

Schema (knowledge you drive on to construct meaning)

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14
Q

What are three ways we can make connections when learning CONTENT?

A
  • Text to self
  • Text to text
  • Text to world
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15
Q

What does USE look like for us as clinicians? (7)

A
  • Conveying a clear message
  • Start and end convo
  • Interact appropriately
  • When and how to take turns
  • Ask for clarification
  • Understand body language
  • Use appropriate volume, tone and pitch
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16
Q

What is one skill you need to have to master proper USE?

A

flexibility

17
Q

What does LISTENING look like for Kindergartens? (3)

A
  • Follow 1 to 2 step directions in a sequence
  • Listen and understand age-appropriate stories
  • Follow simple conversation
18
Q

What does SPEAKING look like for Kindergartens? (6)

A
  • Be understood by most people
  • Answer simple yes no and open ended questions
  • Use conjunction
  • Verbs, 3rd person, regular past tense
  • Retail a story or talk about an event
  • Show interest in and start conversations
19
Q

What does LISTENING look like for Grade 1? (3)

A
  • Remember information
  • Respond to instructions
  • Follow 2 to 3 step directions and the sequence
20
Q

What does SPEAKING look like for Grade 1? (9)

A
  • Be easily understood
  • Answer complex yes no questions
  • Tell and retell stories and events in a logical order with the central focus
  • Express ideas (vocab 3-5k)
  • Use most parts of speech correctly
  • Ask and respond to WH questions
  • Stay on topic and take turns and conversation
  • Get directions
  • Start conversations
21
Q

What does LISTENING look like for Grade 2? (3)

A
  • Follow 3 to 4 oral directions in the sequence
  • Understand direction words
  • Correctly answer questions about grade level story
22
Q

What does SPEAKING look like for Grade 2? (6)

A
  • Ask and answer to WH questions
  • Complex sentence structures
  • Clarify and explain words and ideas
  • Get directions with 3 to 4 steps
  • Use oral language to inform, persuade and entertain
  • Open and close conversation appropriately
23
Q

What does LISTENING look like for Grade 3? (2)

A
  • Listen attentively a group situation

- Understand grade level material

24
Q

What does SPEAKING look like for Grade 3? (7)

A
  • Speak clear with appropriate voice
  • Participate in conversations and group discussion
  • Use subject related vocab
  • Increase perspective taking for persuasion
  • Summarize the story accurately
  • Narratives contain complete and multiple episodes
  • Explain what has been learned
25
Q

What does LISTENING look like for Grade 4-5? (3)

A
  • Listen to and understand information presented by others
  • Form opinions based on evidence
  • Listen and draw conclusions and subject area learning activities
26
Q

What does SPEAKING look like for Grade 4-5? (8)

A
  • Use language effectively for a variety of purposes
  • Narratives include complex, invented and interactive episodes
  • Understand some figurative language
  • Understand and explain multiple meaning words
  • Give accurate directions to others
  • Summarize and restate ideas
  • Use subject area info and vocab for learning
  • Make effective oral presentations
27
Q

SYNTAX: What should we consider when dealing with oral language and ESL?

A
  • ESL students may have different sentence structure and the use of tenses, plurals, and possessives
  • Will omit function words and mostly use content words
28
Q

SEMANTICS: What should we consider when dealing with oral language and ESL?

A
  • English is confusing (many figurative expression and multiple meaning words)
  • Subtle cues can be missed
29
Q

PRAGMATICS: What should we consider when dealing with oral language and ESL?

A
  • Social conventions different by culture (behaviors mean different things depending on culture)
30
Q

PHONOLOGY: What should we consider when dealing with oral language and ESL?

A
  • Phonemes may not exist in their home language

- Shifting intonation mean something different in another language

31
Q

What can we do as clinicians to help people with ESL? (5)

A
  • Provide frequent opportunities for purposeful communication
  • Use oral language and literacy activities to teach vocabulary
  • Use language abilities to introduce and reinforce cultural and social expectations
  • Provide more explicit language, models and demonstration
  • Bridge the gap between home and school

Language, Learning and Literacy (8 decks)

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