Lecture 1 - Intro Flashcards
What is ASHA’s Position Statement on Roles and Responsibilities of SLPs with respect to Reading and Writing in Children and Adolescents (2010)?
(8)
SLPs contribute to Literacy
Oral Language is the foundation of reading and writing
Spoken and written language have reciprocal relationship
Children with spoken language problems have difficulty with reading and writing
Instruction in Spoken language can result in increased written language and vice versa
SLPs assess children with persistent language problems in learning to read (decoding) and write (spelling, syntax, morphology, etc.).
SLPs collaborate with teachers and administrators
SLPs explain how difficulties with listening and speaking will negatively impact reading (decoding and comprehension) and writing.
What are the connections between spoken and written language?
(3)
Pairing sound awareness (phonemic, phonological, and morphological) with letters (alphabetic principle) for spelling and writing.
Decoding words using sound and letter knowledge
Decoding needs to be fluent for reading comprehension
What may deficits in language and literacy result in?
Problems using language to communicate, think, and learn.
What does Decoding involve?
(4)
Letter Identification
Letter-sound awareness
Sight words and Phonologically decodable words
Print awareness - learned through paired book reading – letters make up words
What does Reading Comprehension involve?
(4)
Vocabulary - semantics
Context – syntax
Knowledge of words with multiple meaning
Knowledge of different types of literature – fiction, nonfiction
What do we assess in Written Language?
(4)
Letters
Words
Sentences
Paragraphs
How do we assess Letters?
(4)
Accuracy
Handedness
Spacing
Size
How do we assess Words?
(2)
Capitalization
Spacing
How do we assess Sentences?
(3)
Word order
Punctuation
Meaning
How do we assess Paragaraphs?
(4)
Narratives
Descriptions of pictures
Sequencing
Structure
What are Language-Based Learning Disabilities?
Problems with age-appropriate reading, spelling, and/or writing.
What intelligence level is seen in Language-Based Learning Disabilities?
Average to superior
What may be comorbid in Language-Based Learning Disabilities?
Dyslexia
Where is Dyslexia primarily seen?
In written or printed word (not spoken language)
What Deficits are seen in Language-Based Learning Disabilities?
(9)
Expressing ideas clearly – words recall
Learning new vocabulary that is heard or read
Understanding questions that are heard or read
Following directions that are heard or read
Recalling numbers in sequences (e.g., telephone numbers).
Letters and numbers
Learning the alphabet
Spelling
Memorizing times tables
What are the three Reading Theories?
(3)
Broad View of Reading (Perfetti, 1986)
Simple View of Reading (Gough & Tunmer, 1986)
Narrow View of Reading (Crowder, 1982)
What is the Broad View of Reading (Perfetti, 1986)?
(2)
Reading relies on higher-level thinking
Decoding and comprehension performed simultaneously
What is the Simple View of Reading (Gough + Tunmer, 1986)?
(2+2)
The understanding that spoken language is foundation for reading comprehension
Reading has 2 components:
- Decoding – word recognition processes that transform print into words
- Comprehension – is defined as the process by which words, sentences, and discourse are interpreted (i.e., listening comprehension)
What is seen with good Language Comprehension and good Word Recognition?
Typical Reading
What is seen with good Language Comprehension and poor Word Recognition?
Dyslexia
What is seen with poor Language Comprehension and good Word Recognition?
Specific Comprehension Deficit
What is seen with poor Language Comprehension and poor Word Recognition?
Mixed Decoding and Comprehension Deficit
What is the Narrow View of Reading (Crowder, 1982)?
Decoding only
What is the correct theory of reading?
What will this impact?
Each SLP has their own bias
The view of reading each SLP supports will impact assessment and intervention
What are the four models of Spoken and Written language comprehension?
(4)
Bottom up model
Top Down Model
Interactive Model of Comprehension
Connectionists Model (Seidenberg, 1995)
What is the Bottom-Up Model for spoken and written language comprehension?
(2)
Language comprehension (spoken and written) starts with initial detection of an stimulus (auditory or visual)
Processed stimulus information is chunked into larger meaningful units.
What is the Top Down Model for spoken and written language comprehension?
(3)
Importance on schemata
Scripts allow for predictions about the information being processed.
Being familiar with content, allows reader to construct meanings and to facilitate comprehension
What is the Interactive Model of Comprehension for spoken and written language comprehension? (Stanovich, 1985)
(2)
Good readers need both word recognition and higher-level conceptual knowledge
Parallel processing of information can occur
What is the Connectionists Model for spoken and written language comprehension? (Seidenberg, 1995)
(1+2)
Accessing meaning uses an interactive network of connections between different two levels of processing to access meaning in the Lexicon
- Orthographic level - letters
- Phonological level - sounds
What are types of Input/Perceptual Analysis in the Model of Spoken and Written Language Comprehension?
(2)
Auditory
Visual
What are the four types of Word Recognition in the Model of Spoken and Written Language Comprehension?
(4)
Phonological Decoding
Word Meaning
Visual/Lexical Decoding
Lexicon
What types of Higher Order Processing are seen in the Model of Spoken and Written Language Comprehension?
(2)
Sentence/Text Processing
Text Meaning
What is the path for Auditory Analysis in the Model of Spoken and Written Language Comprehension?
(5)
Auditory Analysis =>
Phonological Decoding =>
Word Meaning <==>
Sentence/Text Processing =>
Text Meaning
What is the path for Visual Analysis in the Model of Spoken and Written Language Comprehension?
(5)
Visual Analysis =>
Visual/Lexical Decoding =>
Word Meaning <==>
Sentence/Text Processing =>
Text Meaning
What is the Sensory-Symbol Association path in the Model of Spoken and Written Language Comprehension?
(5)
Visual Analysis =>
Phonological Decoding =>
Word Meaning <==>
Sentence/Text Processing =>
Text Meaning
When do we use Auditory Analysis?
When we hear language
When do we use Visual Analysis?
When we read language
What are Sound-Symbol Associations?
(2)
Grapheme – Phoneme associations
Knowing that the letters (graphemes) represent sounds (phonemes)
There are ____ letters in the alphabet that represent more than ____ sounds, there are also sound combinations. That is why SLPs use the IPA.
26
47
Do students need to know all the letters and possible letter combinations in print?
Yes
If students have limited letter recognition and/or phonemic awareness, what will there be?
A reading problem
