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ECU Language + Learning Disabilities > Lecture 1 - Intro > Flashcards

Lecture 1 - Intro Flashcards

1
Q

What is ASHA’s Position Statement on Roles and Responsibilities of SLPs with respect to Reading and Writing in Children and Adolescents (2010)?

(8)

A

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.

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2
Q

What are the connections between spoken and written language?

(3)

A

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

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3
Q

What may deficits in language and literacy result in?

A

Problems using language to communicate, think, and learn.

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4
Q

What does Decoding involve?

(4)

A

Letter Identification

Letter-sound awareness

Sight words and Phonologically decodable words

Print awareness - learned through paired book reading – letters make up words

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5
Q

What does Reading Comprehension involve?

(4)

A

Vocabulary - semantics

Context – syntax

Knowledge of words with multiple meaning

Knowledge of different types of literature – fiction, nonfiction

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6
Q

What do we assess in Written Language?

(4)

A

Letters

Words

Sentences

Paragraphs

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7
Q

How do we assess Letters?

(4)

A

Accuracy

Handedness

Spacing

Size

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8
Q

How do we assess Words?

(2)

A

Capitalization

Spacing

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9
Q

How do we assess Sentences?

(3)

A

Word order

Punctuation

Meaning

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10
Q

How do we assess Paragaraphs?

(4)

A

Narratives

Descriptions of pictures

Sequencing

Structure

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11
Q

What are Language-Based Learning Disabilities?

A

Problems with age-appropriate reading, spelling, and/or writing.

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12
Q

What intelligence level is seen in Language-Based Learning Disabilities?

A

Average to superior

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13
Q

What may be comorbid in Language-Based Learning Disabilities?

A

Dyslexia

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14
Q

Where is Dyslexia primarily seen?

A

In written or printed word (not spoken language)

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15
Q

What Deficits are seen in Language-Based Learning Disabilities?

(9)

A

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

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16
Q

What are the three Reading Theories?

(3)

A

Broad View of Reading (Perfetti, 1986)

Simple View of Reading (Gough & Tunmer, 1986)

Narrow View of Reading (Crowder, 1982)

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17
Q

What is the Broad View of Reading (Perfetti, 1986)?

(2)

A

Reading relies on higher-level thinking

Decoding and comprehension performed simultaneously

18
Q

What is the Simple View of Reading (Gough + Tunmer, 1986)?

(2+2)

A

The understanding that spoken language is foundation for reading comprehension

Reading has 2 components:

  1. Decoding – word recognition processes that transform print into words
  2. Comprehension – is defined as the process by which words, sentences, and discourse are interpreted (i.e., listening comprehension)
19
Q

What is seen with good Language Comprehension and good Word Recognition?

A

Typical Reading

20
Q

What is seen with good Language Comprehension and poor Word Recognition?

A

Dyslexia

21
Q

What is seen with poor Language Comprehension and good Word Recognition?

A

Specific Comprehension Deficit

22
Q

What is seen with poor Language Comprehension and poor Word Recognition?

A

Mixed Decoding and Comprehension Deficit

23
Q

What is the Narrow View of Reading (Crowder, 1982)?

A

Decoding only

24
Q

What is the correct theory of reading?

What will this impact?

A

Each SLP has their own bias

The view of reading each SLP supports will impact assessment and intervention

25
Q

What are the four models of Spoken and Written language comprehension?

(4)

A

Bottom up model

Top Down Model

Interactive Model of Comprehension

Connectionists Model (Seidenberg, 1995)

26
Q

What is the Bottom-Up Model for spoken and written language comprehension?

(2)

A

Language comprehension (spoken and written) starts with initial detection of an stimulus (auditory or visual)

Processed stimulus information is chunked into larger meaningful units.

27
Q

What is the Top Down Model for spoken and written language comprehension?

(3)

A

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

28
Q

What is the Interactive Model of Comprehension for spoken and written language comprehension? (Stanovich, 1985)

(2)

A

Good readers need both word recognition and higher-level conceptual knowledge

Parallel processing of information can occur

29
Q

What is the Connectionists Model for spoken and written language comprehension? (Seidenberg, 1995)

(1+2)

A

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
30
Q

What are types of Input/Perceptual Analysis in the Model of Spoken and Written Language Comprehension?

(2)

A

Auditory

Visual

31
Q

What are the four types of Word Recognition in the Model of Spoken and Written Language Comprehension?

(4)

A

Phonological Decoding

Word Meaning

Visual/Lexical Decoding

Lexicon

32
Q

What types of Higher Order Processing are seen in the Model of Spoken and Written Language Comprehension?

(2)

A

Sentence/Text Processing

Text Meaning

33
Q

What is the path for Auditory Analysis in the Model of Spoken and Written Language Comprehension?

(5)

A

Auditory Analysis =>

Phonological Decoding =>

Word Meaning <==>

Sentence/Text Processing =>

Text Meaning

34
Q

What is the path for Visual Analysis in the Model of Spoken and Written Language Comprehension?

(5)

A

Visual Analysis =>

Visual/Lexical Decoding =>

Word Meaning <==>

Sentence/Text Processing =>

Text Meaning

35
Q

What is the Sensory-Symbol Association path in the Model of Spoken and Written Language Comprehension?

(5)

A

Visual Analysis =>

Phonological Decoding =>

Word Meaning <==>

Sentence/Text Processing =>

Text Meaning

36
Q

When do we use Auditory Analysis?

A

When we hear language

37
Q

When do we use Visual Analysis?

A

When we read language

38
Q

What are Sound-Symbol Associations?

(2)

A

Grapheme – Phoneme associations

Knowing that the letters (graphemes) represent sounds (phonemes)

39
Q

There are ____ letters in the alphabet that represent more than ____ sounds, there are also sound combinations. That is why SLPs use the IPA.

A

26

47

40
Q

Do students need to know all the letters and possible letter combinations in print?

A

Yes

41
Q

If students have limited letter recognition and/or phonemic awareness, what will there be?

A

A reading problem

ECU Language + Learning Disabilities (11 decks)

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