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ECU Language + Learning Disabilities > Lecture 7 - Assessing and Remediating Text Comprehension Problems > Flashcards

Lecture 7 - Assessing and Remediating Text Comprehension Problems Flashcards

1
Q

Reading is a complex process that involves what six things?

A

Perception

Phonemic Awareness

Phonological Awareness

Orthographic Knowledge

Semantic Knowledge

Comprehension

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2
Q

What does literacy have the ability to do?

3

A

Decode and encode

Say words printed on paper

Say what the words mean

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3
Q

What is Multimodal Literacy the comprehension and production of?

What does it require people to do?

A

A wide variety of communication modalities (print, images, video, and digital contexts)

To represent their knowledge in those modalities

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4
Q

What are five essential skills for reading proficiency?

A

Phonemic awareness

Phonics

Fluency (reading)

Vocabulary

Comprehension

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5
Q

Oral and written language have a ___________.

A

Reciprocal relationship

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6
Q

Reading and Writing are initially dependent on what two things?

A

Oral language

Extending oral language abilities

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7
Q

Younger children use oral language to ___________ and older children use reading to ___________.

A

Learn to read

Further learning

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8
Q

Conversational language is used to meet what needs?

3

A

Requesting/commanding

Accomplishing daily tasks

Sharing personal information

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9
Q

What is Academic Language used to do?

5

A

Analyze

Evaluate

Synthesize

Persuade

Explain

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10
Q

Does Academic Language use more vocabulary words that carry meaning than Conversational Language?

A

Yes

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11
Q

What does Academic Language use more of?

3

A

Technical terms

Abstract concepts

Events that are related (e.g., wars, civil rights)

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12
Q

What complex syntactic patterns are used more often in Academic Language?

(5)

A

Passive voice

Dependent clauses

Adverbial clauses (when, while, so, because, if-then, unless)

Adjectival clauses (The colonists, who felt they did not have representation, dumped tea into the Boston Harbor)

Noun clauses (Where the rebels were going was unknown)

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13
Q

What is Content Schema?

A

Mental model for facts presented in the text

Social structures of bees, ants

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14
Q

What is Text Schema?

2

A

Superordinate organization for the presentation of content information

Organization of descriptions, stories and explanations

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15
Q

What is Event Schemata?

A

Common routines (e.g., going to a party)

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16
Q

What do Comprehension and Production of discourse or texts require?

A

The ability to make a variety of inferences

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17
Q

What do we need understanding of in order to comprehend text?

(2)

A

Cause-effect between people, objects, and events

Intention

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18
Q

______ are needed to comprehend text.

A

Inferences

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19
Q

Poor comprehenders have difficulty making ______ to ___________.

A

Inferences

Answer questions

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20
Q

What is Anaphoric Referencing?

A

Pronoun or noun phrase that refers to previous text activity

“He asked her where she was going” – who is he, she?

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21
Q

What is Bridging/Relational Inference?

2

A

Deducing sequence and relationship of information across sentences

Integrating semantically/conceptually related information across sentences

(“Morgan heard her favorite TV show, sighed, and went back to work.” = TV not in the room.)

[Inferring the relationship of two objects or events that aren’t explicitly related. The connection between the two is essential for understanding the text]

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22
Q

What are Explanation-Based Inferences?

A

Inferring the antecedent or consequences of actions

MLK marched in Washington because he wanted the laws to change

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23
Q

What are Predictive Inferences?

A

Forecasts future events

Pigs will escape wolf. How people will react to storm

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24
Q

What is Goal Inferencing?

A

Infers the intentions of characters

Foxes want to eat ducks

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25
Q

What is Elaborative Inference?

A

Considers associations that cannot be explained causally

Houses will be less sturdy if built with straw.

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26
Q

What are six types of inferences?

A

Anaphoric Referencing

Bridging/Relational Inference

Explanation-Based Inferences

Goal Inferencing

Predictive Inferences

Elaborative Inference

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27
Q

What is contained in Cognitive Understanding?

4

A

Content schema

Text Schema

Event Schema

Inferences

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28
Q

What is contained in Narrative Content?

3

A

Landscape of action

Landscape of consciousness

Theory of Mind

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29
Q

What is Landscape of Action?

2

A

Temporally patterned sequences of actions that are reported in the 3rd person

Have minimal information about character’s psychological state

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30
Q

What is Landscape of Consciousness?

2

A

Story is told from perspectives of characters

Linguistic coding from Theory of Mind

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31
Q

What is Theory of Mind?

A

Being able to infer the full range of mental states that cause action

(beliefs, desires, intentions, imagination, emotions)

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32
Q

How do Narrative and Expository Texts differ?

4

A

Differ in purpose

Differ in schemata

Differ in text structure

Differ in types of processing

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33
Q

What are ways that Narrative and Expository Texts differ in purpose?

A

Entertain vs. information

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34
Q

What are ways that Narrative and Expository Texts differ in schemata?

A

Familiar vs. unfamiliar

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35
Q

What are ways that Narrative and Expository Texts differ in text structure?

A

Same basic vs. variable by genre

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36
Q

What are ways that Narrative and Expository Texts differ in types of processing?

A

Top-down vs. bottom-up

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37
Q

What does Story Macrostructure facilitate?

2

A

The ability to recognize gists or themes of passages.

Telling, retelling, or comprehending stories

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38
Q

What does Story Macrostructure help predict?

A

What will come next -> comprehend material

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39
Q

What limitations in Story Macrostructure do children with reading disabilities have?

(2)

A

Telling shorter, less complete, less organized stories

Remembering less detail

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40
Q

At what point in eduction are narratives the main focus?

Expository texts?

A

Early grades

Later grades

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41
Q

What are three types of Microstructures?

A

T-Units

C-Units

Clause

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42
Q

What are T units?

2

A

Main clause + all subordinate clauses

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43
Q

What are C-units?

3

A

An independent clause with its modifiers

One main clause with all subordinate clauses attached to it.

It cannot be further divided without its essential meaning disappearing

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44
Q

How do we determine C-Units?

A

Use Systematic Analysis of Language Transcripts (SALT)

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45
Q

What is a Clause?

A

Statement containing both a subject and a predicate

46
Q

What is a Subject?

A

A noun phrase

47
Q

What is a Predicate?

A

A verb phrase

48
Q

What are two types of Macrostructures?

A

Comprehension-based measures

Productive measures

49
Q

How can we implement Comprehension-Based Measures?

1+3

A

Questions about

  • Setting
  • Characters
  • Events
50
Q

How can we implement Productive Measures?

A

Have child generate a story

51
Q

What kinds of Narrative Development that occur in Preschool?

(3)

A

Label simple descriptions of objects

Characters

Actions

52
Q

What kinds of Narrative Development that occur in Early Elementary?

(5)

A

Goals

Intentions

Emotions

Theory of mind

Script for common characters (e.g., big bad wolf)

53
Q

What kinds of Narrative Development that occur in Later Elementary?

(4)

A

More complex story

Overcoming obstacles

Awareness of time

Multiple meaning words

54
Q

What kinds of Narrative Development that occur in Adolescents/Adults?

(3)

A

Connect 1st idea to 2nd idea

Multiple meanings

Themes

55
Q

What does Content Schemata test?

A

Narrative development

56
Q

How do we assess Content Schemata?

A

Have child tell story for wordless books, (Frog Goes to Dinner, Mercer Mayer)

57
Q

What specifics do we assess in Content Schemata?

6

A

Characters

Actions

Sequence

Cause-effect

Plans of characters

Reactions of characters

58
Q

Children with language delay/LLD will have _____ and ______ stories.

A

Shorter

Simpler

59
Q

What are Explicit Questions?

A

Questions whose answers can be found directly in the text

Who are the characters Where did this story happen? What is an important part of the story What happened?

60
Q

What are Implicit Questions?

A

Questions who answers are not directly in the text

(How does the person feel?
Why did the person do this What do you think the person would say? What should happen next?)

61
Q

What is an example of an Informal Reading Inventory?

A

Qualitative Reading Inventory (QRI-V)

62
Q

What does the Qualitative Reading Inventory (QRI-V) provide?

2

A

Narratives

Expository passages

63
Q

What does the Qualitative Reading Inventory (QRI-V) ask children to do?

A

Listen to and answer both explicit and implicit questions

64
Q

What are we assessing in the Qualitative Reading Inventory (QRI-V)?

A

Macrostructure in story retelling

e.g., setting, goal, events, resolutions, main ideas

65
Q

What does the Test of Narrative Language (2004) assess?

2

A

Difficulties in narrative comprehension

Difficulties in narrative production

66
Q

How does the Test of Narrative Language (2004) assess difficulty in narrative comprehension?

A

Remembering information from a story with drawings

67
Q

How does the Test of Narrative Language (2004) assess Narrative Production?

A

Child produces a story given a picture, sequence, or no picture

68
Q

How does RtI provide instruction to be successful comprehending text?

(3)

A

Tier 1 – Core program

Tier 2 – Focused supplemental services

Tier 3 – No progress with Tier 1 services. Child referred for full special education evaluation

69
Q

How are SLPs involved in RtI?

3

A

Looking at Task Requirements

Documenting Strengths and Weaknesses of child

Differentiating Lesson Plans to share with teachers

70
Q

What is the CONTENT portion of RtI’s Differentiated Content Instruction?

A

What the child should learn

71
Q

What is the PROCESS portion of RtI’s Differentiated Content Instruction?

A

Varying activities and strategies used/presented

72
Q

What is the PRODUCT portion of RtI’s Differentiated Content Instruction?

(4)

A

Using multiple formats for completing activity

Drawing

Written/oral report by hand/computer

Appropriate level of complexity

73
Q

How do children develop Literate Vocabulary?

3

A

They hear it when read to by adults

Learning topic specific words

Learning Prefixes, Suffixes, and Root words

74
Q

What is a child learning in Syntax Development?

4

A

Once upon a time…(relative clause “who” and “which”)

Literate conjunctions (because, but, except)

Descriptive vocabulary (“big eyes”, etc.)

Sentence structure

75
Q

What is the goal of Accelerated Literacy?

A

To have students identify and use text patterns of authors

76
Q

What is a child learning in Grammar Structure?

2

A

Explicit teaching of narratives increasing comprehension

Story maps

77
Q

What are included in Story Maps?

2

A

Setting and Characters

Initiating event

78
Q

What’s an example of a Story Grammar (with the beads)?

9

A

Main character (pompom)

Setting (star)

Kick-Off Event (shoe)

Feelings (heart)

Plan (hand)

Attempts (plain beads)

Obstacle (spool)

Direct Consequence (bow)

Resolution (heart)

79
Q

Comprehension is ESSENTIAL if children are to be ___________.

A

Independent learners.

80
Q

What are the two things SLPs do when working with text comprehension?

A

Assess

Teach

81
Q

Microstructure involves both ______ and ______.

A

Vocabulary

Syntax

82
Q

Macrostructure involves ______, and ______.

A

Content schema

Text grammar

83
Q

Is the purpose of narratives or expository texts to entertain?

A

Narratives

84
Q

Is the purpose of narratives or expository texts to inform?

A

Expository texts

85
Q

Do narratives use familiar or unfamiliar schema content?

A

Familiar

86
Q

Do expository texts use familiar or unfamiliar schema content?

A

Unfamiliar

87
Q

Do narratives use consistent or variable content?

A

Consistent

88
Q

Do narratives have the same basic organization?

A

Yes

89
Q

Do expository texts use consistent or variable content?

A

Variable

90
Q

Do expository texts have the same basic organization?

A

No - different genres have different structures

91
Q

What three things do narratives focus on?

A

Character motivations

Character intentions

Character goals

92
Q

What two things do expository texts focus on?

A

Factual information

Abstract ideas

93
Q

What do narratives often require?

A

Multiple perspective taking

understanding points of view from different characters

94
Q

What do expository texts expect of the reader?

A

To take the perspective of the author

95
Q

What kind of inferences are needed to understand narratives?

A

Pragmatic

inferences from similar experiences

96
Q

What kind of inferences are needed to understand expository texts?

A

Logical-deductive

based on information in the text

97
Q

Are connective words critical in narratives?

What connective words are normally seen? (3)

A

No

//

And

Then

So

98
Q

Are connective words critical in expository texts?

What connective words are normally seen? (6)

A

Yes

//

Because

Before

After

When

If-then

Therefore

99
Q

Can narratives stand alone?

A

Yes

100
Q

Can expository texts stand alone?

Why?

A

No

The reader is expected to integrate information across texts

101
Q

How is comprehension normally assessed in narratives?

A

Informally in discussion

102
Q

How is comprehension normally assessed in expository texts?

A

Formal, structured texts

103
Q

What kind of processing is normally used to decipher narratives?

A

Top-down

104
Q

What kind of processing is normally used to decipher expository texts?

A

Bottom-up

105
Q

What are Descriptive expository texts?

A

The text tells you what something is

106
Q

What are Sequence/Procedural expository texts?

A

The text tells you how to do something or make something

107
Q

What are Cause/Effect expository texts?

A

The text gives you reasons for what something happens

108
Q

What are Problem/Solution expository texts?

A

The text states a problem and offers solutions

109
Q

What are Comparative/Contrast expository texts?

A

The text shows how two things are the same and/or different

110
Q

What are Enumerative expository texts?

A

The text gives a list of things that are related to the topic

111
Q

What are the six types of expository texts?

A

Descriptive

Sequence/Procedural

Cause/Effect

Problem/Solution

Comparative/Contrast

Enumerative

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