m6 Flashcards
written language disorders are a impairment in 4 factors
-fluent word recognition
(reading decoding, sight word recognition)
-reading comprehension
(understanding
what read,connecting )
-written spelling
-written expression
What is a significant impairment in fluent word recognition?
-Reading decoding
-Sight word recognition
What are some issues related to reading comprehension in individuals with written language disorders?
-cant understand
what they read
-Struggling to connect ideas in the text
What is an example of a significant impairment in written spelling?
-Difficulty with spelling words correctly
-Challenges with spelling rules and patterns
What does impaired written expression refer to?
Difficulty organizing and expressing thoughts in writing
Struggling with sentence structure and clarity
How can written language disorders affect fluent word recognition?
Struggles with decoding words accurately
Difficulty recognizing sight words quickly
How does a written language disorder impact written spelling?
Difficulty with spelling patterns and rules
Frequent misspellings and confusion between similar words
reading is the counterpart to
receptive language
writing is the counterpart to
expressive language
Why are SLPs involved in literacy?
-Adoption of an emergent literacy viewpoint (exposure)
- A trend away from the whole language model toward instruction in explicit skills (sounds)
-A realization that reading and writing are
language-based activities
how are slps involved in Adoption of an Emergent Literacy Viewpoint
early exposure to language and print to foster literacy (foundation for success) development from the start.
Why do SLPs emphasize early exposure to language and print?
because it lays the foundation for literacy development, fostering skills like vocabulary, phonological awareness, and print concepts. This early exposure is crucial for future literacy success.
how are slps involved from Shift from Whole Language to Explicit Skills Instruction
SLPs support teaching explicit skills such as phonics and sound-letter associations to improve reading and writing.
What explicit skills do SLPs support to improve reading and writing?
SLPs support teaching explicit skills like phonics and sound-letter associations to help improve reading and writing abilities. These skills are essential for decoding words and understanding how written language works.
3 factors of Emergent Literacy versus “Reading Readiness””
- Certain visual(recognize letters). auditory(Sounds ). and linguistic skills (understanding)
- A mental age of 6.5
- Now, we recognize literacy skills is emergent in children (infants) long before they enter school
What were reading readiness skills once presumed to be?
Reading readiness skills were once presumed to be a necessary prerequisite for learning to read, involving certain visual skills (e.g., recognizing letters), auditory skills (e.g., recognizing sounds), and linguistic skills (e.g., understanding language).
A mental age of 6.5
How has our understanding of literacy development changed?
We now recognize that literacy skills are emergent in children (even infants) long before they enter school, rather than being something that develops only after reaching a specific age or set of readiness skills.
the difference of Whole Language versus
Instruction in Explicit Skills
-Whole language advocates believe that reading and writing can be learned as naturally as listening and speaking
-There was never any controlled research supporting this premise
-There is currently a growing awareness of the importance of explicit skill(phonemic) instruction (helps all children)
What do whole language advocates believe about reading and writing?
Whole language advocates believe that reading and writing can be learned as naturally as listening and speaking, emphasizing a more holistic, immersion-based approach.
What is the current perspective on explicit skills instruction in literacy?
There is growing awareness of the importance of explicit skill instruction (such as phonemic awareness) to help all children, as it provides targeted support and improves literacy development for everyone.
What is the Whole Language Approach to Literacy?
Natural Learning: Advocates believe that reading and writing can be learned in the same way as listening and speaking—through immersion and exposure to language in context.
Focus on Meaning: Emphasis is on understanding and using language for communication, rather than focusing on individual components like phonics
Why was the Whole Language Approach criticized?
Lack of Controlled Research: There was no scientific evidence or controlled research to support the effectiveness of the Whole Language approach in teaching reading and writing.
Inconsistent Outcomes: While some students thrived, many others struggled without explicit instruction in phonemic awareness and decoding skills.
Reading and Writing as
Language-Based Activities factors
(recognize as oral language skills to literacy skills) the better the oral language( speaking and listening ) the more likely they will acquire literacy in easy and efficient manner
- Skills in reading and writing are now believed to be directly related to oral language skills
- Based on this premise, SLPs are well-equipped to provide intervention for children with impaired literacy skills
-It has been shown that comorbidity rates between reading disabilities and(SLI) range from 40% -
75%
- Therefore, the SLP should address possible literacy deficits in
assessing and treating children with language disorders
How are oral language skills related to literacy skills?
The better a child’s oral language (speaking and listening) skills, the more likely they are to acquire literacy in an easy and efficient manner. Skills in reading and writing are now believed to be directly related to oral language abilities.
Why should SLPs address literacy deficits in children with language disorders?
SLPs are well-equipped to provide intervention for children with impaired literacy skills. Comorbidity rates between reading disabilities and Specific Language Impairment (SLI) range from 40% to 75%, making it crucial for SLPs to assess and treat possible literacy deficits in children with language disorders.
How are reading and writing related to oral language skills?
Oral Language as a Foundation: The better a child’s oral language (speaking and listening) skills, the more likely they are to acquire literacy skills in an easy and efficient manner.
Direct Relationship: Reading and writing skills are now believed to be directly connected to oral language abilities.
Why are SLPs well-equipped to support literacy development?
Connection Between Oral Language and Literacy: SLPs are skilled in supporting oral language, which is critical for reading and writing development.
Intervention for Impaired Literacy: SLPs can provide effective intervention for children with impaired literacy skills, as their expertise in language development translates well to literacy instruction.
What is the comorbidity rate between reading disabilities and Specific Language Impairment (SLI
High Comorbidity: Research shows that comorbidity rates between reading disabilities and SLI range from 40% to 75%.
Impact on Literacy: Children with language disorders often struggle with reading, highlighting the need for targeted intervention.
Why should SLPs assess and treat literacy deficits in children with language disorders
Identifying Literacy Deficits: Since reading and writing are closely linked to oral language skills, SLPs should assess possible literacy deficits in children with language disorders.
Targeted Intervention: Addressing literacy challenges early can help children with language disorders develop the necessary skills for reading and writing success.
ASHA Position Statement:
Roles & Responsibilities
SLPS may. . .
* Prevent written language problems
* Identify children at risk for literacy impairment
* Assess reading and writing
* Provide intervention and document outcomes
* Provide assistance to teachers, parents, and students
* Advocate for effective literacy practices, and advance
the knowledge base
What is the range of comorbidity rates between reading disabilities and specific language impairment (SLI)?
Comorbidity rates between reading disabilities and specific language impairment (SLI) range from 50% to 68%
The components of reading (ASHA Practice Portal)
1.Word recognition—the ability to identify words when reading, either through word decoding or sight word
2.Reading fluency—the ability to recognize and read words within a text with accuracy, using appropriate intonation, rhythm, and speed
3.Reading comprehension—the ability to understand the meaning of written text
Comprehension includes vocabulary knowledge, using morphological
Three levels at which children should be assessed for reading and writing skills
1.The emergent level (preschool)
2. The early elementary level (K – 3rd grade)
3. The later levels (Grade 4 and above)
Signs and symptoms of written language disorders
-Distinguishing between literary genres
* Identifying purposes of text
* Explaining affixes
* Explaining words with multiple meanings
* Explaining figurative language
assessing literacy at the emergent level, what are some factors they know how to do
children growing up in a literacy-enriched environment
know:
* How to hold a book right-side up
* How to turn the pages
* That print is read in English from left to right, from the top
down
* That the “squiggles” on the page say the same thing, no matter who is reading them
-Some children may naturally pick up some sight words
What kinds of books are good for infants
Read to children from infancy – this is the
“Ummm. . .tastes good!” stage of literacy,
so
durable books that are safe for baby to mouth are most appropriate: also less likely to get
damaged!
- books that represent “real life,” and
that are repetitive, alliterative(same sounds), and rhyming
Choose books that represent
“real life,” and
that are repetitive, alliterative(same sounds), and rhyming
Considerations given to children with special needs
metal age of 6 and a half years
-All children have the “right to read!”
* Assuming a child will not be able to read ASSURES
that he or she will not!
* Make sure children with special needs receive
exposure to print and encouragement for emergent
literacy
Print referencing techniques
Just tracking print with your finger will call
children’s attention to print
* Other more direct techniques include asking
questions about print, such as. . .
questions to ask to children
Can you find the first word on this page? How about the
last one?
* Show me a word on this page
* Count the words on this page with me
* Where’s the letter M (or any letter) on this page?
* Are there any letters on this page that are in your name,
too?
* Where do you think the word pop is
how to reinforce and deliver corrective feedback
Give warm praise for correct answers and help the child
with “incorrect” answers
Assessment of literacy at the early elementary level
- Assess letter identification
-Assess early reading skills - “Sounding out” words
- Assess fluency quantitatively
- Words per Minute – WPM
- Check comprehension
A quantitative measurement for reading fluency
quantative measure, having them read for a number of minutes
then divide for the number of minutes they read
count words divide by 3 minutes, comprehension is ask questions
Assessment of literacy at the later elementary level
Assess more advanced knowledge of written language
* Distinguishing between literary genres
* Identifying purposes of text
* Explaining affixes
* Explaining words with multiple meanings
* Explaining figurative language
What is Phonological Awareness?
Phonological awareness is an “umbrella” term
that encompasses a sensitivity to any size unit of sound
What is Phonemic awareness
is one type of phonologic
awareness. It has to do with understanding that
words are made of individual sound
-Children who have good phonemic awareness
can manipulate the sounds of their language
why is phonemic and phonological awareness linked
Research has shown a link between good
phonological awareness, particularly phonemic
awareness, and future literacy
Children who do not demonstrate good
phonological and phonemic awareness in
preschool and kindergarten are at risk for
reading disorders
Findings of the National Reading Panel,phonemic awareness
Phonemic awareness:
* Is a teachable skill
* Helps children learn to read and spell
* Instruction is more effective when children are
presented with the corresponding letters
* Instruction is more effective when limited to only one
or two types of phoneme manipulation, rather than
several types
* Instruction should take no more than 20 hours of
classroom time over a school year
Three early developing phonological awareness skills (2-4 years)
- Rhyming (some researchers think as early as
2 years of age!) - Syllable segmentation (“Clap it out!)
- Detecting alliteration (“Brown bear, brown
bear!
How we should encourage development of phonological awareness
READ! Books that rhyme, that have alliteration, that
have silly sounds
* PAIR the sounds with the alphabetic letters
* GIVE direct instruction
* SING!
* PLAY AND HAVE FUN!
Phonological awareness skills 3-year-old children should be able to demonstrate
Detect and produce rhyme
* Recognize syllable structure (“Clap it out!”)
* Recognize alliteration (e.g., Brown Bear, Brown
Bear. . .)
Phonemic awareness skills children in the first grade should be able to demonstrate
Isolate a phoneme within a word
* Recognize the same sounds in different words
* Segment phonemes
* Substitute phonemes
What research says about the amount of attention children give to print when adults read
to them
For many years, researchers have argued that
adults play an essential role in actively mediating
children’s attention to print during book reading
(Adams, 1990; Snow & Ninio, 1986). Indeed, eye-gaze
studies confirm that children spend very little time
looking at print when adults do not use specific behaviors, like questioning about print and pointing to
print, that elicit attention to print during read-alouds
(Evans & Saint-Aubin, 2005; Justice, Pullen, & Pence,
2008). It is likely no surprise to teachers that pictures
grab children’s attention more often than the printed
words; in fact, unless adults strategically and deliberately highlight print, young children spend less
than 6% of read-aloud time looking at print (Evans,
Williamson, & Pursoo, 2008).
The domains of print knowledge and cues adults can use to address them during
storybook reading
The following four broad domains of
print knowledge may be addressed using print referencing (Justice & Ezell, 2000, 2002, 2004):
(1) Print as an object of meaning
(2) Book organization and print conventions
(3) Alphabet knowledge
(4) Concept of word
Ways to incorporate literacy into traditional speech and language therapy
Present alphabetic letters – Won’t hurt! Might
help!
* Pair pictured stimuli with written words
* Use printed words as cues
* Present written stimuli at more advanced levels
* Use carefully chosen storybooks as stimuli
* Use guided reading
* Use dialogic reading
* Use print referencing techniques
distancing question
asking what happend
wh prompt
what animal is it
open ended prompts
what happend in this picture
completion
have then finishing it
fluency of oral speech is often impaired in children with written language disorders t or f
false
This is an umbrella term that encompasses a sensitivity to any size unit as sound
phonological awareness
There is little controlled research showing the whole language approach to be an effective method of literacy instruction. t or f
true
this is the ability to transform letter strings into the phonological components of a corresponding spoken word.
phonological decoding
having children write out their own stimulus words is not desirable because it takes too much time away from therapy t or f
false
there is no relationship between skills in reading and writing and oral language skills. t or f
false
this is the technique that involves tracking words with your finger while reading to a child.
print referencing
when treating articulation disorders presenting the alphabetic letters that correspond to the targeted phonemes
t or f
true
what criteria should be applied when choosing books to read to very young children
phon
repetitive
alliterative
writing
under the reading readiness model. It was assumed that children had to have achieved a mental age of 4.5 years before they could benefit from reading instructions t or f
false 6.5
This is recognizing and reading words within a text with accuracy, using appropriate intonation, rhythm and speed
reading fluency,
This is an understanding that words are made of individual sounds
phonemic awareness
whole language advocatives believed that reading is best taught through explicit skill instruction. t or f
false
it is best not to introduce children to the printed word too early. t or f
false
This term refers to the same se— in initial word position occurring in adjacent word
iliteration
This is a measure of reading fluency
words per minute
children with intellectual disability should be given the same access to books and other literacy material as any other child t or f
true
pairing the alphabetic letters with sounds when working on phonological awareness, is an effective way as integrating literacy into therapy t or f
true
there is a growing awareness that explicit skill instruction is important in teaching children to read t or f
true
no correlation between alphabet letter identification in kindergarten and later developing literacy skills t or f
false
Give one type of dialogic reading prompt and give an example of the prompt
recall
do you have a doll
wh prompt
completion
his is a term of I to different types of books, such as biographies and fantasy books
genre
when assessing written language skills in later elementary grades, it is best not to give feedback regarding mechanic an such as writing, such as spelling, punctuation, and grammar. t or f
false
This is a method of teaching reading that emphasizes sound letter associations
phonics
children do not generally develop phonemic awareness until after the age of five t or f
true
in the later elementary grades four to six, children are expected to learn to be rather than read to learn t or f
false
research has shown a link between good phonological awareness, particularly phonemic awareness and future literacy. t or f
true
what are three early developing phonological awareness skills that children may exhibit in the preschool years?
lliteration,
rhyming
syllable segmentation
This is small, this is a small group method of teaching children to read
guided reading
Dialologic reading is not well supported by scientific research. t or f
false
because of the weak evidence supporting a link between phonological awareness and future literacy skills, there should be an emphasis during assessment on direct observation of literacy skills t or f
true
the national reading panel in 2000 recommended that instruction in phonemic awareness is more effective when limited to one or two phonemic manipulation tasks t or f
true
This refers to understanding the meaning of written text
reading comprehension
children with good phonological awareness can manipulate the sounds of their language. t or f
false
This is the automatic visual recognition of a word and its meaning.
sight word
when utilizing the dialogic reading technique, it is not necessary to prepare props beforehand because the storybook reading should be spontaneous t or f
false
What three emerging trends led to the involvement of speech language pathologists in supporting children’s literacy?
realization
adoption of literacy viewpoint
explicit skill instructio
Whether or not adults use pin referencing when reading to children, they will attend to prints t or f
false
At what three levels should children be assessed for literacy skills
emergent literacy level,
early elementary level,
later elementary level, t
Zeprari and justice mentioned domains of print knowledge and cues adults can use to address them during storybook reading. Name one domain and give an example of a cue, an adult can use to address it,
print and then object of meaning.-“WOOSH”its fast
alphabet knowldege-point to a letter, or can you find a letter at the page
concept of word- idea that each word means something, point to a word
book and print organization- let them know when you start to read
