Midterm

Question 1

1. What is shallow knowledge?

Answer 1

Limited understanding which is tied to original context in which knowledge was learned
Totally forgotten after not longer useful
The education system today
learning to take a test

Question 2

2. What are four characteristics of good reasoning (Stanovich, 2009)?

Answer 2

1. collecting info before making up one’s mind
2. seek various points of view before coming to a conclusion
3. Think a lot about a problem before responding
4. Think about future consequences before acting

Question 3

3. Why is learning difficult for students (Willingham, 2009)?

Answer 3

The mind is not designed for thinking. We don’t think that often because our brains are designed for the avoidance of thought. Thinking is slow, effortful, and unreliable.
ex; guys thinking about nothing

Question 4

4. Why is practice important for learning?

Answer 4

It is virtually impossible to become proficient at a mental task or procedural one without extended practice.
It’s not just that students know less than experts; what they know is also organized differently. Experts did not think like experts-in-training when they started out.

Question 5

5. Why do 90% of teachers believe in the auditory vs. visual learning style distinction?

Answer 5

Because that is what they have been told and you probably interpret ambiguous information about truth.
—People do differ in visual or auditory memory, but that does not mean they are visual/ auditory learners
For the visual learners, how did you learn to talk?
For the auditory learners, how did you learn anatomy

Question 6

6. Why should effort be praised rather than ability?

Answer 6

Ability is not under our control…. but effort is. If they value ability and fail, they quit

Question 7

What is deep knowledge?

Answer 7

ability to apply knowledge to different contexts, see relationships that may not be obvious (stuttering and LD)
Generalization

Question 8

Why are sequencing abilities not important for improving narrative discourse?

Answer 8

Sequencing is not the issue, the issue is memory. Sequence in just more blatantly obvious

Question 9

What does it mean to reconceptualize learning and generalization as performance and learning?

Answer 9

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Question 10

Provide four examples of how instructional factors might influence language therapy (see Eisenberg article).

Answer 10

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Question 11

How are LD, SLI, and dyslexia defined? Compare and contrast the way children with these disorders qualify for services.

Answer 11

• SLI - significant difficulty learning language that cannot be due to sensory, neurological, emotional, severe cognitive deficits, or social-environmental factors. These children perform within normal limits on measures of nonverbal IQ.
• LD - Heterogeneous group of disorders manifested by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to CNS dysfunction, and may occur across the lifespan.
• Compare and contrast how they qualify
• SLI: age discrepancy - language is not on level for age
• LD: IQ and achievement score discrepancy - IQ is good and achievement is poor

Question 12

What are two problems with the use of discrepancy criteria to diagnose LD/RD and qualify children for special education services? How does RTI address these problems?

Answer 12

• Too general, based on “wait to fail,” excludes children from low-income homes and poor schools
• Gets rid of the “wait to fail” model for identifying children with LD early
  How?( A universal screening in kindergarten eliminates the “wait to fail” model and it allows for tiered instruction - giving different levels of instruction based on how they respond to instruction.)
  Response to intervention- There is continuous monitoring of student performance so students are less likely to fall through the cracks

Question 13

What is the simple view of reading? How is this view used to differentially diagnose children with reading disabilities?

Answer 13

Reading comprehension is a combination of word recognition and language comprehension
_________________
If you bypass reading, by implementing listening comprehension you know.
can verbally understand
can not decode

Question 14

What evidence shows that dyslexia is a language-based disorder not a visually-based disorder? To answer this question, you must show that you understand what phonological processing is and how it is assessed.

Question 15

Why should IQ not be used to define dyslexia or reading disabilities?

Answer 15

Phonological processing study
- Found that IQ can’t differentiate between the two groups. Both groups had the same reading errors.
- IQ testing has a reading/language component. A child with dyslexia has a decoding issue not a comprehension issue. The IQ test will not be an accurate measure as a discrepancy criteria because of the language components of the test
–
LD: same IQ and reading
—cause of reading problem is environment
Dyslexic: high IQ low reading
—-cause of reading problem phonological PROCESSING

Question 16

What kinds of literacy knowledge may be acquired during the emergent literacy period?

Answer 16

.Conventions and purposes of print

• Alphabet
• Letter names
• Sound-letter correspondences
• Sight word vocabulary

Question 17

Why are children from low print homes at risk for learning to read?

Answer 17

• They do not have the access to reading materials, drawing materials, books, magazines, etc. They also may have less of an understanding as to why reading is important.
• They are not able to participate in early literacy events

Question 18

What achievement characterizes the orthographic stage?

Answer 18

using letter sequences/spelling patterns to recognize words visually with minimal phonological recoding;
direct visual route to access word meaning;
sight words

Question 19

What does it mean to say word recognition is “item based” rather than stage based?

Answer 19

item (or word) based says familiar high frequency words (sight words) are recognized visually, low frequency words need phonological decoding; (as quickly as possible get the kid to recognize the whole word)

stage based says we move from logographic (picture words) -> alphabetic (sounds of letters) -> orthographic (sight words/spelling)

Reading=ortagraphic sequencing

Question 20

How do children teach themselves to read? (self-teaching hypothesis)

Answer 20

We taught ourselves to read.
Recoding leads to fast and accurate word/ pattern recognition, each decoding gives word-specific orthographic (spelling) information. You taught yourself spelling sequence and patterns of words

must recode on average 4 times before learning the word
troubled readers take more, bc they down have the memory to sequence sound patterns

“Phonological recoding functions as self-teaching mechanism that leads to fast accurate word recognition. Each successful decode provides an opportunity to acquire word-specific orthographic information.”

Question 21

What is the lexicalization process? Provide an example of how it occurs.

Answer 21

Early decoding skills are based on sounds and letter corresponded

THERE is little sensitivity to orthographic patterns and morphemes

with print exposure sequences become lexicalized

Explained differently………
Adding word patterns to a language; specific letter combos = specific sound chunks -> little reliance on decoding
Example: if you learning light, now you have the “ight” pattern. Because you know light, you know sight, night, bright

Question 22

Define comprehension? Why is comprehension more difficult to assess and teach than word recognition?

Answer 22

Not a skill.
Word recognition is a skill that can be broken down into teachable parts

Comprehension is a complex high level of mental processes that include thinking, reasoning, imagining, and interpreting higher-level thinking and reasoning processes are strongly influenced by prior knowledge

Question 23

Describe and give examples of reader, text, and task factors that impact comprehension.

Answer 23

Reader
–word recognition, vocal, background knowledge, intelligence, interest, knowledge of text, metacognitive abilities (being aware of understanding level)
Text
–Text readability, clarity of speech, topic, font size, type, speech rate, prosody, loudness
Task
–reading then writing about it, reading then performing task, reading and then presenting on topic,

Question 24

Describe the 4 levels of Snow’s concentric circle model of comprehension.

Answer 24

1.
2.
3.
4.

Question 25

What is the difference between a measure of word identification and a measure of word attack?

Answer 25

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Question 26

Discuss the influence of two extrinsic causes of language and reading disabilities? (note that causes may be different)

Answer 26

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Question 27

Provide two examples of proximate and ultimate/distal causes of language and reading difficulties. What are the service delivery and/or treatment implications of these causes?

Answer 27

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Question 28

How is spelling similar to reading? What skill best predicts spelling ability in the early school years?

Answer 28

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Question 29

2. What are the four sources of knowledge that impact spelling? Provide examples of how these sources of knowledge impact spelling.

Answer 29

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Question 30

What is the primary unit of written language? Spoken language? What impact does this difference have on learning to write?

Answer 30

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Question 31

How did research show that reading is a language-based skill not a visually-based?

Answer 31

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Question 32

Discuss some of the differences between reading and talking that make reading more difficult to learn.

Answer 32

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Question 33

Give some examples of knowledge SLPs have that can help in the assessment, diagnosis, and treatment of students with reading disabilities.

Answer 33

1. We do differential diagnosis and assessment. As SLPs we assess and treat based on the student’s needs rather than the school’s comprehension.

We know the secret of how to improve “reading” comprehension—Topic knowledge + decoding ability

Question 34

RTI Tiers

Answer 34

1. General ed in class
2. “non-responders” push in instruction
3. still don’t respond, eligible special ed pul out

Question 35

what do you with compare to get learning disability D

Answer 35

IQ and achievement

Question 36

what do you with compare to get lang D

Answer 36

age and language

Question 37

2 ways to decode

Answer 37

phonological: sound by sound
Ortogarafic: sound by sight

Question 38

reading

Answer 38

recognize the largest chunk possible… either the word or the word in the word. “children=child+ren” “mis+spelled”

sounding out is only effective for short cv, vc, and cvc words
—-the vehicle to focus on orthographic info