Pediatric Language Condition Flashcards

Question

What are language learning disorders?

Answer 1

- Primarily **reading, writing, and spelling** - Students with LLDs have **underlying weaknesses in their oral language base** - Histories of **delayed speech and/or language development** AKA reading disorder (poor readers whose weak language skills result in reading difficulty)

Answer 2

A specific reading disorder that is **neurobiological in origin** Difficulties with accurate and/or **fluent word recognition, poor spelling, and decoding abilities** Result from a deficit in the phonological component of language - Deficit: phonological component

Answer 3

Problems in **reading comprehension** and reduced reading experience Their primary difficulty is the **phonological awareness, memory, and coding** The alphabetic principle–the understanding that words can be broken down into sounds and that letters stand for sounds that can be combined to produce words aka: to **decode a print–this is ultimately affected**.

Answer 4

- Seen in children who typically have long-standing delays in oral language acquisition - *Good word recognition* - **Difficulty comprehending language in any form** - In middle grade, when their weak oral language skills are inadequate to support the more complex content they need to process in grade level reading material

Answer 5

- Problem with both **single-word reading and comprehension, and oral language** Stem from difficulties language domains, such as syntax, and semantics - **Have a history of delayed speech and language development** - Dyslexia is a specific subtype of the more general LLD

Answer 6

- Higher prevalence of children (25%) with LLD to have delayed speech development - Reading outcomes are poorest with children with severe phonological disorders → **Phonological awareness is the greatest predictor of literacy achievement** in these speech delayed children - Reading difficulties in children are better predicted by their language skills rather than speech - Can be assessed with the use of phonologically complex, multisyllabic words and unfamiliar nonsense words Meron silang poor phonological awareness kaya malaki effect sa literacy skills nila

Answer 7

- Speech perception - Phonological memory - Phonological awareness - Complex phonological production in difficult words - Repeating phonologically complex non-words - Problems with short-term memory tasks - Deficits are restricted to memory for verbal materials, no problems with non-verbal stimuli or environmental sounds

Answer 8

- Trouble understanding: relative clauses, passive voice, or negation - Longer-than normal time on comprehension strategies for processing passive sentences and those containing relative and adverbial clauses - Students with LLD will continue to use strategies based on expectations of the way things usually happen or on word order throughout the elementary years and beyond Example: Before touching your toes, wiggle your fingers (the child with LLD will follow it as is) - Language output is considered “simple” or “immature” by adults Fewer: complex sentences, less elaboration of noun phrases with multiple modifiers (“that big, red barn”), prepositional phrases and relative clauses “the house that’s in the country” Less complex verb phrases, fewer adverbs, fewer auxiliary verb combinations Longer sentences due to less complex forms Lower rates of subordination, embedding, elaboration of phrases in speech and writing LLD have basic, functional syntactic skills; less elaborated than those of age-mates May not encode all the relevant information They show reduced fluency, flexibility and productivity in their grammatical forms Morphological problems also are common In essence, pinapasimple nila syntax nila

Answer 9

Limited vocabulary: small vocabulary with frequent use of short words **Reading-based vocabulary acquisition: children with LLD often acquire more vocabulary through reading than conversation** Restricted word meanings: Knowledge of word meanings is limited Difficulty with word association and categorization: poor connections between words and difficulty grouping words into semantic classes Challenges understanding words with multiple meanings Excessive reliance on nonspecific terms like “thing” and “stuff” Problems with relational and abstract words. So there is difficulty with words that express relationships or abstract concepts Confrontation naming Word-finding difficulties Oral directions Figurative language

Answer 10

This is a language disorder that is associated with and may have been acquired due to factors as sensory or cognitive impairments May be part of a syndrome Has underlying comdition

Answer 11

Significant limitations both in **intellectual functioning and in adaptive behavior** Deficits in intellectual function - Affect the child’s ability to reason, problem solve, think abstractly, and academic learning, etc.,

Answer 12

Developmental period

Answer 13

Similar development to typically developing children but significantly slower trajectory More pronounced deficits in **executive functioning and working memory**

Answer 14

One of the first signs of a child with ID is **language delay** Either in line with nonverbal mental age expectations Impaired relative to cognitive achievements Yung impairment nila may underlying cognitive deficit

Answer 15

Down’s Syndrome

Answer 16

EL is much more affected (Expressive language is more impaired than Receptive Language)

Answer 17

William’s Syndrome

Answer 18

- William’s Syndrome - there are deficits in grammatical understanding, and a **significant decline in vocabulary standard scores over the years**

Answer 19

- Elongated face - Long and prominent ears - Highly arched palate - Hypotonia - Flat feet - Hyperextensible finger joints - Macroorchidism

Answer 20

Autism Spectrum Disorder

Answer 21

False. Vocabulary levels may be delayed but with adequate amplification may be typical

Answer 22

Down Syndrome