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School-Age general info Flashcards

1
Q

phonological awareness

A

***Owens

this term refers to the explicit awareness of the sound structure of a language or attention to the internal structure of words

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2
Q

Phonological awareness difficulties may be linked to________

A

***Justice et al.

later problems in reading and spelling

–especially if the child has SSD are phonological in nature and accompanied by difficulties in language are at the greatest risk for failing to achieve phonological awareness and eventually literacy skills

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3
Q

treatment for phonological awareness options (broad)

A

***Kirk & Gillon

treatment is generally designed to increase children’s awareness of the sound structure of language….(sound-blending, rhyming, alliteration)

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4
Q

always involve the _____ in therapy

A

the family

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5
Q

always for language skills the clint should focus on _____ lang and ____lang

A

***Hedge & Maul

academic and social language –the language needed for success in school and lang needed to be socially competent

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6
Q

children who are regularly introduced to books and readings will ______

A

***Owens

not only develop better language e skills, but will also perform better in the classroom

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7
Q

how do you reinforce language targets that are being taught?

A

use a multimodal approach —will benefit from seeing, hearing, and touching

***Roseberry & Mckibbon

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8
Q

with school-age children you always need to collaborate with ______

A

the classroom teacher

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9
Q

basic behavior techniques – treatment

A

**Hedge & Maul

  • instuctions
  • modeling
  • prompting
  • shaping
  • manual guidance
  • fading
  • immeadiate, response-contingent feedback
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10
Q

treatment for children with telegraphic speech

A

expansion
“doggy bark”
“Yes, the dog is barking”

OR

extension
-adding in new information to what the child says

–can be done at home too

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11
Q

focused stimulation treatment

A

***effective for production and comprehension of the form — WEISMER & ROBERTSON

-the clinician repeatedly models a target structure to stimulate the child to use it….usually during a play activity, and is designed to focus on a particular language structure

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12
Q

milieu teaching tx

A

***HANCOCK & KAISER

this method teaches functional communication skills through the use of typical, everyday verbal interactions that arise naturally

—examples of the approach:
incidental teaching
mand-model
time delay

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13
Q

one way to do early language stimulation

A

joint routines or interactions

-clinicians can use routines such as peek-a-boo to establish interaction with a child —encourage the child to use the repetitive words, phrases, and sentences

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14
Q

joint book reading can help establish….

A

–allows for repetitive use and practice of the same concepts and phrases and is also helpful for establishing joint attention (& can help in vocabulary acquisition and a sense of story grammar in children)

-the clinicians stops at points containing target language structures and prompts the children to supply the appropriate words, phrases, or sentences

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15
Q

script therapy

A

***OLSWANG & BAIN

  • good way to target to target different forms when reducing the cognitive form (imbedding it in a familiar routine – and can switch it up)
  • nonverbal or verbal scripts and routine
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16
Q

Story grammar tx

A

***Larson & McKinley

-for children who have difficulty with the structure of narratives

  1. setting statements
  2. initiating events
  3. internal response
  4. theme of the story
  5. goals of the characters
  6. attempts
  7. direct consequences
  8. conclusion
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17
Q

how to treat complex grammatical forms?

A

recasting

-the child’s own sentence is repeated in modified form, but the clinician changes the modality or voice of the sentence rather than simply adding grammatical or semantic markers

–still can have the child model the recast, provide corrective feedback, fade modeling, reinforce correct imitations

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18
Q

reauditorization tx

A

repeats what the child says during language-stimulation activities

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19
Q

self-talk tx

A

***SINGER & BASHIR
the clinician describes her own activity as she plays with the child, using language structures that are appropriate for that child, the clinician might say something like “Look, I am putting the dress on the doll”

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20
Q

teaching literacy skills…. integrating _____ with _____ tx is very efficient

A

**Nelson

integrating literacy instruction with language treatment

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21
Q

with both language and written lang/reading therapy…the SLP should always do what??

A

should select the language targets in consultation with the teacher to better integrate language teaching with classroom instruction —-selecting target words, phrases, and sentences are especially used in the classroom and books that child is expected to read will be especially useful

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22
Q

family involvement in literacy tx

A
  • –SLP should work work with the family on the importance of a literacy rich home environment and to provide the child with books, pens, etc.
  • provide role-models by engaging in literacy activities themselves
  • trained to read more to the child
  • encourage printing the alphabet and writing simple words at an early age
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23
Q

TTR

A

type-token ration

TTR represents the variety of different words the child uses expressively, thus assessing the child’s semantic or lexical skills

for children 3-8 years old, the TTR is typical 1:2 or .5 —the total number of words spoken by the child during the language sample is usually about 2x the number of different words in the sample

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24
Q

what is a learning disability?

A

decreased achievement relative to expected ability levels (IQ)

  • memory
  • neuro disorders
  • attention
  • challenege with receptive lang
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25
Q

how does a child qualify as learning disabled? (according to the discrepancy model)

A

there must be a discrepancy between ability and achievement in one or more academic areas

“intelligence” vs achievement in classroom

-compare IQ tests to level of academic skills

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26
Q

LD according to adaptation model

A

a child is LD when there is a mismatch between the demands of the learning environment, and the capacity of the child’s neurodevelopment profile to meet those demands

***WABER

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27
Q

Oral language includes (6)

A
  1. phological structure
  2. lexical semantics
  3. morphological structure
  4. syntactic structure/semantic-syntactic relationships
  5. discourse structure
  6. supralinguistic parameters
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28
Q

written language includes what?

A

*** all of oral lang components PLUS:

  1. decoding/written word recognition
  2. reading comprehension
  3. written expression

—language in writing is more explicit and needs to be organized/clear

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29
Q

online memory retrieval higher in ______

A

oral language (compared to writing lang because the planning is hidden in written lang and the reader only sees the end result)

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30
Q

if language delays persist to age 3, then children especially at risk for ____

A

LD in school age

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31
Q

non-verbal lang disorder has trouble with

A
  • trouble with visual tasks
  • learn to read easily
  • trouble reading social cues
  • trouble integrative tasks – sees pieces and not the big picture
  • speed of processing issues
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32
Q

ADHD language characteristics

A
  • poor organization of oral and written discourse
  • verbal disinhibition
  • can take longer to automatize skills

(hyperactive kind related to difficulties in executive functioning, planning, and organization)

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33
Q

_______ is common in children who are referred for LD evaluation

A

speed of processing (WABER)

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34
Q

fluid intelligence

A
  • deductive ability
  • independent of education or acquired knowledge
  • includes skills like: reproductive ability, acquired knowledge, and dependent on education/experiences
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35
Q

crystillized intelligence

A
  • reproductive ability
  • acquired knowledge
  • dependent on education/experiences

—-ability to spit back what you have learned

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36
Q

WISC-4

A

provides scores that reflect functioning in specific cognitive domains and provides a composite score that represents general intellectual ability

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37
Q

WISC -4 subtests

A
  1. perceptual reasoning subtests (block design, picture concepts, matrix reasoning, and picture completion) —- RT BRAIN
  2. verbal comprehension subtests (similarities, vocab, comprehension, information, word reasoning) —LEFT BRAIN
  3. Working memory (digit span, letter-numbering sequencing, and arithmetic) — look at the pattens are strategies used here
  4. Processing speed (coding, symbol search, and cancellation) – R and L brain
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38
Q

literacy develops from….

A

**ASHA

  • well developed oral lang skills
  • accurate storage and retrieval of phonological representations
  • familiarity and exposure to print conventions
  • cognitive maturations
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39
Q

def of dyslexia

A

characterized by difficulties with accurate and/or fleunct word recognition and proof spelling and decoding abilities
–deficit in phonological component of langauge

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40
Q

sometimes on cognitive testing…the child’s ______ is more important and reveling that scores

A

***KAPLAN

error patterns – can give us insight on child’s approach (why did you get it wrong?)

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41
Q

2 main routes in the dual route model of dyslexia

A
  1. lexical route
  2. phonological route

**Coltheart

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42
Q

lexical route

A

read the word you just simply know it/recognize it

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43
Q

phonological route

A

sound out the word and assign it pronunciation (never seen the word before in print or not in lexical groups/storage)

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44
Q

interaction between the phonological and lexical route

A

unknown written word –> assemble the phonological recoding –>”oh wait i know that word” –> then accesses the semantic representation

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45
Q

dual route model

A
  • –regular words can be recognized by sight or by phonological decoding
  • race between the lexical and phonological routes
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46
Q

irregular words must be recognized by _____ why?

A

by sight because phonological decoding breaks down

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47
Q

modified dual route

A

***EHRI

  • sight recognition is aided by sound letter cues in the word–not only by visual configuration
  • most words are only partially irregular

—letter sound cues connect written form of word to it’s pronunciation (based on prior experiences of phonological encoding)

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48
Q

reading by analogy

A

***Goswami

argues that as children develop a store of recognized words, they begin to read new words by analogy to known rime patterns

-found that very young readers could use known onset-rime patterns to decode new worlds

fountain/mountain example

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49
Q

instead of reading by analogy….Nation says that children us…..

A

the phonological primes of the rime pattern without really attending to the orthographic form

—ex: primed with “cone” kindergardeners are equally successful in reading “bone” or “moan”

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50
Q

connectionist theory

A

***Seidenberg & McCelland

relationship between spoken and written words learned gradually by forming connections between orthographic, phonological, and semantic networks

…with practice and experience in decoding particular orthographic forms, the connections become stronger and faster

semantic – orthographic – phonological

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51
Q

__________ is considered to be the core deficit in dyslexia

A

phonological processing

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52
Q

who is at risk for challenges in learning to read?

A
  • children with early lang delays
    2. children with early speech production deficits
    3. children w/ a family hx of reading disorders
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53
Q

most predictive factors for reading success or failure??

A

**Catts et al.

  • phonological awareness, especially deletion
  • rapid naming
  • letter knowledge

BUT also maybe…

  1. maternal education level
  2. nonword rep
  3. sentence rep (broad measure of working memory and linguistic capabilities)
54
Q

what is phonological processing deficits?

A

***Catts

refers to difficulties in linguistic operations that make use of information involving the sounds of speech

55
Q

phonological processing vs phonological awareness

A

–phonological processing is implicit….does not require or assume conscious awareness of linguistic operations

–phonological awareness is explicit….it does require conscious awareness of the linguistic code

56
Q

phonological representation

A

an abstract conceptualization of how speech sounds are represented in memory —–general agreement that words are stored segmentally — FOWLER

**dyslexics are thought to have difficulty with forming these well specified representations

57
Q

aspects of phonological processing (5 components)

A
  1. speech discrimination
  2. phonological encoding and memory
  3. phonological learning
  4. phonological retrieval
  5. phonological production
  6. phonological awareness
58
Q

what is phonological encoding/memory?

A

refers to the ability to hold a novel sound sequence in short term memory

59
Q

phonological memory is often measured by ______?

A

nonword repetition tasks

60
Q

phonological learning and dyslexia

A

children with dyslexia should difficulties with pairing novel non words with new meanings

…difficulty in this seems to be in learning the new should sequence and linking it to meaning

61
Q

phonological retrieval refers to (and the how does this connect with dyslexia?)

A

the ability to access the stored phonological representations for words in your lexicon

…children with dyslexia should deficits in picture naming and in a recognition task, errors reflect choice of phonologically similar words *****Faust et al.

62
Q

children with dyslexia often show persistent problems with….

A

***NATION

production of words containing complex phonological sequences

63
Q

what factors may cause a breakdown in nonword rep?? & who

A

***COADY & EVANS

  • nonword was not perceived correctly
  • perceived correctly, but was not stored with sufficient detail
  • sequence was encoded but not maintained in STM long enough for rep
  • sequence was encoded and stored, but there was a breakdown in planning the phonological output for repetition
  • the sequence was articulated incorrectly
64
Q

what does phonological awareness refer to?

A

-refers to an individual’s awareness or ability to consciously reflect upon the sound structure of spoken language

65
Q

if a child has a problem with phonological processing then _____ is often problematic

A

gaining conscious awareness of these implicit processes if often problematic

66
Q

if phonological representations are poorly specified, it is challenging to ______

A

analyze those representations

67
Q

performance on phonological awareness tasks predicts _______

AND improvements in phonological awareness lead to improvements in _____

A

predicts success with reading ***GILLON

-improvements in phonological awareness lead to improvements in reading

68
Q

onset-rime level activities hierarchies

A

easiest to hardest:

  1. ryhme tasks
    • discrimination
    • odd man out
    • production
  2. blending onset + rime
  3. segmenting onset from rime
  4. manipulating onset (e.g., pig latin)
69
Q

phoneme level activities hierarchies

A

Easiest to hardest:

  1. blending individually presented phonemes
  2. segmenting words into phonemes
  3. phoneme deletion tasks
  4. phoneme substitution tasks
  5. phoneme reversal tasks
70
Q

influence of location of phoneme within the word hierarchies

A

Easies to hardest:

  1. isolate the first sound CVC
  2. isolate last sound CVC
  3. Isolate middle sound CVC
  4. Isolate a one sound from cluster CCVC
  5. Isolate a sound within a multi-syllabic word
71
Q

developmental PA in pre-K (8)

A
  1. -developed rhyme awareness
  2. -can segment and blend syllables
  3. -can blend onset-rime
  4. -can blend, segment, and manipulate at the syllable level
  5. -can isolate the first sound in a word
  6. -can isolate the last sound in a word
  7. -can isolate the vowel sound in a word
  8. -can spell and decode CVC words
72
Q

development PA in 1st grade (4)

A
  • can blend and segment CVC
  • can blend, segment CCVC and CVCC words
  • can delete initial phonemes
  • can delete final phonemes
73
Q

development PA in 2nd grade (4)

A
  • can accurately segment single syllable words
  • can give a good approximation to segmenting multi-syllabic words (not a skill)
  • can manipulate blends
  • can substitute initial or final phoneme
74
Q

development in PA in 3rd grade

A
  1. increasing reliance on orthography rather than phonology may actually decrease accuracy on tasks (saying that the last sound in “math” is “h”)
  2. can perform substitution tasks both with and w/o manipulatives with good success
75
Q

phoneme awareness in pre-school or K predicts reading performance ______

A

3-4 years later

***GILLON

76
Q

ability to ________ is correlated with reading success

A

ability to isolate onset from rime

**GILLON

77
Q

knowledge of nursery rhymes in pre-school predicts ______

A

reading success **GILLON

78
Q

no concrete evidence that syllable ______ and _____ predicts reading success

A

syllable segmentation and blending

79
Q

syllable deletion in K is predictive of _______

A

later reading performance **GILLON

80
Q

5 MAIN DIFFICULTIES IN CHILDREN WITH DYSLEXIA

A
  1. relatively subtle deficits in speech discrimination
  2. common deficits in phonological STM
  3. difficulties in phonological learning and with pairing novel non words with new meanings
  4. may have difficulty in picture naming (reflex error that are phonologically similar words)
  5. problems with phonological awareness in comparison to younger, reading level matched peers
81
Q

phonological representation hypothesis of dyslexia

A

***TORGESON

poorly specifies phonological representations result from (and lead too) trouble with phonological processing which in turn interferes with development of phonological awareness and reading ability

82
Q

Stage theory

A

***CHALL

  1. Logographic (pre-school) – memorize the way some words like and remember it as a logo or an icon
  2. Alphabetic (K - 1st grade) —sound out words and decode the sound
  3. Orthographic (2nd and 3rd grade) — site word recognition
  4. Reading to learn (4th grade and beyond) – expected to be a proficient reader and now just focusing on what it means
83
Q

self-teaching hypothesis

A

***SHARE

considers phonological decoding to be the driving force unerlying development of the orthographic lexicon

each successful decoding encounter offers the opportunity to acquire word-specific spelling

—–as reading develops, children becomes increasingly efficient at quickly storing new orthographic patterns as a result of decoding a word successfully

84
Q

self-teaching hypothesis and first encounter with a novel word….

A

some say that the 1st encounter with a novel written word carries the greatest weight in terms of establishing the orthographic representations —subsequent encounters strengthen that representation

85
Q

so with the self-teaching hypotheses….wheter you decode or you read by sight depends on…

A

whether or not you have stored it in your lexicon….can store parts in lexical relationship

86
Q

phonological decoding plays a primary role in facilitating _______ according to the self-teaching hypothesis

A

orthographic knowledge

87
Q

phonological dyslexia

A

trouble with phonological decoding

-most evident in problems with nonword decoding

88
Q

surface dyslexia

A
  • trouble with development of a sight word lexicon
  • most evident in real-word reading and spelling
  • irregular words are spelt phonetically
89
Q

what other skills are needed to form orthographic representations (4)`

A
  1. hold a mental image of visual sequence of letters in memory
  2. hold mental image of p phonological sequence of sounds in memory
  3. quickly associate phonological representation with orthographic representation – and associate both with semantic representation (fast mapping)
  4. learn, consolidate, and elaborate the relationship among the 3 (slow mapping)
90
Q

spelling…gives a window into this child’s….

A

development of phonological awareness and orthographic representations

91
Q

who do children with dyslexia spelling “who” as ‘how”

A

they know 3 letters but haven’t stored “wh” as a cluster and the sound it out and w sounds like it would go at the end

92
Q

fast mapping

A

refers to a child’s ability to very quickly acquire a new word

93
Q

double deficit theory

A

***WOLF & BOWERS

  • naming deficit is not the result of phonological processing difficult
  • also a second core deficit in rapid naming
  • —phonological awareness correlated with decoding non words
  • —-rapid naming correlated with word identification, fluency, and comprehension measures
94
Q

Domain general speed of processing deficit

A

***CATTS et al.

  • also considers naming deficit to be separate from the phonological deficit
  • says its part of a generalized difficulty with any task that requires rapid coordination and integration of multiple systems
95
Q

Assessment of reading includes:

A
  1. phonological processing
  2. phonological awareness
  3. phonological decoding (by nonword reading tasks)
  4. single word recognition (real word reading tasks)
  5. speech and fluency (time constraint…look for rate and accury)
96
Q

PA primary goal in tx

A
  • work on segmentation on blending as primary goals **SCHUELE & BOOURDREA
  • pair phonemes with graphemes
97
Q

PA tx programs

A
  • TLC Lively Letters

- Fundations

98
Q

TLC Livey Letters

A
  • picture cards are used for each letter
  • the emphasis is put on multi-sensory input (hears the sound, child feels motor movements associated with the sound, and aspects of the motor movements are featured on the cards)
99
Q

Fundations

A
  • uses mnemonic cues to help children pair letter names and sounds via a key word
  • daily rep to consolidate the sequence of the letter name, key word, and letter sound
100
Q

tx program to develop decoding skills

A

-the Wilson Reading system

**Orton Gillingham approach

multi-sensory explicit research based reading program for children with reading and spelling problems….decoding to build word recognition and fluency

—-advanced phonic skills to decode multi-syllabic

101
Q

RAVE-O tx

A

-for grades 2 & 3

  • begins with semantic elaboration of core words (the more you know about a word the better and faster you will read it)
  • focuses on automatic recognition of common rime patterns - seeing chinks not individual graphemes

**Wolf et al.

102
Q

PHAST tx

A

-PA program

  • startegies for word identification:
    • word identification by analogy
    • attempting different vowel pronunciation
    • seek the part you know (SPY)
    • peeling off
103
Q

tx for teaching multi-syllabic words

A
  • teach common morphemes (prefixes and suffixes)
  • teach recognition of syllable breakdowns
  • teach syllable-related spelling rules (e.g., consonant doubling)
  • teach common Greek and Latin roots
104
Q

tx for building fluency

A
  • repeated readings
  • choral reading/echo reading
  • pre-viewing to build familiarity with upcoming words
  • using context clues
105
Q

“school age children who display reading problems typically show difficulties on…..”

A

***Carroll & Snowling

-on nonword repetition tasks that tap into the various phonological processes

106
Q

deletion tasks and reading success correlation

A

***CATTS et al

stated that phonological awareness, especially deletion, is the most predictive measures for reading success or failure

107
Q

children with reading difficulties benefit from ______ treatment

A

**SCHUELE & BOUNDREAU

children appear to benefit from daily intervention and explicit teaching

108
Q

mental modeling

A
  • understands individual words
  • understanding the semantic and syntactic relationships among the words
  • understanding non-literal as well as literal meanings
  • chiking information into units of meaning
  • making inferences
  • connecting the text to one’s own knowledge base
109
Q

simple view of reading

A

—the central claim of the simple view is that reading consists of 2 components: decoding and linguistic comprehension

–dyslexia = poor word recognition and good linguistic comprehension

—specific comprehension deficit = good word recognition and poor linguistic comprehension

110
Q

2 main factors in comprehension assessment:

A
  1. knowledge

2. performance

111
Q

knowledge factors in a comp assessment:

A
  • comp of vocab
  • comp of syntactic structure
  • sufficiency of domain knowledge
  • sufficiency of schema knowledge
  • familiarity with text structure
112
Q

story grammar components

A

**STIEN & GLENN

  1. setting
  2. initiating event
  3. internal response
  4. internal plan
  5. attempt
  6. consequence
  7. Resolution
  8. Ending
113
Q

Stein & Glenn’s sequence level analysis

A
  1. descriptive sequence = random (pre-k)
  2. action sequence = chronological but not causal (pre-k)
  3. Reactive sequence = causal but no plan (pre-k)
  4. abbreviated episode = implied goal, not stated (6)
  5. complete episode = stated goal – has initiating event, attempt, consequence (7-8)
  6. complex episode = elaboration with multi. plans, attempts, consequences, & obstacle (11)
  7. embedded episode = embeds a 2nd episode (11)
114
Q

Personal narrative / high point analysis

A
  1. two event –combo of 2 past events (3-4)
  2. Leap frog — jumps from 1 event to another (4)
  3. end at high point analysis —no resolution (6)
  4. classical narrative —w/ high point and resolution (6)
115
Q

pragmatic treatment —-

iLaugh

A

***Garcia-Winner

  • initiation
  • listening with eyes and brain (active listening)
  • abstract and inferential lang
  • understanding and inferential lang
  • gestault prospectives
  • gestalt processing
  • humor and human-relatedness
116
Q

reading comp and EF

A

**Locascio et al

found children with poor reading comprehension but average word recognition skills showed EF impairments in planning —–the authors suggest the EF skills contribute to the development of reading comprehension (i.e., strategic planning is necessary reading comp)

117
Q

typical processing problems in children with EF deficits:

A
  • writes w/o planning/a blueprint
  • doesnt consider the needs of the reader (perspective taking/flexibility)
  • lacks text structure templates/macrostructire understanding
  • doesn’t self monitor
118
Q

for EF and higher level lang…what type of treatment best?

A

***Gillam

-it appears that the short-term intensive skill-based focus appears to be better

119
Q

RISE Model push-in

A

**Ukrainetz

—useful for push-in

  • repreated opportunities…practice the skill in a meaningful context, not just in isolation
  • intensive instruction
  • systematic support …via scaffolding and appropriate use of cueing hierarchies
  • explicit skill focus
120
Q

how to tx e& enhance storage strength

A

***GERMAN

  • networks of synonyms, antonyms, and categories
  • teach multiple meanings of words
  • teach words within thematic units
121
Q

how to enhance retrieval strength

A

**GERMAN

  • pronunciation cues
    • have students segment new words into syllables and into phonemes
    • ensure precise pronunciation of each sound in the word “nu - clee -er”
    • count the sounds in the word
  • spelling cues:
    • map letters to each sound in the word
    • pay specific attention to less obvious correspondences
    • ask students to mentally visualize the word
    • spell the word forward and backward from visual image
122
Q

Phonemic Cue Cards

A

**GERMAN

  • use for children with retrieval deficits
  • choose easily pictured words
  • combine this strategy with semantic feature analysis to link the sound and meaning of the word together
123
Q

principles for intervention for morphology

A

***Kieffer & Lesaux

-teach both in context and explicitly

  • teach words from curriculum
    • deep instruction with multiple exposures and additional activities
  • teach meaning explicitly
    • teach strategies (recognize they don’t know a word, identify parts of the word, hypothesize meaning based on word-part meaning)
    • check hypothesis against context
124
Q

tx for development for complex syntax comprehension

A

**Saddler

  • use semantic knowledge to bridge the comprehension gap
  • use domain knowledge to assist in interpretation
  • teach student to identify the basic components of simple sentences & then apply it to complex sentence by:
    - identifying complex sentences
    - identifying conjunctions, esp subordinating conjuctions
    • find the main clause
125
Q

EmPOWER program

A

***Singer & Bashir

  • evaluate, make a plan, organize the information, work, evaluate, re-work (a strategy for teaching expository writing)
  • assess/teach research skills (internet access, evaluating a core, choosing relevant information)
  • assess/teach brainstorming skills (activate knowledge base in all associated areas, conduct brainstorming in group settings
126
Q

Singer & Basiher & EF

avoiding de-contextualized interventions

A
  • Dialogue & self-reflection to foster use of self-reg
  • Self-talk to analyze, plan, organize, and regulate communication (what do I want to say? how should i organize it? I am going too fast? too slow?)
  • self-questioning strategies
    • speaking control rate
    • mental organization
  • Pausing: time to access discourse schema, monitor, plan, read, listener)
  • taught child to understand the multiple interactive factors that causes difficulty, develop reflective skills, plan and organize discourse efficiently, regulate oral/written lang a production effectively
127
Q

THINK ALOUD

A

Singer & Bashir

128
Q

strategies for treatment for discourse level oral communication

A

***SINGER & BASHIR

  • teach self talk
  • thinking maps
  • learn to recognize feelings
  • pause time for self-reflection
  • use complete sentences
129
Q

treatment for LD in writing tasks (general & rationale)

A

***Troia & Graham

–need instruction to be highly-explicit and give them strategies for planning writing (brainstorming ideas and then how to organize them)

—students who receive strategic planning instruction produced longer stories and had better overall structure

130
Q

Kroll’s stages

A
  • comparing writing with oral language
  • preperation stage —written level is below level of oral language
  • consolidation stage — writing more closely resembles oral language
  • differentiation stage — mixes oral and written structures
  • integration stage — moves easily between oral and literature style
131
Q

how to enhance retrieval strength?

A

** GERMAN

  • pronunciation cues — have the student segment into syllables and into phonemes
  • spelling cues —- map letters to each word, pay specific attention to less obvious correspondences
  • =develop phonemic cue cards
132
Q

Garcia-Winner 4 social communication programs for pragmatics:

A
  1. Social Thinking curriculum
  2. Social communication
  3. Perspective taking
  4. becoming a social detective

Comps (8 decks)

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