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School Age Language > School Age Language Midterm > Flashcards

School Age Language Midterm Flashcards

0
Q

Name 3 points related to Orton’s theory of language development

A
  • reading problems result from failure to develop cerebral dominance in the left hemisphere
  • connect difficulty with spoken language to reading problems
  • recommend multi sensory approach with specific phoneme grapheme associations
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1
Q

Why more reports of disabilities in the 1890s?

A

Universal schooling?

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2
Q

Johnson and Myklebust coined the term…

A

Auditory dyslexia

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3
Q

What are some of the symptoms of auditory dyslexia (Johnson and Myklebust)

A
  • Difficulty perceiving initial/final phonemes
  • Breaking words into syllables/phonemes
  • retrieving names of letters and words
  • Remembering verbal info
  • Pronouncing phonologically complex words
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4
Q

Phonemic awareness definition

A

Teaching children to focus on and manipulate phonemes in spoken syllables and words. Not phonics or phonological awareness

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5
Q

5 areas of reading instruction

A 
Phonemic awareness 
Phonics 
Fluency
Vocabulary
Comprehension
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7
Q

List components of phonological awareness

A 
Words in sentences 
Syllables 
Onset/rime
Rhyme/alliteration 
Phonemic awareness
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8
Q

List the components of phonemic awareness

A

Isolation (first sound in the word ___)
Blending (what word do these sounds make?)
Substitution/Addition/Deletion
Segmenting (sounds in the word “bat”)

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9
Q

What is phonics?

A

Understanding the relationship between graphemes and phonemes in order to read and write

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10
Q

The focus in phonics is (written or oral?) language

A

Written

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11
Q

Goal in phonics is the _____ principle

A

Alphabetic

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12
Q

Define the alphabetic principle

A

The understanding that there are systematic and predictable relationships between written letters and spoken sounds

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13
Q

Name 6 things that children who lack the alphabetic principle cannot do

A
  • Understand that words are composed of letters
  • Identify a word based on a sequence of letter/sound correspondences (can’t understand that /mat/ consists of three letter/sound correspondences
  • Blend letter/sound correspondences to identify decodable words
  • Identify and manipulate letter/sound correspondences within words
  • Read pseudowords (read “tup” with reasonable speed)
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14
Q

Define fluency

A
  • The ability to read accurately and quickly silently (automatic reading) and aloud (effortless and with expression)
  • Bridges word recognition and comprehension
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15
Q

Name two techniques to build fluency

A

Reader’s theater and choral reading

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16
Q

Both ___ and ____ vocabulary are vital to

A

Oral and reading

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17
Q

What are six techniques to aid comprehension

A
  • Comprehension monitoring
  • Graphic and semantic organizers
  • Answering questions
  • Generating questions
  • Story structure
  • Summarizing (useful especially with expository texts)
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18
Q

8 conditions for learning

A
  • Immersion (Immersed in a literary environment w/ books everywhere etc)
  • Demonstration (Clear examples and modeling)
  • Expectation
  • Responsibility (giving everyone responsibility for success)
  • Approximation (take small steps- making mistakes is part of the process)
  • Use (Practice)
  • Response (accurate and specific feedback)
  • Engagement (provide a lot of different opportunities and motivating materials)
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19
Q

9 principles for learning

A
  • Organize for effort
  • Clear expectations
  • Fair and credible evaluations
  • Recognition of accomplishment
  • Rigor
  • Accountable talk
  • Socializing intelligence
  • Self management of learning
  • Apprenticeship (Be a mentor to students)
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20
Q

Balanced literacy percentages for reading, writing, and word work

A

Writing (40%)
Reading (40%)
Word work (20%)

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21
Q

What is the continuum of independence in balanced literacy?

A

Moving from teacher directed to collaborative to independent (“to”, “with”, “by”)

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22
Q

Three components of the workshop model

A
  • Mini lesson (describe and model a skill or present a strategy)
  • Independent/small group work (Practice skills and strategies)
  • Share session (come back together to discuss and share)
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23
Q

Read aloud grouping, text level, how text is read, and purpose

A
  • Whole class
  • Read by teacher
  • Above grade level text
  • Purpose is to model fluent reading and reading strategies and to motivate students to read
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24
Q

Shared reading grouping, text level, how text is read, and purpose

A
  • Whole class
  • On grade level text
  • Students read with the teacher
  • Purpose is to teach strategies and support language
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25
Q

Guided reading grouping, text level, how text is read, and purpose

A
  • Small groups
  • Instructional level (varies by student)
  • Student reads text independently while teacher coaches
  • Purpose is to practice reading strategies with teacher support and differentiate instruction based on need
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26
Q

Self selected reading

A
  • Individual students
  • Independent level
  • Students read independently
  • Purpose is enjoyment and fluency and to use practice strategies that have been internalized
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27
Q

What are some terms used to refer to individuals with language disability

A
  • Congenital word blindness
  • Dyslexia
  • Specific reading disability
  • Specific learning disorder
  • Reading disorder/disability
  • Learning disability
  • Language-learning disability
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28
Q

IDEA definition of Language Learning Disability

A

A disorder in one or more of the physiological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, or do mathematical calculations including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia

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29
Q

Phonological characteristics of children with LLD

A
  • Many don’t have obvious errors in speech production
  • Difficulty with verbal short term memory tasks(?)
  • Possible deficit in phonological awareness (?)
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30
Q

Syntactic characteristics of a child with LLD

A
  • Deficits in comprehension and production of complex syntax (particularly in relative clauses, passive voice, and negation)
  • Language is “simple” or “immature”
  • Morphological difficulty (particularly with hard to hear or later developing morphemes)
  • Problems with pronoun reference, subject-verb agreement, and subordination
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31
Q

Semantic characteristics of children with LLD

A

Small vocabularies; use of high frequency words, short words
Difficulty with:
- Word meanings, associations, semantic classes
- Multiple meaning words, semantic classes
- Word retrieval
-Understanding complex oral directions
- Producing narratives
-Rely on non-specific terms

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32
Q

Pragmatic characteristics of language of children with LLD

A
  • Limited verbal fluency
  • Prone to disruption
  • Overall conversational difficulties
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33
Q

Characteristics of narratives in children with LLD

A
  • Poor cohesion, shorter story production, fewer complex sentences, limited vocab, less organized, less attention to character feelings/motivations
  • Difficulty with literal and inferential comprehension
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34
Q

Expository style is difficult because

A
  • Most literate, least contextual support
  • Usually contains new info
  • Extra load in processing
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35
Q

Aside from expository, what other two styles are the most difficult for children with LLD

A

Persuasive and argumentative (latest to develop, often troublesome)

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36
Q

Social/emotional characteristics of children with LLD

A
  • Less accepted by peers
  • More withdrawn
  • Higher levels of problem behavior
  • Increased levels of loneliness or depression
  • Greater difficulties regulating emotions
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37
Q

Oftentimes children with LLD will have comorbid ____

A

ADHD

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38
Q

Characteristics of children with ADHD

A

Distractible, short attention span, low frustration tolerance, difficulty organizing and completing tasks

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39
Q

Two components of reading according to the simple view

A

decoding and comprehension

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40
Q

The relationship between the two variables is ____, meaning ____

A

multiplicative, meaning if either variable is 0, the outcome is 0
(1x0=0, 1x1=1)

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41
Q

What are the components of word recognition on the reading rope?

A

Phonological awareness(syllables, phonemes), decoding (alphabetic principle), sight recognition

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42
Q

What are the components of language comprehension on the reading rope?

A

Background knowledge, vocabulary, language structures(syntax, semantics), verbal reasoning (inference, metaphor), literacy knowledge (print concepts, genres)

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43
Q

In dyslexia, primary deficits are in _____

A

Phonological processing

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44
Q

4 components of phonological processing are….

A

Phonological awareness, phonological memory, phonological retrieval, phonological production

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45
Q

A specific comprehension deficit is characterized by…

A

Poor listening comprehension, intact word recognition

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46
Q

Describe metalinguistic skills

A

Talking about language, story structure, antonyms, synonyms

47
Q

Describe metacognitive strategies

A

Thinking about thinking, reflecting on your work

48
Q

What are three kinds of writing systems?

A
  • Pictographic/logographic/ideographic (Mandarin)
  • Syllabary (Japanese)
  • Alphabetic cipher (English alphabet)
49
Q

What age does the prereading stage take place in and what happens during it.

A

Preschool-kindergarten. Literacy socialization.

50
Q

When does the decoding stage take place and what happens in it?

A

Grades 1-2. Phonological analysis and segmentation in single words. Letter-sound knowledge. Know letter names. Look at simple words and break them down. Reading is effortful.

51
Q

When does the automaticity stage take place and what happens during it?

A

Grades 2-4. Fluent reading, greater resources for comprehension available, able to recognize words quickly without breaking them down, have sight words

52
Q

When does the reading to learn stage take place and what happens in it?

A

Grades 4-8. More complex comprehension and increased rate.

53
Q

When does the reading for ideas stage take place and what happens in it?

A

Grades 8-12. Recognition of different points of view and inferencing.

54
Q

When does critical reading take place and what happens in this stage?

A

College. Synthesis of new knowledge and critical thinking.

55
Q

Four components of a balanced approach to reading instruction

A
  • Phonological awareness and letter-sound correspondence practice
  • Presentation of meaningful, engaging literature
  • Multiple opportunities for oral language growth
  • Explicit teaching of comprehension and spelling strategies
56
Q

The role of the SLP in later language development includes direct and indirect involvement in…

A

Fluency, reading comprehension, spelling, and writing

57
Q

5 reasons to assess

A
  • Find individuals “at risk” for failure
  • Determine presence of a disorder
  • Establish baseline function
  • Establish goals for intervention
  • Measure change in intervention
58
Q

3 general areas of assessment

A

-Language domains, levels, and modalities

59
Q

What are the 5 language domains?

A

Syntax, morphology, phonology, semantics, pragmatics

60
Q

5 ways that we assess are…

A

Standardized testing, criterion referenced test, Curriculum based measures, RTI, screenings

61
Q

Aside from the actual testing and interactions with the child, what else goes into assessment?

A
  • Family, developmental, medical, and educational history
  • School records
  • Portfolio of school work
  • Interviews
  • Observations
62
Q

Formative assessment is…

A
  • the process of acquiring new knowledge and skills, usually criterion or curriculum based measures
  • Assessment for learning
  • E.g. KASA
63
Q

A summative assessment is…

A

Accumulation and integration of knowledge, usually norm referenced measures

64
Q

An issue with screenings is….

A

The lack of availability of psychometrically sound instruments

65
Q

What are the 4 language levels?

A

Sound, word, sentence, discourse

66
Q

What are the 4 language modalities?

A

Listening, speaking, reading, and writing.

67
Q

What is a benchmark assessment?

A
  • E.g. Phonological awareness and literacy screening
  • Administered several times per year
  • Tracks progress of the class as a whole
  • Can be used to identify goals for instruction
68
Q

What is a curriculum based assessment?

A

E.g. Dynamic indicator of Basic Early Literacy Skills

  • Administered frequently (often once a week
  • Measures progress over time
69
Q

Describe the RTI process

A
  • Students provided with “generally effective” instruction by the classroom teacher
  • Monitor progress
  • Those who do not do well get extra help
  • Monitor progress again
  • Those who don’t respond qualify for special education or evaluation for special education
70
Q

Problems with RTI are…

A
  • Teachers may not have been adequately trained to teach literacy
  • RTI being used as the only means of diagnosis of LD
  • Lack procedural guidance and suffer from inconsistent models
  • Research has been mostly small scale studies and did not include low achieving students
  • How do we define “responsiveness”?
71
Q

Ways to do criterion referenced assessment of instructional vocabulary

A
  • Note vocabulary used in the classroom

- Form your own assessment- following one step directions with target words.

72
Q

Ways to assess textbook vocab (criterion referenced)

A
  • Probe for words in the text glosssaries, spelling lists, homework review
  • Be sure to include/review content vocab and some basic concepts
73
Q

What SHOULDN’T you do when assessing vocabulary?

A
  • Ask to define (need metalinguistic awareness)
  • Ask if they know what it means (they could lie)
  • Ask to identify pictures
74
Q

What are better options to use when assessing vocabulary?

A

Ask to paraphrase a sentence with the vocabulary word, multiple choice, tell them to act it out

75
Q

What is lexical diversity and what is the best way to measure it?

A
  • Ability to use flexible vocabulary

- NDW and NTW most sensitive measure (more than type/token ratio)

76
Q

How might you assess word retrieval using criterion referenced assessment?

A
  • See if receptive language is higher than expressive
  • Teacher report of word finding difficulties
  • Engage the child in conversation (are they using many non specific terms)?
77
Q

4 ways to assess morphology

A
  • Standardized test
  • Contextualized criterion referenced assessments
  • Compare production to comprehension
  • Provide structured input
78
Q

Example of testing semantic acceptibility. What form is this technique good for testing?

A
  • Present with a sentence- is it ok or silly?

- Good for checking acceptability of passive sentences (E.g. a ball is kicked by a girl)

79
Q

What comprehension strategies might we asses?

A
  • Probable order of event (The dog was fed by the boy- dog being fed is more likely)
  • Word order strategies (as in sentence the boy who chased the cow was wearing a hat)
80
Q

Advantage of interview format language sampling

A

Elicit more advanced language behaviors

81
Q

Advantage and disadvantage of free play interaction language sample

A

More talk but less complex language

82
Q

Two advantages of narrative language sample

A
  • More expanded phrases and grammatical morphemes than conversational
  • Elicits the longest utterances
83
Q

3 possible areas of pragmatic deficit

A

Conversation, classroom discourse, narrative

84
Q

What are the three general areas to assess with classroom discourse?

A
  1. Range of communicative intentions (monitor behavior, relate ideas to another, engage in complex play).
  2. Ability to modify communication style (Register variation, presupposition)
  3. Management of discourse (topic maintenance, respond to clarification requests)
85
Q

Two methods of assessment of classroom discourse

A

Observation, role play

86
Q

Standardized Tests for literal comprehension

A

Gray Silent Reading Test
Woodcock Reading Mastery Test
Test of Reading Comprehension

87
Q

Informal tests for literal comprehension

A

Classroom texts

Questions about story grammar structures

88
Q

Formal tests of inferential language

A

Test of Narrative language

Qualitative Reading Inventory

89
Q

Informal test of inferential language

A

“Trickster” tales. (Miss Nelson is Missing)

90
Q

3 elements that distinguish LLD from typical peers

A
  1. Macrostructure- organization, number, type of story grammar elements
  2. Microstructure- Measures of productivity (lexical diversity, T-unit) and complexity (MLU, complex structures)
  3. Artful storytelling (use of diverse vocab, literate language style)
91
Q

What are some ways to assess narrative macrostructure

A
  • Utilize analysis tools (Levels of narrative development, story grammar decision tree, rubrics, narrative scoring scheme)
  • Analyze cohesion (identify cohesive tie usage)
92
Q

What are some ways to assess narrative microstructure?

A
  • NDW
  • Total number of words
  • Total number of T-units
  • Number of words per T-unit
  • Proportion of complex sentences
93
Q

How can we assess metalinguistics?

A
  • Can the student use metalinguistic vocab (read, word, spell) and talk about print?
  • Look at editing with curriculum based assessment
  • Discuss rules for various contexts
  • Ask questions to assess metalinguistic awareness
94
Q

Describe artifact analysis

A
  • Also known as portfolio assessment
  • Analyzing students’ work products
  • Functional means of assessment- how does the student use language in real situations?
  • Include student in the process (What did you have to do? What was difficult? What were you sure about?)
95
Q

Describe onlooker observation as a part of a curriculum based assessment

A
  • Observing classroom activities from a distance

- Observe adherence to classroom rules and use of communicative functions

96
Q

What is dynamic assessment?

A
  • Working side by side with a student using scaffolding techniques to facilitate participation
  • Purpose is to find strategies that help child succeed.
97
Q

Three methods in dynamic assessment are…

A

Diagnostic teaching (how much cueing is needed), successive cueing (different levels of cueing), and mediated learning experience (verbally explain strategies and see if students can apply them on their own).

98
Q

In ages 12-adulthood we may encounter “porpoise kids” who are these kids?

A

Kids who dip above and below the achievement line. Abilities will go down typically between

99
Q

What might some strengths be in porpoise kids?

A
  • Produce and understand true narratives
  • Complex sentences
  • Make some inferences
  • Adequate conversation
  • Some metalinguistic skills
100
Q

What are some of the “wobbly” language skills of porpoise kids?

A

language disrupted by:

  • stress
  • unfamiliar material
  • new vocabulary
  • new communicative goal
  • new cognitive function
  • word finding
101
Q

Syntactic characteristics of adolescent language

A
  • Longer for narrative, can write persuasively
  • Morphosyntactic markers
  • Subordinate and coordinate clauses
  • Conjunctions and cohesive devices
102
Q

Pragmatic characteristics of adolescent language

A
  • Use of figurative language (puns, sarcasm, idioms, similes)
  • Use of slang
  • New communicative purposes and discourse types
103
Q

How might older populations be referred for an evaluation?

A
  • Self referral
  • Teacher referral
  • Screenings
104
Q

Variables to keep in mind for testing older populations

A
  • Presentation of the question
  • Silent vs. oral reading (can usually concentrate better on meaning with silent reading. oral for fluency)
  • Timing of the test
  • Authentic vs. familiar material
  • Types of comprehension questions (literal vs. inferential)
105
Q

Three avenues of learning (literate lexicon adolescent language)

A 
Direct instruction
Contextual abstraction (look at a passage and figure out what the words mean through context clues)
Morphological analysis (Give a list of words with all different prefixes or suffixes)
106
Q

Areas to assess in semantics in adolescent language

A 
Avenues of learning for literate lexicon
Word Retrieval
Word Definitions
Word relations (synonyms, antonyms, etc)
Figurative language
107
Q

Areas to assess in syntax/morphology w/ adolescents

A
  • Comprehension (exposure to academic context, metalinguistic discussion about meaning)
  • Production: T-Units
  • Production: Clause Density
  • Production Contexts
  • Production: Literate Structure
108
Q

Areas to assess in conversational pragmatics in adolescents

A

Initiation and responsiveness
Turn taking and repair
Topic structure
Cohesion

109
Q

Adolescent difficulty with narrative text

A

Difficulty with characters’ internal response, plans, motivations, inferences, summarization, cohesiveness

110
Q

How can we assess narrative skills in adolescence?

A

Use classroom texts

Use sentence generation, pairs of sentences, judgement tasks to elicit “connectives”

111
Q

Adolescent difficulty with expository text

A

-Difficulty with literal and inferential questions, summarizing, syntactic complexity, and grammar in retell

112
Q

How can we assess facility with expository texts in adolescence

A

Utilize curriculum materials
Utilize dynamic assessment
Artifact analysis

113
Q

What is lexile rate?

A

Numerical value used to describe either the level of difficulty of the text or the level of one’s reading ability . Based on word frequency or sentence length.

School Age Language (2 decks)

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