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COMPS group flashcards > School Age Sources > Flashcards

School Age Sources Flashcards

1
Q

Waber 2003

A

Performance on normed tests do not show how the child performs in the classroom
Measure of discrete skills –doesn’t look at integration of skills

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2
Q

ASHA 2001

A
  • Reading and writing interact and are reciprocal
  • It’s necessary that TX targets both
  • 1/2 of all poor readers have hx of s-l disorders
  • at some point spoken lang dis will manifest in literacy
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3
Q

Frederici 2006

A

“The neural basis of language development and it’s impairment”

  • Lang parts of the brain ae activated in a similar way in adults and very young children
  • main difference: processing time is slower in children
  • Functional lang abnormalities are accompanied by structural abnormalities in inferior frontal/temporal regions
  • Early insufficiencies in processing of info can lead to LI
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4
Q

Shaywitz & Shaywitz

A

LD: difficulties w/ accurate a/o fluent word recognition, poor spelling, poor decoding, usually from phon processing deficit
–DYSLEXIA = familial
»missing awareness of phonological representations
»In Kids: impaired rate of reading, spelling, less automatic/effortful/slow
»>Adults: takes longer to decode unfamiliar words

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5
Q

Dapretto 2005

A

(Understanding emotions in others mirror neuron dysfunction in children with ASD)
Mirror neuron system (MNS) are activated when they perform an action/observe
someone else performing the same action.
–ASD presented w/ faces of dif emotions
FINDINGS: early dysfunction in MNS could be at the core of the social deficits in ASD

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6
Q

Dethorne and Schaefer 2004

A

linguistic ability most likely influences non-verbal IQ measures to some degree

  • nonverbal IQ relies heavily on visual processing skills, fluid reasoning
  • Recommend the UNIT and TONI-3 for kids with LI
  • Consider: with RL deficit, select a test that doesn’t have verbal instructions
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7
Q

Volden 2004

A
  • NVLD: poorer math than reading, problems in visuospatial processing, processing of novel, meaningful, and/or complex material
  • Highly fluent, verbal speakers. Uses vocab and appropriate syntax
  • Superior lexicons but semantic understanding is shallow
  • as child gets older, comprehension of higher level lang diminishes
  • pragmatics = seriously impaired
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8
Q

Catts Fey Zeng Tomblin 2001

A

“Estimating the risk of future reading difficulties in K kids”
5 Variables Predicted Probability of RD in 2nd Grade:
a. Letter Identification
b. Sentence Imitation
c. Mother’s Education
d. Deletion
e. RAN
-For kids who are at risk but don’t qualify for SLP services, SLP should show teachers how to incorporate PA into curriculum

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9
Q

Schuele, C.M & Boudreau, D.. (2008).

A

“PA tx” –teaching reading
-k-1st grd is when children mainly learn PA. TX should be before the child is too far behind
Follow hierarchy
-TARGET SEGMENTING AND BLENDING

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10
Q

Carroll and snowling 2004

A

“lang and phon skills w/ high risk of reading difficulty”

-Kids at risk of reading diff (RD) had avg vocab, poor input/output speech processing, phon learing, PA, RD
= deficits in phonological representations
-kids with expressive speech impairments in absence of lang problems are at high risk of reading difficulties & on continuum w/ at risk dyslexia

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11
Q

Nation Marshall and snowling 2002

A

“Phon&semantics in picture naming & RD”

  • in picture naming, Dys made more errors on longer words (semantic & phon errors)
  • picture naming is sensitive to phonological and semantic skills
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12
Q

Rispens and baker

A

.”Non-word repetition-pSTM & phon. rep in LI/RD”

  • pSTM & phon reps significantly contribute to NWR (although these predictors depends on age)
  • STM capacity (measured in digit span) & phon rep (measured w/ discrim tasks) are independently important for NWR
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13
Q

Catts et al 2002

A

“role of speed of processing RAN and PA in reading achievement”

  • Many kids with RD have deficit in speed of processing
  • assessed reading achievement, PA, rapid naming
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14
Q

Wolf and bowers 2002

A

Double Deficit Theory
-Dysl have PHON PROCESSING DEFICIT (Resulting in naming difficulties) and
SPEED OF PROCESSING DEFICIT (RAN) (deficits in Word identification, fluency, and comprehension)
-also associated with decoding of nonwords

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15
Q

Morris, R., Lovett, M., Wolf, M. (2010)

A

(same Wolf, M. as double deficit theory)

  • Retrieval, Automaticity, Vocabulary, Engagement, Orthography)
  • Emphasis on phon. decoding & incorporating orthography, semantics, syntax, morph
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16
Q

Chard et al. (2002)

A

-labored, inefficient readers spend most of their resources reading words rather than understanding content.
-Repetition=
multiplexposures to same words=
reduced processing load=
more fluent reading & stronger orth reps

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17
Q

Scott, C.M, & Balthazar, C.H. (2010)

A
  • higher order Lang is req in texts..
  • LI have more difficulty summarizing, recalling, and otherwise processing academic texts
  • Complex noun phrases is a critical grammatical strategy for expository writing
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18
Q

Laing, S.P. and Kamhi, A.G., (2002)

A
  • explanatory inferences (draw causal connections bw ideas) = strong relationship to RC
  • Think-Aloud protocols for inferencing
  • TAP requires student to revisit propositions, which maintains them longer in WM and aids EF (promotes self-monitoring of RC)
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19
Q

Karasinski, C.K & Weismer, S.E. (2010)

A

-8th grders with Lang comp, WM and world knowledge deficits had decreased understanding of implicit Inferences

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19
Q

Bauminger, N., Edelsztein, H.S., Morash, J. (2005).

Social information processing and emotional understanding in children with LD.

A

Language Formulation Skills impacted social communication/peer relationships

  • limited capacity for emotional understanding, perspective taking
  • encodes fewer social cues, recalling more irrelevant info and problem solving
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20
Q

Colozzo et al (2011).

A
  • LI”s fic nar are short, lack content/focus, and absent of key story grammar elements
  • discrepancy b/w content (SGM) & form (clausal density), likely a limited processing capacity
  • ***tx should focus on narrative content and the required syntax
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21
Q

McCabe, A., Bliss, L., Barra, G., Bennett, M. (2008)

A
  • personal narratives are good to use in lang assessment
  • tx should establish structure
  • once structure’s established, work on elaborating/expanding
  • personal nar tx: modified SGM -promote better social interactions
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22
Q

Justice. & kaderavek 2004

A

Outlines major goals of pre-literacy:

  1. PA
  2. Print Concepts
  3. Alphabet Knowledge
  4. Narrative/Literate Language
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23
Q

Nippold, M.A., et al (2005)a

A
  • Analyzed microstructure-oral expository discourse

- Clauses

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24
Q

Nippold, M., Ward-Lonergan, J., Fanning, J. (2005).b.

A
  • Persuasive writing require sophisticated use of syntax semantics and pragmatics
  • Syntax: 11 y/o Should be performing close to an adult level ( IC NC ADVC)
  • Semantics: Adverbial conjuncts, substituting more sophisticated varieties
  • Pragmatic: Approach controversy in a flexible manner. (Consistent with that expending knowledgebase) -Consider different points of you
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25
Q

Locascio, G. et al (2010)

A
  • EF plays a role in RC
  • kids who have good word rec but have RCD had EFD in planning
  • strategic planning in RC is important
  • reduced WM capacity can show up in difficulty recalling details and integrating info
  • could explain a discrepancy in AC v RC
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26
Q

Singer, B., Bashir, A., 2002

A

-EmPOWER

Evaluate, Make a plan, Organize info, Work/write, Evaluate, Re-work

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27
Q

Gajira, M., et al (2007).

A
  • Expository text requires Adequate WM capacity (bottom-up -put into schema)
  • fluent decoder can be RCD: main idea, inferences, ignoring trivial info, relationships b/w ideas, self monitoring
  • graphic organizers: effective teaching, makes text more concrete, requires explicit statement of topic sentences, details, inferences, and relationships among ideas
28
Q

Crowe, L. (2003)

A

“Comparison of two reading feedback strategies in improving the oral and written language performance of children with language learning disabilities. “

Language Comprehension/Formulation Intervention/Classroom Accomodations

29
Q

Troia, G. A., & Graham, S. (2002).

A
  • “Retreive and Write” -LD plan&generate simultaneously, begin writing w/o plan-include any relevant info they can recall, using preceding info to generate the next idea=disorganized, off-topic, tangential ideas
  • For persuasive essays, the pneumonics STOP and DARE should be used
30
Q

Crooke, P.J., Hendrix, R.E., Rachman, J.Y. (2008)

A

“Measuring the effectiveness of teaching social thinking to asd”

Tailoring tx programs to performance profiles and school demands

31
Q

Coltheart 1978

A

DUAL ROUTE MODEl (Simplified psycholinguistic model)
2 routes for figuring out what a word says
Lexical and phonological

-Use a combo if decoding and sight word reading at the beginning

32
Q

Ehri 1992

A

MODIFIED DUAL ROUTE MODEL

Sight recognition is aided by sound letter cues In a word. Not only by visual configuration

33
Q

Chall 1983

A

STAGE THEORY

  1. Logographic: pk -Recognizes words as iconic units
  2. Alphabetic: K, 1st- Sounding out words
  3. Orthographic: 2-3rd grd: sight word recognition
  4. Reading to learn: 4th+
34
Q

Ehri & Snowling

A

PHASE THEORY

  1. Pre-alphabetic: Letter sound knowledge is not used to read Words
  2. Partial alphabetic: Some letter sound knowledge is combined with context cues to make a likely guess
  3. Full alphabetic: sounding words out-some reading by analogy and automatic word recognition
  4. Consolidated alphabetic: Common onset/rimes, morphemes, silent -e, words decoded in syllable units
35
Q

Share 1995

A

Self-Teaching Hypothesis
Phonological decoding is the driving force
and each decoding offers an opportunity to acquire the spelling

Item based rather than Stage based. and involves progressive lexicalization
Self teaching hypothesis
Phonological decoding is catalyst for building a sight word lexicon

A word can become a sight word after 1 successful decoding

Each further encounter strengthens the representation

36
Q

Stein and Glenn 1979

Catts and kamhi 2005

A
  • Story grammar marker
  • Macrostructure
  • Increases awareness of narrative structure
  • reduces load on WM (structure and Story sequence)
37
Q

Gillon 2004

A
  • Phoneme awareness predicts reading performance 3-4 years later
  • Training to improve later reading performance (syllable deletion, not so much syllable seg/blending)
  • Ability to isolate onset from rime is correlated with reading Success
38
Q

Baker et al 2003

A
  • Teaching expressive writing:
  • Mechanical aspects of writing
  • Handwriting and spelling should Be taught explicitly
  • Improvement in these areas can improve content/lang in writing
  • Explicit teaching of writing steps
  • —planning generating revising
  • Use think sheets
  • Emphasis on brainstorming
    1. Teach the steps in writing process
    2. Improving quality
    3. Teach a variety of text structures
39
Q

Westby 2012

In Catts and Kamhi

A
  • RC requires adequate WM capacity (bottom up schema)
  • Poor comprehenders & LI have difficulty w/ inferences
  • impaired oral lang usually extends to written. writing is more difficult modality
  • Conjunctions imp to connect ideas/transition in mid.schoo
  • Personal Nar: shorter, deficient in detail and organization, syntactic complexity
40
Q

Westby RCD model

A
  • poor decoder + good oral lang = RCD due to decreased WM capacity
  • poor decoder + bad lang = RCD due to WM, LI, Schema knowledge
  • good decoder + bad lang = RCD due to LI, schema knowledge
  • good decoder + good lang = check metacog skills
41
Q

Hughes 1997

A
  • Fictional Narrative Sequence Levels -DARA CCE)
  • Script Analysis (background details, introduce important rules, strategies, and steps to play, a statement of how to win)
42
Q

Scott 2012 -Learning to Write

In Catts and Kamhi

A
  • Lack of syntactic complexity impacts persuasive abilities (requires subordinate clauses & conjunctions to express logical relationships/support arg). Need to convince reader
  • due to difficulty w/ writing process
  • personal/fict nar tend to be stronger bc schema more familiar
43
Q

Kroll’s Stages

A
  1. Preparation: 0-6written lang below oral lang; sentences shorter, grammatical errors common, spelling/punct reduced
  2. Consolidation:6-8 writing resembles oral; oral structures present
  3. Differentiation: 8-mid teens. mixes oral/written structures; use more subordination, written forms (passives)
  4. Integration: mid teens+. easily b/w oral/literate style; mature writer
44
Q

Westby 2012b

A
  • Sentence combining includes a variety of activities such as combining, unscrambling, and expanding clauses.
  • sentence comb EBP improves reading/writing quality
  • Improving the understanding of various macrostructures = improved RC
  • Writing to Read Program: summarizing, which improves writing quality/RC (requires explicit knowledge of details, inferences, macro/microstructure)
45
Q

Ukrainetz

A

RISE MODEL

push in for school tx

46
Q

Westby 2012b

A
  • Sentence combining includes a variety of activities such as combining, unscrambling, and expanding clauses.
  • sentence comb EBP improves reading/writing quality
47
Q

Seidenberg and McClelland 1989

Connectionist Model of reading

A
  • Relationship bw spoken & written words is learned gradually by forming connections bw o-s-p networks
  • Decoding drives the formation of these networks in early stages of reading
  • With practice/experience in decoding ortho forms, the connections become stronger and faster
  • You instantly simultaneously access pronunciation and spelling meaning of the word
48
Q

German 2008

A

Oral Lang formulation depends on 2 parts

  • storage strength (how well word is learned)
  • retrieval strength (how easily word is accessed)
49
Q

German 2007

A

Semantic tx:

-

50
Q

Lively letters program

A

-PA
-Targets letter sound associations
-Picture cards are used for each letter
the emphasis is placed on multi sensory input (Here is a sound feels motor movements sees motor movements on cards)

51
Q

Rooney Moreau

A

SGM

52
Q

Kieffer and lesaux

A

Choose curriculum words deconstruction with multiple exposures and Friday of context

53
Q

Camarata and Nelson

A

Children with language disorders benefit from More exposures than TD children
enhance learning

54
Q

Seidenberg and mcclelland

A

Connectionist Model
You can access the word phonologically orthographically and semantically
Once you access one you’ll access everything.
So in kids who are weaker in 1 you should target it

55
Q

Vance 2008

A

Children with DLD have a limited capacity system as evidenced by pSTM

56
Q

Preparation stage

Kroll

A

K-2
Mastered physical skills for writing
-has understanding of the basic principles

57
Q

Consolidation stage

Kroll

A

3-5

  • Writing reflects spoken language
  • Sentences are short declarative grammatically incomplete
  • Simple conjunctions
  • Contains oral structures
58
Q

Differentiation stage

Kroll

A 
6-8 grades
Awareness of differences between writing and speech
-More confident in grammar
-sentences more complex
- sophisticated connectives uses
59
Q

Integrations stage

Kroll

A

9+ grades

  • Personal voice is developed
  • writing style is adopted confidently
60
Q

What those problems with phonological processing mean?

A

If you have a problem with phonological processing then then gaining conscious awareness of these implicit processes is often problematic

If phonological representations are poorly specified it is challenging to analyze those representations

61
Q

PA

At 3

A

Emerging rhyme and alliteration

62
Q

PA development

4

A
  • developed rhyme awareness
  • Blending segment syllables
  • Some awareness between relationship of sound and letters
63
Q

PA development

K

A
  • segment/blend/manipulate all syllables
  • isolate 1st and last phoneme
  • match sound to consonants
  • blend/segment onset-rime at end of k
64
Q

PA development

1st grade

A
  • isolate medial sound
  • blend/segment cvc, ccvc at phoneme level
  • delete initial and final
65
Q

PA development

2nd

A
  • manipulate blends (deletion& substitution)

- substitute initial and final

66
Q

PA development

3rd

A
  • perform substitution tasks with and without manipulatives

- PA skills decrease in accuracy as orthographic skills go up

67
Q

Crooke 2007

A

Teaching the WHY behind social pragmatics is better than just teaching that discrete skill

COMPS group flashcards (6 decks)

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