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Language Final > Spelling Decoding > Flashcards

Spelling Decoding Flashcards

1
Q

SLP Scope of Practice

A
  • have the responsibility to support reading when a language disorder affects the ability to learn to decode words
  • need to be able to differentiate decoding difficulties due to poor instruction from decoding difficulties secondary to a disorder
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2
Q

Spelling Decoding Instruction

A
  • First: ensure everyone is receiving high quality instruction
  • Second: look for places where you expertise adds unique value
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3
Q

Structured Literacy

A
  • focus is on teaching kids HOW to read
  • phonemic
    -phonics
    -fluency
  • vocabulary
  • comprehension
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4
Q

Alternatives

A

Focus on making reading fun or on the appearance of reading
- whole language
- balanced literacy
3- cueing or MSV

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5
Q

Whole language

A
  • focus on meaning exclusively; wants reading to be fun
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6
Q

Balanced Literacy

A
  • focus is on getting kids reading fast via memorized high frequency words: limited explicit instruction
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7
Q

3-Cueing or MSV (meaning, syntax, visual)

A
  • cues
  • focus is on how kids respond to reading errors
  • strategies rapidly become less useful
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8
Q

Balanced Literacy

A
  • haphazard approach to phonemic awareness instruction
  • phonics may be taught, but lessons are short and do not necessarily follow a scope and sequence
  • rote memorization of high frequency words
  • read leveled texts using the 2-cueing system
  • greater focus on the meaning of the text rather than accuracy of what is read
  • “students get better at reading by reading”
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9
Q

Structured Library

A
  • explicit, systematic, sequential instruction in phonemic awarenss
  • phonics is taught through explicit, systematic, sequential instruction
  • high frequency words are taught according to their phonics patterns;irregular words are taught explicitly
  • read decodable texts that include already-learned phonics patterns
  • misread words are corrected: focus is on sounding them out
    -“ students get better at reading by learning and practicing the code”
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10
Q

Structured Literacy

A
  • explicit teaching of systematic word identification and decoding strategies
    Evidence-based elements + evidence-based teaching principles+ effective reading instruction
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11
Q

Intervention Packages for Dyslexia

A
  • Orton-Gillingham
    -Wilson (Foundations)
  • Lindamood-Bell
  • Handwriting without tears
    -SPELL
    -Language!
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12
Q

Intervention package charactersitics

A
  • multi-sensory
    -phonics based
  • structured, hierarchial program
  • explicit individual and small-group instruction
  • require trained providers
  • clear data-based practices for advancement through a hierarchy
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13
Q

Assessment for Decoding

A
  • DIBELS
  • Woodcock Johnson Achievement Test
  • Gray Oral Reading Test
  • Test of Word REading Efficiency
  • Comprehensive Test of Phonological Processing
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14
Q

DIBELS

A

progress monitoring tool that tests both decoding and comprehension
- critereon referenced
- grade and season

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15
Q

Woodcock Johnson Achievement Test

A

subtests include phonemic awareness, reading & nonwords, fluency
- norm referenced
- grade season and age

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16
Q

Gray Oral Reading Test

A

reading fluency and comprehension

17
Q

Test of Word Reading Efficiency

A

pronounce real and nonwords

18
Q

Comprehensive Test of Phonological Processing

A

phonological awareness, working memory, rapid naming

19
Q

CTOPP-2 Subtests- Phonological Awareness
Elison

A

:measures the ability to remove phonological segments from spoken words to form other words

20
Q

CTOPP-2 Subtests- Phonological Awareness Blending words

A

measures the ability to synthesize sounds to form words

21
Q

CTOPP-2 Subtests- Phonological Awareness: sound matching

A

measures the ability to select words with the same initial and final sounds

22
Q

CTOPP-2 Subtests- Phonological Awareness
Phoneme Isolation

A

measures the ability to isolate individual sounds within words

23
Q

CTOPP-2 Subtests- Phonological Awareness
Blending Non words

A

measures the ability to synthesize sounds to form nonwords

24
Q

CTOPP-2 Subtests- Phonological Awareness:
Segmenting nonwords

A

measures the ability to segment nonwords onto phonemes

25
Q

CTOPP-2 Subtests- Working Memory
Memory for digits

A

measures the ability to repeat numbers accurately

26
Q

CTOPP-2 Subtests- Working Memory
Nonword Repetition

A

measures the ability to repeat nonwords accurately

27
Q

CTOPP-2 Subtests-Rapid Automatic NAMING

A
  • Rapid Digit Naming measures the ability to rapidly name numbers.
  • Rapid Letter Naming measures the ability to rapidly name letters.
  • Rapid Color Naming measures the ability to rapidly name colors.
  • Rapid Object Naming measures the ability to rapidly name objects.
28
Q

RAN

A
  • visual recognition and naming
  • interference accumulates with time
29
Q

Vocab Assessments

A
  • PPVT, ROWPVT, Word Classes subtest of the CELF
  • EVT, EOWPVT
  • norm referenced
  • help to determine if the child know the vocabulary words expected for his/her age
  • decoding words initially goes better if the child knows more words
30
Q

Articulation and phonology Assessments

A

-SPAT, GFTA, HAPP-3, McArthur Deep Test
- norm referenced
- help to determine if the child can produce sounds as expected for his/her age
- SSD can interfere with letter-sound mapping

31
Q

5 Levels of Phonological Awareness

A
  • rhyming and alliteration
  • sentence segmentation
  • syllables; segmenting and blending
  • onsets and rimes; blending and segmenting
  • phonemic awareness; blending sounds into words, segmenting words into sounds, deleting and manipulating sounds in spoken words
32
Q

What predicts reading skill in emergent blingual

A
  • English decoding
  • English semantics
  • Spanish semantics
  • Spanish decoding
  • Spanish morphosyntax
  • English exposure
33
Q

Alphabetic principle & emergent bilinguals

A
  • not all languages use the alphabetic principle
  • alphabetic principle may word, but letter sound mappings likely differ
  • identify which sounds overlap between the child’s two languages- teach the alphabetic principle with those first
  • ask the child to tell you what sounds non-overlapping letters make
  • look for phoneme approximations to scaffold from
34
Q

Lexical Quality

A
  • enriching representations of form and meaning
  • Form-phonology
    -Form- orthography
  • From- morphology
  • meaning-semantics, including primary and secondary senses
35
Q

Lexical Tuning

A
  • frequency of exposure
  • effortful attention
  • role of neighborhoods in tuning process
36
Q
A

Language Final (10 decks)

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