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Spring '15-222 (Exam 1) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What is phonology?

A

the sound system of a language

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2
Q

What is phonological awareness?

A
  • breaking speech into smaller units–words, syllables, sounds
  • can exist without print
  • phonological awareness is oral language
  • rhyming, syllables, blending phonemes, segmenting phonemes
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3
Q

What is phonological processing?

A

using phonological information to process oral & written language

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4
Q

What is phonological representation?

A

stored knowledge about what a word sounds like and how to discriminate it from similar sounding words

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5
Q

What are phonological processing difficulties?

A

problems with phonological input (auditory processing) lexical representation, and/or phonological output speech

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6
Q

What are phonological deviations?

A

broad simplifications (e.g., stopping, cluster reduction) that adversely affect intelligibility

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7
Q

What is metaphonology?

A

emphasizes the explicit nature

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8
Q

What is phonemic awareness?

A

sounds–not the same as phonics

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9
Q

what is phonics?

A

decoding or spelling, phonetic recoding

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10
Q

Check the “simple view of reading” table

A

…

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11
Q

If language comprehension is good and word recognition is poor, what is this?

A

dyslexia

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12
Q

if language comprehension is poor and word recognition is poor, what is this?

A

Mixed decoding/comprehension deficits

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13
Q

If language comprehension is good and word recognition is good, what is this?

A

typical reading or nonspecified

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14
Q

If Language Comprehension is poor and word recognition is good what is this?

A

specific comprehension deficit

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15
Q

What are Owen’s 4 areas of deficit that he thinks contributes to reading problems?

A

deficits in:

  • phonological awareness
  • orthographic awareness
  • morphological awareness
  • comprehension
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16
Q

What are the 4 processors in Adam’s Simple model of reading?

A
  • orthographic
  • phonological
  • meaning
  • context
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17
Q

For Adam’s simple model of reading, describe the orthographic processor

A

visual input from page

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18
Q

For Adam’s simple model of reading, describe the Phonological processor

A

Auditory images of words, syllables, and phonemes

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19
Q

For Adam’s simple model of reading, describe the Meaning processor

A

stores word meanings

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20
Q

For Adam’s simple model of reading, describe the context processor

A

constructs interpretation

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21
Q

What are the “key components” of reading instruction.. in other words.. what is successful reading fluency and text comprehension dependent on?

A
  • phonemic awareness
  • phonics instruction
  • vocabulary and language development
  • memory
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22
Q

In terms of successful reading fluency and text comprehension, describe the memory piece a little bit

(not sure if we need to memorize this one… just read it)

A

−Working memory is a workspace where information is juggled

−Working memory: interconnected systems in different parts of the brain
−Systems of working memory:
•Short term memory involves different parts of the brain
•Verbal stimulation in the left hemisphere
•Visual-spatial stimulation in the right hemisphere
•Central executive function
oVisuospatial sketchpad – Verbal phonological loop
*Paths exist between visuospatial sketchpad to central executive function and between verbal phonological loop to central executive function
•Working memory is like a computers RAM—it disappears
•Our job…
oPinpoint how to increase phonological storage
oStimulate visual sketchpad
oIncrease efficiency of central executive functioning

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23
Q

What is the old view of dyslexia?

A

that it’s visually based

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24
Q

What is the new view of dyslexia?

A
  • most often has a language base, specifically in one system of language: phonology
  • phonological core deficits
  • reading problems may stem from underlying difficulties with phonological awareness and/or rapid serial naming abilities
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25
Q

How would you compare children with dyslexia to their TD peers in terms of listening comprehension?

A

-at or above grade level

if someone else reads the passage to them, they understand it

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26
Q

How would you compare children with dyslexia to their TD peers in terms of reading comprehension?

A

Below grade level

27
Q

How would you compare children with dyslexia to their TD peers in terms of oral language skills?

A

average to above average scores

28
Q

How would you compare children with dyslexia to their TD peers in terms of word attack (decoding) & spelling to dictation?

A

poor or below grade level

29
Q

How would you compare children with dyslexia to their TD peers in terms of nonsense or non-real word reading?

A

often below real word reading (word attack skills)

30
Q

How would you compare children with dyslexia to their TD peers in terms of phonological processing–phonological awareness and/or rapid automatic naming (RAN)?

A

Decreased scores

31
Q

How would you compare children with dyslexia to their TD peers in terms of Intelligence?

A

Average to above average

32
Q

Input card for the single/double deficit portion of the study guide…

A

XX

33
Q

Describe the dyslexia profile (2 profiles)

A

Decoding and its effect on comprehension

phonological core deficits

34
Q

Describe the generalized reading problem profile

A

Comprehension and (often) decoding problems SECONDARY to multiple systems of language in deficit

also called mixed decoding/comprehension deficit or specific comprehension deficit depending on the areas of deficit

35
Q

What must we do/determine when assessing for a disorder vs. a difference?

A
  • we have to be detectives
  • grounded in what phonological system
  • language development? when? how long? at home? at school?
  • hybridity of cultural-linguistic experiences
  • background and experiences
36
Q

What’s the “big takeaway” when assessing for a difference vs. disorder

A

background/history makes a difference

must not diagnosis a difference as a disorder

but.. must also not just attribute the problem to other language background

language development takes longer for students whose first language isn’t english… reading and writing in English will also take longer..

Cannot compare to English norms

37
Q

One world literacy… “to participate fully in society and the workplace in 2020, citizens will need powerful literacy abilities that until now have been achieved by only a small percentage of the population.”
−Be able to think critically about quote—do I think that’s true, and why?

A

…

38
Q

• “I Choose C” video –animated video—watch and think about it

https://www.youtube.com/watch?v=dY2mRM4i6tY

A

Children aren’t taught how to think critically to answer questions and problem solve

−Accustomed to multiple choice, and if you don’t know, “choose C”

Don’t know how to integrate what they’ve learned in school to real world life situations and environments

39
Q

Draw the phonological processing umbrella

A

…

40
Q

In the phonological umbrella, what are the four parts?

A

phonological awareness

word retrieval

phonological coding in memory

Verbal Output

41
Q

If a child has early language problems, what does this look like at age 2 1/2?

A

produce shorter, simpler sentences

less accurate word pronunciations

42
Q

If a child has early language problems, what does this look like at age 3?

A
  • receptive vocabulary problems
  • naming problems
  • may have phonological processing problems
43
Q

If a child has early language problems, what does this look like at age 4?

A
  • word junction problems
  • problems differentiating similar sounding words
  • problems distinguishing/producing words with complex sound clusters and more complex words
44
Q

If a child has early language problems, what does this look like at age 5?

A
  • poor naming
  • poor rhyming
  • poor phonemic awareness
  • poor letter-sound knowledge
45
Q

What are the 3 stages in the literacy acquisition stage model?

A

logographic stage

alphabetic stage

Orthographic stage

46
Q

Describe the logographic stage

A

child learns words as independent, visual forms (recognize “stop” by red hexagon background.. etc.)

salient graphic features: length, 1st/last letters

letter order irrelevant

it’s an important recognition stage because it’s a simple association

This stage will lead us to the ability to attach graphemes to phonemes

builds sight vocabulary

begins to use pencils/crayons to draw & scribble. They aren’t focused on individual lines or the letters–it’s the whole.

As in speech development, child attends to whole (scribble design) vs. parts (lines/letters)

“Make believe writing” happens

47
Q

Describe the alphabetic stage

A

3.5–4 years (scribbling turns into lines, dots, loops=letter like)

writing leads to alphabetic principle (sounds and certain symbols go together)

oral language leads to reading language and reading language leads to writing

emerging phonemic awareness skills. the 3 1/2 - 4 year mark hopefully phonemic awareness (strong sound system) skills are emerging. This is why it’s important that ear infections get treated, babies in the NICU get simulation

  • new reader must decode printed grapheme to sound & match with stored word in lexicon
  • increased proficiency accessing stored phonological word representations increases individual phonemes that are isolated

basically this says the more practice we have with this, the better the phonological system will be

48
Q

Describe the orthographic stage

A
  • instant recognition (logographic) & analytic sequential (alphabetic) skills merge
  • allows for instant recognition of morphemes (word parts) e.g., suffixes, prefixes, and common syllables
49
Q

What are Chall’s Stages of reading and writing?

A

0-3.5 years old

Chall’s stage 1: initial reading/decoding (grades 1-2; 6-7 years)

Chall’s Stage 2: confirmation, fluency, ungluing from print (grades 2-3; 7-8 years)

Chall’s Stage 3: Reading to learn (grades 4-5; 9-13 years)

Chall’s Stage 4: Multiple Viewpoints (high school; 14-18 years)

Hall’s Stage 5: Construction and Reconstruction-A world view (college; 18+ years)

50
Q

Describe Chall’s stage from 0-3.5 years

A
  • pretends to read
  • retells a story
  • names letters of alphabet
  • recognizes some signs
  • prints own name
  • plays with books, pencils, and paper
51
Q

Describe Chall’s Stage 1: Initial Reading/Decoding

A

Grades 1-2

Ages 6-7

Knows sound/symbol association (phonics needs to develop)

reads simple text

sounds out one-syllable words

recognizes high-frequency words

Does simple reading

learning to read

Stage 0 of Chall’s as well as the literacy acquisition stages set kids up to learn to read

52
Q

Describe Chall’s Stage 2: Confirmation, fluency, ungluing from print

A
  • grades 2-3
  • Ages 7-8
  • reads simple, familiar stories and selections
  • fluency increasing (timed in the classroom)
  • basic decoding, sight vocabulary, meaning context coming together
  • basic decoding, sight vocabulary, meaning context coming together
  • more intelligent guessing to figure out words
  • more attention to meaning
  • writes more

reading to learn??

53
Q

Describe Chall’s Stage 3: Reading to learn

A

grades 4-5

ages 9-13

Reads to learn (begins in grade 3), new ideas, gain knowledge, new feelings, attitudes, (social studies, science, etc)

readers, textbooks, reference works, trade books

comprehends increasingly complex printed materials

reflects

recognizes what they don’t know

MEGA reader

Top down reader

54
Q

Describe Chall’s stage 4: Multiple viewpoints

A

high school

14-18 years

reads from broad range of complex expository and narrative materials

reads greater quantities

over-applying strategy (slow, careful)

goes back if need be if comprehension isn’t solid

55
Q

Describe Chall’s stage 5: construction and reconstruction–a world view

A

college

18+ years

reads for professional and personal purposes

reads to integrate his knowledge with others

creates new knowledge

rapid, efficient rate

great variety of difficult materials

**transition from “bottom up” to “top down reader” has progressed to this point

56
Q

What are Bear’s Writing stages?

A
  • emergent writing
  • beginning writing #1 (around 5 years)
  • beginning writing #2
  • Beginning Writing #3
  • middle stage writers
  • transitional stage writers (6-12 years)–1st grade
  • intermediate & specialized writing (begins around 10 years)
57
Q

Describe Bear’s emergent writing stage

A
  • large scribbles/drawings
  • tells a story as he draws
  • little order to direction of print, circles, up/down lines
  • observe others; print begins to take form
  • sound-symbol correspondence emerges
  • look alike letters confused (b/c, l/i)
58
Q

Describe Bear’s beginning writing stage #1

A

(around 5 years)

  • relay messages “yuts a lade yet geheg ad he lot flipper” (they actually use letters and in chunks.. kid is trying)
  • spell most salient features of syllables
  • substitute letters based on articulation (y/w; j/dr)
  • use vowels
  • add spacing
59
Q

Describe Bear’s beginning writing stage #2

A
  • directionality (left to right)
  • uses most letters (not scribbles)
  • good sound-letter correspondence
  • try to be spellers
  • substitutes letters: point of articulation
  • omits vowels
  • some absence of spacing but it’s getting better
60
Q

Describe Bear’s beginning writing stage #3

A

use most beginning/ending consonants

clear sound-symbols correspondences (phonics is getting better)

continue substitutions: point of articulation

uses some vowels, but not all: BD=bed, WN=when, etc..

61
Q

Describe Bear’s middle stage writers stage

A
  • differentiates vowels/consonants
  • each syllable needs at least one vowel
  • uses short vowels more
  • more phonetic spelling (whatever they hear they put down)

begins to understand closed syllable: CVC

Correctly spells plreconsonantal nasal sounds /m,n/

62
Q

Describe Bear’s transitional stage writers stage

A

6-12 years—1st grade

examines vowels within syllables and word patterns

correctly spell most single-syllable short vowel words

spell consonant blends (pl) & digraphs (sh)

experiments with long vowels e.g., silent e

learns spelling patterns don’t always sound same like daughter/laughter

63
Q

Describe Bear’s intermediate and specialized writing stage

A

begins around 10 years

writing reflects personal problem solving and personal reflection

learns how syllables fit together

studies inflectional junctures, prefixes, suffixes

studies bases, roots

Spring '15-222 (Exam 1) (2 decks)

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