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Literacy > Test 1 > Flashcards

Test 1 Flashcards

0
Q

Literacy

A

reading and writing part of communication (narrow view)

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1
Q

Oral Language

A

listening and speaking part of communication

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2
Q

4 language systems (Berninger)

A 
Aural system (receptive through ear)
Oral system (expressive through mouth)
Printed system (receptive through eyes)
Written system (expressive through hand)
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3
Q

Literacy

A

Literacy is a fundamental goal of American education. Because of its importance, it has been defined in many ways and its meaning has changed over time (National Council of Teachers of English, 1996)
1800’s- recognizing and pronouncing words
1920’s- reading passages silently and answering comprehension questions

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4
Q

Early literacy

A
  • Behaviors seen in very young children; 2-3 years old as they attempt reading and writing acts (turning pages etc…)
  • No awareness or understanding of letter -sound relationships
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5
Q

Emergent literacy

A
  • Behaviors seen in young children; 4-5 years old

- Beginning awareness and understanding of letter-sound relationships

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6
Q

Reading

A

The processes by which one constructs meaning from printed symbols (ASHA, 2001b)

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7
Q

2 components of reading

A

Decoding

Comprehension

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8
Q

Stage 0; birth to 5-6 years

A
  • Prereading

- Accumulation of knowledge about letters, words, & books

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9
Q

Stage 1; 5-7 years (grades 1-2)

A
  • decoding

- Phonological analysis (blending of sounds to make words) and segmentation (taking the word apart)

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10
Q

Stage 2; 7-9 years (grades 2-4)

A
  • Decoding becomes more automatic
  • Fluent reading
  • Beginning of reading comprehension
  • Self monitoring skills (3rd grade)
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11
Q

Stage 3; 9-14 years (grades 4-8)

A
  • Reading to learn
  • Decoding skills become fully automatic
  • Increased rate of reading
  • More complete comprehension
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12
Q

Stage 4; 14-18 years (grades 8-12)

A

Reading for ideas
Use of inferences
Recognizing different points of view

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13
Q

Stage 5; 18+ years (college/post high school)

A

Critical reading

Critical thinking and synthesis of new knowledge

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14
Q

Stage Theory Word Recognition

A

Logographic stage
Alphabetic stage (letters and their sounds)
Orthographic stage/Automatic (sight words)

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15
Q

Self-Teaching Hypothesis

A
  • Phonological decoding enables learner to acquire orthographic representations for visual word recognition & proficient spelling
  • Exposure to words
  • Analogies to other words
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16
Q

What is necessary for reading comprehension?

A 
Ability to understand spoken language
Understand key words in text
Knowledge of syntactic forms
Background knowledge (big predictor of reading comprehension)
Reasoning abilities 
Metacognitive abilities
Knowledge of text structure
Attention
Interest
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17
Q

What does reading comprehension mean?

A
  • Understanding particular words, sentences, paragraphs or chapters?
  • Understanding plot, purpose, theme, character motives, or author’s intent?
  • Ability to construct analytic and creative interpretations of the text?
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18
Q

Misconceptions about Comprehension Development

A

~Can not be viewed as a unitary skill that develops in a linear way
~~Standardized tests of comprehension promote this misconception
~Comprehension may vary across content and subject areas

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19
Q

Reports of reading disabilities first appeared in-

A

late 1890s

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20
Q

Morgan

A

Congenital word blindness

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21
Q

Hinshelwood

A

Condition was result of neurological deficits
Probably hereditary
Daily one-on-one instruction in phonics
Multisensory input

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22
Q

Orton

A

Reading problems resulted from failure to develop cerebral dominance for language in left hemisphere
Language based view of reading
Recommended multisensory approach
Orton-Gillingham Approach

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23
Q

Johnson & Mylebust

A

First to clearly associate phonological processing deficits with children with reading disabilities

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24
Q

The modern era

A
  • Evidence supporting language based theories of reading- 1970s & 1980s
  • Speech language pathologists became involved with individuals with reading disabilities
  • Collaboration
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25
Q

Exclusionary Factors

A

Sensory/emotional/neurological factors

Instructional factors

Intelligence

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26
Q

International Dyslexia Association (IDA) definition of Dyslexia

A

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (Lyon, Shaywitz, & Shaywitz, 2003)

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27
Q

Reading comprehension is viewed as

A

the product of word recognition and listening comprehension

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28
Q

Four subgroups

A

Dyslexia
Specific comprehension deficit
Mixed
Non-specified

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30
Q

Phonological Dyslexics

A

Audio-phonetic
words are decoded
Difficulties with decoding but not exception-word reading

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31
Q

Surface Dyslexics

A

Visuospatial dyslexic

Difficulties with exception-word reading but not decoding

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32
Q

Deep Dyslexics

A

Difficulty in both areas

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33
Q

Clinical implications

A
  • Find areas of strength & weakness: listening comprehension, accuracy/rate of word recognition
  • Helps plan intervention
  • Monitor progress
  • Determine prognosis
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34
Q

Extrinsic causes of reading disabilities

A
  • Early Literacy Experience
  • -Joint book reading
  • Reading Instruction
  • -RTI approach
  • Matthew Effects
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35
Q

Intrinsic causes of reading disabilities

A

-Genetic Basis
–Studies done that show heritability of RD
Genes involved in reading
Quantitative trait loci (QTL)
-Neurological Basis
–Early studies indicated there may be an issue with hemispheric dominance for language

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36
Q

Visually Based Deficits of reading disabilities

A

Reversal errors

Erratic eye movements

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37
Q

Auditory Processing Deficits of reading disabilities

A

Inconsistency in research

Processing deficits may only be present in a subgroup of poor readers

38
Q

Attention-Based Deficits

A
  • Research done by Shaywitz & colleagues (1994)
  • -36% of children with ADHD had reading problems
  • -15% of children with RD had ADHD
  • Not a primary cause of RD
  • ADHD & RD are both distinct developmental disorders
39
Q

Phonological processing deficits

A

Phonological Awareness
Phonological Retrieval
Phonological Memory
Phonological Production

40
Q

Phonological Awareness

A

Best predictor among kindergarten language and cognitive measures of word recognition abilities in second grade children

41
Q

Phonological Retrieval

A

Word finding problems due to difficulty remembering phonological information

42
Q

Language-Based Deficits of reading disaabilities

A
  • Reading is a language activity
  • Theoretically sound and evidence based
  • Longitudinal studies have shown children with LI are more likely than typical developing children to have reading disabilities
  • Cause and consequence of RD
43
Q

Definition of Emergent Literacy

A

Concepts, skills, and knowledge about reading and writing before formal literacy instruction in elementary school

44
Q

Emergent Literacy Domains

A

Print awareness

Phonological awareness

45
Q

Print Awareness

A
  • Early discovery of the orthography of language
  • Reader’s perspective- print carries meaning
  • Writer’s perspective- can produce writing to express themselves
46
Q

Print Awareness Skills

A 
Differentiates print from pictures
Understands print directionality
Identifies first letter in their name
Knows some letters of the alphabet
Understands words are made up of letters
Identifies space between two words
Points to words as an adult reads
47
Q

Phonological Awareness

A 
Child’s sensitivity to the sound structure of oral language
Recognizes word boundaries
Identifies number of syllables in words
Rhymes words by initial sound
Identifies first sound of words
48
Q

Shared Reading

A

Interaction that occurs between an adult and a child when reading or looking at a book

Not intended to teach children to read

49
Q

Dialogic reading technique (Whitehurst & colleagues)

A

demonstrated consistent success in increasing children’s language skills

50
Q

Storybooks offer…

A

opportunity to decontextualized language

51
Q

Focusing on print

A

Child verbalizes more about print

Significant gains in emergent literacy skills

52
Q

Language modeling

A
  1. labeling

2. extension

53
Q

Theoretical perspective

A

Based on social-interaction theory
Vygotsky
Work in child’s zone of proximal development (ZPD)

54
Q

Zone of Proximal Development

A

what the child can do with support

55
Q

Shared Reading Elements

A

Physical Arrangement

Social Involvement

Materials

Reading Style

Conversation

56
Q

Social involvement-

A

be able to have conversational turns between child and adult, praise the child, warmth and affection during storybook reading

57
Q

Materials

A

good story, age appropriate, whatever child is interested in, pretty pictures, bright colorful books, big books,

58
Q

Conversation styles

A

Performance oriented
Describer
Comprehender

59
Q

Performance oriented-

A

talk about book before and after rather than during

60
Q

Describer-

A

low level talking about the pictures during the story

61
Q

Comprehender-

A

higher level conversation through the story (how are the characters feeling etc.)

62
Q

Shared Reading strategies to develop language skills

A

One strategy for each language domain is presented; many ways to address each domain
Each strategy is employed 3 times during a single shared-reading session
Praise child

63
Q

Conversational Target: Semantics

A
  • Select a storybook that contains three words that may be new or challenging for the child
  • During reading interrupt the story on 3 occasions (once for each word) for a brief conversation
  • Keep conversation brief; praise child
64
Q

Conversational target:Phonology

A
  • Select one consonant sound to emphasize
  • Select a storybook that has 3 different words that contain the target sound in the beginning position
  • When reading, initiate a conversation with the child about the sound when words are encountered
  • Introduce new words with target sound in other storybooks
65
Q

Conversational target:syntax

A
  • Select a target syntactic structure the child does not exhibit in his/her speech regularly
  • Select a book that the child has read before or with familiar vocabulary
  • Locate 3 places in story where target syntactic structure may be modeled
  • Interrupt the story for a brief conversation on 3 occasions
66
Q

Conversational target:morphology

A
  • Select a target form the child uses infrequently or not at all
    ex. : present progressive –ing, past tense –ed, plural –s
  • Review the story in advance to determine 3 occasions where form could be used
  • Interrupt the story 3 times to pose a question or request that might elicit the child’s use of the target form
67
Q

Conversational target:pragmatics

A
  • Select an appropriate pragmatic target based on the child’s typical conversational behavior
  • Select a book that would interest the child and stimulate conversation
  • On 3 occasions interrupt the reading to have a conversation about the story
68
Q

About_______of typically developing children do not like being read to

A

10%

69
Q

Strategies for shared reading

A
  • Ask children to describe their feelings about book reading
  • Ask parents to describe children’s behaviors during book reading
  • Compare children’s engagement during book-reading vs. play interactions
70
Q

Factors that influence participation in shared reading

A

Individual temperament
Success with the activity
Adult reading style

71
Q

Foundation skills for shared reading

A

Ability to attend to the task
Ability to take conversational turns
These skills need to be established before any other skills are emphasized

72
Q

Increasing attending skills

A

Determine current attending behavior

Establish an attending goal measured in length of time or number of pages

73
Q

Increasing turn-taking skills

A

Determine child’s current turn taking frequency; during shared reading offer five conversational turn-taking opportunities; note types of turns child takes (nonverbal, vocal, verbal)

74
Q

Children with visual impairment

A

Reading should be animated
Provide description of what appears in the illustrations
Pause- give child time to process
Present objects for exploration when new words are presented in the story

75
Q

Children with auditory impairment

A

Know the best way to communicate with these children
Surrounding noise should be kept to a minimum
Child may wish to watch reader’s face for visual speech cues
pause during reading
Amplification system
If using sign language review story in advance to be certain that signs for all the words are known

76
Q

Children with autism

A

Behavior of children may pose challenges

Know best way to handle certain situation

77
Q

Children with language impairment

A

Avoid reading too fast
Pause while reading
Take time to explain concepts if child appears confused
Consider repeated readings of the same book

78
Q

Children with intellectual disability

A

Those with severe intellectual disability may need attending & turn taking goals first
Problem generalizing new information
–Include a variety of books
–Intermix new books with familiar books

79
Q

Children reading below the basic reading level has stayed around

A

35% for the last 25 years.

80
Q

____of these children never attain a proficient reading level

A

70%

81
Q

____out of____students who experience reading failure in 3rd grade will continue to have reading problems in 9th grade.

A

3 out of 4

82
Q

Lyon (1998) attributed lack of progress to three factors:

A

Late identification
Inadequate instruction and/or ineffective intervention
Decreased motivation

83
Q

Other factors for reading difficulties

A

Insufficient number of well-trained teachers

Large number of disadvantaged, English language learners, and students with language learning disabilities

84
Q

Solutions to these problems (NCLB, 2001)

Reading difficulties

A

Universal screenings
High-stakes assessment
Better trained teachers and support personnel
Evidenced-based instructional and remediation approaches

85
Q

Reading consists of two basic components

A

Word recognition

Comprehension

86
Q

Word recognition

A

Word level reading
Can be systematically taught
Can accurately measure decoding skills

87
Q

Comprehension

A

Not a skill with a well defined scope of knowledge
Includes higher level mental processing: thinking, reasoning, imagining, and interpreting
Not easily measured

88
Q

Reading Assessment

A
  • High stakes reading assessments reduce reading ability (decoding and comprehension) to a specific standard score or grade level
  • Lack of reading proficiency in early elementary reflects difficulty learning to decode
  • Lack of reading proficiency in later school years reflects difficulty understanding and interpreting words, sentences, and texts
89
Q

Narrow view of reading

A
  • Restricts the scope of reading to word recognition alone
  • Comprehension and reasoning will remain educational goals but be taught in domain-specific content (American History, biology/chemistry, geometry/algebra, etc.)
  • Reading assessments will only measure word-level reading
90
Q

Narrow view of reading will focus on true crisis in American education, which is….

A

knowledge deficits

Literacy (1 decks)

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