Test 1 Flashcards
0
Q
Literacy
A
reading and writing part of communication (narrow view)
1
Q
Oral Language
A
listening and speaking part of communication
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)
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
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
5
Q
Emergent literacy
A
- Behaviors seen in young children; 4-5 years old
- Beginning awareness and understanding of letter-sound relationships
6
Q
Reading
A
The processes by which one constructs meaning from printed symbols (ASHA, 2001b)
7
Q
2 components of reading
A
Decoding
Comprehension
8
Q
Stage 0; birth to 5-6 years
A
- Prereading
- Accumulation of knowledge about letters, words, & books
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)
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)
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
12
Q
Stage 4; 14-18 years (grades 8-12)
A
Reading for ideas
Use of inferences
Recognizing different points of view
13
Q
Stage 5; 18+ years (college/post high school)
A
Critical reading
Critical thinking and synthesis of new knowledge
14
Q
Stage Theory Word Recognition
A
Logographic stage
Alphabetic stage (letters and their sounds)
Orthographic stage/Automatic (sight words)
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
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
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?
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
19
Q
Reports of reading disabilities first appeared in-
A
late 1890s
20
Q
Morgan
A
Congenital word blindness
21
Q
Hinshelwood
A
Condition was result of neurological deficits
Probably hereditary
Daily one-on-one instruction in phonics
Multisensory input
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
23
Q
Johnson & Mylebust
A
First to clearly associate phonological processing deficits with children with reading disabilities
24
The modern era
- Evidence supporting language based theories of reading- 1970s & 1980s
- Speech language pathologists became involved with individuals with reading disabilities
- Collaboration
25
Exclusionary Factors
Sensory/emotional/neurological factors
Instructional factors
Intelligence
26
International Dyslexia Association (IDA) definition of Dyslexia
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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Reading comprehension is viewed as
the product of word recognition and listening comprehension
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Four subgroups
Dyslexia
Specific comprehension deficit
Mixed
Non-specified
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Phonological Dyslexics
Audio-phonetic
words are decoded
Difficulties with decoding but not exception-word reading
31
Surface Dyslexics
Visuospatial dyslexic
| Difficulties with exception-word reading but not decoding
32
Deep Dyslexics
Difficulty in both areas
33
Clinical implications
- Find areas of strength & weakness: listening comprehension, accuracy/rate of word recognition
- Helps plan intervention
- Monitor progress
- Determine prognosis
34
Extrinsic causes of reading disabilities
- Early Literacy Experience
- -Joint book reading
- Reading Instruction
- -RTI approach
- Matthew Effects
35
Intrinsic causes of reading disabilities
-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
36
Visually Based Deficits of reading disabilities
Reversal errors
| Erratic eye movements
37
Auditory Processing Deficits of reading disabilities
Inconsistency in research
| Processing deficits may only be present in a subgroup of poor readers
38
Attention-Based Deficits
- 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
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Phonological processing deficits
Phonological Awareness
Phonological Retrieval
Phonological Memory
Phonological Production
40
Phonological Awareness
Best predictor among kindergarten language and cognitive measures of word recognition abilities in second grade children
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Phonological Retrieval
Word finding problems due to difficulty remembering phonological information
42
Language-Based Deficits of reading disaabilities
- 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
Definition of Emergent Literacy
Concepts, skills, and knowledge about reading and writing before formal literacy instruction in elementary school
44
Emergent Literacy Domains
Print awareness
Phonological awareness
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Print Awareness
- Early discovery of the orthography of language
- Reader’s perspective- print carries meaning
- Writer’s perspective- can produce writing to express themselves
46
Print Awareness Skills
```
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
Phonological Awareness
```
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
Shared Reading
Interaction that occurs between an adult and a child when reading or looking at a book
Not intended to teach children to read
49
Dialogic reading technique (Whitehurst & colleagues)
demonstrated consistent success in increasing children’s language skills
50
Storybooks offer...
opportunity to decontextualized language
51
Focusing on print
Child verbalizes more about print
| Significant gains in emergent literacy skills
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Language modeling
1. labeling
| 2. extension
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Theoretical perspective
Based on social-interaction theory
Vygotsky
Work in child’s zone of proximal development (ZPD)
54
Zone of Proximal Development
what the child can do with support
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Shared Reading Elements
Physical Arrangement
Social Involvement
Materials
Reading Style
Conversation
56
Social involvement-
be able to have conversational turns between child and adult, praise the child, warmth and affection during storybook reading
57
Materials
good story, age appropriate, whatever child is interested in, pretty pictures, bright colorful books, big books,
58
Conversation styles
Performance oriented
Describer
Comprehender
59
Performance oriented-
talk about book before and after rather than during
60
Describer-
low level talking about the pictures during the story
61
Comprehender-
higher level conversation through the story (how are the characters feeling etc.)
62
Shared Reading strategies to develop language skills
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
Conversational Target: Semantics
- 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
Conversational target: Phonology
- 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
Conversational target: syntax
- 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
Conversational target: morphology
- 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
Conversational target: pragmatics
- 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
About_______of typically developing children do not like being read to
10%
69
Strategies for shared reading
- 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
Factors that influence participation in shared reading
Individual temperament
Success with the activity
Adult reading style
71
Foundation skills for shared reading
Ability to attend to the task
Ability to take conversational turns
These skills need to be established before any other skills are emphasized
72
Increasing attending skills
Determine current attending behavior
| Establish an attending goal measured in length of time or number of pages
73
Increasing turn-taking skills
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
Children with visual impairment
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
Children with auditory impairment
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
Children with autism
Behavior of children may pose challenges
| Know best way to handle certain situation
77
Children with language impairment
Avoid reading too fast
Pause while reading
Take time to explain concepts if child appears confused
Consider repeated readings of the same book
78
Children with intellectual disability
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
Children reading below the basic reading level has stayed around
35% for the last 25 years.
80
____of these children never attain a proficient reading level
70%
81
____out of____students who experience reading failure in 3rd grade will continue to have reading problems in 9th grade.
3 out of 4
82
Lyon (1998) attributed lack of progress to three factors:
Late identification
Inadequate instruction and/or ineffective intervention
Decreased motivation
83
Other factors for reading difficulties
Insufficient number of well-trained teachers
| Large number of disadvantaged, English language learners, and students with language learning disabilities
84
Solutions to these problems (NCLB, 2001)
| Reading difficulties
Universal screenings
High-stakes assessment
Better trained teachers and support personnel
Evidenced-based instructional and remediation approaches
85
Reading consists of two basic components
Word recognition
| Comprehension
86
Word recognition
Word level reading
Can be systematically taught
Can accurately measure decoding skills
87
Comprehension
Not a skill with a well defined scope of knowledge
Includes higher level mental processing: thinking, reasoning, imagining, and interpreting
Not easily measured
88
Reading Assessment
- 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
Narrow view of reading
- 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
Narrow view of reading will focus on true crisis in American education, which is....
knowledge deficits
