Treatment (beginning info.) - W8 Flashcards
What is the reading specialists role in a school? (3)
- Work with small groups of struggling readers in the classroom or in pullout contexts (support, supplement, and extend instruction and address areas of weakness)
- Implement an alternative curriculum or program
- ID struggling readers and intervene immediately
T/F: Reading specialists are NOT restricted by IDEA-based requirements (referral, assessment) as are SLPs.
TRUE
What is the special educator’s role in a school? (3)
- Provide supplemental literacy instruction for some children, and for others, provide all literacy instruction
- May be more involved with older children who have failed for several years
- Teach entire curriculum for some special education students.
What does it mean to ‘segment phonemes’
Count the number of sounds in a word, like ‘sing, poison, squirrel,’ etc.
What does it mean to ‘identify phonemes’
Which word ends in the same sound as … ex: “dogs?” - then list miss, has, decks, niece
What does it mean to ‘isolate phonemes’
Ask someone, what is the 3rd sound in the word …
Performance between SLPs and teachers on phonologic processing tasks differed greatly in what areas?
- One letter, two sounds (ex: box)
- Digraphs not commonly taught (ex: sing)
- Unspoken letters (ex: would)
What is the conclusion of the Spencer article about SLPs vs. Teachers in phonological processing?
Training in orthography interferes with phonological awareness
What are the recommendations drawn from the conclusion of the Spencer article about SLPs vs. Teachers in phonological processing?
- Increase phonological awareness skills of educators
- Collaborative roles for SLPs in literacy education
Can we find a unique contribution to school-aged language disorders? (6 SLP roles)
- Work individually or in small groups w/children in assessment and instruction
- Advocate for a developmental perspective, not just an instructional one
- Link oral and written language: provide leadership in advocating for the role of oral language in literacy success
- Teach skills that transfer across content areas
- Prevent & ameliorate reading and writing disabilities in children w/primary language impairment
- Partner with classroom teachers and other specialists to recognize risk, prevent full expression of literacy disorders
Characteristics of working individually or in small groups with children in assessment and instruction?
- Instructionally relevant assessment
- Work one-on-one (or small group) to identify changes that can be implemented in classroom
- Provide explicit instruction not possible in the classroom
- Individually assess
Characteristics of advocating for a developmental perspective, not just an instructional one
-Analyze responses for developmental information, not just “right/wrong”
Higher priorities for treatment could be… (3)
- Gatekeepers
- Curriculum-relevant
- Highly generalizable / applicable across situations
- think about the power of strategies (“meta”) vs. individual skills
P&N Principles of Intervention (4)
- Use curriculum based instruction
- Integrate oral and written language
- Go meta
- Collaborate to prevent school failure by participating in RTI
Conclusions form Girrin & Gillam reviewing tx for spoken language for school aged children w/primary LI / LLD
- Some confidence in procedures to improve semantic processing & vocabulary (collaborate w/teachers, slowed presentation rate, direct instruction)
- A moderately high degree of confidence that proprietary computer games are NOT better at improving language processing than other tx
- A moderate degree of confidence in techniques designed to improve phonological awareness in school-aged children
- Little guidance on syntax and pragmatics due to low #s of studies
