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PRAXIS SLP > written language disorders in school-aged population > Flashcards

written language disorders in school-aged population Flashcards

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1
Q

True/False: according to ASHA, SLPs can’t play direct roles in supporting literacy skills in children, adolescents and adults with developmental literacy communication disorders

A

False: SLPs can play are direct role (pg.210)

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2
Q

what are the roles the SLP plays with respect to reading and writing?

A
  1. preventing written language problems
  2. identifying children at risk
  3. assessing reading and writing
  4. providing intervention and documenting outcomes
    (pg. 210)
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3
Q

reading and writing are comprised of _____ and ______

A

receptive (reading) and expressive (writing) processes (pg.210)

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4
Q

what supports written language?

A

attention. executive function, and memory (pg.210)

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5
Q

_____ and ___ involve phonological awareness, grapheme-phoneme correspondence and syllable recognition skills

A

phonic word attack and encoding (pg.211)

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6
Q

what is the developmental progression for phonological awareness in english

A
  1. rhyme awareness (recognize patterns)
  2. word awareness (ability to recognize words as units)
  3. onset-rime awareness (ability to detect and Id initial sounds)
  4. phonemic awareness (capacity to reflect on and manipulate speech at the phoneme level)
    (pg. 211)
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7
Q

_____refers to any consonant sound preceding vowel sounds in a syllable

onset or rime

A

onset (pg.211)

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8
Q

____ refers to the vowel sounds and any other consonants that occur after the initial constant sound

onset or rime

A

rime (pg.211)

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9
Q

____ refers to the ability to reflect on, analyze, and manipulate speech; general_____ skills predict later word-recognition skills

A

phonological awareness (pg.211)

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10
Q

__________ refers to the ability to connect letters with corresponding phonemes

A

grapheme-phoneme (pg.211)

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11
Q

______ skills are needed for decoding one- and two syllable words once grapheme-phoneme correspondence has been acquired

A

syllable-type recognition (pg.211)

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12
Q

what are 6 syllable types?

A
  1. closed= CVC (fit, pan)
  2. open= CV (fi in final)
  3. silent e= CVCe (fine)
  4. vowel team= CVVC (main)
  5. R-controlled= Vr (car)
  6. consonant+le = (-fle in rifle)
    (pg. 211)
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13
Q

______ involves breaking words down according to base words and affixes

A

structural analysis (pg.211)

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14
Q

______ involves gestalt or whole-word recognition of regular or irregular words

A

sight-word recognition (pg.211)

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15
Q

_____ refers to reading efficiency (speech and accuracy)

A

automaticity and fluency (pg.212)

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16
Q

_______ refers primarily to word-recognition skills

automaticity or fluency

A

automaticity (pg.212)

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17
Q

____ refers to reading at the phrase, sentence and discourse levels

automaticity or fluency

A

fluency (pg.212)

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18
Q

_______ refers to the complex cognitive process involving the intentional interaction between readers and text to extract meaning

A

reading comprehension (pg.212)

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19
Q

what are important for efficient extraction of meaning from text?

A

reading automaticity and fluency (pg.212)

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20
Q

what is the second most powerful linguistic predictor component of reading comprehension performance?

A

sentence processing and production (pg.212)

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21
Q

_________ support and direct the reader’s interaction with and derivation of meaning from the text

A

Higher-order thinking skills ( learning is so HOTS right now)

examples= getting facts, identifying, the main idea drawing inferences and drawing conclusions

(pg.212)

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22
Q

_____ comprises formulating underlying language based on plans and converting this language to print

A

translation (pg.213)

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23
Q

true/false: reading relies heavily on decoding skills as well as monitoring for match vs mismatch between the product, the plan, and the assignment

A

true (pg.213)

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24
Q

what are the 5 general stages of spelling development?

A
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage
    (pg. 213)
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25
Q
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage

during the ___ stage, children show the awareness that spelling involves making marking on the page that are intended to communicate language

A

preliterate (pg.213)

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26
Q
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage

in the ____ stage, children use letter names to convey spelling of words

example= R U DF- are you deaf

A

semiphentic (pg.213)

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27
Q
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage

in the _____ stage children represent most sounds accurately with the exception of simplification of some blends

example= powleow (polio, because, you know, kids fucking love talking about polio!)

A

later phonetic (pg.213)

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28
Q
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage

during the___ stage children graduate to using spelling that reflects emergent knowledge about orthographic patterns within words

example= YOUNITED (united)

A

syllable juncture (pg.213)

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29
Q
  1. preliterate
  2. semi phonetic
  3. later phonetic
  4. syllable juncture
  5. derivational stage

during the ____ stage the child shows knowledge of morphological roots and affixes

example= bigger

A

derivational (pg.213)

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30
Q

development of composition/formulation skills can be broken down into what 2 broad phase?

A
  1. emergent
  2. school age
    (pg. 213)
31
Q

_____ phase typically occurs between 4-6 years, first starts with drawing pictures, then drawing a mix with some alphabetic spelling. writing serves a social and communicative function

emergent or school age

A

emergent (pg.213)

32
Q

____ phase typically occurs from the end of first grade onwards. This phase consists of sentence or multi sentence writing,illustrative drawing, personal narratives, photo-exository descriptions

emergent or school age

A

school age (pg.213-214)

33
Q

in the school age writing phase, grades __ or __ on children begin to learn and develop…

A

classic expository text structures (pg.214)

34
Q

pronominal referencing, use of conjunction and use of synonyms are examples of

sentence and inter sentence cohesion ties
discourse level cohesion devices

A

sentence and instersentce cohesion ties (pg.214)

35
Q

use of introductory and concluding sentences within paragraphs, and using intro and conclusion paragraphs in essays. learn planning and revising strategies for composing narratives and expository structures are examples of

sentence and inter sentence cohesion ties
discourse level cohesion devices

A

discourse level cohesion devices (pg.214)

36
Q

what cognitive factors are integrally involved in supporting reading?

A

-attention, processing speed, executive functioning, and memory (pg.214)

37
Q

in _________ theory, the most widely referenced theory for reading acquisition, each stage is qualitatively different from the next with distinctive foals addressed during each of the 6 stages. each stage relies heavily on children’s acquisition of knowledge and skills gained in previous states

A

chall’s stage therory (pg.215)

study the chart on page 215

38
Q

strengths of chall’s theory

A

recognizes. .
1. the importance of early speech and language development proper to the child’s exposure to formal literacy instruction in school
2. the reader’s mastery of the written language coding as a preresiquite for gaining meaning from print
(pg. 215)

39
Q

weakness of chall’s theory

A

does not recognize…

  1. the importance of ongoing exposure to and development of rich oral language and higher-order thinking skills during early grades
  2. the development trajectory for spelling and written language formulation skills
    (pg. 215)
40
Q

______ refers to the minds permanent sore of knowledge and associations

long term memory
short term memory
working memory

A

long term (pg.214)

important for sound symbol rules, procedures for words recognition, vocabulary and concept maps, and strategies to support reading

41
Q

_____ is the temporary store for phonological or orthographic intonation and has practical implications for literacy learning

long term memory
short term memory
working memory

A

short term (pg.214)

example= must hold phonological sounds in short term memory while decoding a new word

42
Q

____ is the mind’s capacity to manipulate information help in temporary store

long term memory
short term memory
working memory

A

working memory (pg.214)

example= phonological awareness tasks (say split without the p sound)

43
Q

True/false: screening assessments for literacy skills are typically administered to at risk children to identify those who are at risk for failure and need additional assessment

A

False: administed to all children (pg.215)

44
Q

true/false: outcome assessment typically involves use of group-adminsterd, norm-referenced achievement test or “high-stakes tests” designed at the state level

A

true (pg.216)

45
Q

what 6 variables have medium to large predictive relationships with later literacy performance independent of IQ or socioeconomic status for preschoolers

A
  1. alphabetic knowledge of letter names and grapheme-phoneme associations
  2. phonological awareness
  3. rapid automatic naming (RAN) for letters or digits, which involves the ability to rapidly name a sequence of systematically randomized rows of letters or digits
  4. RAN for objects or colors
  5. the ability to write letters in isolation on request or to write one’s own name
  6. phonological memory
    (pg. 216)
46
Q

for children in kindergarten, predictors of early grade school word-recognition skills are…

A
  1. family reading practices
  2. letter identification
  3. phonological awareness
  4. rapid naming
  5. phonological memory
    (pg. 216)
47
Q

kindergarten and first-grade predictors of grade school reading comprehension are…

A
  1. prior informational knowledge
  2. higher-order thinking skills
  3. receptive and expressive vocabulary
  4. receptive and expressive sentence processing
  5. narrative retell skills
    (pg. 216)
48
Q

the diagnostic pattern _________ is when deficient decoding and decoding fluency reduces children’s ability to access meaning it text even in children with strong underlying language skills

A

decoding bottleneck (pg.216)

49
Q

what are key areas to address when conducting a literacy assessment?

A

-underlying spoken language skills
-reading skills
-writing skills
-underlying processing skills
-cultural context
(pg,216)

50
Q

assessment of spelling should address…

A
  • competency with spelling regular and irregular words
  • application of phonic rules
  • knowledge of spelling generalizations
    (pg. 217)
51
Q

testing written expression should determine…

A
  • the child’s sentence and discourse-level formulation skills
    (pg. 217)
52
Q

narrative or expository

student employs basic story elements, uses specific vocabulary and well-formed sentences, and employs correct mechanics (spelling, capitalization, punctuation, handwriting)

A

narrative (pg.217)

53
Q

narrative or expository

student address the prompt, communicated goals, organizes ideas, uses specific vocabulary and well-formed sentences, provides and elaborates on rationales and employs correct mechanics

A

expository (pg.217)

54
Q

True/false: visual and orthographic processing can be assess through standardized tests and cognitive processes (e.g. WM, attention, and executive functioning) can be inferred though informal analysis of test behaviors

A

True (pg.217)

55
Q

________ assessment should target extrinsic factors associated with literacy learning

A

cultural context (pg.217)

56
Q

what are exclusionary factors to rule out in differential diagnosis of specific reading/writing disabilities

A
  1. peripheral sensory deficits in hearing or vision
  2. global cognitive delay
  3. primary emotional disturbance
  4. neurological insult
  5. environmental exposure to language and literacy learning
    (pg. 217)
57
Q

a. language learning disability
b. dyslexia
c. hyperlexia
d. ADHD

characterized by difficulties in underlying language skills, coexisting difficulty with word recognition and spelling are present

A

language learning disability (pg.218)

58
Q

a. language learning disability
b. dyslexia
c. hyperlexia
d. ADHD

weakness in word recognition and spelling with deficits in phonological and orthographic processing. have relative strengths in underlying language skills with typically average or above average abilities in the areas of vocabulary, morphology, syntax, and discourse

A

dyslexia (pg.218)

59
Q

a. language learning disability
b. dyslexia
c. hyperlexia
d. ADHD

deficits in underlying language skills such as vocabulary, morphology, syntax and discourse. relative strengths with word recognition and spelling

A

hyperlexia (pg.218)

60
Q

a. language learning disability
b. dyslexia
c. hyperlexia
d. ADHD

characterized by behaviors associated with inattention and/or hyperactivity-impusivity

A

ADHD (pg.218)

61
Q

____ or whole language approaches to reading or writing emphasize exposure t authentic literature and leveraging of discourse contexts

top-down or bottom-up

A

top-down (pg.218)

62
Q

_____ approaches to reading, spelling, and written language formulation emphasize graduated, systematic instruction that is patterned and multimodal unbolting listening, speaking, reading and writing practice

top-down or bottom-up

A

bottom-up (pg. 218)

63
Q

True/false: most professionals advocate for the use of bottom-up method

A

False: most advocate for a balanced approach that incorporates both bottom-up and top-down method
(pg.219)

64
Q

______ refers to a 3 tired approach to instruction that in theory accommodates the needs of all learners in the classroom according to their changing instructional needs

A

response to instruction (RIT) (pg.219)

65
Q

students with dyslexia typically benefit from ______, phonic approaches to word recognition, decoding fluency, spelling and writing

A

bottom-up (pg.219)

66
Q

in addition to receiving systematic instruction in phonics, students with _____ who display concomitant deficits in word recognition and underlying langue should receive parallel oral language enrichment and instruction that increases their prior knowledge and improves their vocabulary y, sentence, and discourse level language skills

A

language learning disability (pg.219)

67
Q

effective instruction for struggling readers or writers incorporates ________

A

multi sensory structured language principle (MSL) (pg,219)

68
Q

________- resist and ensure mastery of skills at different levels of language complexity

A

spiral back (pg.219)

69
Q

effective instruction for all students struggling with literacy learning employs a _______

A

gradual release of responsibility model (GRRM) (pg.219)

-responsibility for practice learning and application transition to the student incrementally with the final stage involving the student’s independent application of target reading or writing skills

70
Q

what are efficacious approaches for enhancing school-age writing in the area of spelling?

A
  1. systematic teaching of phonic spelling as spelling rules

pg. 220

71
Q

what are efficacious approaches for enhancing school-age writing in the area of written comprehension?

A
  1. sentence combining practice enhances the quantity and quality of text produced
  2. strategy instruction improves the form and content of both expository and narrative texts
    (pr. 220)
72
Q

True/false: for children to qualify as having a specific learning disability there must be evidence that the learning impairment undermine the child’s performance in school

A

True (pg.220)

73
Q

what is a process that determine if the child responds to scientific, research-based intervention as a part of the evaluation procedures?

A

RIT (response to intervention) (pg. 220)

PRAXIS SLP (18 decks)

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