SLP 540 Week 6 Exam

Specific Language Impairment

Describes the population of children who have language impairments without other concomitant primary disorders that cause or explain their language delay or difference.

true or false: a child with SLI can also have Autism

false

language disorder may involved impaired comprehension or use of

form, content and use

IDEA desfines a speech or language disorder as a

communication disorder such as stuttering, impaired artic, impaired lang or impaired voice that adversely effects a childs education performance.

Developmental Language Disorder

neurodevelopmental condition that emerges in early childhood and persists into adulthood.

people with DLD have significant difficulty

learning, understanding, and using spoken language.

children may be eligable for school based services

under the category "speech-langauge impairment" if their dld affects education performance.

DLD is one of the most

common developmental disorders

language learning difficulty

language based learning disorder that is related to impaired language abilities.

language learning disability impacts

reading anf communication skills

memory, concentration, attention

auditry and visual perception/processing

understanding the patterns of language

learning disability

disorders in one or more of the basic psychological processes in understanding or using language spoken or written that may effects listening, thinking, speaking, reading and writing, math etc.

Dyslexi

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.

Dyslexia diffiuclties usually are a result from a deficit in

phonological component of language

secondary consequences of dyslexia

problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge

this research based framework suggests adding language comprehension into the framework. Looking at the interactions among word recognition and listening comprehension for understanding poor readers

Language reading framework

four subgroups of language reading framework

1-4

Subgroup 1

Challenge is decoding without accompanying listening comprehension issues. Often referred to as Dyslexia

Dyslexia falls under which subgroup?

Subgroup 1

Subgroup 2

the challenge is in both word recognition and listening comprehension. This group is referred to as the SLI/DLD population.

SLI/DLD falls under which subgroup?

subgroup 2

Subgroup 3

the challenge is in listening comprehension, but have normal or better word recognition abilities. Often referred to as hyperlexia

hyperlexia falls under which subgroup?

subgroup 3

Subgroup 4

word recognition and comprehension skills are considered "good"

A childs word recognition and comprehension skills are considered good/normal they fall under

subgroup 4

Central Auditory Processing Disorder

deficits in the processing of information from audible signals

According to APA children with ADHD have difficulty

directing and sustaining attention, and therfore have difficulty managing complex instructional language of the classroom and the abstract unfamiliar content of core area subjects.

children with preschool diagnosis of SLI often become

children with learning disabilities due to their reading and writing issues and difficulty managing higher level academic and instructinal text

preschoolers with early language disorders can

improve and some acquire aspects of foundational literacy. They can have conversational skillsm tell simple stories, decode words, and comprehend literal text

by the middle and later elementary school years, (4th grade) students may

continue to struggle with content and disciplinary aspects of literacy including the comprehension and writing within content area subjects.

diagnostic labels

represent heterogeneuous populations of children and adolescents that often overlap.

true or false

labels fail to lead to intervention

Qualifying a student for services is not

synonymous with creating a relevent and evidence based intervention program.

language disorders often hide as

learning and reading disabilities

Norm referenced

comapres a students level of achievment to that of other students.

The SAT is an example of a

norm referenced test

criterion referenced

compares a student performance with a predetermined standard

summative assessment

intend to address students cumulative understanding, such as SBAC.

true or false, summative assessments can be high stakes

true

formative

provides student feedback and is sometimes called progress monitoring

standardized

includes specific protocols for administration and scoring.

we should avoid the

teach to the test trap

stay focused on

what language behaviors matter and what abilities underlie school success

find ways to evaluate the stability of ones language system under conditions that

push language beyond surface performances and one on one situations

what should we integrate into all assessments and intervention programs

written language

what makes a good assessment>

reliability, validity, universal design for learning, and instructional transparency.

comprehensive literacy assessment program

identifies, determines, monitors, and assesses.

comprehensive literacy assessment program indentifies

a students stages of development

comprehensive literacy assessment program determines

students strengths and instructional needs

comprehensive literacy assessment program monitors

students progress

comprehensive literacy program assesses

students overall achievement.

What should a comprehensive program include?

screening

outcome assessments

benchmarks

formative progress monitoring

diagnostic

teachers need to assess

word structure knowledge

comprehension

fluency

vocab knowledge

writing

motivation

word structure knowledge

spelling inventory. Assesses stages of development through spelling.

word structure knowledge can be used for

screening, diagnostic, benchmark and outcome assessments

when examining a writing sample, teachers can identify

word structure knowledge

comprehension

understanding

norm referenced screener for comprehension

Gates-MacGinitie Reading Assessment

criterion referenced assessment for comprehension

degrees of reading power

a teacher needs to assess wether or not the rate is appropriate for purposes of reading and expression

fluency

types of formative assessments

conferring, records of oral reading, rubrics, self assessment, portfolio

true or false: formative assessment and instruction go hand in hand.

true

instruction is driven by

formative assessment

formative assessment tells the clinician

wether instruction has influenced student growth