SPAU 3305 - Exam 3

"Meeting of Minds"

Writers must create a text that allows the reader to interpret the material as it was intended

What are the 5 levels of representation?

Surface-code level
textbase level
situation model
communication level
text-gener level
coherence

Surface-code level

Bring information in exactly how it was written

Readers store a verbatim trace

Textbase level

Reader will represent the context of the text in a strip down format

You preserve things like syntax and every little word that was said

recall meaning, leave out word level

situation model

Refers to the people, the spatial setting actions and events of a mental micro world that is constructed inferentially through interactions between the explicit text and your background world knowledge

Communication level

•Readers stat the make guesses about the authors intent
•How good is the author at leading you to where they are intending the story to go?

Text-genre level

As you're reading, you should be able to know where the story comes from

comprehension/coherence

Text Interpretation: process of creating a coherent representation of the ideas contained in a passage or book

Local vs. global coherence

As you're reading, you are understanding the meaning of one sentence as it relates to the next sentence (local) but then you think of the sentences on a broad spectrum to generate a story (global)

Local

Intergraded representation of the ideas contained in a pair of sentence

think small time, right next to each other, building comprehension for sentence by sentence but not effective for memory so you combine the just of it

Global

Intergraded representation of ideas that appeared across widely dispersed segments of text

is it far from me, relate the first chapter to the last chapter to understand the "global" or broader message

Structural vs. functional

What the reader knows vs. what the reader can do

structural components

Brain development

Spoken language

Phonological skills

Word meaning and vocabulary

Grammatical knowledge

Structural aspects of comprehension

memory-related
knowledge-related

Memory-realted

Role of working memory

Attention and working memory work together

Working memory allows the reader to temporally retain previously successive items of information until the integration of those items can occur

Skilled readers constantly add to the their working memory by knowing what to keep and throw out from the information read

Knowledge-related

Schema-mental representation/ experience

Topic knowledge

word knowledge

Schemata for narrative vs. expository texts

Someone telling a story vs. someone saying something specific

Functional

what the reader can do

Strategies for comprehension

Schemata

oNarrative
•Entertainment
-Characters, settings, plot/storyline, conflict/resolution, point of view

Expository

Informative

Examples:
Writing styles facilitate schemata for expository texts

Signaling devices

textbooks cue you up for important terms, "There are three examples for \_______, the first"

Functional strategies for comprehension

Strategies you use when reading something difficult- IE: looking up words you don't know, organizing information on paper, refer to table of contents, rewrite in own words,

Processes for Comprehension

Orienting Processes

Coherence-forming processes

Reading strategies

Orienting Processes

Approach every reading occurrence with goals

Coherence-forming processes

Make inferences to make sense of the text

Reading strategies

Learned, then improved with practice
style and the style of question doesn't change much

To Be Successful in Reading Comprehension

•The Reader...

Sets goals for understanding

Has knowledge of the topic
Recognizes different types of text

Has adequate linguistic knowledge

Employs processes and/or strategies when needed

Content-organization-mechanics

Content

Organization

Mechanics

Content

what is being conveyed

Organization

how well you structure you written work, older more structured

Characteristics of the individual writer

Motivational aspects

Structural aspects

Functional aspects

Motivational aspects

writing is goal directed

Structural aspects

knowledge based

Functional aspects

specific processes

Structural Aspects of Writing

•Task Schemas
•Topic knowledge
•Know your audience
•Knowledge of genre
•Knowledge of language
•Age is a factor in all areas

Functional aspects of writing

•Reading comprehension will always come first
-Text interpretation
-Reflection
-Text production

Writing processes

Formulation (planning)
Execution (translation)

Execution (translation)

You taking whatever is in your head and putting it on paper
If you don't have enough language, the reader will not understand what you are trying to say

Monitoring (revising)

As you are writing, you are reading what you wrote to catch errors

Children with attention will have trouble revising

Can have mechanical errors if you are not monitoring the errors

Again, age is a factor

Neuroscientific basis

oBrain research
oWriting deficits in adult with brain injury

•Word retrieval
•Grammatical function
•Memory
•Hand writing
•Visual field cuts

Role of the SLP (and teacher)

Expression - written expression - writing mechanics/spelling/grammar

Phoneme

sound

Grapheme

visual symbol/the letter itself

•English has 26 graphemes
•English also has a lot more phonemes than graphemes

Morpheme

smallest meaningful unit in a language

•EX: 's' changes verb tense,
singular to plural

-'walk' to 'walkED'

•These morphological endings change the meaning of words
Semantics - word knowledge

Semantics

word knowledge

Signs/Symptoms

Problems learning the letter sounds in a language (phonological processing)

Receptive phonological

bility to recognize sounds and typical sound patterns of native language when listening to another

Four levels

Phoneme, syllable, word, prosody

Productive phonological competence

Produce phoneme; combine sounds to create syllable, words and multi-word expressions

note about dyslexia

**all people with dyslexia have trouble with spelling, BUT not all people with bad spelling have dyslexia!!**

•Depends on the patterns of errors

Phonemic awareness

ability to hear, isolate, manipulate speech sounds

EX: hear a new word, try to sound it out and put it on paper

Consonant clusters

•EX: "strep" --\> not common to have a three letter consonant cluster

•Common to see omissions in words with consonant cluster

•Examples
•"sop" for "stop" because they may not hear the 'st'
•"sping" for "spring"
•"shrip" for "shrimp"

Vowel-only syllables

•EX: "realize" --\> child will probably omit the 'ea'

•More examples:
•"relize" for "realize"
•"ida" for "idea"
•"anmate" for "animate"

Letter reversals

oLiquids (l, r)
oNasals (m, n, ing)

oExamples:
•"flod" for "fold"

•"flod" for "flood" is a different error than phonemic awareness

•"brid" for "bird"
•"pnut" for "punt"

Orthographic pattern awareness

being aware of the alphabetic principle, rules for combining letters, rules for base words, positional constraint

Orthographics

letter and spelling constraints; rules for which letter can go together/which order/combining letters

oAll languages have them
oEX: ways to write the sound /o/

•nO
•flOW
•sOAp
•nOpe

Mental graphemic representations

"does it look right", inconsistently incorrect, spelling phonetically when shouldn't

•Hard to catch because there are so many inconsistencies
•Kids should know what words should look like
•Whole word experience/learning strategies - kids recognize words on the whole by what they look like

•Examples:
o"cidy"-City

Morphological awareness

ability to consider morphemes & their specific spellings, know how addition of morphemes changes root word spelling, find connections between root words and extensions

•Looking at word endings
•Could overlap with the mental representations block, BUT if it's word endings - it's morphemes!!

•Examples:
oCarryed
oCarried

•Any messed up ENDINGS in a word mean you're looking at MORPHEMES - morphological awareness

Semantic awareness

ability to think about the effect of spelling on word meanings; rely on context

•How do you spell a word - you look at semantics of the word and surrounding words
•Examples:
oOne/won
oAllowed/aloud
oConscious/conscience/cautious
oDiscreet/discrete
oPrinciple/princiPAL
oCapitol/capitol

Letter knowledge

Is this a letter?
•Is this a capital letter?
•Is it a consonant or vowel?
•Letter/symbol array

Letter-Sound Awareness

Isolation of sounds in words:
oPositions
oInitial
oFinal
oMedial

Phonological processing abilities

Decoding

Sound out words
Sound out nonsense worlds→ rules should still apply

Accuracy

Fluency\= accuracy + rate

Identify number of errors in print, compare to national norms

Rate

Record reading speed and compare to national norms

Fluency

Combine scores of accuracy and rate, compare to national norms

Comprehension

Interpretation of the words that have been read aloud

Differences in comprehension between silent and oral reading

Language Measures- Basic

Preschool Language Scale (PLS-5)

Clinical Evaluation of Language Fundamentals (CELF)

Preschool Language Scale (PLS-5)

Auditory comprehension
Expressive communication

Benefit-can be used with very young children (ages birth to 6)

drawback-not thorough enough to adequately detect early literacy differences

Expressive communication

Predictive→ how well is a child talking, what will their narrative and written language be like later if expressive communication is lacking

Clinical Evaluation of Language Fundamentals (CELF)

Preschool and Elementary school versions

•Core language
•Receptive language
•Expressive language
•Language content
•Language structure
•Working memory (elementary only)

benefits-thorough test with add-ons for early reading abilities and phonological awareness, as well as social communication

drawbacks-takes more time, more complex scoring

Pre-Reading Measures

Comprehensive Test of Phonological Processing (CTOPP)

Phonological Awareness Test (PAT)

Comprehensive Test of Phonological Processing (CTOPP)

"Isolate the first sound you hear"

Rapid automatic naming

Good for those who can name colors and objects quickly→ then show letters and numbers and they can't do it as easily→ why?

Phonological Awareness Test (PAT)

"This is the letter__. It makes the sound \___"

Nuts and bolts test, hits on two first need to know components

Reading Measures

Gray Oral Reading Test (GORT-5)

Gray Oral Reading Test (GORT-5)

How fast did they read it, did they mess up, then asks comprehension questions

•Looks at:
•Accuracy
•Rate
•Fluency
•Comprehension

Narrative Language Measures

Test of narrative abilities

Investigates comprehension of language structures- comprehending and formulating structured narratives

Written Language Measures

Test of Written Language (TWOL-4)

Test of Written Language (TWOL-4)

Narrative language in written form

Look for:
•Vocabulary
•How well you spell/mechanical errors
•Logical sentences
•Sentence combining
•Compositions

Dysgraphia

fine motor disorder that affects handwriting and manual manipulation abilities

Wide Range Assessment of Visual Motor Abilities (WRAVMA)

Tests writing skills (dysgraphia)
Design copying
Visual spatial matching
Pegboard tasks