SLP 5230 School Age Language Disorders

Reading decoding

the ability to transform orthographic patterns of alphabetic letters into phonological patterns of a corresponding spoken word

Word recognition

the ability to identify words when reading, either through word decoding or sight word identification

Reading fluency

the ability to recognize and read words accurately, smoothly, and quickly, usually in context

Reading comprehension

the ability to understand the meaning of written text

The Simple View of Reading states that skilled reading is the result of success in which of the following two skill sets:

Decoding and Language Comprehension

Which of the following is an example of a phonemic awareness task?

Option A

Dividing a single syllable word into each sound

Why do so many children struggle with reading?

-Reading is a multi-component skill that is developmentally complex.

-Some children have cognitive issues that affect the skills and processes of reading.

-Some parents don't understand enough about early literacy to provide their children crucial experiences with reading.

What is dyslexia?

A reading disability due poor decoding skills, but adequate language comprehension skills

What is the primary reason that some children have good decoding skills, but poor reading comprehension skills?

They have underlying language comprehension problems

Based on a large metastudy, the National Reading Panel identified 5 skills that were most critical to reading success. They are:

Phonemic awareness, phonics, reading fluency, vocabulary, text comprehension

A disorder of written language involves a significant impairment in fluent word recognition (i.e., reading decoding and sight word recognition), reading comprehension, written spelling, or written expression.

True

Which of the following choices best represents the idea of CALP?

Writing a persuasive essay

interference

when an error is made in a second language (L2) due to the direct influence of an L1 (primary language) structure

codeswitching

changing languages over phrases or sentences and is a normal phenomenon engaged in by many fluent bilingual speakers

silent period

occurs during the initial phase of second-language acquisition while an individual focuses on listening and comprehension of the new language

subtractive bilingualism

the gradual decline in the proficiency of the first language (L1) as second language (L2) increases

transmediation

the expression of meanings created in one sign system through other forms of expression

balanced bilinguals

individuals who have full competency in both languages in all settings

dominant bilinguals

individuals who are dominate in one language and less so in another

passive bilinguals

individuals who are gradually losing competence in one language or have only receptive proficiency

accommodation

adjustment or change to the environment or mode of client/patient response in order to facilitate access and interaction and to remove barriers to participation

modification

refers to a change in material, content, or acceptable response

To distinguish between a language difference and disorder, you must assess all the child's languages; the disorder must be present across the languages in the child's repertoire, especially in the child's native language(s).

True

To distinguish between a language difference and disorder, the child's communication and language performance must be compared to children from similar backgrounds who speak the same languages/dialects.

True

Bilinguals meet the same milestones on the same timeline as monolinguals in terms of:

- Prelinguistic development

- Syntax (some elements of grammar in each language may take longer to master)

- Vocabulary (vocabulary in each language can be smaller)

Identify the key element of family-centered practice:

An emphasis on strengths not deficits

Promote family choice and control over outcomes

Support caregiver learning and competence

How long does it take for the establishment of CALP?

5-7 years

Accommodations and modifications during the assessment process may be necessary to gain useful information about the client's abilities and limitations.

True

The possibility of misdiagnosing a culturally and linguistically diverse individual can be decreased by:

Using a variety of culturally appropriate assessment measures

Bilingual speakers may alternate between languages. This may occur within and between utterances:

- to add emphasis

- because it is normal in their community

- fill in words they don't know in the weaker language

When a child begins to acquire two languages within the first year of life, we identify that as:

Option A

Simultaneous language acquisition

Hierarchical skill intervention

one skill at a time in tasks that range from simple contrived to natural activities

Skill stimulation

skill practice in contrived simple tasks

Enrichment and task assistance

participating in naturalistic and life activities with help on skills as needed

Contextualized skill intervention

several skills at a time in a mix of naturalistic activities and contrived tasks with support on target skills

Teaching episode

Act to target an intervention goal or skill

Dose

A session with several skill goals

Dose frequency

How often sessions occur

Treatment duration

Total time which sessions are provided

For the "I" in RISE, this factor refers to

The frequency of encounters a student has with therapy

The components of an activity include:

activity, motive, purpose, condition, skill, strategy

selecting Tier 2 vocabulary words from a classroom text

- Words that you can explain to the student using words they already know and have some conceptual understanding

- Words that are not frequent in spoken language but will be important across many texts

Tier 1

high frequency and commonly used in spoken language

Tier 2

literate language, more specific and used across domains or subject areas

Tier 3

low frequency and apply to very specific domains

Spoken language forms the basis for ___________ language.

written

What is the most important mechanism for vocabulary development as the child gets older?

Reading

Learning words after only 1-2 exposures is referred to as:

fast-mapping

Which of the following is NOT true about explicit instruction of words?

Evidence suggests this type of instruction is not effective and should not be used

Being read to, engaging in conversations, and hearing many words every day is highly effective, and usually described as _____________ instruction.

implicit / incidental

Why should the speech language pathologist know grade-level vocabulary?

Knowing grade-level vocabulary can guide your treatment decisions

Which of the following is NOT a highly effective strategy to teach vocabulary?

Exclusively looking up words in a dictionary.

What does Matthew Effect refer to?

Children who learn to read easily will read more and are exposed to more complex vocabulary while children who struggle to read typically read less and learn less vocabulary

Knowing a word involves knowing its form, meaning, and use.

True

Learning a new word is a gradual, complex process. It takes multiple exposures to refine word meaning and language representation (i.e., syntactic, morphological, phonological orthographic) of the word form.

True