CSDS 109: Module 6 Exam

Define alliteration

a sentence where all the words start with the same letter (Brown Bear Brown Bear)

Define phonological awareness

an “umbrella” term that encompasses a sensitivity to any size unit of sound

Define phonemic awareness

one type of phonological awareness, that has to do with understanding that words are made of individual sounds (phonemes)

Define phonics

this is a method of teaching reading that emphasizes sound letter associations

Word recognition

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

Phonological decoding

the ability to transform letter strings into the phonological components of a corresponding spoken word

Sight word recognition

automatic visual recognition of a word and its meaning 

Reading fluency

the ability to recognize and read words within a text with accuracy, using appropriate intonation, rhythm, and speed

Reading automatically

the ability to read a list of words serially and accurately within a specified time.

Reading comprehension

the ability to understand the meaning of written text

Impairments involved in written language disorders

word reading (i.e., reading decoding and sight word recognition), reading comprehension, written spelling, and/or written expression, dyslexia

Why SLPs are involved in literacy (3 trends)

Adoption of an emergent literacy viewpoint

A trend away from the whole language model toward instruction in explicit skills

A realization that reading and language are language-based activities

Contrasts between the “reading readiness” model and the emergent literacy model

Reading readiness skills were, for many years, presumed to be a necessary prerequisite to learning to read

Certain visual, auditory, and linguistic skills

A mental age of 6.5

Now, we recognize emergent literacy skills in children long before they enter school

Contrasts between the whole language philosophy versus instruction in explicit skills

Whole language advocates believe that reading and writing can be learned as naturally as listening and speaking

There was never any controlled research supporting this premise

There is currently a growing awareness of the importance of explicit skill instruction

How oral language is related to skills in reading and writing

Skills in reading and writing are now believed to be directly related to oral language skills

Based on this premise, SLPs are well-equipped to provide intervention for children with impaired literacy skills

Statistics regarding comorbidity rates between reading disabilities and specific language impairment

It has been shown that comorbidity rates between reading disabilities and specific language impairment (SLI) range from 40% - 75% (Catts, Fey, Tomblin, & Zhang, 2002; Flax et al., 2003, Stark et al, 1984) 50-68%

The components of reading

Word recognition, phonological decoding, sight word identification, reading fluency, reading comprehension

Signs and symptoms of written language disorders

preschool and kindergarten: likely to have difficulty with phonological awareness and phonics

Higher elementary grades: difficulty with reading comprehension and reading comp strategies

Three levels at which children should be assessed for reading and writing skills

The emergent level (preschool)

The early elementary level (K-3rd grade)

The later levels (Grade 4 and above)

Emergent literacy behaviors - Children growing up in a literacy-enriched environment know

How to hold a book right-side up

How to turn the pages

That print is read in English from left to right, from the top down

That the “squiggles” on the page say the same thing, no matter who is reading them

Some children may naturally pick up some sight words

What kinds of books are good for infants

durable books that are safe for baby to mouth are most appropriate: also less likely to get damaged!

Choose books that represent “real life,” and that are repetitive, alliterative, and rhyming

Considerations given to children with special needs

All children have the “right to read!”

Assuming a child will not be able to read ASSURES that he or she will not!

Make sure children with special needs receive exposure to print and encouragement for emergent literacy

Print referencing techniques, questions to ask, and how to reinforce and deliver corrective feedback

Just tracking print with your finger will call children’s attention to print

Other more direct techniques include asking questions about print, such as. . .

Can you find the first word on this page? How about the last one?

Show me a word on this page

Count the words on this page with me

Where’s the letter M (or any letter) on this page?

Are there any letters on this page that are in your name, too?

Where do you think the word pop is?

Give warm praise for correct answers and help the child with “incorrect” answers

Assessment of literacy at the early elementary level

Assess letter identification

Assess early reading skills: “Sounding out” words

Assess fluency quantitatively: Words per Minute – WPM

Check comprehension

Assess early writing skills

Obtain a sample of the child’s drawing and writing

Observe behaviors indicating the child appears to have formulated a plan

Assess skill in forming letters

If the child is advanced, more critically evaluate mechanics and content

Assess other literacy-related skills embedded in traditional

Naming common objects

Defining and describing common objects

Understanding and producing figurative language

Narrative skills

Assessment of literacy at the later elementary level

Assess more advanced knowledge of written language

Distinguishing between literary genres

Identifying purposes of text

Explaining affixes

Explaining words with multiple meanings

Explaining figurative language

Assess more advanced writing

Assess productivity (e.g., count the number of words written)

Judge syntactic aspects

Analyze mechanics: spelling punctuation, and grammar

Evaluate content: Is the product cohesive, with good paragraph construction?

Why phonological awareness, particularly phonemic awareness, is an important skill

Research has shown a link between good phonological awareness, particularly phonemic awareness, and future literacy

Children who do not demonstrate good phonological and phonemic awareness in preschool and kindergarten are at risk for reading disorders

Findings of the National Reading Panel Phonemic Awareness

Is a teachable skill

Helps children learn to read and spell

Instruction is more effective when children are presented with the corresponding letters

Instruction is more effective when limited to only one or two types of phoneme manipulation, rather than several types

Instruction should take no more than 20 hours of classroom time over a school year

Three early developing phonological awareness skills (2-4 years)

Rhyming (some researchers think as early as 2 years of age!)

Syllable segmentation (“Clap it out!)

Detecting alliteration (“Brown bear, brown Bear!”)

How we should encourage development of phonological awareness

READ! Books that rhyme, that have alliteration, that have silly sounds

PAIR the sounds with the alphabetic letters

GIVE direct instruction

SING!

PLAY AND HAVE FUN!

Phonological awareness skills 3 year old children should be able to demonstrate

Detect and produce rhyme

Recognize syllable structure (“Clap it out!”)

Recognize alliteration (e.g., Brown Bear, Brown Bear. . .)

Phonemic awareness skills children in the first grade should be able to demonstrate

Isolate a phoneme within a word

Recognize the same sounds in different words

Segment phonemes

Substitute phonemes

Guided reading

small group method of teaching children to read

Zucker, Ward, and Justice Mentioned domains of print knowledge and cues adults can use to draw a childs attention to it

Print as an object of meaning, book organization and print conventions, alphabet knowledge, concept of word