Language Disorders in Children Exam

Alliteration

Repetition of the same initial sounds in words (e.g., “big brown bear”).

Phonological Awareness

Awareness of sound structures in language (words, syllables, rhymes, phonemes).

Phonemic Awareness

The ability to recognize and manipulate individual phonemes in words (smallest units of sound).

Phonics

The relationship between letters (graphemes) and sounds (phonemes) used for reading and spelling.

Word Recognition

The ability to accurately and efficiently identify written words.

Phonological Decoding

Using letter-sound relationships to 'sound out' unfamiliar words.

Sight Word Recognition

Instantly recognizing familiar words without decoding.

Reading Fluency

Ability to read text accurately, quickly, and with appropriate expression.

Reading Automaticity

Fast, effortless word recognition with minimal conscious effort.

Reading Comprehension

Understanding and interpreting meaning from text.

Written Language Disorders

Impairments affecting word recognition, reading comprehension, spelling, and written expression.

Reading Disabilities + SLI Comorbidity

40–75% of children with reading disabilities also have Specific Language Impairment (SLI).

Reading Disabilities + DLD Comorbidity

50–68% of children with reading disabilities also have Developmental Language Disorder (DLD).

Emergent Literacy Behaviors

Behaviors indicating early literacy skills, such as holding a book correctly and recognizing print direction.

Phonological Awareness Importance

Strong predictor of reading success; weak skills can lead to reading disorders.

Adult Cues in Print Awareness

Actions like pointing to words and asking print-related questions to enhance children's print knowledge.

Print Awareness

Understanding the directionality of print and the structural elements of written language.