Infants and PreK quiz

Reasons SLPs play a critical and direct role in literacy development

• Oral language is the basis for the acquisition of reading and writing

• the development of one helps the development of the other (reciprocal)

• children and adolescents with oral language deficits have difficulty learning to read and write (and vice versa)\

• reading and writing deficits can involve any of the subsystems of language

• SLPs know about typical and atypical patterns of language development, and have experience with assessment and intervention

• SLPs work as part of an interdisciplinary team

SLPs roles and responsibilities related to literacy according to ASHA

prevention, identification, assessment, intervention

prevention

to promote opportunities to participate in oral and written language experiences that facilitate literacy. eg shared book reading

identification

provide early screening and detection for children at risk of reading and writing problems as a result of oral language difficulties

assessment

evaluate reading and writing abilities in relation to oral language skills, using a comprehensive battery of norm-referenced and descriptive measures

intervention

implements evidence based instruction for reading and writing problems that emphasizes the reciprocal relationships between oral language and literacy and utilizes curricular subject matter

Shared book-reading and sense of story tips

• engage in dialogue while reading: ask questions while reading about what has been read and what might happen next

• expose the child to developmentally supportive literature

• give them different varieties of text: fictional and informational

• select predictably patterned stories with repetitive themes and well developed plot structure

• print referencing

• have them share their own daily experience in relation

emergent literacy

the child’s increasing awareness of the world of print and understanding the functions of literacy

metalinguistic awareness

the knowledge and ability to manipulate aspects of the linguistic system independent of their meaning

phonological awareness

manipulation of the sounds of language independent of meaning

focused stimulation

clinician selects a linguistic target and produces it in high concentration in natural interactions. child doesnt have to produce just comprehend

incidental teaching

arranging the environment to encourage verbal or nonverbal target

floortime/DIR

focuses on building foundations of social, emotional, and intellectual capacities in young children rather than targeting isolated behaviors and skills

family-centered practice

trains parents to foster language development in natural contexts like home