Language Disorders in Children Exam

DEFINITIONS

Core Terms

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

  • Phonological Awareness
    An umbrella term referring to 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.

ASHA Practice Portal Terms

  • 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 Involved (ASHA)

  • Word recognition (decoding + sight words)

  • Reading comprehension

  • Spelling

  • Written expression

  • May affect all language domains + orthography

  • Can occur at:

    • Sound/syllable

    • Word

    • Sentence

    • Discourse levels

Signs & Symptoms (ASHA-aligned)

Based on ASHA + your notes:

  • Difficulty decoding words

  • Poor reading fluency

  • Weak comprehension

  • Spelling errors

  • Poor written organization

  • Grammar/punctuation errors

  • Limited vocabulary in writing

(Confidence: high — consistent with ASHA descriptions, though wording summarized)

WHY SLPs ARE INVOLVED IN LITERACY

  • Literacy is language-based

  • Strong link between oral language and reading/writing

  • High comorbidity with language disorders

  • SLPs are trained in language → qualified to intervene

THEORETICAL MODELS

Reading Readiness vs Emergent Literacy

Reading Readiness

Emergent Literacy

Skills required before reading

Literacy begins early

Focus on prerequisite abilities

Skills develop naturally over time

Mental age ~6.5 required

Present in infancy

Whole Language vs Explicit Skills

Whole Language

Explicit Skills

Reading learned naturally

Reading requires direct instruction

Like speaking/listening

Focus on phonics, decoding

Not supported by research

Strong research support

ORAL LANGUAGE CONNECTION

  • Reading & writing depend on:

    • Vocabulary

    • Syntax

    • Narrative skills

  • Weak oral language → literacy difficulties

COMORBIDITY STATISTICS

  • Reading disabilities + SLI: 40–75%

  • Reading disabilities + DLD: 50–68%

(Source: studies cited in your slides; consistent with ASHA summaries)

COMPONENTS OF READING (ASHA)

  • Decoding

  • Word recognition

  • Fluency

  • Comprehension

ASSESSMENT LEVELS

Children assessed at:

  1. Emergent (preschool)

  2. Early elementary (K–3)

  3. Later elementary (4+)

EMERGENT LITERACY BEHAVIORS

  • Hold book correctly

  • Turn pages

  • Understand print direction

  • Recognize print carries meaning

  • May know sight words

  • Engage in drawing/writing

BOOKS FOR INFANTS

  • Repetitive

  • Rhyming

  • Alliterative

  • Represent real-life concepts

CHILDREN WITH SPECIAL NEEDS

  • All children have the right to read

  • Lack of exposure guarantees poor outcomes

  • Must provide:

    • Print exposure

    • Encouragement

    • Access to literacy

PRINT REFERENCING

Techniques

  • Track print with finger

  • Ask questions about text

Example Questions

  • “Find the first word”

  • “Show me a word”

  • “Count the words”

  • “Find letter ___”

Feedback

  • Provide praise

  • Correct gently and guide

EARLY ELEMENTARY ASSESSMENT

  • Letter identification

  • Decoding (“sounding out”)

  • Fluency (Words Per Minute)

  • Comprehension

  • Writing:

    • Samples

    • Letter formation

    • Planning

Quantitative Fluency Measure

  • Words Per Minute (WPM)

LATER ELEMENTARY ASSESSMENT

  • Morphology (prefixes, suffixes)

  • Orthographic patterns

  • Complex sentences

  • Writing quality:

    • Productivity

    • Syntax

    • Mechanics

    • Organization

PHONOLOGICAL AWARENESS

Why It’s Important

  • Strong predictor of reading success

  • Weak skills → risk for reading disorders

NATIONAL READING PANEL (2000)

  • Phonemic awareness:

    • Is teachable

    • Improves reading & spelling

  • Best practices:

    • Pair sounds with letters

    • Focus on 1–2 skills at a time

    • ~20 hours/year max

EARLY PHONOLOGICAL SKILLS (AGES 2–4)

  • Rhyming

  • Syllable segmentation

  • Alliteration

Encouraging Phonological Awareness

  • Read books (rhyming/alliteration)

  • Pair sounds with letters

  • Direct instruction

  • Singing

  • Play-based learning

AGE EXPECTATIONS

3-Year-Olds

  • Rhyming (emerging)

  • Syllable awareness

  • Alliteration recognition

(Exact age norms vary; this is based on lecture content — cannot confirm stricter ASHA cutoff)

1st Grade (Phonemic Awareness)

  • Isolate phonemes

  • Recognize shared sounds

  • Segment phonemes

  • Substitute phonemes

PRINT AWARENESS RESEARCH

Zucker, Ward, & Justice (2009)

  • Children pay limited attention to print unless explicitly directed

(I cannot confirm an exact percentage from your slides — none provided.)

Domains of Print Knowledge

Based on study + lecture alignment:

  • Print awareness (directionality, structure)

  • Letter knowledge

  • Word awareness

Adult Cues

  • Point to words

  • Ask print-related questions

  • Highlight letters/words

LITERACY IN SLP THERAPY

Ways to Incorporate

  • Use written words as cues

  • Pair pictures + text

  • Use storybooks

  • Guided reading

  • Dialogic reading

  • Print referencing

Additional Strategies

  • Teach phonics

  • Build decoding skills

  • Use comprehension strategies:

    • Prediction

    • Summarization

    • Questioning

  • Writing:

    • Provide models

    • Give feedback

    • Use graphic organizers