AL

Quiz_2_Guide_COMPLETED

Quiz Preparation Tips

  • General Study Suggestions:

    • Reading, highlighting, and reviewing notes are foundational practices.

    • Taking organized notes actively aids in memory.

    • Discussion with peers fosters active engagement and highlights understanding gaps.

    • Self-quizzing identifies knowledge areas requiring more focus.

    • For effective recall, practice extracting information from memory without notes.

    • Mastery is demonstrated by the ability to explain concepts, compare with related ideas, and create personal examples.

Topics to Study for Quiz 2

Language-based Learning Disabilities

  • Definition and Types:

    • Significant portion (80%) of specific learning disabilities.

    • Types of Disorders:

      • Reading Disorders:

        • Word reading (Dyslexia)

        • Reading comprehension deficits

      • Writing Disorders:

        • Spelling/dysorthography

        • Writing process and product issues

        • Dysgraphia (handwriting difficulties)

  • Characteristics of Learning Disabilities (LD):

    • Motor difficulties (e.g., hyperactivity)

    • Attentional difficulties (e.g., procrastination, distractibility)

    • Perceptual difficulties (e.g., sensory integration issues)

    • Memory challenges (short-/long-term, retrieval difficulties)

    • Emotional difficulties often linked to the impact of LD

  • Potential Causes of LD:

    • Biological Factors:

      • Family history

      • Premature or challenging birth

      • Differences in left hemisphere structures related to language and visual processing

    • Social-Environmental Factors:

      • Not direct causes but can provoke challenges

    • Processing Factors:

      • Issues with perception, discrimination, retrieval, and prioritization.

Dyslexia

  • Definition and Characteristics:

    • A neurological-based learning disability affecting word recognition, spelling, and decoding.

    • Not a visually-based disorder; related to deficits in phonological processing.

    • Commonly leads to secondary issues in reading comprehension and reduced vocabulary development.

  • Tasks for Screening Dyslexia:

    • Phonemic awareness, nonword repetition, and word retrieval assessments.

  • Relation to Developmental Language Disorder (DLD):

    • Dyslexia and DLD are distinct but can coexist.

    • Children with DLD may possess better skills in phonological processing compared to those with dyslexia.

Simple View of Reading

  • Key Components:

    • Decoding: Recognizing words accurately

    • Comprehension: Understanding text beyond words

  • Instruction Focus:

    • Early focus on learning to read (decoding + comprehension)

    • Shifting focus to reading for learning in later grades.

Alphabetic Principle

  • Decoding and Encoding:

    • In alphabetic languages, letters correspond to sounds, facilitating word reading and spelling through phonological awareness.

Orthographies

  • Shallow vs Deep Orthographies:

    • Shallow: Regular one-to-one correspondence (e.g., Spanish)

    • Deep: Irregular correspondence (e.g., English)

Development of Automatic Word Recognition

  1. Stages of Development:

    • Kindergarten - 1st Grade: Sounding out words

    • 1st - 2nd Grade: Rapid recognition of familiar words

    • 2nd - 3rd Grade: Instant word recognition

    • 3rd Grade and Beyond: Fluency and comprehension focus.

  2. Building Automatic Word Recognition:

    • Instruction on phonics, frequent reading practice, phonemic awareness, and recognizing patterns in words.

Predictors of Reading Skills

  • Key predictors include:

    • Phonological awareness

    • Working memory

    • Rapid automatized naming (RAN)

    • Vocabulary knowledge

    • Morphological awareness.

Phonological Awareness

  • Definition and Importance:

    • Ability to hear and manipulate sounds; essential for reading and spelling.

  • Stages of Development:

    • Broad sound awareness to detailed sound manipulation.

Role of the SLP in Early Literacy

  1. Prevention:

  • Supporting phonological awareness and rich language exposure.

  1. Assessment:

  • Evaluating early literacy skills to identify risks.

  1. Intervention:

  • Targeted support including phonemic awareness training and reading fluency strategies.

Morphological Awareness

  • Definition and Relation to Reading Skills:

    • Recognizing and manipulating morphemes enhances comprehension, decoding, and spelling.

  • Instructional Practices:

    • Building awareness, teaching meanings, and practice analyzing words for meaning.

Skills Underlying Reading Comprehension

  • Reading Rope Model:

    • Strands: Word recognition and language comprehension are essential for holistic reading skills.

  • Assessment Implications:

    • Targeted assessments for both recognition and comprehension skills.

Processing in Reading Comprehension

  • Bottom-Up Processing:

    • Focuses on decoding information from smaller units.

  • Top-Down Processing:

    • Employs background knowledge and context for meaning-making.

Challenges in Comprehension

  • Difficulties in Spoken and Written Discourse:

    • Comprehension challenges based on varied language abilities and processing skills.

Academic Language Skills

  • Differences in Language Use:

    • Distinction between informal conversational language and formal academic language.

  • Characteristics of Academic Language:

    • Abstract vocabulary, advanced morphology, and complex syntax as essential skills in learning standards.