Baharav Lg Dis Ii Midterm - Paul Ch 10

Front 1

1. What is a reading disorder? Dyslexia? How do researchers today see the difference between these two disorders?

Back 1

RD:
- subset of LLD; weak language skills; problems in single-word decoding AND comprehension in both oral and written language, as a result of deficit in not just phonology but other language domains.

Dyslexia:
- subset of RD. Specific LLD characterized by difficulty with word recognition, poor spelling & decoding abilities, result of deficit in phonology. Specific deficit in single-word decoding. No history of delayed S&L (which IS the case in other LLDs).

Front 2

2. What kinds of phonological deficits are seen in students with LLD?

Back 2

3 relevant areas:

1) complex phonological production

2) PA

3) Phonological memory & retrieval

Front 3

3. How does syntax of children with LLD differ from that of children in developing language phase?

Back 3

- Sentences less complex

-MLU maybe longer than peers because they are not using complex structures to condense

- Spontaneous speech: less syntactic errors than in their writing, but output is simpler than their peers

- difficulty understanding relative clauses, passives, negation; use comp strategies and misinterpret

Front 4

4. What is role of word retrieval in LLD, and what are two alternative explanations of the problem?

Back 4

Role: decreased speed & accuracy in confrontation-naming & word-finding problems -- use substitution, circumlocution in spon speech.

Explanations:
- poor literacy -- limited acquisition of varied vocab -- trouble with word-finding (result of poor literacy, not cause)

- difficulty with retrieval of phonological codes from memory

Front 5

5. Discuss narrative and expository discourse types. How do these cause problems for students with LLD?

Back 5

Continuum of discourse: conversation simplest; narrative bridges gap between conversation and more formal discourse; most formal = expository

Narratives: story grammar. Can bridge gap between oral and written language. Req literal and inferential comprehension; LLD have trouble w/ both. Recalling: poor understanding temporal/causal relations; lack of detail; errors in finfo; decreased length of retelling. Production: difficulty with cohesive devices; shorter storeis w/ fewer complete episodes & complex xentences; more limited vocab, less overall organization . Fewer IR, goals, motivation.
Narrative ability highly correlated with success in school.

Expository: most decontextualized. Requires bottom-up strategy for comprehension, which puts extra load on memory and other info-integration; no structure like story-grammar to which to attach info.

Front 6

6. Discuss some of the special properties of classroom discourse and why they may cause problems for some students.

Back 6

Hidden curriculum: how students are supposed to participate in classroom and decontext. lg used may not be familiar to every student. Children who fail to realize that adhering to this structure is part of expect. of classroom face mismatch between discourse structure rules that they are familiar with, and those expected in classroom. Restrict students' ability to access learning experiences available.

Front 7

7. What is the "hidden curriculum"?

Back 7

Unspoken rules/expectations abt how students should behave; not explicitly taught, but are assumed by teachers.

Teacher chooses topic, students not allowed to shift it.
Turn-taking rules in classroom different from those in other settings.
Learn to read verbal/nonverbal cues on when and how to participate
Initiation-Response-Evaluation is typical structure of classroom discourse where teacher initiates topic
Students provide response, teacher evaluates response
SpEd referrals often triggered by children's inability to adhere to classroom discourse

Front 8

8. Describe continuum of language from oral to literate. Describe how form, function, topics of language differ along this continuum.

Back 8

Conversation

Literate Language

Narrative discourse

Expository texts

Persuasive or argumentative

Front 9

9. What is metalinguistic awareness? How does it play into acquisition of literacy skills?

Back 9

Ability to focus and talk about lg and needed to acquire reading, spelling competency.

Learning to read requires focus on lg itself; need to notice word boundaries, develop letter-sound correspondences; talk about which printed form represents what word/meaning. Crucial to comprehend written texts.

PA also important for learning to read. Realization that words are made up of sounds and that sound segments can be manip in words and represented by symbols

Front 10

10. Discuss Chall's stages of reading development.

Back 10

Skills to becoming a fluent reader do not happen all at once. Learning to read is a process.

Chall's Stages of Reading Development.

O: Prereading -- Literacy socialization (getting kids familiarized with books)

1: Decoding -- Phon analysis & segmentation/synthesis of single-words. Comp can be limited b/c so much emphasis on decoding

2: Automaticity -- fluent reading; greater resources for comp available

3. Reading to Learn -- more complex comp/derive fuller meaning; increased rate. Why? - decoding process is below level of consciousness

4: Reading for Ideas -- Recog differing pts of view; use of inferencing

5: Critical Reading (college) -- synthesis of new knowledge; critical thinking

* sequence emphasizes that chldn need diff instruction at diff pts in development (should correspond w/ stage)