Dr. K-Quiz 4

Front 1

Discourse

Back 1

groups of utterances or sustained exchanges combined in a cohesive way to convey a unit of meaning.

Front 2

Instructional discourse

Back 2

particular type of exchange used in classrooms during teacher-student interactions for the purpose of enhancing knowledge, guiding comprehension, or developing skills.

Front 3

Instructional Discourse: Functions

Back 3

-strengthens concept/content knowledge
-stimulates thinking.
-scaffolds to higher levels of texts.
-addresses problems of students with LLDs.

Front 4

Problems LLD students will have with discourse:

Back 4

-Difficulty allocating attentional resources
-Difficulty searching or accessing long-term memory while storing new information in short-term memory
-Fatigue and processing breakdowns
-Less organization
-Difficulty making inferences
-Difficulty integrating old and new information
-Difficulty with the decontexualized language
-Difficulty with abstract concepts
-Limited vocabulary

Front 5

Instructional Discourse: Effective Facilitation

Back 5

-developing overall supportive discourse style.
-maintaining reciprocal interactions.
-engage in active communication: monitor breakdowns, give feedback.
-arrange and permit student-student exchanges.
-include all students.
-interpret and acknowledge affective responses.

Front 6

Instructional Discourse: Strategies

Back 6

-provide instructional framework.
-represent information schematically.
-create an emotional appeal for topics.
-ask thought-provoking questions.
-modify rate and complexity.

Front 7

DIfferent characteristics of texts:

Back 7

font
organization
length
content
genre

Front 8

least complex characteristic of text:

Back 8

genre

Front 9

most complex characteristic of text:

Back 9

organization

Front 10

strategies for organization:

Back 10

-highlight author's purpose.
-make text organization explicit.
organize discussion around the text's framework and make explicit.
-add devices to highlight organization.
-make connections clear.

Front 11

contextualized language:

Back 11

social language

Front 12

de-contextualized language:

Back 12

academic language

Front 13

Different types of narratives:

Back 13

retell of personal experience,
story retell,
self-generated story

Front 14

Language use:

Back 14

-pragmatic language

-discourse
---narrative
---expository
---persuasive

Front 15

Narrative language:

Back 15

self-initiated, self-controlled forms of discourse.
relates an account of experience or events that are temporarily sequenced and convey some meaning.
can be embedded in condo or occur as monologues.
telling about something while taking into account the listener's need and info that needs to be transmitted.

Front 16

Macro-structure:

Back 16

-story grammar analysis
-number of complete episodes
-number of incomplete episodes
-sequence/organization (conjoined v. embedded)

Front 17

Micro-structure:

Back 17

-Cohesion (reference v. conjunctive)
-Coherence (global v. local)
-Morphosyntax-sentence complexity, grammatical.

Front 18

Story grammar elements

Back 18

Setting
Initiating event or problem**
Internal response
Internal plan
Attempt**
Consequence**
Resolution or reaction**
Ending

** Needed elements

Front 19

Episodes: (complete when includes these 3 elements)

Back 19

initiating event, attempt, consequence.

Episodes can be conjoined or embedded.

Front 20

Narrative microstructure: cohesion

Back 20

reference
conjunctive
lexical
substitution and elipsis

Front 21

Narrative microstructure: morphosyntax

Back 21

sentence complexity, grammaticality

Front 22

Narrative microstructure: coherence

Back 22

global
local

Front 23

C-unit:

Back 23

-communication unit
-primarily used with spoken language samples
-consists of each independent clause with its modifiers (each new c-unit gets a new line break)

Front 24

T-unit:

Back 24

-minimal terminable unit.
-primarily used with written language samples.
-consists of a main clause and all subordinate clauses attached
--or an independent clause with all associated dependent clauses.

Front 25

cohesion:

Back 25

links that hold a piece of discourse (narrative) together and give it meaning.

Front 26

intersentential cohesion:

Back 26

how sentences (or units) are connected to one another.

Front 27

Less concerned with what in an analysis?

Back 27

INTRAsentential cohesion.

Front 28

cohesion: reference

Back 28

words that are interpreted by another source of information.

Personal reference: I, you, he, him, she, her.

Demonstrative reference: the, this, that, these, those, here, now, then.

Comparative reference: another, same, different, else, more, so much, second, otherwise.

Front 29

coherence:

Back 29

the conceptual organization of discourse and it can be subdivided into 2 types: global and local.

Front 30

global coherence:

Back 30

how the discourse relates to the overall topic.

Front 31

local coherence:

Back 31

refers to how the individual sentences within the discourse are linked or maintain meaning.

Front 32

morphosyntax:

Back 32

study or evaluation of the combined properties of morphology and syntax.

Front 33

Morphosyntax complexity:

Back 33

MLU

Front 34

Grammatical errors include (in morphosyntax)-

Back 34

dropping morphemes
subject/verb agreement
pronominal usage
tense agreement

Front 35

children with LLD-

Back 35

have story schemas.
can often recall facts.
have difficulty with inferences and cause/effect.
produce less content and fewer episodes in their own narratives.

Front 36

standards:

Back 36

applicant must possess knowledge of principles and methods of prevention, assessment, and intervention for people with disorders.

Front 37

Teaching: input

Back 37

Direct instruction teaching approach.

Front 38

9 Components in direct instruction lesson plan:

Back 38

1. Objectives
2. Standards
3. Anticipatory Set
4. Teaching: Input
5. Teaching: Modeling
6. Teaching: Checking for Understanding
7. Guided Practice
8. Closure
9. Independent Practice

Front 39

standards can be written 2 ways:

Back 39

behaviorally, and core curriculum based.

Front 40

Teaching: modeling

Back 40

once material is presented, teacher shows students examples of the concept or target in the lesson. (can be presented through video, book, role play)

Front 41

Teaching: checking for understanding

Back 41

need to confirm understanding. Ask higher level questions.

Front 42

Guided practice:

Back 42

opportunity for each student to demonstrate learning of the skill. Time to collect data.

Front 43

Closure:

Back 43

Summarize what was learned.

Front 44

Independent practice:

Back 44

practice outside of the lesson. Decontextualization of the skill.

Front 45

Things to consider for planning, assessment, and intervention:

Back 45

student characteristics
structural characteristics
social context

Front 46

student characteristics:

Back 46

prior knowledge
reading and listening skill (R=DxC)
attitude/motivation
metacognitive/metalinguistic skill (planning, forming story)

Front 47

Structural characteristics:

Back 47

recall organization, genre, content.
macrostructure: text structure.
microstructure: cohesive ties, sentence level factors.

Front 48

text structure:

Back 48

description
collection
sequence or procedure
cause and effect
problem-solution
compare-contrast
mixed or unrecognizable

Front 49

Signaling devices:

Back 49

overviews, summaries, headings, keywords.

Front 50

cohesive ties:

Back 50

reference, lexical, conjunction, substitution, ellipsis

Front 51

sentence level factors:

Back 51

sentence complexity, abstractness of vocabulary
number of propositions within a sentence

Front 52

social context:

Back 52

immediate v. distant contexts