Language Disorders School Age Midterm

Front 1

What is the difference btwn reading disorders and dyslexia?

Back 1

dyslexia is a type of LD cause by a deficit in phonological processing (decoding). RD originates in other language domains as well. RD has to do with comprehension and single word decoding

Front 2

What kinds of phonological deficits seen in children with LLD?

Back 2

problems with complex phonological production, phonological awareness, and phonological memory/retrieval

Front 3

What syntax problems do children with LLD have?

Back 3

trouble understanding relative clauses, passive voice, negation. Morphological errors such as plural "s" account for 2/3 of syntactic errors in speech.

Front 4

Why might children with LLD have problems with word retrieval?

Back 4

- have smaller vocab because don't acquire new words through reading
- do not store phonological codes in memory the same way

Front 5

IRE format

Back 5

initiation/response/evaluation by teacher. Rule of classroom.

Front 6

What are Challs stages for reading development?

Back 6

stage 0- prereading- pre-K: literacy socialization
stage 1- decoding- grades 1-2
Stage 2- Automaticity- grades 2-4
Stage 3- Reading to learn- grades 4-8
Stage 4- Reading for ideas- grades 8-12
Stage 5- Critical Reading- college

Front 7

What kinds of things do we look for in a screening instrument?

Back 7

quick, psychometrically sound- valid/reliable, normed on population similiar to the one you are testing, sensitive to different language areas, clear pass/fair scoring, wide variety of language areas tested

Front 8

What are two methods of case finding?

Back 8

- Screenings
- Teacher Referral

Front 9

What is the purpose of standardized tests and what are the laws for WA state?

Back 9

to qualify for services. For WA in 1.5 SD's below mean on two tests, or 2 SD below mean on 1.

Front 10

When should standarized tests of pragmatics be used?

Back 10

to establish eligibility if you feel there is a problem but it didn't show up on comprehensive battery

Front 11

How do you assess expressive syntax and morphology?

Back 11

Collect speech sample, break into T units and do:
1. error analysis
2. complex sentence analysis
2. Look for disruptions

Front 12

What is a complex sentence?

Back 12

contain more than one verb phrase in embedded or conjoined multiclause utterances.

Front 13

What ways can we do complex sentence analysis?

Back 13

- calculate proportion of complex to simple sentences
- look at types of complex sentences that appear and what Brown's stage they appear in
- look at use of conjunctions

Front 14

What is a T Unit?

Back 14

Main clause with all subordinate clauses and nonclausal phrases attached to or imbedded in it

Front 15

When do we analyze a speech sample for distruptions?

Back 15

only wehn clients percieved deficits in expressive language cant be reduced to semantic, syntactic, or phonological difficulties

Front 16

What aspects of narrative in do we need to assess (general)?

Back 16

- comprehension/inferencing
- production

Front 17

How do we assess production in narratives?

Back 17

- look at overall maturity of narrative= story macrostucture
- look for clear/appropriate use of linguistic markers like pronouns, prepositions, articles
- look for use of precise/diverse vocab, literate language style, highlight high point, sparkle

Front 18

How could we assess metalinguistics?

Back 18

edit a writing assignment with teh student so they have to recognize and correct their own errors.

Front 19

How can we assess metapragmatics?

Back 19

discuss how you would use different language in different contexts

Front 20

How can we assess comprehension monitoring?

Back 20

Barrier games, having child think aloud while completing a task

Front 21

What are the three types of curriculum based assessment?

Back 21

-artifact analysis
- onlooker observation
- participant observation (dynamic assessment)

Front 22

Artifact analysis

Back 22

look at students work to see strengths/weaknesses, what was demanded of assignment and how they reasoned through it

Front 23

participant observation

Back 23

dynamic assessment technique. work on activity with scaffolding, see which cues best help child.

Front 24

onlooker observation

Back 24

observe in classroom from distance, see adherence to classroom discourse rules/use of communicative intentions

Front 25

What 4 principles should guide intervention in the L4L stage?

Back 25

- curriculum based instruction
- go "meta"
- integrating oral/written language
- preventative intervention

Front 26

What forms of scaffolding can be helpful for students with LLD?

Back 26

- Creation of optimal task conditions (making workload easier)
- guidance of selective attention (highlighting important info)
- provisions of external support (preteaching)

Front 27

semantic integration

Back 27

the ability to synthesize ideas from several linguistic units

Front 28

What forms can we work on when doing preventative intervention in the classroom? (syntax)

Back 28

- noun phrase elaboration
- verb phrase elaboration
- auxillary verb markings

Front 29

L4L

Back 29

elementary years, from about kindergarden through 5th grade.

Front 30

Langugae Learning Disability

Back 30

Students beyond Brown's Stage V, with basic vocabulary and sentence structures, who have various difficulties with communication that interfere with their ability to succeed in the classroom

Front 31

Learning Disablities

Back 31

unexpected difficulty relative to age and abilities to learn in school

Front 32

phonological awareness

Back 32

breaking words down into sounds, realizing that sounds can be represented by letters, analyzing and synthesizing words

Front 33

What are the three standardized test types that can be used in assessment as a broad based approach?

Back 33

1. comprehensive battery tests
2. tests of pragmatics
3. tests of learning related language skills

Front 34

what two areas do we use to assess pragmatics?

Back 34

- conversation
- narrative

Front 35

How can we address maladaptive behavior?

Back 35

- reinforce positive behavior
- reinforce avoidance of negative behavior

Front 36

What are the "meta" ares that we address?

Back 36

- phonological awareness
- metalinguistics
- metacognition

Front 37

pull-out/sit-in

Back 37

combo of classroom and pull out, pull out sessions prep the student for classroom activities