Language, Reading, And Learning In School- Slp

Front 1

What is Language Learning Disability? (LLD)

Back 1

used to describe students with various aspects of communication difficulties that interfere with their ability to succeed in school.

Front 2

SLP's are increasingly involved in ________ activities and __________ approaches to helping children with special needs succeed.

Back 2

classroom, collaborative

Front 3

What are the Required roles of SLP in school systems?

Back 3

prevention, identification, assessment, evaluation, determination of eligibility, Developing IEP, management of caseload, intervention for communication disorders and differences, counseling, re-evaluation, transition planning, dismissal determination, documentation, and accountability

Front 4

LIst the Optional Roles of SLP in School system

Back 4

collaborative partnerships, leadership, advocacy

Front 5

Does eligibility status vary from state to state and possibly system from system?

Back 5

yes

Front 6

What are the Syntactic characteristics of Children with LLD?

Back 6

trouble understanding sentences with relative clause, passive voice, or negation. Do not make a large number of syntactic errors in spontaneous speech, but error rates in writing are much higher. May use fewer complex sentences. Morphological errors in writing and spoken language. Difficulty with subject-verb agreement.

Front 7

What are the semantic characteristics in children with LLD?

Back 7

Have smaller vocabularies that are restricted to high frequency, short words. Limited knowledge of word meanings, poor development of categorization skills, reliance on non specific terms, and difficulty understanding complex oral directions.

Front 8

What are the Pragmatic characteristics commonly seen in children with LLD?

Back 8

limited verbal fluency, less sensitive to the needs of their listener, have trouble adjusting speech to listeners, demonstrate difficulty with processing,

Front 9

What are the Social/Emotional characteristics of children with LLD?

Back 9

Have been shown to be less accepted by peers, poorer social skills, higher level of problem behaviors in general, and possibly greater difficulty regulating their emotions.

Front 10

True or False.
As time goes on, children with LLD fall farther and farther behind their peers in terms of knowledge about the world.

Back 10

True: Because much new knowledge gained through these school years are gained from reading, students with LLD have limited knowledge about the world.

Front 11

Do children with LLD have phonological processing disorders?

Back 11

Children with LLD do not appear to have phonological deficits because their production of sounds are ok. However, they have a higher level of phonological processes problem. They demonstrate difficulty with phonological memory and retrieval.

Front 12

What are Metalinguistic skills?

Back 12

The ability to focus and talk about language: defining words, recognizing synonyms and antonyms, recognizing grammatical errors, recognizing ambiguity in words and structures with multiple meanings. The metalinguistic demands in the classroom may cause difficulty for the student.

Front 13

What are Metacognitive skills?

Back 13

The ability to reflect on and manage one's thinking process. Planning in the mind, carrying out, and evaluating the task. Also connected with complex directions, etc.

Front 14

What is The role of the SLP in emergent literacy development?

Back 14

To provide provision of indirect services through consultation and collaboration with teachers, support literacty development in in-service and consultative settings, advocate for an inclusive and balanced approach to literacty, create a print rich environment with signs, list, and labels throughout the classroom, encourages and participates in storybook reading and sharing activites, collaborative direct instruction in activites for the entire class that focus on phonological awareness, supplementing classroom literacy activities with individual or small group follow up sessions.

Front 15

What is the SLPs role in later literacy development?

Back 15

individual assessment and therapuetic intervention approaches in fluency, reading comprehension, spelling, and written comprehension, identify children at risk, provide individual or small group instruction, help students improve written language skills.

Front 16

What stages of assessing the student does the family need to be involved in?

Back 16

The family can provide us with a lot of helpful information and should therefore be involved in each stage of the assessment process.

Front 17

Do we need to collect any standardized tests (in the public schools) when determing the language level of a child?

Back 17

Eligibility in the schools require standardized assessments.

Front 18

Should you assess word retrieval in these children?

Back 18

Because word retrieval is an aspect of expressive vocabulary, this is important to assess. Many student have word finding difficulties.

Front 19

Why must we have curriculum based instruction?

Back 19

IDEA enforces that we use curriculum based instruction when working with children in the school system. Our goal is to help the student achieve at their highest potential in the classroom.

Front 20

What is scaffolding in the child centered technique in a school aged child?

Back 20

Scaffolding is when we identify the students zone of proximal development in curricular language skills and use that to determine activities that scaffold the current level of function into the ZPD.

Front 21

What is Blanchowicz's five step program used to deepen receptive and expressive lexical skills?

Back 21

1. activate what students already know
2. make connections among words and topics
3. use both spoken and written contexts
4. refine and reformulate meanings
5. use the words for writing and additional meaning

Front 22

What are some procedures for improving narrative production?

Back 22

Prewriting, story web, schematic story structure, and self-regulated strategy development

Front 23

true or false.
When working in the schools, every effort should be made to maximize literacy.

Back 23

True- literacy skills are of upmost importance for these children.

Front 24

Is working on pronouns an appropraite goal for children in schools that struggle with this?

Back 24

yes, promouns are an appropriate target of intervention

Front 25

In intermediate and secondary grades, would it be possible for students to continue to need direct skill instruction in areas such as learning spelling patterns, and drawing inferences from texts?

Back 25

Yes, it would be important for the SLP to help others understand this as well.