Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
12 Cards in this Set
- Front
- Back
|
Role of SLP
|
Prevention of written language problems, Assessment of reading and writing as they relate to spoken communication and academic impact and achievement, Identification of clients at risk for literacy problems , Intervention for reading and/or writing deficits, Advocating effective literacy practices, increasing knowledge base, assisting teachers, families and students
Reading- precedes development of writing, lays |
|
|
Birth- 2 years
|
from birth, child is exposed to print, Child accumulates knowledge about words, letters, and books
|
|
|
3 years
|
Metalinguistic knowledge develops
Phonological awareness develops Print Awareness develops |
|
|
4 years
|
Phonemic awareness develops, writing resembles standard letters
|
|
|
5 years
|
Child can recite/name letters of the alphabet and numbers 1-10, writes meaningful words- common nouns, name
|
|
|
6 years
|
phonetic decoding and blending begins, shows knowledge of relationship between letters and sounds
|
|
|
7 years
|
re-reads and self corrects, phonetic spellings reduced
|
|
|
8 years
|
can make predictions, can write letters, expository reports, and narratives
|
|
|
9 years
|
decoding skills automatic, edits work for spelling, grammar, punctuation
|
|
|
10 years
|
reads variety literary forms, revises and edits own writing
|
|
|
11-18 years
|
readings for learning and entertainment, writes sentences longer than spoken sentences
|
|
|
19+ years
|
read for inquiry and critical analysis, writing persuasive text
|
