109 SG 5

Question 1

words that begin with the same sound; having same sound in initial position of the word occurring in words that are adjacent to each other

Answer 1

Alliteration

Question 2

• Is the umbrella term that encompasses a sensitivity to any size unit of sound
• Rhyming, alliteration, and syllable segmentation

Answer 2

Phonological awareness

Question 3

• Understanding that words are made of individual sounds aka phonemes
• A subtype of phonological awareness
• Isolating a phoneme within a word, recognize the same sound in different words, segment phonemes, and substitute phonemes

Answer 3

Phonemic awareness

Question 4

Impairments involved in written language disorders (ASHA Practice Portal)

Answer 4

• Fluent word recognition
• Reading comprehension
• Written spelling
• Written expression

Question 5

• Adoption of an emergent literacy viewpoint
  Reading readiness model
• A trend away from the whole language model toward instruction in explicit skills
• A realization that reading and language are language-based activities

Answer 5

Why are SLPs involved in literacy

Question 6

• There were prerequisites to learning to read
  Certain visual, auditory, and linguistic skills needed to be attained
  A mental age of 6.5

Answer 6

Reading readiness model

Question 7

Now recognized literacy skills are emergent way before elementary school, as early as infants

Answer 7

Emergent literacy model

Question 8

• Advocates that reading and writing can be learned naturally as listening and speaking
• Never any research supporting this

Answer 8

Whole language philosophy

Question 9

Teaching the child language explicitly

Answer 9

Instruction in explicit skills

Question 10

How is oral language is related to skills in reading and writing

Answer 10

Good oral language skills translate to good literacy (reading and writing)

Question 11

Statistics regarding comorbidity rates between reading disabilities and specific language impairment.

Answer 11

40-75%

Question 12

• Reading decoding
• Word recognition
• Reading fluency
• Reading comprehension

Answer 12

The components of reading (ASHA Practice Portal)

Question 13

• Fluent word recognition
• Reading comprehension
• Written spelling
• Written expression

Answer 13

Signs and symptoms of written language disorders

Question 14

Three levels at which children should be assessed for reading and writing skills

Answer 14

• The emergent level (birth to preschool)
• Early elementary level (k- 3rd grade)
  When children are learning to read
• The later levels (grade 4 and above)
  When children are expected to read to learn

Question 15

• How to hold a book right-side up
• How to turn the pages
• That print is read in English from left to right, from the top to bottom
• That the “squiggles” on the page say the same thing, no matter who is reading them
• Some children may naturally pick up some sight words

Answer 15

Emergent literacy behaviors

Question 16

What kinds of books are good for infants

Answer 16

• Repetitive
• Alliterative
• Rhyming
• Books that represent real life

Question 17

Considerations given to children with special needs

Answer 17

Expose child to print and encouragement for emergent literacy

Question 18

• Tracking print with your finger will call children’s attention to print
• Asking questions

Answer 18

Print referencing techniques

Question 19

• Can you find the first word on this page? How about the last one?
• Show me a word on this page
• Count the words on this page with me
• Where’s the letter M (or any letter) on this page?
• Are there any letters on this page that are in your name, too?

Answer 19

Questions to ask for print referencing

Question 20

Corrective feedback

Answer 20

Give warm praises for correct answers, help the child with incorrect answers

Question 21

• Assess letter identification
• Assess early reading skills
• Check comprehension
• Assess early writing skills
• Assess other literacy-related skills embedded in traditional language assessment

Answer 21

Assessment of literacy at the early elementary level

Question 22

• Counting the child’s words per minute

Counting the words then dividing it by the time

Answer 22

A quantitative measurement for reading fluency

Question 23

• Assess more advanced knowledge of written language
  Distinguishing between literary genes
  Identifying purposes
  Explaining affixes
  Explaining words with multiple meanings
  Explaining figurative language

Answer 23

Assessment of literacy at the later elementary level

Question 24

Why phonological awareness, particularly phonemic awareness, is an important skill

Answer 24

There is a link between good phonological awareness, particularly phonemic awareness, and good future literacy

Question 25

- Phonemic awareness: Is a teachable skills Helps children learn to read and spell Instruction is more effective when children are presented with corresponding letters Instruction is more effective when limited to only one or two types of phoneme manipulation, rather than several types Instruction should take no more than 20 hours of classroom time over school year

Answer 25

Findings of the National Reading Panel

Question 26

Three early developing phonological awareness skills

Answer 26

- Rhyming - Syllable segmentation - Detecting alliteration

Question 27

- Read! Book that rhyme, that have alliteration, that have silly sounds - PAIR the sounds with the alphabetical letters - GIVE direct instruction - SING! - PLAY AND HAVE FUN!

Answer 27

How we should encourage development of phonological awareness

Question 28

Phonological awareness skills 3-year-old children should be able to demonstrate

Answer 28

- Rhyming - Syllable segmentation - Detecting alliteration

Question 29

- Isolate a phoneme within a word - Recognize the same sounds in different words - Segment phonemes - Substitute phonemes

Answer 29

Phonemic awareness skills children in the first grade should be able to demonstrate

Question 30

When adults use print-referencing style everyday for 10 minutes they may fixate 20,000 more times more often than a child who is not introduced to print referencing

Answer 30

what research says about giving attention to print

Question 31

- Print as an object of meaning - Book organization and print conventions - Alphabet knowledge - Concept of word

Answer 31

domains of print knowledge

Question 32

commenting and tracking

Answer 32

cues to address domains of knowledge

Question 33

- Present alphabetic letters – Won’t hurt! Might help! - Pair pictured stimuli with written words - Use printed words as cues - Present written stimuli at more advanced levels - Use carefully chosen storybooks as stimuli - Use books that focus on the specific language structure the child needs help on - Use guided reading - Use dialogic reading - Using print referencing techniques

Answer 33

Ways to incorporate literacy into traditional speech and language therapy