part 4: multicultural issues and dyslexia

Question 1

assessment of children from a diverse background

Answer 1

1. rule out speech patterns that are the result of a dialect or learning english as a second languge (speak with family, consult resources about the dialect or language in question, look for contrastive features that signal a different dialect)

Question 2

limitations to standardized assessments

Answer 2

-not always standardized for speakers of a different languge
-speech samples are often the best assessment tool (want to get an english sample too)

Question 3

treatment targets

Answer 3

1. if possible, tx should target all dialects/languages that a client speaks
2. prioritize sounds that occur in both languages

Question 4

priorities for tx

Answer 4

1. a childs intelligibility and speech accuracy should go up in the dialect/language that they speak (if the client is bilingual they should make progress in both languages)
2. do your best to determine if the client has SSD
3. do your best to improve daily functioning for diverse clients with SSD

Question 5

syllable awareness tasks (phonological awareness)

Answer 5

syllable blending, syllable segmentation, syllable deletion

Question 6

syllable blending

Answer 6

combine 2 or more sounds to produce a word - begins to emerge around 3 years old

Question 7

syllable segmentation

Answer 7

divide a multisyllabic word into 2 or more syllables - emerges around 4 years old

Question 8

syllable deletion

Answer 8

ex: say sailboat. now say it without boat. - children in kindergarten should be able to blend and segment syllables

Question 9

rhyme awareness tasks

Answer 9

rhyme detection, rhyme oddity, rhyme production

Question 10

rhyme detection

Answer 10

do these words rhyme

Question 11

rhyme oddity

Answer 11

which one doesnt rhyme

Question 12

rhyme production

Answer 12

tells me a owrd that rhymes with ___ (can accept nonwords or limit to real words)

Question 13

rhyme awareness ages

Answer 13

• detection and oddity emerge before production
  -3 year olds may play with rhyme
  -4 years oolds can tell wether or not words rhyme
  -middle class 5 year olds show competence in rhyming tass including rhyme production

Question 14

alliteration awareness tasks

Answer 14

aliteration awareness, alitteration oddity, alliteration production

-may emerge around 3 years

Question 15

alliteration awareness

Answer 15

recognition of shared initial ohoneme

Question 16

alliteration oddity

Answer 16

which one doesnt start with the same sound as the others

Question 17

alliteration production

Answer 17

what sound does fan start with? can you think of another word that starts with that sound?

Question 18

within-syllable awareness tasks

Answer 18

sensitivity to within-syllable structures, onset-rime blendig, onset-rime deletion

Question 19

sensitivty to within syllable structures

Answer 19

divide words into onset and rime
-onset-rime awareess emergings in kindergarten

Question 20

onset-rime blending

Answer 20

im going to tell you which word to point to, but i will say the word all broken up. guess which picture i mean

Question 21

onset-rime deletion

Answer 21

say pan. now say it again without the /p/

say train. now say it again without the /tr/

Question 22

phonemic awareness

Answer 22

the highest level is the ability to recgonzie indvidual speech sounds in words. measured through segmentation and blending tasks

Question 23

blending

Answer 23

combine segments to produce a whole word

-typically emerges around 5 years

Question 24

segmentation

Answer 24

break word down into component segments

-emerges around 6-7 years old (phoneme-level awareness once blending and then segmentation)

Question 25

manipulation

Answer 25

substitute one sound for another

Question 26

letter-sound correspondence

Answer 26

K-2nd grade need to be able to name letters and understand that letters go with sounds

Question 27

technqiues for tx

Answer 27

• Incorporate sound-letter correspondences into phonemic awareness activities
  -Teach continuant sounds like fricatives, nasals, and liquids before stops, affricates, and glides
• Teach letters associated with one sound (s, m, n, r, f) before letters like c, g, h
• Teach lax vowels before long vowels
• Avoid visually and auditorily similar letter pairs: p-b or b-d
  Begin with high-frequency letters

Question 28

define dyslexia

Answer 28

Learning disorder where reading is delayed due to problems identifying speech sounds and learning how they relate to letters and words (decoding)

Question 29

list treatment techniques for decoding and spelling

Answer 29

-Letter mnemonics (picture cues)
-Alphabetic arc - sequence alphabet on arc; first the initial letter and final letter then medial letters are placed
-Barton reading and spelling
-Lindamood phoneme sequencing program (LiPS)
-Blending and manipulating rhyme: slot letters, colored tiles, touch and say, index cards
-SIMPLE MODEL OF READING AND WRITING