Assessing Students Language for Learning 2

Question 1

LLD kids have probs w/ _________ language

Answer 1

pragmatic

Question 2

as more sophisticated pragmatics are expected, problems w/ pragmatics becomes more apparent!

Answer 2

parents think kids have bad manners

Question 3

Conversational pragmatics

Answer 3

1. communicative intentions
2. contextual variation
3. presupposition
4. discourse management

Question 4

communicative intentions:

Answer 4

children are able to use lang to monitor own behavior (reasoning, relating, talking about events an ideas not just getting wants and needs met), uses it to engage in complex imaginative play
-looking fo rhtings like self direction in early elementary; think of self direction as problem solving

Question 5

more sophisticated communicative intentions

Answer 5

interpretive; notice how things are, compare them “i like blueberries but not apples”

Question 6

projection portion of communicative intents

Answer 6

things are not obvious, projecting or forecasting things that are not obvious

Question 7

relational portion of communicative intents

Answer 7

things like protecting self from others, thats mine give it back, i don’t like that you took that form me

Question 8

contextual variation

Answer 8

code switching/also called register variation

Question 9

presupposition

Answer 9

being able to use language so you aren’t too redundant; aware of what you’ve already said (pronouns) ability to give background information
-conversational repair and discourse managment both fall under presupposition

Question 10

morphosyntactic probs go hand in hand w/

Answer 10

sli

Question 11

discourse management

Answer 11

taking too many turns, staing o topic

Question 12

Narrative pragmatics

Answer 12

elementary school range, extremely important

Question 13

Narrative pragmatics

Answer 13

1. comprehension and inferencing
2. narrative production (macrostructure, cohesion, microstructure)
3. assessing “artful” stortelling

Question 14

comprehension and inferencing

Answer 14

how you make sense of a story even though you may not hear every piece of the story overtly told: how would ou figure out if child compreheds? read a story and ask questions
-Inferencing: those are things where they weren’t explicitly stated but you could make an inference: ex: shelia was sitting at the bar with tom and then her bf came in and looked at them/turned away so tom was mad

Question 15

3 types of narrative production

Answer 15

macrostructure, cohesion, microstructure

Question 16

narratives

Answer 16

can be personal stories, what happened when something happened to the child, can be scripts, can be functional

Question 17

can learn a lot about child’s pragmatics and language structures by how a child

Answer 17

tells a story

Question 18

macrostructure

Answer 18

story grammar (what elements do stories have in it) organization, overall structure of story

Question 19

cohesion

Answer 19

linguistic markers that bind sentences together and make them flow/conjunctions (tommy wanted to go outside but he couldn’t find a coat) thats what makes it flow
-embedded clauses giving temporal order?

Question 20

microstructure

Answer 20

not global parts but oral parts like vocab, sentence structure, # of words/token, t units (any independent and dependent clause that goes together)

• the more dependent clauses in a t unit, the more sophisticated the language is
• it’s a measure to see if kids can embed clauses, put dependent w/ independent clauses

Question 21

Assessing artful story telling

Answer 21

Sparkle-something ou aren’t going to have a quantitative measure. child can be giving a bland/factual story

Question 22

Expressive Pragmatic assessment for contextual variation

Answer 22

design brief 3 question assessment to determine a student’s ability to vary their language based on context via speech act, contexts 2-3 foe each speech act)

Question 23

speech act

Answer 23

asking questions

Question 24

child can talk about how one is different from the other than that’s a _________ awareness skill

Answer 24

metalinguistic

Question 25

the metas

Answer 25

metalinguistic awareness and metacognitive skills

Question 26

metalinguistic awareness

Answer 26

linguistic awareness, can do pig latin and describe what they’re doing/make funny rhymes

Question 27

meta

Answer 27

helps you understand language

Question 28

metacognitive skills

Answer 28

there are 2: self regulation and self assessment

Question 29

self regulation

Answer 29

being able to plan, organize, and execute, knowing your strengths/weaknesses

Question 30

self assessment

Answer 30

consider what you know and what other people think and know; sally ann experience (kid w/ autism shows what pencil is but now where??

Question 31

Curriculum-based assessment

Answer 31

1. artifact analysis

2. dynamic assessment

Question 32

artifact analysis of curriculum based assessment

Answer 32

1. portfolio assessment

2. functional assessment

Question 33

dynamic assessment of curriculum based assessment

Answer 33

1. diagnostic teaching
2. successive cuing
3. mediated learning

Question 34

artifact analysis

Answer 34

anything generated in schooll, written assignments

Question 35

function assessment

Answer 35

see how child performs in classroom, environment

Question 36

dynamic assessment

Answer 36

scaffold-change contents to get better performance

Question 37

diagnostic teaching

Answer 37

another word for dynamic assessment- you continue to up the anti and support until you get right answer

Question 38

successive cuing

Answer 38

in terms of word finding/different hints until they can find something so giving them first phoneme of word-going from easiest cue to hardest-giving least amount of help

Question 39

mediated learning

Answer 39

directly teaching metacognitive skills** so important!!!

• you directly teach skils and teach them how to direct htat problem
• how to use context to use that unknown vocabulary word

Question 40

older children in this stage

Answer 40

1. use chronologically age-appropriate materials
2. evaluate functional needs (instead of saying what they should be doing, what should you be looking at? what can they do and what is the next step to function better in their environment!!!! what is it they need to be doing to be more successful)
3. use ecological inventories

Question 41

Evaluating/what kinds of treatments do you use for older kids?

Answer 41

real life situations- knowing that’s going to be treatment approach will inform your assessment

Question 42

ASD significant disabilities in

Answer 42

pragmatics

Question 43

For those with difficulties only in pragmatics, establishing _________ language services may be difficult

Answer 43

eligibility

Question 44

what could be helpful in determining asd pragmatic eligibility

Answer 44

1. normed parent or teacher questionnaires

2. assessment of conversational languae in peer interaction may be most valid assessment

Question 45

asd kids w/ only deficit in pragmatics have a hard time qualifying for services

Answer 45

tend to give global language test but pragmatic is their restricted concentration so hard to find standardized test that teases that out

Question 46

if child explains tha tyou should say, “ i don’t care for peas” to your grandma but it’s okay to say “peas are nasty to your friend is showing metalinguistic awareness

Answer 46

true

Question 47

presuppositions include

Answer 47

1. use of indefinite articles first then switching to definite articles
2. saying “the scissors are mine. please give them to me”

Question 48

T-units are a good way to look at

Answer 48

microstructure

Question 49

artifacts for children in the language for learning stage include

Answer 49

completed homework assignments

Question 50

mediated learning is teaching peers to work with the target student on functional classroom activities

Answer 50

FALSE