Chapter 1 Flashcards
(110 cards)
1
Q
Deficits in language and literacy may result in…
A
problems using language to communicate
2
Q
You need sound and letter knowledge to ____ ____.
A
decode words
3
Q
You need ____ ____ for reading comprehension.
A
fluent decoding
4
Q
When spelling and writing, you need __ and __ level awareness to pair sounds with letters.
A
sound and word
phonemic and phonological
5
Q
Decoding for reading involves (4)
A
letter identification, letter sound awareness, sight words, and print awareness
6
Q
What is print awareness?
A
the knowledge that letters make up words
7
Q
How is print awareness learned?
A
joint book reading
8
Q
Reading comprehension involves (4)
A
vocabulary, context, multiple meaning words, and type of literature (nonfiction/ fiction)
9
Q
Assessment of written language includes the assessment of (4)
A
letters, words, sentences, and paragraphs
10
Q
When looking at written letters what are we assessing?
A
accuracy, handedness, spacing and size
11
Q
When looking at written words, what are we assessing?
A
capitalization and spacing
12
Q
When looking at written sentences, what are we assessing?
A
word order, punctuation and meaning
13
Q
When looking at written paragraphs, what are we assessing?
A
narratives, descriptions of pictures, sequencing, and structure
14
Q
What are language- based learning disabilities?
A
problems with age-appropriate reading, spelling, and/or writing
15
Q
Dyslexia is primarily with ____ or ____ words NOT _____ language.
A
written or printed; spoken
16
Q
What are 9 deficits associated with language based learning disabilities?
A
- word recall/ expressing ideas clearly
- learning new vocab
- understanding questions
- following directions
- recalling numbers in sequence
- letters and numbers
- learning ABCs
- spelling
- memorizing times tables
17
Q
What does the broad view of reading emphasize?
A
higher-level thinking
18
Q
What is the problem with the broad view of reading?
A
it combines decoding and comprehension
19
Q
What are the two SEPARATE components that make up the simple view of reading?
A
decoding and comprehension
20
Q
What is decoding?
A
word recognition processes that transform print into words
21
Q
What is comprehension?
A
the process by which words, sentences and discourse are interpreted
22
Q
If you have good decoding and good language comprehension then you have….
A
typical reading
23
Q
If you have poor decoding and good comprehension then you have….
A
dyslexia
24
Q
If you have poor decoding and poor comprehension then you have…
A
mixed decoding and comprehension deficit
25
If you have good decoding and poor comprehension then you have...
specific comprehension deficit
26
What is the focus of the narrow view of reading?
decoding only
27
Describe the bottom up model.
spoken and written language comprehension starts with the initial detection of the stimulus and goes through stages where the info is chunked together into larger units
28
Describe the top down model.
if the child is familiar with content they can construct meanings and this facilitates comprehension
29
The top down model puts importance on _____.
schemata
30
What is a schemata?
scripts that allow for predictions about the info being processed
31
Describe the interactive model of communication.
Children need word recognition and higher-level conceptual knowledge to be good readers
32
Can parallel processing occur in the interactive model?
yes
33
Describe the connectionist model.
the lexicon is an interactive network of connections between 2 levels of processing
34
What are the two levels of processing in the connectionist model?
orthographic (letters) and phonological (sounds)
35
What are the two types of input?
auditory (speech) and visual (print)
36
What are the two types of perceptual analysis that take place?
auditory (hearing the sounds) and visual (seeing the letters)
37
Children need to know that ____ represent phonemes.
graphemes
38
There are ___ letters in the alphabet that represent more than ___ sounds.
26;47
39
There is a need to know the ____ and possible ____ in print.
letters; combinations
40
If a child has limited letter recognition and/ or phonemic awareness there will be a ___ ___.
reading problem
41
What occurs at the word recognition level of comprehension?
phonological representation, word meaning, and visual representation
42
Children with auditory or vision deficits may have ___ and ___ language deficits.
spoken and written
43
What is phonetic discrimination?
the ability to hear the difference between 2 sounds that differ acoustically and phonetically
44
What is detection?
ability to perceive a signal
45
What is discrimination?
the ability to see the visual differences between letters
46
What is an example of poor visual discrimination in reading?
inability to tell the difference in /b/ and /d/
47
If a child cannot tell differences in letters, it will _____ impact decoding and writing.
negatively
48
What is identification?
knowledge of the correspondence between letters and phonemes
49
Is it possible for a child who reads words incorrectly to have an identification problem and NOT a discrimination problem?
yes
50
Words that are seen or heard must be associated with concepts stored in the ___ ___.
mental lexicon
51
The content of the mental lexicon is the same for ___ and ___.
reading and spoken language
52
What information is included in the mental lexicon?
visual form, phonological info, word meaning, and syntactic info
53
What is processing speech?
When the phonological representation is directly linked to semantic meaning
54
What are the two ways that reading can be accessed?
directly (visual representation) and indirectly (phonological representation)
55
How is reading accessed directly?
visual representation; Look and say --> whole word processing words for sight words and familiar words
56
How is reading accessed indirectly?
phonological representation; decode the words sound by sound and then blend them together
57
When accessing reading indirectly, the child must have the knowledge that words have ___ ____ ___.
discrete phonemic segments
58
What is the dual route model?
reading can be accessed using word recognition, visual/ lexical info and phonological info
59
What is discourse level processing?
processing sentences, conversations, lectures, and stories
60
What is structural knowledge?
knowledge of word order, grammatical morphemes, and function words
61
What are function words?
conjunctions, pronouns, and models
62
What are grammatical morphemes?
adverbs, adjectives, verbs, and nouns
63
What is word order for a statement?
subject+ verb+object
64
What is the word order for a question?
verb + subject?
65
If a child struggles with discourse level processing, they will have deficits in
sentence formation, following directions, and answering questions
66
What is a proposition?
an idea-unit that has a predicate and related arguments
67
What is an example of a proposition?
Using the word "give"
- someone giving
- object given
- recipient of object
68
Deficits in prepositional knowledge can impact (4)
1. composition of sentences
2. understanding meaning of sentences
3. sentence structure
4. understanding/ sequencing info
69
What are the four types of world knowledge?
situation model representations, specific content domains, procedural knowledge and interpersonal knowledge
70
What are situation model representations?
individual knowledge of the world aids in comprehension
71
What are specific content domains?
academic subjects like science and math
72
What is procedural knowledge?
scripts about the knowledge of familiar events (tying shoes or driving a car)
73
What is interpersonal knowledge?
knowledge of feelings, attitudes, and human needs
74
What are discourse processing models?
the relation of construct representations to each other and the meaning of information inferences based on prior knowledge
75
Children must decide which information should be remembered / discarded based on ____ ____ or the type of info.
prior knowledge
76
Kintsch(1998) said ...
the reader has a goal to read and uses previous experiences and knowledge to comprehend that info
77
Children construct meaning from ___ and ___.
schema and discourse
78
What is schema?
structure in memory for general arrangement
| familiar events and scripts that occurf
79
What are the parts of a schema?
main event, participant, goals, position of each actions, and additional info
80
What is discourse?
stories and story grammars
81
What are stories?
the mental framework for setting, goal, obstacle, and resolution
82
What are story grammars?
the hierarchical relations among components
83
What is the structural organization of story grammars?
setting and episode
84
What occurs during the setting?
introduce the characters and context
85
What occurs during the episode?
initiating the event, internal response, attempt, consequence, and reaction
86
What is understanding? (5)
management of working memory, inference generation, construction of coherent representations, complex dynamic system, and metacognitive ability
87
What is metacognitive ability?
the need of basic processes to encode, store and retrieve info
88
Metacognitive ability is needed more for learning to ___.
read
89
When learning to read, a child needs explicit knowledge of the ____ _____ of speech..
phonological aspects
90
In 2008 how many adults were illiterate?
796 million
91
What is needed to learn spoken language?
analysis of utterances into small units and analysis of speech stream
92
What are the 7 characteristics of written and spoken language?
physical, situational, functional, form, vocab, grammatical, and processing
93
What are physical characteristics of spoken language?
temporal ordered sounds with short durations
94
What are situational characteristics of spoken language?
face-to face, questions, answers, time pressures, and nonverbal expressions
95
What are functional characteristics of spoken language?
labeling objects, telling stories, giving info
96
What are form characteristics of spoken language?
pitch, quality, manner, and prosody
97
What are vocab characteristics of spoken language?
limited number of words, speakers have shared concepts, pronoun references, and current expressions
98
What are grammatical characteristics of spoken language?
low in density and high in redundancy, can repeat words, and refine expressions
99
What are processing characteristics of spoken language?
higher level context info
100
What are the physical characteristics of written language?
written, can be read and reread, reader controls speed of reading, different fonts, lower case, uppoer case, provide clues
101
What are the situational characteristics of written language?
writer does not get immediate feedback, prompts, can correct and revise, need more precise and distinct words
102
What are the functional characteristics of written language?
keep accurate records, history, building ideas, email, texting, quick communication
103
What are the form characteristics of written language?
letters on paper, punctuation is important, statements vs. questions
104
What are the vocab characteristics of written language?
dense and precise, clear and ambiguous
105
What are the grammatical characteristics of written language?
lexically dense, low in redundancy
106
What are the processing characteristics of written language?
may skip short words/ skimming
107
T/F: There are reciprocal and important relationships between spoken lang, reading and written lang?
True
108
Children with deficits in oral lang, reading, and written lang are classified as
language and learning disabled
109
T/F Children can be language and learning disabled if they only have deficits in oral language and reading?
False--> they must have deficits in oral lang, reading, and written lang
110
T/F SLP's are not responsible for having foundational knowledge of the processes of spoken lang, reading, and written lang?
False
