Final 2

Question 1

gone for most 8 year olds

Answer 1

Letter reversals

[left parietal lobe corrects this orientation]

Question 2

Spelling development parallels…

Answer 2

reading

Question 3

Preschool:

Answer 3

Letter like form / symbols

Create symbolic-type forms in preschool

Question 4

Kindergarten:

Answer 4

Letter Abbreviations; begin to link sounds with letters. Not uncommon for kids to struggle with the sound-symbol association ie. frm instead of from

Beginning phoneme-grapheme correspondence

Question 5

First grade:

Answer 5

phonological awareness [hearing sounds of language] produce words that are phonetically equivalent.
Brot instead of brought

Question 6

Second/third grade:

Answer 6

Spelling is accurate. still continue to have problems with sight words and exceptions. ‘Rite’ still follows a rule, but not the correct spelling

Question 7

if letter reversal exists past age 8

Answer 7

problem with zones of overlapping that aren’t working to get letters to correct orientation; but it could also be a problem with sound-symbol association [when decoding/reading nonsense words]

Question 8

kids that struggle with handwriting

Answer 8

write a little not a lot

Question 9

Handwriting is distinct from…

Answer 9

written expression (written expression is similar to oral expression)

Question 10

Handwriting is not just a motor activity it involves…

Answer 10

Have visual spatial; visual directional; somatosensory; motor; visual motor integration; and cerebellar.

Question 11

spacing of words and letter/size of letters.

Answer 11

Right parietal

Question 12

direction and detail – getting letters in correct orientation.

Answer 12

Left parietal

Question 13

supplementray motor action =

Answer 13

experienced writer

Question 14

pre-motor

Answer 14

learning to write

Question 15

Exner’s area is important for handwriting.

Answer 15

left hemisphere supplementary motor cortex

Question 16

Executive circuits and motor control

Answer 16

what-when

Question 17

Cerebellar functions and motor control

Answer 17

how

Question 18

Kids have

Answer 18

more right hemi activation when writing

Question 19

Exner’s area

Answer 19

written expression

Question 20

Broca’s area

Answer 20

langauge expression

Question 21

Wernickes area

Answer 21

language comp

Question 22

spelling can be worse than reading is because of

Answer 22

Exner’s area in the frontal lobe

Question 23

Exner’s area in the frontal lobe

Answer 23

supplementary motor cortex in frontal lobe is important for allographic, or motor representation of letters

Question 24

Front of the brain (exner’s area) carries out

Answer 24

the letter to letter formation

Question 25

Content:

Answer 25

accuracy of words, ideas and organization of the content

Question 26

Structure:

Answer 26

can calculate a grammatical correctness and look at an error ratio

Question 27

Vocabulary

Answer 27

Diversification index: looks at number of commonly used words versus uncommonly used words in the passage.

Question 28

Syntax:

Answer 28

look at the sentence/type of sentences used/clauses are used/have thought units [how many ideas are presented in a sentence?]

Question 29

Fluency:

Answer 29

looking at automaticity of language. Oral and written expression are constrained by automaticity

Question 30

Journaling builds...

Answer 30

Fluencey

Question 31

Males do poorer with

Answer 31

orthography, spelling and handwriting, but not motor, have a hard time with cross-motor transfer. Turning things into written expression.

Question 32

Low Semantics (n = 31).

Answer 32

Left Hemi

Question 33

Low Grammar (n = 18) not a lot of words that are complex

Answer 33

Executive circuits and basal ganglia/Broca’s/Exner’s areas, insula

Question 34

Low Reading/Spelling (n = 13) (SOUND - SYMBOL)

Answer 34

Angular gyrus, Reading regions, extrastriate, angular gyrus, superior temporal lobe

Question 35

Poor Text Quality (n = 60)

Answer 35

Executive-dorsolateral for working memory, monitoring, evaluating, revising written product

Question 36

Poor writers may have

Answer 36

poor executive functions

Question 37

Frontal lobes:

Answer 37

working memory (retrieval, ordering); need to order things; definition of executive functions is the definition of a good writer. Keep track of writing and what you’re doing. Have to control your attention and focus written expression. (plan, organize, monitor, evaluate, attention, concentration)

Question 38

Left hemisphere:

Answer 38

all the facts, words, details. Knowledge base and bank of words that your frontal lobes will use to write written expression. (Detail, local, routine, crystallized, convergent/concordant)

Question 39

Right hemisphere:

Answer 39

need to be flexible when writing. Able to modify and change the sentence and think of another way to say it. Being creative to express yourself in different ways. (novel/ global/ divergent / discordant, fluid abilities)

Question 40

Simple syntax / expressive language =

Answer 40

Broca’s on the left anterior frontal

Question 41

Left anterior frontal - pre motor = & exners =

Answer 41

premotor = verbs , Exners =handwriting and spelling

Question 42

Left posterior [in temporal lobe]:

Answer 42

Semantics -need a lot of meaning

Question 43

Left posterior [in OCCIPITAL temporal lobe]:

Answer 43

Word spelling

Question 44

Right anterior [frontal lobe]:

Answer 44

complex syntax.

Question 45

Complex syntax =

Answer 45

Broca’s on the right anterior frontal lobe. Higher level writing. Need right hemisphere for poetry.

Question 46

Right posterior:

Answer 46

spatial feedback; can visualize things. Create a picture in your mind/visualize what you see going on, then write it out, or they can draw it out, or act it out.

Question 47

Right Posterior Temporal:

Answer 47

Implicit and Complex Semantics: Multiple Word Meanings

Question 48

- More frontal and left hemisphere activation - More cerebellar and supplementary motor - Better executive-language-motor interactions

Answer 48

Good writers

Question 49

- More right frontal activation and nonverbal working memory | - Poorer search and integration of thought and mechanics

Answer 49

Poor Writers

Question 50

Written expression –

Answer 50

executive function (pre frontal cortex)

Question 51

Retrieval problem / getting things out (even key words)–

Answer 51

right frontal (common in ADHD)

Question 52

PLEASE helps with this

Answer 52

Getting things out and evaluating what they know

Question 53

Tower Method

Answer 53

engages in error analysis and revisions

Question 54

verbs =

Answer 54

frontal lobe

Question 55

nouns

Answer 55

medial temporal lobe

Question 56

Scope method =

Answer 56

good for kids with cingulate disfunction - revision / proof reading method