language & literacy - exam 3

Question 1

what is literacy

Answer 1

set of skills which allow an individual o engage fully in society & learning

Question 2

roles of SLP

Answer 2

prevention

advocacy

interprofessional collab

identify children at risk

screening / referral

assessing

providing intervention

supporting cultural & linguistic diversity

research

Question 3

emergent literacy

Answer 3

early childhood

print knowledge

phonological awareness

oral language

Question 4

learning to read

Answer 4

early primary grades

alphabet knowledge

recognizing words

fluent reading

learning to read to comprehension

Question 5

reading to learn

Answer 5

later primary grades

further fluent reading

reading automatically

reading for comprehension

Question 6

vocab knowledge

Answer 6

receptive

expressive

variety of categories & types

language of instruction

Question 7

understanding of narrative

Answer 7

story sequence

purpose of a story

info content

Question 8

phonemic / phonological awareness

Answer 8

sounds have meaning / can change meaning

diff sounds in diff words

eventually phoneme –> grapheme connection

Question 9

print based awareness

Answer 9

book & print organization

print meaning

letters

words

Question 10

emergent literacy skills in preschool writing

Answer 10

start scribbling

use letter like forms

control a writing tool

Question 11

emergent literacy skills in preschool reading

Answer 11

print carries meaning

pretend to read books

actively participate in shared book reading routines

handle books appropriately

Question 12

emergent literacy skills in late preschool/kindergarten writing

Answer 12

syllabic writing

some conventional letters

chooses their own “words”

Question 13

emergent literacy skills in late preschool/kindergarten reading

Answer 13

recognize names

can name many letters

know some letter sounds

can identify where to start reading & in which direction to read

Question 14

what recs can we give parents

Answer 14

name things in everyday environment

repeat strings of sound & add to them

draw attention to print in everyday environment

introduce new vocab

read & reread books

encourage drawing & scribbling

Question 15

ways to share books w/ babies & toddlers

Answer 15

do it everyday

a few mins is ok - don’t always have to finish

talk about pics

let child participate - turn pages or let them tell story

ask questions

Question 16

Phonological awareness

Answer 16

teaching children to focus on & manipulate phonemes

Question 17

what is the best early predictor of literacy outcomes

Answer 17

Phonological awareness

Question 18

fluency

Answer 18

ability to read orally w/ speed, accuracy, & proper expression

critical for reading comprehension

Question 19

reading comprehension

Answer 19

ability to gain meaning from text & repair misunderstandings

Question 20

is phonological awareness, fluency, & reading comprehension more skills-based or meaning-based

Answer 20

skills-based

not universally accepted but very common in US cirricula

Question 21

reading comprehension equation

Answer 21

language comprehension (meaning) x decoding (word recognition) = reading comprehension

Question 22

decoding & comprehension require other underlying skills:

Answer 22

vocab

metacognitive skills

higher order cognitive processes (thinking, reasoning, imagining, & interpreting

Question 23

becoming a more proficient reader also requires:

Answer 23

narrative language

spelling

writing

Question 24

oral narrative

Answer 24

real or fictional event

organized, linked utterances

Question 25

narrative macrostructure

Answer 25

overall story organization

Question 26

narrative microstructure

Answer 26

necessary syntax & internal linguistic features

Question 27

spelling is more difficult for children w/ __________

Answer 27

language impairment

Question 28

spelling is closely linked to __________

Answer 28

phonological awareness

Question 29

visual storage

Answer 29

important part of spelling visual images of words, morphemes, & syllables

Question 30

3 basic processes of writing

Answer 30

1. planning what to say 2. translating into written form 3. reviewing & editing

Question 31

aspects of writing

Answer 31

set goals, generate ideas, organize ideas into a logical pattern requires metaskills & executive function skills

Question 32

tier 1 - model of intervention & prevention

Answer 32

high quality supports for all student in general education

Question 33

tier 2 - model of intervention & prevention

Answer 33

diagnostic testing for identifying strengths & weaknesses small group within the classroom

Question 34

tier 3 - model of intervention & prevention

Answer 34

comprehensive evaluation to determine eligibility for special services individualized intervention

Question 35

some phonological awareness skills

Answer 35

first sound matching - teeth & tape, but not bean & sail last sound matching rhyming combination - say mice w/out m = ice

Question 36

what do we align intervention goals with

Answer 36

common core state standards

Question 37

embedded explicit apporach embedded

Answer 37

naturalistic environment set up to promote literacy development

Question 38

embedded explicit approach explicit

Answer 38

structured adult directed specific targets letter identification, sound blending, story maps

Question 39

intervention for older children

Answer 39

help the child be successful in classes work on literacy through a variety of subjects push in & pull out expository, narrative, & persuasive texts

Question 40

intervention for reading comprehension

Answer 40

teaching metaskills make predictions & form questions before reading look up words summarize paragraph by paragraph graphic organizers & visual diagrams

Question 41

intervention for spelling

Answer 41

focus on student's deficits (usually pa skills) practice identifying incorrect & correctly spelled words word sorts

Question 42

intervention for writing

Answer 42

targeting specific foundation skill - spelling, punctuation, syntax targeting metaskills & executive function - story organizers, evaluative rubrics