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ECU Language + Learning Disabilities > Lecture 2 - Language Learning Disorders > Flashcards

Lecture 2 - Language Learning Disorders Flashcards

1
Q

What are the two types of Perceptual Analysis?

A

Auditory (Hearing sounds)

Visual (Seeing letters and words)

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2
Q

Children with Auditory or Vision deficits may also have _____ and _____ language deficits too.

A

Spoken

Written

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3
Q

What is Phonetic Discrimination?

A

Ability to hear difference between two sounds that differ acoustically and phonetically

(T in tap and t in bat – differ phonetically, but don’t change meaning (allophones)
T and k differ phonetically and do change meaning)

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4
Q

What is Detection?

A

Ability to perceive the signal

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5
Q

What is Discrimination in Reading?

A

Ability to see visual differences between letters

E.g., /b/ vs /d/

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6
Q

What is a Visual Discrimination Problem?

What will this negatively impact? (2)

A

If can’t tell differences between letters

Decoding and writing

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7
Q

What is Identification?

A

Knowledge of the correspondence between letters and phonemes

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8
Q

A child who reads words wrong may have an ______ problem or a ______ problem.

This means we need to assess both _____ and _____.

A

Identification

Discrimination

Discrimination

Identification

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9
Q

What are the 3 types of Word Recognition?

A

Phonological Representation

Word Meaning

Visual Representation

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10
Q

What do we need to understand Sentences?

A

Text Processing

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11
Q

What is Comprehension?

A

Understanding what is being said and read

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12
Q

Words that are seen or heard must be associated with stored concepts in the __________.

A

Mental Lexicon (vocabulary)

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13
Q

Content of Mental Lexicon is same for _____ and _____.

A

Reading

Spoken language

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14
Q

What is contained in one’s mental lexicon?

4

A

Visual form

Phonological Information

Semantic Information (word meaning and relation to other words)

Syntactic information (noun, verb, adjective, etc.)

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15
Q

What happens when we process speech?

What happens as children age?

A

The phonological representation is directly linked to semantic meaning

They become more sensitive to native language sounds

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16
Q

What are the two paths we use to understand written words?

What is the other path?

A

Directly

Indirectly

Dual Route Model

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17
Q

What type of stimulus is used in the Direct path for reading?

What is it in a nutshell?

A

Visual representation

Look and say – whole word processing for sight words/familiar words

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18
Q

What is the Direct Model for reading?

6 + 1

A

Visual Input ->

Visual Analysis ->

**Visual/Lexical Decoding

**Word Meaning

Sentence/Text Processing ->

Text Meaning

**May be skipped using Sound-Symbol Associations

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19
Q

What type of stimulus is used in the Indirect Model for reading?

What is it in a nutshell?

A

Phonological representation

Decode words sound by sound, then blend together – takes longer

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20
Q

What is required to use the Indirect Model for reading?

2

A

Attention to letter sequences in words

Must have knowledge that words have discrete phonemic segments (Liberman, 1983

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21
Q

What is the Indirect Model for reading?

6

A

Auditory Input ->

Auditory Analysis ->

Phonological decoding ->

Word Meaning

Sentence/Text Processing ->

Text Meaning

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22
Q

What is the Dual Route Model for reading?

A

We use both the visual/lexical, and phonological routes for word recognition

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23
Q

What is Discourse Level Processing?

1 + 4

A

Processing…

  • Sentences
  • Conversations
  • Lectures
  • Stories
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24
Q

What are the different types of Structural Knowledge?

4

A

Word Order – Subject + Verb + Object – statements

Questions – Verb + Subject?

Grammatical Morphemes – adverbs, adjectives, verbs, nouns

Function Words – conjunctions, pronouns, and models

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25
What happens when you have a deficit in Structural Knowledge? (1 + 4)
Trouble with... - Sentence formation - Following directions - Answering questions - Etc.
26
What is a Proposition?
An Idea-unit that has a predicate (verb) and related arguments (E.g., give – someone giving, object given, recipient of object)
27
What can deficits in Propositions impact? | 4
Composition of sentences Understanding the meaning of sentences Sentence structure Understanding or sequences of information
28
What are the types of World Knowledge? | 4
Situation Model Representations Specific Content Domains Procedural Knowledge Interpersonal Knowledge
29
What are Situation Model Representations?
Individual’s knowledge of the world aids in comprehension
30
What are Specific Content Domains?
Academic subjects (science, social studies, and math)
31
What is Procedural Knowledge?
Script like knowledge of familiar events (e.g., tying shoes, driving a car, etc.)
32
What is Interpersonal Knowledge? | 2
Knowledge of feelings, attitudes, and human needs Pragmatics
33
What are Discourse Processing Models? | 3
Relating construct representations to each other Making inferences about the meaning of information based on prior knowledge Deciding which information should be remembered and/or discarded based on prior knowledge or type of information
34
Kintsch (1998) reader has a goal to read, and uses __________ to comprehend information.
Previous experiences and knowledge
35
What do children use to construct meaning? | 3
Schema Familiar events Discourse
36
What is a Schema? | 2
Structure in memory for general arrangement of information Familiar Events
37
What are Familiar Events? | 1 + 5
Scripts that occur and may include... - Main event - Participant - Goals - Position of each action - Additional information
38
What is included in Discourse? | 2
Stories Story Grammars
39
What are Stories? | 1 + 4
Mental framework for... - Setting - Goal - Obstacle - Resolution
40
What are Story Grammars? | 2
Hierarchical relations among components Structural organization
41
What is Structural Organization in stories? | 2
Setting Episode
42
What do Settings do in stories? | 2
Introduce characters Introduce context
43
What are Episodes in stories? | 5
Initiating event Internal response Attempt Consequence Reaction
44
What are we doing when we Understand Discourse and Text? | 5
Managing working memory Generating Inferences Constructing Coherent Representations Using a complex dynamic system Using metacognitive Ability
45
What do you need for Metacognitive Ability?
Basic processes to encode, store, and retrieve information in longterm memory
46
Metacognitive ability is need both for ___________ and for ____________. Phonological awareness is needed only for ______, not ______.
Learning to read Reading to learn Reading Speaking
47
What do you need explicit knowledge in to Learn to Read? | 3
Phonological aspects of speech Letter sound knowledge (word-letter-sound knowledge) Need to LEARN LETTERS
48
Reading is less than _____ years old.
5,000
49
In 2008, there were _______ illiterate adults (UNESCO, 2010) .
796 million
50
Reading is dependent on _____ and ______ (p15).
Learning Importance placed on reading
51
What are we processing when listening to Spoken Language?
Analysis of utterances into smaller phonological units
52
Analysis of speech stream is performed by ____________ processes.(Lieberman, 1973)
Lower level auditory perceptual
53
What will improve spoken language in children?
Being raised to verbally communicate
54
What are the characteristics of Spoken Language? | 7
Physical Situational Functional Form Vocabulary Grammatical Processing
55
What are the Physical characteristics of Spoken Language? How long do they last?
Temporal ordered sounds Have short duration
56
What are the Situational characteristics of Spoken Language? | 5
Face-to-face Questions Answers Time pressures Nonverbal expressions
57
What are the Functional characteristics of Spoken Language? | 3
Label objects Tell stories Informational
58
What are the Form characteristics of Spoken Language? | 4
Pitch Voice quality Manner Prosody
59
What are Vocabulary characteristics of Spoken Language? | 4
Limited number of words Speakers have shared concepts References for pronouns (he, she) Current expressions (slang)
60
What are the Grammatical characteristics of Spoken Language? (3)
Low in density and high in redundancy Can repeat words Can refine expressions
61
What are the Processing characteristics of Spoken Language?
The higher level context information needed
62
What are the characteristics of Written Language? | 7
Physical Situational Functional Form Vocabulary Grammatical Processing
63
What are the Physical Characteristics of Written Language? | 5
Written - can be read and reread Reader controls speed of reading Difference in fonts Difference between lower case uppercase Provides clues
64
What are the Situational Characteristics of Written Language? (3)
Writer does not get immediate feedback Can correct and revise at leisure Need more precision and distinct word usage
65
What are the Functional Characteristics of Written Language? | 4
Keep accurate records History Building ideas Email and texting (quick communication)
66
What are the Form Characteristics of Written Language? | 2
Letters on paper, screen, etc. Punctuation is important for interpretation (Statement vs. question)
67
What are the Vocabulary Characteristics of Written Language? | 2
Dense and precise Clear and unambiguous
68
What are the Grammatical Characteristics of Written Language? (2)
Lexically dense Low in redundancy
69
What are the Processing Characteristics of Written Language? (2)
May skip short words Can skim
70
There are reciprocal and important relationships between ______ language, ______, and ______ language
Oral/Spoken Reading Written
71
What are children with deficits in Oral Language, Reading and Written Language classified as?
Language and Learning Disabled | need all three for diagnosis
72
SLPs are responsible for having foundational knowledge of the processes of _____ language, ______, and ______ language.
Oral/Spoken Reading Written
73
What might create problems with comprehension? | 4
Multiple meaning words Idioms Creative language Slang

ECU Language + Learning Disabilities (11 decks)

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