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ECU Language + Learning Disabilities > Lecture 7 - Assessing and Remediating Text Comprehension Problems > Flashcards

Lecture 7 - Assessing and Remediating Text Comprehension Problems Flashcards

1
Q

Reading is a complex process that involves what six things?

A

Perception

Phonemic Awareness

Phonological Awareness

Orthographic Knowledge

Semantic Knowledge

Comprehension

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2
Q

What does literacy have the ability to do?

3

A

Decode and encode

Say words printed on paper

Say what the words mean

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3
Q

What is Multimodal Literacy the comprehension and production of?

What does it require people to do?

A

A wide variety of communication modalities (print, images, video, and digital contexts)

To represent their knowledge in those modalities

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4
Q

What are five essential skills for reading proficiency?

A

Phonemic awareness

Phonics

Fluency (reading)

Vocabulary

Comprehension

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5
Q

Oral and written language have a ___________.

A

Reciprocal relationship

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6
Q

Reading and Writing are initially dependent on what two things?

A

Oral language

Extending oral language abilities

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7
Q

Younger children use oral language to ___________ and older children use reading to ___________.

A

Learn to read

Further learning

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8
Q

Conversational language is used to meet what needs?

3

A

Requesting/commanding

Accomplishing daily tasks

Sharing personal information

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9
Q

What is Academic Language used to do?

5

A

Analyze

Evaluate

Synthesize

Persuade

Explain

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10
Q

Does Academic Language use more vocabulary words that carry meaning than Conversational Language?

A

Yes

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11
Q

What does Academic Language use more of?

3

A

Technical terms

Abstract concepts

Events that are related (e.g., wars, civil rights)

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12
Q

What complex syntactic patterns are used more often in Academic Language?

(5)

A

Passive voice

Dependent clauses

Adverbial clauses (when, while, so, because, if-then, unless)

Adjectival clauses (The colonists, who felt they did not have representation, dumped tea into the Boston Harbor)

Noun clauses (Where the rebels were going was unknown)

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13
Q

What is Content Schema?

A

Mental model for facts presented in the text

Social structures of bees, ants

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14
Q

What is Text Schema?

2

A

Superordinate organization for the presentation of content information

Organization of descriptions, stories and explanations

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15
Q

What is Event Schemata?

A

Common routines (e.g., going to a party)

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16
Q

What do Comprehension and Production of discourse or texts require?

A

The ability to make a variety of inferences

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17
Q

What do we need understanding of in order to comprehend text?

(2)

A

Cause-effect between people, objects, and events

Intention

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18
Q

______ are needed to comprehend text.

A

Inferences

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19
Q

Poor comprehenders have difficulty making ______ to ___________.

A

Inferences

Answer questions

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20
Q

What is Anaphoric Referencing?

A

Pronoun or noun phrase that refers to previous text activity

“He asked her where she was going” – who is he, she?

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21
Q

What is Bridging/Relational Inference?

2

A

Deducing sequence and relationship of information across sentences

Integrating semantically/conceptually related information across sentences

(“Morgan heard her favorite TV show, sighed, and went back to work.” = TV not in the room.)

[Inferring the relationship of two objects or events that aren’t explicitly related. The connection between the two is essential for understanding the text]

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22
Q

What are Explanation-Based Inferences?

A

Inferring the antecedent or consequences of actions

MLK marched in Washington because he wanted the laws to change

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23
Q

What are Predictive Inferences?

A

Forecasts future events

Pigs will escape wolf. How people will react to storm

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24
Q

What is Goal Inferencing?

A

Infers the intentions of characters

Foxes want to eat ducks

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25
What is Elaborative Inference?
Considers associations that cannot be explained causally | Houses will be less sturdy if built with straw.
26
What are six types of inferences?
Anaphoric Referencing Bridging/Relational Inference Explanation-Based Inferences Goal Inferencing Predictive Inferences Elaborative Inference
27
What is contained in Cognitive Understanding? | 4
Content schema Text Schema Event Schema Inferences
28
What is contained in Narrative Content? | 3
Landscape of action Landscape of consciousness Theory of Mind
29
What is Landscape of Action? | 2
Temporally patterned sequences of actions that are reported in the 3rd person Have minimal information about character's psychological state
30
What is Landscape of Consciousness? | 2
Story is told from perspectives of characters Linguistic coding from Theory of Mind
31
What is Theory of Mind?
Being able to infer the full range of mental states that cause action (beliefs, desires, intentions, imagination, emotions)
32
How do Narrative and Expository Texts differ? | 4
Differ in purpose Differ in schemata Differ in text structure Differ in types of processing
33
What are ways that Narrative and Expository Texts differ in purpose?
Entertain vs. information
34
What are ways that Narrative and Expository Texts differ in schemata?
Familiar vs. unfamiliar
35
What are ways that Narrative and Expository Texts differ in text structure?
Same basic vs. variable by genre
36
What are ways that Narrative and Expository Texts differ in types of processing?
Top-down vs. bottom-up
37
What does Story Macrostructure facilitate? | 2
The ability to recognize gists or themes of passages. Telling, retelling, or comprehending stories
38
What does Story Macrostructure help predict?
What will come next -> comprehend material
39
What limitations in Story Macrostructure do children with reading disabilities have? (2)
Telling shorter, less complete, less organized stories Remembering less detail
40
At what point in eduction are narratives the main focus? Expository texts?
Early grades Later grades
41
What are three types of Microstructures?
T-Units C-Units Clause
42
What are T units? | 2
Main clause + all subordinate clauses
43
What are C-units? | 3
An independent clause with its modifiers One main clause with all subordinate clauses attached to it. It cannot be further divided without its essential meaning disappearing
44
How do we determine C-Units?
Use Systematic Analysis of Language Transcripts (SALT)
45
What is a Clause?
Statement containing both a subject and a predicate
46
What is a Subject?
A noun phrase
47
What is a Predicate?
A verb phrase
48
What are two types of Macrostructures?
Comprehension-based measures Productive measures
49
How can we implement Comprehension-Based Measures? | 1+3
Questions about - Setting - Characters - Events
50
How can we implement Productive Measures?
Have child generate a story
51
What kinds of Narrative Development that occur in Preschool? (3)
Label simple descriptions of objects Characters Actions
52
What kinds of Narrative Development that occur in Early Elementary? (5)
Goals Intentions Emotions Theory of mind Script for common characters (e.g., big bad wolf)
53
What kinds of Narrative Development that occur in Later Elementary? (4)
More complex story Overcoming obstacles Awareness of time Multiple meaning words
54
What kinds of Narrative Development that occur in Adolescents/Adults? (3)
Connect 1st idea to 2nd idea Multiple meanings Themes
55
What does Content Schemata test?
Narrative development
56
How do we assess Content Schemata?
Have child tell story for wordless books, (Frog Goes to Dinner, Mercer Mayer)
57
What specifics do we assess in Content Schemata? | 6
Characters Actions Sequence Cause-effect Plans of characters Reactions of characters
58
Children with language delay/LLD will have _____ and ______ stories.
Shorter Simpler
59
What are Explicit Questions?
Questions whose answers can be found directly in the text | Who are the characters Where did this story happen? What is an important part of the story What happened?
60
What are Implicit Questions?
Questions who answers are not directly in the text (How does the person feel? Why did the person do this What do you think the person would say? What should happen next?)
61
What is an example of an Informal Reading Inventory?
Qualitative Reading Inventory (QRI-V)
62
What does the Qualitative Reading Inventory (QRI-V) provide? | 2
Narratives Expository passages
63
What does the Qualitative Reading Inventory (QRI-V) ask children to do?
Listen to and answer both explicit and implicit questions
64
What are we assessing in the Qualitative Reading Inventory (QRI-V)?
Macrostructure in story retelling | e.g., setting, goal, events, resolutions, main ideas
65
What does the Test of Narrative Language (2004) assess? | 2
Difficulties in narrative comprehension Difficulties in narrative production
66
How does the Test of Narrative Language (2004) assess difficulty in narrative comprehension?
Remembering information from a story with drawings
67
How does the Test of Narrative Language (2004) assess Narrative Production?
Child produces a story given a picture, sequence, or no picture
68
How does RtI provide instruction to be successful comprehending text? (3)
Tier 1 – Core program Tier 2 – Focused supplemental services Tier 3 – No progress with Tier 1 services. Child referred for full special education evaluation
69
How are SLPs involved in RtI? | 3
Looking at Task Requirements Documenting Strengths and Weaknesses of child Differentiating Lesson Plans to share with teachers
70
What is the CONTENT portion of RtI's Differentiated Content Instruction?
What the child should learn
71
What is the PROCESS portion of RtI's Differentiated Content Instruction?
Varying activities and strategies used/presented
72
What is the PRODUCT portion of RtI's Differentiated Content Instruction? (4)
Using multiple formats for completing activity Drawing Written/oral report by hand/computer Appropriate level of complexity
73
How do children develop Literate Vocabulary? | 3
They hear it when read to by adults Learning topic specific words Learning Prefixes, Suffixes, and Root words
74
What is a child learning in Syntax Development? | 4
Once upon a time…(relative clause “who” and “which”) Literate conjunctions (because, but, except) Descriptive vocabulary ("big eyes", etc.) Sentence structure
75
What is the goal of Accelerated Literacy?
To have students identify and use text patterns of authors
76
What is a child learning in Grammar Structure? | 2
Explicit teaching of narratives increasing comprehension Story maps
77
What are included in Story Maps? | 2
Setting and Characters Initiating event
78
What's an example of a Story Grammar (with the beads)? | 9
Main character (pompom) Setting (star) Kick-Off Event (shoe) Feelings (heart) Plan (hand) Attempts (plain beads) Obstacle (spool) Direct Consequence (bow) Resolution (heart)
79
Comprehension is ESSENTIAL if children are to be ___________.
Independent learners.
80
What are the two things SLPs do when working with text comprehension?
Assess Teach
81
Microstructure involves both ______ and ______.
Vocabulary Syntax
82
Macrostructure involves ______, and ______.
Content schema Text grammar
83
Is the purpose of narratives or expository texts to entertain?
Narratives
84
Is the purpose of narratives or expository texts to inform?
Expository texts
85
Do narratives use familiar or unfamiliar schema content?
Familiar
86
Do expository texts use familiar or unfamiliar schema content?
Unfamiliar
87
Do narratives use consistent or variable content?
Consistent
88
Do narratives have the same basic organization?
Yes
89
Do expository texts use consistent or variable content?
Variable
90
Do expository texts have the same basic organization?
No - different genres have different structures
91
What three things do narratives focus on?
Character motivations Character intentions Character goals
92
What two things do expository texts focus on?
Factual information Abstract ideas
93
What do narratives often require?
Multiple perspective taking | understanding points of view from different characters
94
What do expository texts expect of the reader?
To take the perspective of the author
95
What kind of inferences are needed to understand narratives?
Pragmatic | inferences from similar experiences
96
What kind of inferences are needed to understand expository texts?
Logical-deductive | based on information in the text
97
Are connective words critical in narratives? What connective words are normally seen? (3)
No // And Then So
98
Are connective words critical in expository texts? What connective words are normally seen? (6)
Yes // Because Before After When If-then Therefore
99
Can narratives stand alone?
Yes
100
Can expository texts stand alone? Why?
No The reader is expected to integrate information across texts
101
How is comprehension normally assessed in narratives?
Informally in discussion
102
How is comprehension normally assessed in expository texts?
Formal, structured texts
103
What kind of processing is normally used to decipher narratives?
Top-down
104
What kind of processing is normally used to decipher expository texts?
Bottom-up
105
What are Descriptive expository texts?
The text tells you what something is
106
What are Sequence/Procedural expository texts?
The text tells you how to do something or make something
107
What are Cause/Effect expository texts?
The text gives you reasons for what something happens
108
What are Problem/Solution expository texts?
The text states a problem and offers solutions
109
What are Comparative/Contrast expository texts?
The text shows how two things are the same and/or different
110
What are Enumerative expository texts?
The text gives a list of things that are related to the topic
111
What are the six types of expository texts?
Descriptive Sequence/Procedural Cause/Effect Problem/Solution Comparative/Contrast Enumerative

ECU Language + Learning Disabilities (11 decks)

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