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Functional Disorders > Literacy Impairment > Flashcards

Literacy Impairment Flashcards

1
Q

What is literacy ?

A

The use of visual modes of communication
 *READING AND WRITING
 Encompasses language, academic, and cognitive processes.
 Spoken versus Written Language
 *Reading and writing are not just speech in
print.
 *Must be able to encode and decode as well as comprehend.

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2
Q

Literacy

A

60% of children with language impairments may have difficulties with literacy.
 *May lack preliteracy skills
 Deficits can occur in adulthood
 Illiteracy
 Acquired loss of language from
neuropathology such as dementia and aphasia.

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3
Q

Role of SLP in literacy development

A

SLP is interested in children’s language deficits and the ways in which these deficits influence the acquisition of literacy.
 ASHA: SLPs have the following responsibilities
 *Educate teachers and parents in the oral
language-literacy relationship
 *Identify children at risk
 *Make referrals to literacy-rich programs
 *Recommend assessment and treatment in preliteracy skills
 SLP is a part of a team.

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4
Q

Decoding

A

DECODING
 *Segmenting a word into its component
sounds and blending together to form a word
 *Phonological skills essential.

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5
Q

Text comprehension

A

Text Comprehension
 *Syntax, morphology, semantics, pragmatics
 areneededforcomprehension
 *Language and experience needed to interpret message

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6
Q

Phonological awareness

A

Knowledge of sounds, syllables, and sound structure of words

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7
Q

Phonemic awareness

A

PHONEMIC AWARENESS
 *Ability to manipulate sounds (blending,
segmenting)
 Related to reading and spelling skills
 Determine when sound or syllable deleted, to blend, and to compare initial phonemes

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8
Q

Comprehension

A

Combination of text, text grammar, and world knowledge/experience
Several levels *BASIC LEVEL
Concernedwithdecoding

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9
Q

Critical literacy

A

Active analysis and synthesis,ableto explain the content

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10
Q

Dynamic literacy

A

*Dynamic Literacy
Relatecontenttoknowledgethrough reasoning

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11
Q

Metacognition

A

Self-appraisal
*Knowledge of one’s own cognitive processes

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12
Q

Executive function

A

EXECUTIVE FUNCTION
*Self-regulation *Ability to:
Attend
Set reasonable goals
Plan and organize
Initiate, monitor, and evaluate Revise plans and strategies

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13
Q

Emerging literacy

A

Begins within social interaction
*Shared book reading

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14
Q

Dialogic reading

A

DIALOGIC READING
*Interactive method of reading picture books

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15
Q

Print awareness

A

PRINT AWARENESS
*Knowledge that print has function and meaning
*Later,recognizing words as discrete units, identifying letters and using terminology

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16
Q

Reading development

A

Children with good language seem to enjoy reading and pretending to read
 Around age 4
 *Notice phonological similarities and appreciate
rhyming
 *Develop reading skills rapidly at early ages
 Phonics
 *Sound-letter correspondence
 *Reading becomes more automatic or fluent
 Third Grade
 *A shift from learning to read to reading to learn

17
Q

Mature literacy

A

 Little energy spent determining pronunciation
of words
 Language and world knowledge used to understand text
 Monitor for understanding
 Use prediction
 Reading is interactive
 Adults use reading as a primary means

18
Q

Reading problems

A

Risk of reading difficulties is high in those with articulation or language impairments
 DYSLEXIA
 *Poor word recognition
 *Problems with phonological processing
 HYPERLEXIA
 * Poor comprehension
 *Typical to above average word recognition.

19
Q

Dyslexia

A

DYSLEXIA
 *Poor word recognition
 *Problems with phonological processing

20
Q

Hyperlexia

A

HYPERLEXIA
 * Poor comprehension
 *Typical to above average word recognition.

21
Q

Reading problems
Pervasive developmental delay

A

PERVASIVE DEVELOPMENTAL DELAY (PDD)
 * Delayed vocabulary
 *Oral narratives are challenging
 *Often excluded from reading curriculum

22
Q

Reading problems
Learning disabled

A

LEARNING DISABLED
 *Acquire reading typically
 *Fall substantially behind by fifth grade
 *May recognize word shapes rather than decoding

23
Q

Reading problems

A

Children with language impairments are at risk for reading impairments
 *Begin with less language and have difficulty catching up
 Poor comprehension because of lack of language knowledge
 Poor metalinguistic abilities
 Linguistic processing difficulties

24
Q

Reading problems
Causal factor
Intrinsic

A

Causal Factors
 *INTRINSIC
 *Genetics
 *Vision-based deficits
 *Auditory Processing Problems  *Attention Deficits
 *Language Impairments
 *Neurological Problems

25
Q

Reading problems
Causal factors
Extrinsic

A

EXTRINSIC
 *Experience and the manner of instruction

26
Q

Assessments of developmental reading
Begin

A

Begins with
 *Questionnaires, interviews, referrals, and
screenings
 *Reading Assessment
 *Standardize reading assessment
 *Oral Language Samples
 *Analysis of miscues or mistakes
 *Written story retelling
 *Comprehension measures

27
Q

Assessment of developmental reading

A

Phonological Awareness  *Rhyming
 *Syllabication
 *Segmentation
 *Phoneme Isolation  *Deletion
 *Substitution
 *Blending

28
Q

Assessments of developmental reading
Word recognition

A

Word Recognition
 Principles
 *Materials should be age appropriate
 *Use various tasks
 *Use several measures
 *Consider cultural and linguistic background
 *Demonstrate unfamiliar tasks
 *Reading deficits not limited to those with emergent literacy
 *Observations and interpretation is extremely important.
 Curriculum-based measures and dynamic assessment may
be more appropriate
 Should be done with and without clues
 Note all errors, error types, and attempts to cut out w

29
Q

Assessment of developmental reading
Text comprehension

A

TEXT COMPREHENSION
 ASSESS
 *Oral Language
 *Knowledge of narrative schemes and text grammar
 Metacognition
 *Standardize tests should be supplemented by other naturalistic observation/measures

30
Q

Assessment of developmental reading
Executive function

A

EXECUTIVE FUNCTION
 *Self-regulation can be assessed by
 *Interview questions about strategies used for reading tasks
 *Think-alouds or verbalizing thoughts accompany reading
 *Error or inconsistency detection during reading.

31
Q

Intervention

A

SLP supports classroom teacher and reading specialist
 Embedded/explicit model of intervention
 *Literacy-rich experiences embedded in daily
curriculum
 *Explicit, focused, and therapeutic teaching
 Two-prong intervention model
 *Meaning foundation
 *Form foundation

32
Q

Intervention
Phonological awareness

A

Phonological Awareness
 *Begin Early
 *Teach within meaningful context
 *Work with one or two sounds at a time
 *Work on concept syllable
 *Children who receive phonological awareness training have higher
 —Phonemic awareness
 —Work Attack
 —Word identification skills

33
Q

Intervention
Word recognition

A

Word Recognition
 GOALS
 *Teach Phonemic Decoding Skills  *Develop a rich sight vocabulary  *Improve reading comprehension
Context can be used to help predict words

34
Q

Intervention
Text comprehension

A

TEXT COMPREHENSION
 *Begin intervention with oral narration
 *Progress to oral and written interpretation
 *Comprehension can be improved before, during, and after reading activities
 * Comprehension training addresses character motivation
 *Explicitly teach language style found in written text
 Ideally, students internalize strategies and use them as they read.

35
Q

Intervation
Executive function

A

EXECUTIVE FUNCTION
 Areas Targeted:
 *Working memory
 *Self-directed speech
 *Problem Solving
 Distancing from the text and toward independent thought
 *Important for older students

Functional Disorders (8 decks)

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