Literacy Impairment

Question 1

What is literacy ?

Answer 1

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.

Question 2

Literacy

Answer 2

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.

Question 3

Role of SLP in literacy development

Answer 3

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.

Question 4

Decoding

Answer 4

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

Question 5

Text comprehension

Answer 5

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

Question 6

Phonological awareness

Answer 6

Knowledge of sounds, syllables, and sound structure of words


Question 7

Phonemic awareness

Answer 7

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

Question 8

Comprehension

Answer 8

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

Question 9

Critical literacy

Answer 9

Active analysis and synthesis,ableto explain the content

Question 10

Dynamic literacy

Answer 10

*Dynamic Literacy
Relatecontenttoknowledgethrough reasoning

Question 11

Metacognition

Answer 11

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

Question 12

Executive function

Answer 12

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

Question 13

Emerging literacy

Answer 13

Begins within social interaction
*Shared book reading

Question 14

Dialogic reading

Answer 14

DIALOGIC READING
*Interactive method of reading picture books

Question 15

Print awareness

Answer 15

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

Question 16

Reading development

Answer 16

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

Question 17

Mature literacy

Answer 17

 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

Question 18

Reading problems

Answer 18

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.

Question 19

Dyslexia

Answer 19

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

Question 20

Hyperlexia

Answer 20

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

Question 21

Reading problems
Pervasive developmental delay

Answer 21

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

Question 22

Reading problems
Learning disabled

Answer 22

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

Question 23

Reading problems

Answer 23

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

Question 24

Reading problems
Causal factor
Intrinsic

Answer 24

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

Question 25

Reading problems Causal factors Extrinsic

Answer 25

EXTRINSIC  *Experience and the manner of instruction

Question 26

Assessments of developmental reading Begin

Answer 26

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

Question 27

Assessment of developmental reading

Answer 27

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

Question 28

Assessments of developmental reading Word recognition

Answer 28

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

Question 29

Assessment of developmental reading Text comprehension

Answer 29

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

Question 30

Assessment of developmental reading Executive function

Answer 30

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.

Question 31

Intervention

Answer 31

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

Question 32

Intervention Phonological awareness

Answer 32

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

Question 33

Intervention Word recognition

Answer 33

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

Question 34

Intervention Text comprehension

Answer 34

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.

Question 35

Intervation Executive function

Answer 35

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