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SPTH2002: Lang, Lit and Hearing > LLH > Flashcards

LLH Flashcards

(52 cards)

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1
Q

What are the three domains of language?

A

Form, Content, and Use.

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2
Q

What components make up language form?

A

Syntax, Morphology, Phonology.

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3
Q

What is phonological awareness?

A

The ability to attend to and manipulate units of sound in spoken language.

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4
Q

What is phonemic awareness?

A

The ability to perceive and manipulate individual phonemes in spoken words.

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5
Q

What is orthographic awareness?

A

Knowledge of and ability to adhere to spelling conventions.

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6
Q

What is morphological awareness?

A

Knowledge of morphemes—the smallest meaningful units in language—and how they combine to form words.

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7
Q

What is the alphabetic principle?

A

The understanding that graphemes (letters) represent phonemes (sounds) in spoken words.

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8
Q

Name the four main components of literacy.

A

Decoding, Encoding (Spelling), Reading Comprehension, Writing.

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9
Q

What is the Simple View of Reading?

A

Reading Comprehension = Decoding × Listening Comprehension (RC = D x LC).

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10
Q

What are the ‘Big Five’ of reading instruction?

A

Phonemic awareness, Phonics, Vocabulary, Reading Comprehension, Reading Fluency.

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11
Q

According to Ehri, what are the phases of word reading development?

A

Pre-alphabetic, Partial alphabetic, Full alphabetic, Consolidated alphabetic.

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12
Q

What is the Simple View of Writing?

A

Writing = Transcription + Text Generation + Executive Functions.

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13
Q

What are common goals of a language/literacy assessment report?

A

Describe assessment findings, provide diagnosis, and make functional recommendations.

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14
Q

List three factors that influence report writing.

A

Audience health literacy, organisational policies, and theoretical frameworks (e.g., ICF, EBP).

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15
Q

What is a functional literacy goal example?

A

Being able to explain to family how they went at football practice.

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16
Q

What are the three parts of the ear?

A

Outer ear, Middle ear, Inner ear.

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17
Q

What structures make up the middle ear?

A

Tympanic membrane, ossicular chain (malleus, incus, stapes).

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18
Q

What is conductive hearing loss?

A

Hearing loss due to problems in the outer or middle ear preventing sound conduction.

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19
Q

Give two common causes of conductive hearing loss.

A

Otitis media, impacted cerumen.

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20
Q

What is sensorineural hearing loss?

A

Hearing loss due to damage to the inner ear or auditory nerve.

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21
Q

What is presbycusis?

Study These Flashcards
A

Age-related sensorineural hearing loss, typically affecting high frequencies.

22
Q

What are the main components of a hearing aid?

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A

Microphone, amplifier, microprocessor, receiver, power source.

23
Q

What is the purpose of directional microphones in hearing aids?

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A

To improve speech understanding in noise by focusing on sounds from the front.

24
Q

What is the role of compression in hearing aids?

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A

To fit a wider range of sounds into the user’s reduced dynamic range.

25
What are cochlear implants used for?
To provide auditory input for individuals with severe-to-profound sensorineural hearing loss by directly stimulating the auditory nerve.
26
Name one syndrome associated with syndromic hearing loss.
Usher syndrome, CHARGE syndrome, Pendred syndrome (any one).
27
What is the difference between aided and unaided communication strategies?
Aided strategies use devices like hearing aids or cochlear implants; unaided strategies include lipreading, sign language.
28
What are facilitative communication strategies?
Actions taken to make communication easier before a breakdown occurs, like modifying the environment or instructing the speaker.
29
What are repair strategies in communication?
Used after a breakdown, such as repeating or rephrasing the message.
30
What is auditory training?
Aural (re)habilitation technique aimed at improving the ability to interpret auditory input.
31
What are the Big Five skills in early school-aged reading development?
Phonemic awareness, Phonics, Reading fluency, Vocabulary, Reading comprehension
32
What does phonemic awareness involve?
The ability to focus on and manipulate phonemes in spoken words, including tasks like blending, segmentation, and deletion.
33
What is explicit phonics instruction?
Teaching students prespecified letter-sound relationships and having them practice decoding words using this knowledge.
34
What are Tier 1, 2, and 3 vocabulary words?
Tier 1: Basic words used in everyday speech. Tier 2: High-frequency academic words. Tier 3: Low-frequency, domain-specific words.
35
What is the purpose of dialogic reading using the PEER sequence?
Prompts the child, Evaluates the response, Expands on it, and Repeats the prompt.
36
What is the goal of morphosyntax therapy?
To improve grammar and syntax using strategies like focused stimulation, recasts, and explicit instruction such as colourful semantics.
37
What are the key components of an audiological assessment protocol?
Case history, Otoscopy, Physiological measures, Behavioural measures, Functional auditory assessments.
38
What does ABR (Auditory Brainstem Response) measure?
It measures neural activity in response to sound to estimate hearing sensitivity.
39
What do OAEs (Otoacoustic Emissions) indicate?
The health of the cochlear outer hair cells; presence indicates normal function or mild hearing loss.
40
What is tympanometry used for?
To measure the compliance of the middle ear as air pressure changes, identifying issues like fluid or eustachian tube dysfunction.
41
What is the difference between conductive and sensorineural hearing loss on an audiogram?
Conductive shows an air-bone gap with normal bone conduction. Sensorineural shows elevated air and bone conduction thresholds without a gap.
42
Case 1: Sam (7 years old, difficulties with following instructions, answering questions, and telling a story. Teacher notes inattention and disruption.) What domains would you assess and why?
Receptive language, expressive language, syntax, morphology, narrative skills, auditory processing, attention – to identify underlying difficulties impacting classroom functioning.
43
Case 1: Sam (7 years old, difficulties with following instructions, answering questions, and telling a story. Teacher notes inattention and disruption.) What assessment tools could be used and why?
CELF-5 for language profile, narrative tasks for storytelling, observation, language sample analysis, and teacher checklists – to assess across contexts and inform planning.
44
Case 1: Sam (7 years old, difficulties with following instructions, answering questions, and telling a story. Teacher notes inattention and disruption.) Who would you involve in the assessment and why?
Teacher (contextual insight), parents (developmental history), possible psychologist (attention/behaviour), school-based staff – to gain a holistic view of Sam’s needs.
45
Case 2: Tayla (Year 2, diagnosed with DLD. Difficulties in morphology, syntax, semantics. Strong pragmatics, sociable, but frustrated when misunderstood.) What difficulties might Tayla show in morphology, syntax, and semantics?
Morphology: incorrect verb endings or tense; Syntax: fragmented sentences, incorrect word order; Semantics: limited vocabulary or word retrieval difficulties.
46
Case 2: Tayla (Year 2, diagnosed with DLD. Difficulties in morphology, syntax, semantics. Strong pragmatics, sociable, but frustrated when misunderstood.) What are two classroom activities to support Tayla's syntax?
1. Sentence-building with colour-coded visuals. 2. Recasting and sentence expansion during shared reading or discussions.
47
Case 3: Toby (Year 5, DLD, socially complex family, not a priority at home. Teacher reading 'The Brothers Quibble'.) What tier of vocabulary would you target from the book?
Tier 2 vocabulary – general academic words useful across the curriculum (e.g., argue, interrupt, apologise).
48
Case 3: Toby (Year 5, DLD, socially complex family, not a priority at home. Teacher reading 'The Brothers Quibble'.) What is the rationale for choosing Tier 2 vocabulary?
Tier 2 words support comprehension and general language use, appear in literature, and align with curriculum expectations.
49
Case 3: Toby (Year 5, DLD, socially complex family, not a priority at home. Teacher reading 'The Brothers Quibble'.) List three activities to build Toby’s understanding of target vocabulary.
1. Word maps and definitions; 2. Use in sentences or class discussions; 3. Matching words with synonyms/contexts in the book.
50
Case 3: Toby (Year 5, DLD, socially complex family, not a priority at home. Teacher reading 'The Brothers Quibble'.) What are two classroom supports you would recommend?
1. Visual aids or word banks; 2. Pre-teaching and reviewing vocabulary before/after shared reading.
51
Case 4: Lauren (6 years old, difficulty producing regular past tense verbs.) Write a SMART short-term goal to target this skill.
Lauren will correctly produce regular past tense verbs (–ed) in 4 out of 5 opportunities during structured play with visual prompts over 3 sessions.
52
Case 4: Lauren (6 years old, difficulty producing regular past tense verbs.) What intervention approach would you use and why?
Hybrid approach – using focused stimulation and modelling to target past tense in a structured but naturalistic setting.

SPTH2002: Lang, Lit and Hearing (2 decks)

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