Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

School Age Language > School Age Language Final > Flashcards

School Age Language Final Flashcards

1
Q

Orthography definition

A

Knowledge required to represent spoken language in writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Four “language knowledge blocks” for spelling

A

Phonology, orthography, morphology, semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Morphology in spelling involves

A

Ability to consider the morphemic structure of words and how spellings change as a result of adding a morpheme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Semantics in spelling involves

A

Understanding how meaning affects spelling (they’re, their, there)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Spelling skills are highly correlated with…

A

Word level reading, reading comprehension, written composition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Sigler’s “overlapping waves theory” says that ….

A

Children have access to and use the 4 language knowledge blocks for spelling at different ages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

How to conduct a spelling assessment

A

Don’t use standardized tests for treatment planning and measuring effects of instruction. Instead,

  • Elicit a sample of words
  • Identify orthographic patterns that are misspelled
  • Describe the nature of spelling errors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How to create a spelling list

A

Choose words from ELA curriculum

- preferred method is to use hierarchical arrangement representing the complexity in the four language knowledge blocks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Phonological problem may be present if

A

A pattern in not represented or with a referent that is incorrect but similar to the target “rn” for rain or “pig” for “peg”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Orthographic problem may be present if

A

A pattern is used that is rarely correct (“ran” for rain)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

May be the MGR if

A

The target pattern is spelled with a pattern that is incorrect but plausible (“rane” for “rain”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Things to do when measuring progress

A

For RTI, be sure to omit any words that will be used during instruction

  • Use percent words correct (PWC)
  • Use Spelling Sensitivity Score (SSS) to get a clear picture of errors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

To facilitate learning, scaffolding structure…

A

I do, we do, y’all do, you do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How would facilitate word sorts ?

A

Provide 2 contrasting patterns (final /dz/ written with either ‘ge ‘or ‘dge’

  • Student sorts words
  • Verbalize why they believe words are written differently
  • Write the pattern in the spelling journal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Factors that influence writing sills:

A

State and school standards, variety of linguistic and cognitive abilities, literacy experiences, intrinsic motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What happens in the early writing state (4-8 years)

A

One of the main contexts is drawing
Around 4, children produce writing marks linearly with regular spacing
Studies indicate that writing changes from social prop to a social mediator
By the end of 1st grade, most are “conventional writers”- connected discourse that another conventionally literate person can read without too much difficulty and that the child can read conventionally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Characteristics of later writing (age 9+)

A

Can use “learning to write” vs. “writing to learn” sense of thinking

  • Facility with macrostructure- genres of writing
  • Facility with microstructure- sentence grammar
  • Microstructure (sentence grammar)
  • Writing process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

By age 7 what should storytelling abilities be like?

A

Capable of telling well-formed stories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Writing well formed narratives should happen by

A

5th grade

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Characteristics of LLD written narratives…

A

Write shorter narratives with more grammatical errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Characteristics of expository macrostructure

A

Informative and logically based

Often encounter new information, new vocabulary, and new concepts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Types of expository macrostructures

A

Compare/contrast, description, problem/solution, causation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Characteristics of development of persuasive macrostructure

A

Last of the genres to become proficient
Over time, use of statements without supporting evidence decreases and increase in use of compromise
Use of negotiation markers increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are some negotiation markers?

A

Counterarguments, obligation and judgement, degree of certainty, writer endorsement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

List and describe stages in Kroll’s evolution of spoken/written form relationships

A
  • Preparation phase: texts are not up to the standard of spoken language
  • Consolidation phase: writing closely resembles speech
  • Differentiation phase: “written” grammar emerges
  • Integration phase: writers move easily between oral and written form
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Microstructure elements important for narratives

A

Coordination and complement clauses

Default organizational scheme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Microstructure elements important for expository clauses

A
  • adverbial clauses
  • links clauses and sentences with array of lexical and phrasal connectives
  • increased word length, lexical density, register, and noun abstractness with age
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

How does revision change as age increases?

A

More time is devoted age increases

Sentence level vs. organizational and content changes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

How do younger and older students think about planning

A
  • younger students just ‘think about planning’

- older students (by 4th grade) use graphic organizers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Oral language characteristics associated with writing quality

A

Oral volubility and verbal IQ

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Four common cognitive domains

A

Content knowledge, conscious knowledge of written language, cognitive and linguistic subsystems, procedural knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What is a 504 plan?

A

No IEP but have accommodations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What are the important parts of an IEP?

A
  • Evaluation results
  • Present level of educational performance
  • Annual goals
  • Amount of services
  • Supplementary aids or services
  • Participation in regular education environments
  • Test modifications
  • Transition services
  • Attendance page
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What are the components of present level of performance

A

Describes the needs of the student
Includes strengths, interests, and preferences, concerns of the parent
Identifies area of need and current level of functioning
Summary of evaluation info
Translates technical jargon into clear, concise statements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Four main categories in present level of performance

A
  • Academic achievement, functional performance, and learning characteristics
  • Social development
  • Physical development
  • Management needs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Goals should be…

A

Collaborative
Relate to the school environment
Support and link to the Common Core Standards
Be SMART goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

SMART stands for

A 
Specific 
Measurable
Attainable
Relevant 
Time bound
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Example of a SMART goal

A

In one month, Kelly will categorize objects into the categories of ‘food’, clothing, and transportation in 4/5 trials over 3 consecutive sessions. Progress will be measured daily.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

What happens at IEP meetings?

A

Review current academic and social progress
Design a plan that specifically meets child’s needs
Review evals
Discuss eligibility for special ed services
Analyze what works
Identify where more help may be needed
Establish SMART goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Who attends the IEP meeting?

A 
Special ed teacher
General ed teacher
Parente
Student (if appropriate)
District rep
If it an initial meeting or 3 year reevaluation (triennial), a school psychologist must attend as well
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Intervention principles in L4L

A

Use curriculum based instruction
Integrate oral and written language
Incorporate the “metas”
Collaborate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Examples of clinician directed techniques

A

Drill work

CBT- explicit directives, think aloud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Child centered intervention principeles

A

Create optimal task conditions
Guide selective attention
Provide external support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Semantic treatment examples

A 
Knowledge checklist
Describe or give an example
Create an illustration
Make connections (predict-gram, word maps, word ladders)
Use spoken and written contexts 
Discuss new words with peers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Metacognitive approach to semantics examples

A

-Guess meaning based on context
- Look up word and write down definition
- Reread word and definition
Relate meaning to story

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

How to work on word finding

A

Familiar scripts with visual map
Timed, repetitive practice
Organize phonologically
Give phonological “clues (i’m looking at the picture that starts with the /b/ sound)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

How to work on inferencing

A 
Prediction activities (what do you think is going to happen next?)
Peer to peer story exchange (have students write a story and leave off ending , have a peer come up with an ending)
Sentence bridges (give them two sentences with something in the middle and they have to bridge them together)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

How to work on morphology

A

Point out relations in meaning and spelling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

How to remediate complex sentences

A

Use sentences from classroom literature
Combine simple sentences (what conjunction should they use?)
Paraphrase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

How to teach noun phrase elaboration

A

Give a group of students cards with modifiers or prepositional phrases
Color coded phrase strips (how does it make the sentence silly or better? How does the order of the words impact the meaning?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

How to teach verb phrase elaboration

A

Insert target into existing literature (fill in -ing ending)

Adverbs - fill in the blank. take lines from a fictional story. use adverb to describe how character said that line

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

How to target pragmatics

A

Student tells peer how to complete a task
Contextual variation through role play (polite to friends vs. polite to teacher)
Topic maintenance
Barrier games and peer editing (describing something to someone on the other side of the barrier)
Purposelly unclear messages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Remediating pragmatics in classroom discourse

A 
Modify demands of classroom
Role play class situations (participating in a discussion, turn taking, receiving feedback)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

How to target narrative comprehension

A

Before the story, use a preparatory set. Title and topic, predict based on title, literature webbing (put story events on index cards. do they match up?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

What is STEWS?

A
  • Skim through the pages of the story. What clues do they give you?
  • Title- What does it tell you the story might be about?
  • Examine pictures, headings, maps for clues. What new predictions can you make?
  • Words that might be important to the story. What words are new to you that you will need to understand?
  • Setting- will it be fact or fiction?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

How to target narrative comprehension

A 
Insert questions during reading 
Summarize
Explain new words
Clarify pronoun referent 
Provide cohesive ties 
Teacher think aloud
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

How to target narrative comprehension after reading

A 
Repeat scaffolded exposure (story grammar, then summarize, then analyze character motivations/feelings)
Graphic organiziers
Visual imagery
Internal state start 
QART technique for answering questions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Components of QART technique

A

QART- right there questions- can find ‘right there’ in the stories,
think and search questions- information to answer the question
is still in the story but info might be somewhat in the beginning, somewhat in the middle, two diff paragraphs or pages
from there you might ask the author and you questions- answer
is not in the story- relying on background knowledge. related to topic of story but need to utilize background knowledge to answer question. finally- ‘on my own’ questions- what would you do if ____?

59
Q

How to address narrative production

A

Insert info into pre-existing stories
Stick writing - use figurines or drawings to tell a story, give good visual response for an oral retell
In prewriting, have them brainstorm their ideas, show them a picture to get ideas flowing
Story structure- give different types of cues to make sure they include story grammar elements (SPACE)

60
Q

What does SPACE stand for?

A 
Setting
Problem
Action
Consequence
End
61
Q

Techniques for working on cohesion

A

Identify pronouns and referents
Write texts around ambiguous sentences
Combine sentences with appropriate conjunction

62
Q

Example of words showing temporal relations

A

Before/after

63
Q

Example of words showing causal relations

A

If/then

64
Q

Example of words showing epistemic relations

A

I know that (?)

65
Q

Example of words showing notice/perception

A

Wh- words

66
Q

Example of words showing specification relations

A

that/which (the ball that is blue)

67
Q

Example of adversative relations

A

But/although

68
Q

What is braidy?

A

A tool to develop oral language skills
Grades PreK-2
Develop narrative macrostructure and its development orally and in writing

69
Q

What is the mind wings program?

A

Grade 3-5

10 books chosen to teach the skills of narrative development, phonological sensitivity, expository text, vocabulary, cultural aspects

Purpose of the program to structure the read aloud and provide scaffolds for student responses

70
Q

How to target phonological awareness

A

Combine with metalinguistic and metacognitive strategies
Follow the developmental sequence
Strategies: Elkonin boxes, word sorts, multi sensory activities

71
Q

What is guided discovery teaching?

A

Method of teaching that utilizes question asking to lead students to new information
When the students make a discovery, they can understand and connect the new information to prior knowledge
Example for vowel sound (?)

72
Q

Describe Say it Faster, Move it Closer

A

Program that teaching blending. Letter magnets- start with them far apart and saying the sounds in isolation, then move them closer and closer until the sounds are blended

73
Q

Methods of teaching blending

A

Say it Faster, Move it Closer
Blending onsets and rimes, manipulating sounds “tracking”
Tapping out- Wilson method

74
Q

Methods of teaching understanding of syllable division

A

Manipulation of multisyllabic words

Scooping syllables

75
Q

How would you teach students to manipulate multisyllabic words?

A

Have students identify syllables that are written on individual cards, and arrange them into words

76
Q

What is scooping syllables?

A

As students read multisyllabic words, they scoop the syllables and code the type of syllable they read as well as the vowel

77
Q

Describe the Wilson Reading System

A

12-step remedial reading and writing program for individuals with a language based learning disability
Based on Orton-Gillingham philosophy
Directly teaches the structure of words in the English language so students master the coding system for reading and spelling
Presented in a systematic and cumulative manner
Specifically teaches strategies for decoding and spelling
Includes oral expressive language development and comprehension from the beginning
Comprehensive program at the school age level (2nd grade and beyond)

78
Q

Example of a closed syllable

A

Drip

79
Q

Example of a vowel consonant e syllable

A

broke

80
Q

Example of open syllable

A

She

81
Q

Example of a consonant le syllable

A

table

82
Q

Example of an r controlled syllable

A

bark

83
Q

Example of a vowel digraph/diphthong syllable

A

Town

84
Q

Describe the Wilson Foundations program

A

Orton Gillingham based, systematic, multi sensory reading program for grades K-3
Whole class instruction for 30 minutes/day with additional small groups as needed
Utilize a letter-keyword-sound approach to learning phonemes and blends
Teaches letters from the start
Segmenting is taught through tapping out words
Materials are fun and engaging

85
Q

Describe the LiPS program (Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS)

A

Early focus on the attention to oral-motor processes in articulating phonemes
Support the notion that speech should precede written work
Special names are given to describe multi sensory aspects of phoneme production
Students identify phonemes by matching them with photos of the oral mechanism engaged in articulatory gesture
Changes in words are identified first with mouth pictures, then with colored blocks
Letters not associated with sounds until later in the program
Lettered tiles introduced when complex word structures (CCVCC) can be segmented

86
Q

Example of lip popper sounds

A

p, b

87
Q

Example of tip tappers

A

t, d

88
Q

Example of tongue scrapers

A

k, g

89
Q

Example of lip coolers

A

f, v

90
Q

Example of tongue coolers

A

th

91
Q

Example of skinny air

A

s, z

92
Q

Example of fat air

A

sh, zh

93
Q

Example of fat-pushed air

A

ch, j

94
Q

4 purposes of tracking

A

Substitution, addition, omission, shifting

95
Q

What are the steps in the road to the code program for k-1st grade

A 
Phoneme segmentation (say it and move it)
Letter name and sound instruction
phonological awareness practice
96
Q

What happens in “say it and move it” (road to the code)

A

Students move tiles representing phonemes from a picture down to an arrow moving from left to right . Eventually letter tiles are used so becomes spelling

97
Q

What happens in letter name and sound instruction (road to the code)

A

Utilizes large cards with letters and pictures on them (vampire playing the violin while on top of the letter v). Teacher instructs the sound, identifies the pictures, and encourages generation of other words for that target sound

98
Q

What happens in phonological awareness practice (road to the code)

A

Games, songs, and read aloud focus on sounds in words

99
Q

Purpose of Elkonin boxes

A

Help students build phonological awareness by segmenting words into sounds or syllables
Teach students how to count the number of phonemes in the word, which does not always match the number of letters
Help students better understand the alphabetic principle in decoding and spelling

100
Q

Focus and procedure of Words Their Way program for K-8 classrooms

A

All components of the braid (orthography, reading, writing, oral language, and stories)
Based on the idea that sorting by attribute is a form of cognitive problem solving
Sounds introduced very early
Use developmental spelling levels for emergent readers
Lessons follow a systematic routine

101
Q

Systematic routine of lessons in words their way

A

Teacher demo
Sort and check by individual students
Reflection with teacher questioning
Independent Practice

102
Q

Describe the SMiLE method (Structured methods in language education)

A

Multi sensory teaching strategy to teach phonology, morphemes, and syntax
Associates phoebe with the grapheme but does not focus on letter names
Teaching follows a fixed sequence- each step provided systematic sensory and motor associations and practice on some aspect of visual, auditory, kinesthetic, or tactile association
Highly structured
Relevant for students in Prek-1 who are just learning to read, severe language learning disorders, students who of deaf or hard of hearing, students with auditory processing disorder, autism, etc.

103
Q

SMILE components and goal of module 1

A

Attention getting exercises, single sounds and letters, CV combinations
Goal: get ready for instruction, improve attending, begin learning and producing initial sounds

104
Q

SMILE components and goal of module 2

A

Combining sounds into nouns, secondary spellings of phones, associating meaning with nouns, writing readiness
Goal: Say and write 50 nouns when shown an object/picture, labeling objects

105
Q

SMILE components and goal of module 3

A

Teaching verbs, numbers, colors, plurals

Goal: learn additional vocab to create longer sentences

106
Q

SMILE components and goal of module 4

A

Simple sentences, questions, pronoun “my”, prepositions

Goal: To expand vocabulary, ask and answer questions

107
Q

SMILE components and goal of module 5

A

Short stories

Goal: Read, write, and tell simple descriptive stories and answer questions about stories

108
Q

Goals of the SIM (sounds in motion) program

A

Improve auditory perception
Stimulate for correct articulation
Develop phonemic awareness and early literacy skills
Encourage vocab development

109
Q

What age group SIM developed for?

A

PreK-1st grade

110
Q

Procedure of SIM program

A

15 weekly lessons taught by SLP and/or teacher
-Introduce movements and written symbol for 2-3 phonemes per week and review previous phonemes learned
- Practice blending with movements to create syllables early on
- Do a specific listening activity
-Introduce rebus story or rhyme for vocabulary and auditory perception of target phonemes
Utilize “whole body listening” to emphasize the importance of learning

111
Q

Strategies to facilitate fluency

A 
Echo reading
Choral reading
Partner reading 
Assisted reading 
Performance reading
112
Q

Strategies for comprehension monitoring

A

Tell student to ask if they don’t understand
KWL charts
Think aloud
Graphic organizers

113
Q

Four components of rationale for services in secondary grades

A
  • Demands in secondary grades are upped
  • Transition from concrete to formal operational thinking is necessary
  • Funcitonal communication only addressed by an SLP
  • Reduced dropout rates
114
Q

Three purposes of intervention for advanced language

A
  • Eliminate disorder
  • Change disorder
  • Change the way client responds to disorder
115
Q

How to target semantics for advanced language

A
  • Preteach words
  • Adverbial conjuncts and subordinating conjunctions
  • Direct instruction
  • Expand knowledge of already known words
  • Related words
  • Visual mapping
  • Encourage asking about unknown words
116
Q

4 ways to target figurative language

A

Repeated exposure, word pairs, keep a notebook, role playing

117
Q

How to target analogies in advanced language

A 
Define terms
List attributes for each term
Find relationship between A and B
Find similar relationship for C and D 
Increase from basic analogy to picture analogies, in sentences, in paragraphs
118
Q

How to target sentence combining

A

Two related simple sentences, combine them with a conjunction

119
Q

How to target sentence manipulation

A

Move pieces of sentences around - if I move this clause to the beginning, does it change the meaning of the word?

120
Q

4 areas of syntax to target with advanced language

A

Sentence combining, sentence manipulation, paraphrasing, persuasive contexts

121
Q

Three techniques for targeting pragmatics with advanced language

A
  • Graphic organizers for rules
  • Peer modeling
  • Change classroom conditions
122
Q

What is the reluctant readers list?

A

Librarian list of literature for children who don’t like to read or have reading problems

123
Q

How to facilitate fluency with advanced language

A

Repeated readings, focus on vocabulary words, punctuation

124
Q

Examples of sequential activities for advanced language

A
  • Establish purpose
  • Activate prior knowledge
  • Make predictions
  • Ask questions
  • Visualize
  • Focused skill activities
125
Q

Areas to target with narrative production

A
  • Refer to story grammar elements
  • Focus on plans, motivations, internal responses
  • Cohesive devices
  • Explicit instruction for revision process
  • Discuss purpose and audience
126
Q

How to teach expository/argumentative texts

A
  • Model
  • Joint construction
  • Independent construction

Also increase exposure to persuasive

127
Q

Seven crucial elements for social skills instruction…

A
  1. Introduction
  2. Guided instruction
  3. Modeling
  4. Rehearsal
  5. Feedback
  6. Planning
  7. Generalization
128
Q

Four “survival skills” for advanced language

A
  • Vocational skills development
  • Family/independent living
  • Emotional expression
  • Digital technology
129
Q

3 Learning strategies for semantics in advanced language

A

Root word strategy- know common prefixes and suffixes
Context clues - use temporal clues, category clues, and function of the word
Keyword method - What key word they think of when they see truculent- truculent truck driver - draw a pic of someone driving a truck

130
Q

2 learning strategies for syntax in advanced language

A
  • Self cueing- (Have I said it clearly? Have I connected the ideas? Have I used a formal style?)
  • Edit others’ writing first
131
Q

Linguistic elements commonly seen in expository language

A

-Pre/post modification of a noun phrase (The oldest known fossil skeleton of a human ancestor, a female specimen nicknamed Eve has been found)
-Multiclausal sentences (The animals adapt by making sure that when there is food available they get and store as much of it as possible by having reservoirs for fat storage such as the camel’s hump)
New info at end of sentences or across sentences

132
Q

Four strategies for facilitating expository comprehension

A

Priming, RAP, Identify macrostructures, POSSE strategy

133
Q

What is priming

A

For long elaborate noun phrase, give an example, talk through, do a lot of self talk, then have them do

134
Q

What is RAP?

A

Read
Ask questions
Put it into your own words

Read through first, come up with questions, then try to summarize

135
Q

Why is knowledge of macrostructure important in expository text

A

Will read text differently when they know the macrostructure (e.g. cause/effect)

136
Q

What does POSSE stand for

A

Predict
Organize- organize thoughts and come up with questions
Search- Search for answers to preceding questions
Summarize- after they read it, use answers to preceding questions to evaluate understanding

137
Q

Instruction for students with autism is moving toward a ___ approach

A

Balanced literacy (phonemic awareness, phonics, vocabulary, fluency, comprehension)

138
Q

What is anaphoric cueing

A

Semantic cue system whereby the child identifies words in a text that reference words previously used in the text (anaphora)

139
Q

Words typically used in anaphoric cueing ?

A

Pronouns which reference a person who was discussed earlier in the text

140
Q

Procedure for anaphoric cueing

A

Teachers show students how to pause at anaphora and relate those words back to their original reference. This helps students to make connections between various parts of the text

141
Q

Ways to think from a UDL perspective

A

Are the students engaged in the learning process?
Is the teacher incorporating several modalities in teaching the lesson?
Is communication well established? (dialogue or only labeling?)
Is the classroom environment setup in a way that promotes learning? (technology placed in an accessible setup?)
-Is pre-teaching being used?

142
Q

Three principles of UDL

A
  1. Representation- students require what is being taught to them to be presented in different ways. the WHAT of learning
  2. Action/expression - students should be able to let us know what they have learned by using methods most effective for them (manipulative, written expression, AAC)
  3. Engagement- students need to stay interested and motivated to become expert learners (interested, not frustrated, able to practice )
143
Q

Examples of technology supports

A 
-Text to speech- mac text to speech
Windows narrator 
Natural reader 
-Speech to text 
Mac dictation 
Windows speech recognition
Talk typer 
Dragon dictation

School Age Language (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions