learning disabilities that affect language-based skills such as reading, writing, and spelling
language-learning disorders
Highly correlated with reading ability
Phonological Awareness
Children with early language delays may have delays in higher level skills such as _______, even when the language delays have resolved
phonological awareness
apparent weaknesses in memory or semantic skills may have their underpinnings in
phonology
Difficulties in comprehension of complex syntax may be present
(e.g., passive voice, negation, relative clauses)
Form- Syntactic Profile
Children with language-learning difficulties may rely on immature strategies for comprehension longer than typically-developing peers
(e.g., order of presentation)
form- syntax and morphology
More errors are evident in _____ than____
written, oral syntax
Paul (2007) notes that not all children with LLD present with _______ difficulty
syntactic
Kahmi (2014) notes that grammatical morphemes marking ____ and ____will be more difficult for these children to learn
tense and agreement
Semantic difficulties at the word-level that may be noted in children with language-learning difficulties include:
- Reduced vocabulary size and decreased specificity of vocabulary knowledge (may be related, at least in part, to reading weaknesses)
- Decreased knowledge of semantic class features (e.g. how words fit into categories, interrelationships of words within categories)
- Use of non-specific vocabulary
- Difficulties in word-retrieval
Difficulties in word-retrieval
content: semantic
Use of non-specific vocabulary
content: semantic
how words fit into categories, interrelationships of words within categories
content: semantics
Reduced vocabulary size and decreased specificity of vocabulary knowledge (may be related, at least in part, to reading weaknesses)
content: semantics
decreased verbal fluency, decreased sensitivity to the communication attempts of others and increased difficulty with topic maintenance.
use-pragmatics
In the academic setting, much of a student’s new knowledge comes from ____
reading
What Causes Language Disorders?
- Genetic explanations
- Neurobiological explanations (i.e., brain structure and function)
- Environmental explanations
refers to the presence of another diagnosis in conjunction with the language disorder
co-morbidity
most common co morbid disorder
ADHD
purpose of assessment
- Determining eligibility
- Identifying strengths and areas of need
- Identifying how the student’s disability impacts their ability to succeed in the general education curriculum
- Identifying how the student performs compared to their typically developing peers
- Generating recommendations for goals, programs and services (p. 91)
comprehensive measures - receptive and expressive
CELF-5, TOLD-4
Provide information about language skills within a specific area of language function
PPVT-4, EVT-2, SPELT-3
criterian-referenced assessment of phonology (3 things)
- Tasks requiring production of complex phonological tasks
- Tasks assessing phonological awareness:
- Tasks assessing Rapid Automatized Naming (RAN): See CELF-4 subtest
Assessment of ______ in the early elementary grades is aimed at identifying children who may be at-risk for later reading difficulty
phonology
(Sounds OK. Doesn’t sound OK)
is a ____
form- decontextualized task- semantic judgement task
decontextualized tasks
form
- semantic judgement task
- Interpertation task
(Offer interpretations and student chooses correct interpretation or examiner asks a Q about statement and child responds)
form-decontextualized task- intrepretation task
indicates the child’s level of comprehension and level of function with few other cues
form- decontextualized envoronments
indicates how well the child utilizes environmental cues to support meaning
form- contextualized task
Probable event/Probable order of event
abandon by age
4-5
Sentences mean what we expect them to mean
probable event
Word Order/Order-of-mention Strategies (form)
The noun that is mentioned first may be interpreted as the person or thing that is completing the action of the verb
Following a peer’s directions for a board game
Following a peer’s directions to complete a craft
form
Types of spontaneous strategies the child employs (e.g., requests for clarification)
form
one main clause with all the subordinate clauses and nonclausal phrases attached to or embedded in it”
t unit
Clauses beginning with ____, ___, or ___ are separate T-units
and
but
or
In school-age students, persistence of _____ may be an indicator of impairment (see comments by Nelson, 2010)
grammatical errors
for form, Weaknesses may be seen in ______
complex sentence constructions
complex sentence analysis include what 3 things
- proportion of complex and simple sentences
- types of complex sentences
- use of conjuctions
Complex Sentence Analysis
1) Proportion of complex and simple sentences
Are there less than ___ complex sentences
20%
By end of preschool, typically developing children produce an average of ____conjunctions in a 15-minute speech sample
6-8
More than ____ disruptions in a 100-word speech sample is significant
8
Form:Disruptions
Look for :
Disruptions Look for : Mazes Verbalized disruptions??? False starts Frequent revisions
In school-age students, persistence of grammatical errors may be an indicator of impairment (see comments by Nelson, 2010)
error analysis