Language disorders in children test3 – Flashcards

Self initiated controlled It is form discourse Extend unit of text - written or oral Events linked temporally or casually in predictable ways Cohesive Predictable Story grammar-rules used to create the narrative Speaker use language the listener can understand Decontextualized-communicating an experience not directly shared by the speaker and listener Beginning, middle and an end Listener/reader is passive Discourse

Engel 1995- An account of an experience or events that are temporally sequenced and convey meaning

formal and orderly and usually extended expression of though on a subject that is connected by speech or writing a linguistic unit larger than a sentence

oral or written, conversation, narrative or expository writing Expository discourse- primarily for the purpose of instruction or presenting information Lecture Explanation Procedure -Text can be spoken or written Is cohesive Has a pattern Should be longer than a sentence -Rhetoric Persuasion people are trying to pursued us into believing the things they are saying hear this a lot in politics -Three types of narratives 1personal-an actual experience a person has had Recount- wether we talk about that experience Account when we talk about the experience but with some prompting for further information 2 stories fiction. Something made up to talk about 3 Scripts- sometimes called event casts When we talk about them as a narrative, we expect they are longer and have a purpose By age 8 a cild should be able to give you an event cast of what is going on Usually in present tense Usually for planning

there is a central them and all pieces of the story go out from that theme.

when the structure becomes more organized Logical step by step following of a narrative

The mental representation of the story Generally a 4-5 yr child can get a nice story grammar if the are supported with pictures picture prompting By 8 yrs a child should have good story grammar without any prompting within story grammar we will talk about emotions thoughts, empathy 1 setting 2 initiating event: something that sets up the problem or dilemma for the story 3 internal response: the protagonist's reaction to the initiating event 4 attempt: a plan of action to solve the problem 5 consequence: result of that plan 6 reaction: response to the consequence

the flow of text and the connection of the sentences to form the whole Cohesion in a written work wis the author's voice. They have to be sure there intended audience will understand Things we look at in cohesion 1. Theme: does the author carry the theme throughout the story? 2. Genre: WHat are we writing about? 3. Style: Very personal. How you personally write.

What meakes the sotry special or interesting Example get the child to use more descriptive words Has to do with word choice Sentence structure: simple sentence -> complex sentence Appendages: Opening, body, and conclusion "once upon a time" tells you it's a fairy tale Gives us the moral of the the story. what is this story

Main goal as an SLP is to have literate language Decontextualization Abstract Formal Rhetoric Vocabulary choice (Semantics) Syntax

Not within contextualizaton (Dont know what the person is talking about)

Reading writing and language intervention

-Repeated opportunities Occur witnin a naturalistic environment, within the context of the activity, across activities (thematic unit), script the session -Intensity Frequency, over the day and week rather than in mass practice, 1:1 aide in not necessarily intese, intentional -Systematic support Scaffolding Modeling -explicit Skill focus Most challenging part discrete skill instruction within purposeful contexts, limited objectives, student should be encouraged to internalize the information-- goals and objectives

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is the applicat of an idea, concept or skill being used in one situation to a different situation. Bridging is a support

generalization is a consistent application of the goal in all situations.

-Who? Adolescents, -What? Thinking, listening speaking, reading writing meta skills, nonverbal communication, paralinguistic skills, -How? General procedures, Mediation, bridging, enhancing skills, -Methods; Referential communication activities, narrative activities, expository, word-finding, social skills, emotional intelligence.

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explain opinion Monitor Classroom-based Pullout Self contained program Community based combination

Emergent literacy- The children may notice environmental print in the home and in the community and may become aware of the meaning of labels, logos and commonly encountered signs. Includes play. Environmentally dependent Recognizing words, letters Able to process them better Literacy rich environment Role models Lego magazine Reading readiness- Educators believed that child should possess reading readiness skills before formalized instruction in reading and writing began What were considered to be necessary visual, auditory and linguistic skills achieved a mental age of 6.5 years Children without such skills could not benefit from instruction in reading and writing.This was not based on experimental evidence More academic, less play when the child starts to demonstrate their ability to recognize words and letters Skills they possess before actual instruction Need a mental age of 6.5 years Visual, auditory, and linguistic skills Was used as a standard in the past, but we've gone away from this today

1. Prevent written language problems by fostering language acquisition and emergent literacy, 2. I identify children at risk fro reading and writing problems 3. Assess reading and writing 4. Provide intervention and document outcomes for reading and writing intervention programs 5. Provide assistance to general education teachers, parents, and students 6. Advocate effective literacy practices and advance the knowledge base.

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1. collaborate with classroom teachers 2. continue to provide intervention for oral language behaviors target parental behaviors that promote literacy in preschoolers 4. Provide direct instruction in reading and writing. shared story book reading

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RTI: Response to Intervention

Pyramid: 1st tier Research based instruction in general education classroom (for all kids) 2nd tier Intensive Assistance, as part of general education support system (part of general education, there is (a 504 which is implemented by the faculty staff, the vice principal is sometimes in charge depends, extended time to take a test, etc) This is still for all children. 3rd tier Intensive intervention Still regular education, but some school districts, this is not the case

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Emergent literacy Early elementary school Later elementary school

Emergent (Preschool) -Assessment of family literacy Assess the child's home environment to judge whether or not it is sufficiently literacy-enriched. -Assessment of knowledge of print The child's knowledge of logos and common signs -Assessment of literacy-related behaviors of parents and caregivers Interview the parents and caregivers to assess their own literacy-related behaviors. The SLP should consider cultural or socioeconomic factors or both that will affect the degree to which parents promote literacy in individual households Phonological awareness syllable awareness, syllable blending, word rhyming identifying phonemes sound to letter information

Assessing letter identification Naming the letters of the alphabet with proficiency and ease. Assessing early reading skills Gough and Tunmer's popular view of reading suggests that it consists of two processes: decoding and comprehension. Decoding involves knowledge of sound-letter associations that transform print to words. Reading aloud, sometimes by naming the sound of each letter in a printed word. Comprehension involves understanding what is being read. Assessment of early writing skills The child should draw or write and observe how well the child attends to the writing task. Other literacy related assessment tasks Naming objects and concepts Defining simple objects and concepts by describing attributes and functions Understanding and producing figurative language such as idioms, similes, humor puns, irony Retelling a story, paraphrasing it, and answering questions regarding paragraph-length material either read to the child or by the child Phonemic/phonologic awareness phonemic (sound to letter information) letter identification Early reading skills need to look at how kids decode, what their methods are, how they segment words, do they understand the material? Writing skills how they put words together Vocabulary - function -semantics; useage and knowledge Figurative language Humor, understanding of double meanings Retelling a story Narrative development

Later levels (grade 3 and up) Assessment or reading at the later level SLPs should address the students' more advanced knowledge or written language. Can the student distinguish between literary genres such as fiction and nonfiction, biography ,poetry and so forth? Assessment of writing at the later level The SLP should obtain a sample of the student's writing sample and analyze it. Assessment of spoken language at the later level literacy-related higher level spoken language skills. The SLP should analyze the student's language sample for evidence of increasing syntactic complexity. curriculum shift that happens in third grade (reading to learn rather than learning to read) Moving teachers for different levels Pictures disappear from books smaller print text boxes for thinking (to make you more aware of certain things; gives you additional information to solidify point they are trying to make) Index/glossary words become longer highlighted words are important textbook start to become more specific complex sentences complex pronouns change a lot at this level (some they don't learn until they are older - 12 or 13; example themselves Writing becomes more complex social language social groups start to become more important abstract concepts begin to appear.