Language Learning Disabilities – Flashcards

When an individual can apply information to many different contexts with ease and is able to see relationships that are not necessarily obvious

limited understanding which is tied to original context in which knowledge was learned

-Collect information before making up one's mind -Seek various points of view before coming to a conclusion -Think a lot about a problem before responding -Calibrate the degree of strength of one's opinion to the degree of evidence available -Think about future consequences before acting -Weigh the plusses and minuses of a situation before making a decision -Seek nuance and avoid absolutism.

Willingham People are naturally curious, but we are not naturally good thinkers. Unless the conditions are just right, we will avoid thinking whenever possible. Studying is not a natural thing to do and as Bjork has shown, most people have serious misconceptions about the way we actually learn and remember. The mind is not designed for thinking. We don't think that often because our brains are designed for the avoidance of thought. Thinking is slow, effortful, and unreliable

It is virtually impossible to become proficient at a mental task or procedural one without extended practice. Knowledge early in training is fundamentally different than knowledge late in training. It's not just that students know less than experts; what they know is also organized differently. Experts did not think like experts-in-training when they started out. They thought like novices.

Confirmation bias -Commonly accepted wisdom. Everyone figures it must be right because everyone believes it. -Something similar to the theory is true. People do differ in their visual and auditory memories, but this does not mean they are visual/auditory learners. -Once we believe something, we interpret ambiguous situations as being consistent with what we believe. -I put a figure up and it helps clarify a concept, but maybe the figure will help auditory learners as well or one more auditory example would have led to understanding.

Western view of intelligence as a fixed attribute. Implication is that smart people don't need to work as hard to get good grades. Thus, if you have to work hard, it means you're not smart. Eastern view (China, Japan) view intelligence as malleable, which means it is under student control. This means that hard work can overcome lower intelligence/ability. Praise effort (processes), not ability—need to encourage students to think that their ability is under their control. Praise persistence in the face of challenges. Praise taking responsibility for one's work. Avoid insincere praise. Show students you have confidence in them. Give them reasons to work hard to read. Reward the effort. Mr. Feeney affect: smart kid doesn't try and does ok=no praise Not as smart kid does ok, but tries really hard and gets praise.

Minimal brain dysfunction

Parents wanted a unifying label for their children. They pressed for a non-medical term so their children would not be stigmatized and could get services in schools.

Differential diagnosis is sorting the different reasons for problem. LD had to be differentially diagnosed from children with other issues so it could be defined.

RD: To be eligible for services, students must meet a discrepancy between academic achievement (usually a measure of reading) and intellectual ability as measured by IQ. Discrepancy is usually one standard deviation (15 points), so a child with an IQ of 100 and reading achievement of 84 would qualify for services, but a child with an IQ of 98 and same reading score (84) would not. Although LD may occur concomitantly with other handicapping conditions (e.g., sensory impairment, MR, serious emotional disturbance) or with extrinsic influences (e.g., cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. Problems in self-regulatory behaviors, social perception, and social interaction may exist with LD but do not by themselves constitute a learning disability. SLI: Significant deficit in language ability—often requires performance at least 1 SD below mean on standardized measure of language (e.g., CELF, TOLD). Perform within normal age limits on a measure of nonverbal intelligence (e.g., Leiter, Columbia, TONI). Children with SLI are not, Hearing impaired, Brain damaged, ID/MR, Autistic, Environmentally deprived(usually not used), Phonologically disordered (they may have mild speech delays)

Based on "wait to fail" model for identification Children will often not be identified until 3rd grade when they are already failing. Will miss many children who need services (One- children with low IQ miss out on services, Two- children with too high an IQ may too) Even with these criteria, there are a large number of children who must be served and growing (half of children in special ed) Promotes separation of general and special education

1. 3rd grade- wait to fail 2. Discrepancy

RTI- get intervention before meet discrepancy. Get intervention without being labeled. Services in kindergarten, so don't wait to fail. Continuous progress monitoring of student performance Specific interventions to address student's difficulties Students who fail to progress receive additional intervention or become eligible for Special Education

Etio- adv: Convenient way to distinguish among different disorders, Provides a diagnostic label to receive services, May offer clues about type of intervention required dis: assumes homogenous skills-treats all the same, Assumes that language abilities within each group are homogenous.It is rare to find a child who fits neatly into one category (co-morbidity)Resulted in division of treatment domains Descriptive- adv: assumes not homogenous skills, disadv: doesn't give diagnosis, such as autism, ID, hearing impaired. Linguistic Revolution (Chomsky, 1957—Transformation Generative Grammar) changed the way language was viewed. Studies of normal language development (Boston) led Paula Menyuk (1963) to examine the syntactic abilities of children with language disordersLed to language assessments (DSS) and differential diagnosis of language disorders.

Reading-narrow view, reading is just decoding. (example-reading Hebrew but not understanding what it means) Could say reading is just decoding. Need to know alphabet, vocab, word-letter correspondence.

Typical vs non-dyslexic (with no IQ discrepancy) poor readers who don't meet a discrepancy. No measure of reading or processing will discriminate between the groups. All have same proportion of letter reversal errors and transposition errors as the dyslexic.

Called LD kids with IQ/reading discrepancy, compared to kids who did not meet IQ discrepancy. Proposed that do poorer, but they didn't.

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (IDA, 2003). Dyslexics have poor reading decoding skills but good reading comprehension.

a. literacy artifacts b. literacy events c. literacy knowledge i. conventions and purposes of print ii. alphabet iii. letter names iv. sound-letter correspondences v. sight word vocabulary Low print, they aren't exposed to print and when children are learning names for letters the children are still learning how to hold a book, that words are represented in print.

Sight word reading (Uses letter sequences/spelling patterns to recognize words visually with minimal, phonological recoding, Uses direct visual route to access word meaning)

Children learn words by items in that they don't reach one stage and read all words the same way, by letters or by sight. It depends what word how they will decode it. Familiar, high-frequency words are recognized visually with minimal phonological decoding. Novel, low frequency words are more dependent on phonological decoding. NOT STAGE: Tells us what knowledge and skills are necessary to read; does not address how knowledge and skills are acquired. Each stage is associated with only one type of reading. Implies that all words are read with same approach at a particular stage.

Phonological recoding functions as self-teaching mechanism that leads to fast accurate word recognition. Each successful decoding of a word provides an opportunity to acquire word-specific orthographic information. With print exposure, specific sequences of letters become associated with particular words--- (they become lexicalized). The outcome of the lexicalization process is a skilled reader who relies very little on phonological decoding—i.e., maintains no spelling-sound correspondences at the level of individual letters and diagraphs. Phonological decoding is no guarantee of self-teaching. It only provides the opportunities for self-teaching. Quantity and quality of exposure to print, semantic knowledge, and the ability to remember orthographic patterns will determine how quickly children become proficient decoders.

Word recognition (decoding) is a skill that can be broken down into component parts (sounds, letters, sound-letter correspondences, orthographic sequences). It can be proceduralized (could make a manual) and taught because it involves a narrow scope of knowledge that once acquired results in fast, accurate sight word recognition. Comprehension is not a skill; it is a complex of higher-level mental processes that include thinking, reasoning, imagining, and interpreting. These higher-level processes are strongly influenced by content domain. Comprehension is thinking guided by print and prior knowledge. Teaching Word Reading= There are numerous evidence-based instructional programs that have been shown to effectively teach word reading to all but the most severely disabled students (cf. National Reading Panel, 2000), and most of these severely disabled readers can be taught word reading skills with intensive phonic programs (Torgesen, 2005). Teaching Comprehension= Assessing and improving comprehension is much more difficult than assessing and improving word recognition. Hirsch (2006) reported that it took 5 years of a knowledge-based curriculum to impact a measure of domain-general comprehension (i.e., standardized test of reading). This does not mean we should not try to improve general comprehension abilities. It means that we must combine general strategy instruction with subject-specific instruction (e.g., CORI) and recognize that we may not see improvement in domain-general measures of comprehension for several years. 1. Improving Comprehension: The Knowledge Deficit= Target the knowledge deficit by building up the most enabling linguistic and world knowledge cumulatively in a time-efficient manner. 2. This means starting during the preschool years with the focus on speaking and listening. Expose children to different subject and content areas through books, experiences, TV, movies, games, etc. 4. Provide opportunities for children to talk about these different subject areas, thereby increasing vocabulary. . Work toward providing students with a coherent content-oriented curriculum in history, the arts, literature, math, and science. 5. Reconceive language arts as a school subject that targets fiction and narratives about the real world of nature and history. 1. Effective long-term instruction will most likely involve teaching students to flexibly use multiple strategies to improve their comprehension of text. 2. Effective instruction requires many opportunities for students to discuss and interpret text using the application of strategies as a way of structuring the discussion 3. The focus of instruction should always be on constructing the meaning of the text. 4. Effective instruction always involves explicit description and modeling of strategies by the teacher. 5. Effective instruction always involves extended discussions of text in which the teacher scaffolds student strategy use. . Always keep in mind that the goal is to stimulate student's thinking about the meaning of text (by providing guided opportunities for them to actually think about, and interpret text)- ultimately, their attention needs to be on the text and not on specific strategies.

Reader-based- decoding, language, background knowledge(*most important one) Word recognition, vocabulary, strategy use, inference-making abilities, motivation= Decoding accuracy and speed Decoding accuracy and speed- Can read letters fast and don't know what means Language ability - Understand language but takes a while to get through it. Knowledge of text structure/genre- Kids who were pooor readers but knew baseball read better than kids who were good and didn't know baseball Interest/Motivation/attention- history/poetry Intelligence/cognitive abilities Metacognitive abilities- ability to reflect on it. Measurement of reading changes in 3rd/4th grade. Instead of learning to read/ reading to learn. Text-based- Text structure, vocabulary, print style and font, discourse, genre, motivating features Text readability (vocab/syntax) Clarity of speech/writing Topic Structural discourse/text elements Genre Text form (font size, type, etc) Speech rate, prosody, intensity

Literal meaning —word and sentence-level reading Text-based Meanings —requires text memory, text-based inferences, and the linking of text information to world (prior) knowledge. Elaborated Beyond-Text Meanings- more varied responses to texts, maintain attention to extended discourse, monitor comprehension, and use various fix-up strategies. Most middle school students achieve this level, but many struggling high school students have not mastered these skills. Notes: Literal meaning- word and sentence level reading Text based meanings- Elaborated Beyond -Text Meanings- more varied responses to texts, maintain attention, to extended discourse, monitor comprehension, and use various fix-up strategies. Most middle school students achieve this level, but many struggling high school students have not mastered these skills.

ID- recognizing a real word Attack- recognizing not a real word

Early literacy experiences Reading instruction (Matthew effects—rich get richer; poor get poorer. The more one reads, the better one reads; the less one reads, the poorer one reads.)

Proximate- poor letter knowledge, poor sound letter correspondence, phoneme awareness Ultimate- genetics, neurological, cellular level, environmental Explain it to the family. Tell that another child. Doesn't help treating the child but can help to prevent other.

Define: ability to use phonological codes to encode, store, and retrieve information. Phonological processing abilities are measured through tests that assess children's ability to encode (phonological memory), store, retrieve (rapid naming), and access (phoneme awareness) phonological information. Memory= recalling strings of verbal items (e.g., digits, letters, words) visually presented verbal stimuli, repeating multisyllabic nonsense words Retrieval= Rapid naming of object, numbers, colors, letters. Phoneme Awareness= Ability to make explicit judgments about phonemic segments. Segmentation, blending, deletion. Access phonological information Processing abilities have little impact on intervention outcomes. There is no evidence that knowledge of processing strengths and weaknesses facilitates intervention No additional information not found in achievement profiles (i.e.,measures of word recognition and comprehension). Processing deficits do not reliably indicate biological causation. RD is an interaction of biological and environmental factors No .

Phoneme awareness- is a consequence too because more read more phonologically decode, won't increase because lack of reading and spelling won't increase. Language/Vocabulary- if don't know may be less able to decode it. If don't read enough, may not learn vocab

• Being able to spell may mean writing out spellings of words or recognizing whether words are spelled correctly. • Spelling recognition is reading. • People read spellings of words and spell spellings of words.

Phonemic awareness (PA)- sop for stop, letter reversals Orthographic knowledge (OK) -cas for catch, /k/ -'k, c, ck, cc, ch, qu, x' /i/- ee, ea, ei, ie, ey, y, e, i Ran for rain, lader for ladder, tchop" for "chop", "cacke" for "cake" Morphological awareness (MA)- kry for cry, jrum for drum, kween for queen. (know the sounds but don't know the orth knowledge) Semantic knowledge (SEM) Homophone confusions, "bear" vs. "bare" "won" vs. "one", "which" vs. "witch"

The sentence as the unit of writing prescriptive unit of writing. Spoken language- a clause Ex: The boy went home and ate some dinner. The boy went home; then he ate some dinner. Don't have anything too short or too long. Teachers assume that cuz children can speak, they know what a sentence is.