Term
| FASD specific dysmorphic craniofacial features including... |
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Definition
Microcephaly (occipital head circumference < 10%ile)
Short palpebral fisshres
Hypoplastic midface (smooth philtrum and thin vermilion border of upper lip) |
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Term
| ADHD of special interest for SLPs |
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Definition
Manipulating test situations to elicit best performance and evaluate impact of distractions
Cognitive strategy instruction
Social communication skills |
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Term
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Definition
0.5-1 cases per 1000 births (community sample)
Must exhibit:
2 or more of the key facial features
Evidence of pre-/ postnatal growth retardation (height/weight < 10th %ile)
Evidence of deficient brain growth (structural brain anomalies or OCF <10%ile)
If possible, confirmation of maternal alcohol consumption during pregnancy, from mother or a knowledgeable collateral source |
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Term
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Definition
Must exhibit:
Documented prenatal alcohol exposure
2 or more minor facial abnormalities
Either a major malformation or a pattern of minor malformations |
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Term
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Definition
Must exhibit:
Documented prenatal alcohol exposure
Neurological/structural brain abnormalities (e.g., microcephaly) OR
Show the characteristic, complex pattern of behavioral/cognitive abnormalities inconsistent with developmental level and not explained by genetic composition, family background, or environment alone |
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Term
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Definition
Must exhibit:
Documented prenatal alcohol exposure
Neurological/structural brain abnormalities (e.g., microcephaly) OR
Show the characteristic, complex pattern of behavioral/cognitive abnormalities inconsistent with developmental level and not explained by genetic composition, family background, or environment alone |
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Term
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Definition
| comm deficits generally appear congruent with cog. and neurological problems |
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Term
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Definition
Focal lesions
Seizure disorders
Landau-Kleffner syndrome
Brain tumors, infections, radiation
Traumatic brain injury |
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Term
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Definition
A very heterogeneous group, in injuries and outcomes
Age of injury one of the only predictors known at present, with better outcomes for children injured at older than at younger ages (at least for skills already acquired)
Frequent cognitive-communicative deficits
memory deficits
executive function deficits
inconsistent performance
Systems approach, environmental modifications (e.g., accommodations, raising others’ awareness of processing difficulties that may not be obvious), and compensatory strategies (if appropriate) |
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Term
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Definition
Deficits in social interaction, communication, and repetitive and stereotyped behavior
Widespread agreement on neurological origin, but not on specific anatomic, physiological, functional features
Subtypes (hypothesized; continuum a possibility…)
Autism
Asperger’s syndrome
Rett’s disorder
Childhood disintegrative disorder
PDD-NOS |
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Term
| Questionable dx categories sometimes placed on the spectrum |
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Definition
Nonverbal learning disability
Opposite pattern of strengths and weakenss to LLD
Normal verbal IQ; significantly low nonverbal IQ
Able to speak and read, but show deficits in language use as well as in visual-spatial skills, psychomotor coordination, tactile perception etc.
Pragmatic language impairment/semantic-pragmatic language disorder |
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Term
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Definition
Communication abnormalities/disinterest present from first year of life (e.g., listener as instrument)
Abnormal behaviors (e.g., echolalia) may have communicative intents; FCT a growing area of interest and study
Aspects of language form relatively less impaired than aspects of content and use
Context-bound and literal communication
Prosody deficits common |
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Term
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Definition
SLPs part of diagnostic team and heavily involved in treatment
Treatment prior to age 2 appears more effective than treatment later; speech by age 6 a positive indicator
Nonverbal IQ, communicative intentionality, comprehension skills, severity of social interaction deficits will guide choice of treatment approach
Improved social communication always the primary goal |
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Term
| Self Regulated Strategies |
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Definition
*Approaches used by pt that are under his control
*designed to improve future learning
imp for pt c lang disorders esp whose lang difficulties may persist into adulthood
*these provide pt c ways to compensate for or reduce the impact of language difficulties
*substantial portion of the responsibility for learning to the child himself |
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Term
| Self regulated strategy instruction |
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Definition
Self Reg. cog strategies are cog. processes that the learner intentionally performs to influence learning and cog. (Wong et al., 2003)
Crucial: the learner is consciously learning how to learn, i.e., learning how to improve his or her future learning, NOT just practicing specific skills that the clinician has provided to improve performance on a specific task
SRCog sts are general - they should be relevant to many learning situations |
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Term
| Examples of Self regulated strategies |
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Definition
SR strs. for improving
*Attention.
*Memory
*comprehension |
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Term
| A sample Self reg strategy instruction framework |
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Definition
Motivation: How can the strategy be helpful, from the child’s perspective?
Explanation: Overview of the strategy and how it works
Demonstration: with think-alouds and overt consequences of successful strategy use
Application: The child tries out the strategy, usually with advance practice in memorizing and describing the steps and with as much assistance as needed
Self-evaluation: Was the strategy used? Did it work?
Automatization: Practice and over-learning in a systematic difficulty hierarchy
Generalization: Build in flexible use, not rigid steps - the child acquires a plan of action like the ones used by expert learners |
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Term
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Definition
A verbal exchange about a complex cog. act. c teachers and/or peers (based on social nature of learning)
Aka:
*interactive dialogue
*think-alouds
*collaborative processes
Can include explicit modeling of strategies, critical evaluation, questions, elaborated responses
*Students are viewed as “cognitive apprentices”, who learn increasingly higher, richer, more detailed thinking and descriptions of higher-order actvs
Procedures and processes become internalized via verbal interaction/expression |
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Term
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Definition
*A categorical/etiological/medical approach
*Sorting children with comm dis into such categories has adv and disadvantages
*MANY overlaps and comorbidities among cat. (whether acquired or dev.)
Comm/lang difficulties are very common, and often highly variable, within and across categories |
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Term
| Why are Categorical labels helpful? |
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Definition
*may be needed to qualify for services
*SLP may not dx categories, but likely to consult and provide info about dx.
*may offer hints about particular areas of deficit, to aid planning
*Labels are in use; SLPs need to know what they mean for professional interactions |
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Term
| Why are categorical lables Not helpful? |
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Definition
*Not mutually exclusive; child may be in more than one cat
*Variation within may be as large as variation bw categories
*knowing the child’s category does not predict severity, associated characteristics, tx goals, tx approach, or prognosis very well |
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Term
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Definition
*onset b4 18 yr, and sig. limitations in both (IQ ~ 70-75) and
Adaptive behavior (conceptual, social, and practical skills as considered within the community envirs typical of the person’s age peers and culture)
Prev ~2/100 (2%) |
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Term
| some cat. closely associated c MR |
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Definition
*Down syndrome
*Fragile X syndrome
*Williams syndrome
*Prader-Willi syndrome
*Nonspecific MR |
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Term
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Definition
Trisomy 21
Most common form of genetic retardation (1/1000)
*Note: genetic (defect), but not inherited
*Dx via genetic test; associated symptoms
*Characteristic facial appearance
*Hypotonia and hyperflexibility
*Cardiac and respiratory problems
*Ear anomalies and severe recurrent OME
Of interest for SLPs
Mild to moderate MR
Oral motor and speech production deficits |
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Term
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Definition
Most common form of inherited MR; *1/4000 males and 1/8000 females
*Full mutation of FMR1 gene prevents production of protein believed to be ass. c synapse dev
*Partial mutation carriers (1/250 F, 1/700 M) may not show symptoms
*Some characteristic physical features, though highly variable |
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Term
| Of interest of SLP for Fragile X |
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Definition
*Lang/comm delays are universal and may be the first indicator leading to full dx
*but severity and type of comm deficits are highly variable and related to degree of MR
*Sensory and motor deficits; e.g., some affected ppl seem to find direct eye contact so aversive that it is almost painful
*Sex differences in cog deficits
Boys: moderate mild-severe MR; relative strengths on simultaneous/gestalt processing tasks
Girls: 50% have MR, 50% learning disabilities |
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Term
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Definition
*1/20,000
*Deletion on chromosome 7
*Dysmorphic faces and physical problems
*Early language delayed; social comm and later grammatical dev. better than expected for cog level |
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Term
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Definition
*1/10,000-15,000
*Deletion on chromosome 15
*Dysmorphic, hypotonic, short stature, obesity
*Comm poorer than expected for cog level
Particular difficulties in speech prod and prag |
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Term
| Behavioral-socioemotional disorders |
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Definition
Conduct and oppositional disorders
Prev 1-4% 9-17 years
*Limited data suggest high risk for comm difficulties
*Consider FCT analysis and approach
*Anxiety and affective disorders
Prev 13% of adolescents
*Selective mutism
Prev 0.71% (16/2,256 in a K-Grade 2)
*Frequently comorbid c anxiety disorders and SL deficits |
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Term
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Definition
Prev 7%
*Dx > 6 inattention or >6 hyperactive symptoms
*disruptive and dev inappropriate
*b4 age 7 in 2 settings for at least 6 mo.
*Clear evidence of significant impairment in social, school, or work functioning.
*not better accounted for by another mental disorder |
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Term
| ADHD inattention symptoms pt could possibly have |
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Definition
Often..
*no close att to details or makes careless mistakes.
*trouble keeping att on tasks
*not seem to listen when spoken to directly
*not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
*trouble org.
*avoids, dislikes things that take a lot of mental effort for a long period of time (e.g. schoolwork, homework).
*loses things needed for tasks
*easily distracted.
*forgetful in daily actvs. |
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Term
| ADHD hyperactive/impulsive beh pt may have |
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Definition
Hyperactivity
*fidgets or squirms
*gets up from seat when remaining in seat is expected.
*runs about or climbs when and where it is not appro. (restless)
*trouble playing or enjoying leisure actv quietly.
*"on the go"
*talks excessively.
Impulsivity
*blurts out answers b4 ?s have been finished.
*trouble waiting turn.
*interrupts or intrudes on others (e.g., butts into conversations or games). |
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Term
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Definition
ADHD, Combined Type
Both criteria IA and IB are met for the past 6 months
ADHD, Predominantly Inattentive Type
Criterion IA is met but criterion IB is not met for the past six months
ADHD, Predominantly Hyperactive-Impulsive Type
Criterion IB is met but Criterion IA is not met for the past six months. |
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Term
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Definition
| Very difficult to isolate the impact of a single toxicant from others, or from other environmental deficits/exposures |
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Term
| Advanced learning Stage highlights |
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Definition
*~ age 12+ (~ middle school)
*Imp lang skills (a continuation from L4L)
*Self-ass and self-regulation of lang-related skills
*Lang for critical thinking
*Abstractions, logical operations, analogical/inductive reasoning, syllogisms/deductive reasoning
*Lang for specific social contexts and purposes
*Peer group identification
*Transition to independence (c formal individualized transition plan for students 16-21 years)
*Lang at the literate end of the oral-literate continuum (especially figurative vs literal forms) |
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Term
| Figurative (non literal) lang forms |
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Definition
*Metaphors
*Similes
*Proverbs
A bird in hand is worth two in the bush.
*Idioms
Raining cats and dogs (has a standard meaning that usually can’t be figured out from the expression itself, by contrast with metaphors)
*Slang, sarcasm
Often important to peer group participation |
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Term
| suggestions for teaching non literal language forms |
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Definition
*Very sim to vocab learning
*Use extended instruction, principle of contrast
*Explicitly discuss the fact that meanings of some non-literal forms (e.g., “going around in circles”) are “guessable” (relatively transparent) while others are not (e.g., “beat around the bush”)
*discuss some occur often, others are rare
*Present forms in context, such as a story, to provide some cues to meaning |
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Term
| Lang for verbal reasoning |
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Definition
Explicit
*discussion
*demonstration
*and practice
in using lang for planning, organizing, predicting, considering alternatives, generating lists of pros and cons, etc.
*Particular emphasis on and practice c analogies and syllogisms
Soccer is to Brazil as ______ is to Texas.
Dogs have tails. Fido is a dog. Therefore Fido_____. |
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Term
High level morpho syntax forms
(suggests examining use of some particular “high level” structures, with caveat that these are rarely obligatory and are more likely to occur in formal, literate, and planning contexts than in casual contexts |
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Definition
*Derivational morphemes (prefixes and suffixes)
*Verb participles used as adjectives, before Nouns
*Post-modification Ns in NPs via
relative clauses The girl that I saw
*participles The girl running for president
*prepositional phrases The girl on the plane
*Multiple auxiliaries in VP
*Varied constructions, e.g., cleft and passive sentences
*Adverbial phrases with intensifiers incredibly close |
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Term
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Definition
*Student-centered
*Active role and influence during IEP process: choosing objectives, service delivery model, etc.
*Motivation and self-esteem
*Communication contract
*Purpose of tx is likely to be compensatory
*Continued focus on SRLS
*SQ3R for reading (Survey, Question, Read, Recite, Review)
*Graphic organizers, reciprocal teaching, explicit discussion/practice
Funct comm skills appro to student’s academic and other needs/contexts
*Individualized Transition Plan |
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Term
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Definition
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Term
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Definition
| # of new cases/yr that emerge (may vary c age) (of all infants born how many new cases that time period) |
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Term
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Definition
* Transdisciplinary focus
* parent and child participation and input
*IEP drives sevice delivery in school setting
*section 504 accommodations
(ext time on exams, tutoring) |
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Term
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Definition
*Base on curriculum demands and opps
*Integrate oral and written lang
*Emphasize meta-level awareness and processing
*Proactive prevention (anticipate upcoming academic demands and provide instruction to minimize or avoid literacy difficulties) |
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Term
| evidence on effectiveness of service delivery models |
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Definition
(kids need to be working on what they are having trouble with)
*Research does not sup superiority of one model over others
*Ef depends on characteristics and needs of indv students and on the quality of implementation
*Good (and bad) programs can be developed using any model
*Service delivery model is less imp than what is actually going on in the program as implemented - what students spend time working on and whether they get as much explicit and intensive instruction as they need |
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Term
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Definition
CD,CC, and hybrid actv often coordinated
*Relatively > emphasis on the CD end of the hybrid continuum
*Regardless of approach, link lang goals and actv back to curricular needs and experiences |
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Term
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Definition
(most common CC)
Adult/expert assistance in moving level of performance nearer to the target (ZPD idea), by
*Systematic hierarchy of task difficulty adjusted to particular child’s performance level
*Assistance via demonstration, prompting, cueing during the Acquisition phase
*Massed practice during the Automatization phase
*Distributed tasks and situations to facilitate generalization
*Pre-teaching of classroom content during pull-out sessions |
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Term
Considerations for L4L stage
(book notes) |
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Definition
1. make interventino curriculum-based rather than idp or isolated
2. integrate oral/written forms of expression in addressing lang goals
3. going "meta" attempting to bring all the language worked on to a higher level of awarenesss
4. using preventative intervention in prim goals to attemt to ward off lld in vunerable children. |
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Term
3 forms of scaffolding
(book notes) |
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Definition
1. creation of potimal task conditions
(reduce amt of stress and undone effort, work c teacher dec amt of material/ smaller uits/ extra time)
2. Guidance of selective atten: visual/verbal/intonatinoal cues
3. provision of external support: prep students b4 teacher's lessons |
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Term
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Definition
| other kids linked up c childen of LLD. peer tudor or buddy in class. also may be a good idea LLD kid teach peer something that he/she is good at. inc confidence level. |
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Term
| L4L general tx methods : multimedia rep |
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Definition
Multimedia representations of spoken and written material, to place new content and skills into the child’s existing knowledge base (all about cues)
Imagery, graphics, hypertext links(embedded links on comp or c a pic or something), haptic (touch), kinesthetic cues (what's happening in own body awareness, draw att to "p" say "let it rip c lips together" several integrated cues) |
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Term
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Definition
*Conscious (meta) thought at every learning stage
*Predict/anticipate/hypothesize
*Test hypotheses
*Identify reasons for success or failure of hypotheses
*Formalize new connections/learning/material |
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Term
| L4L gen tx methods : Elaborated instruction |
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Definition
Associate - draw connections between new and existing knowledge
E.g., phonological (words/lexicon org interms of clusters or group of words taht have similar or shared characteristics) and semantic neighborhoods and networks
*Define and discuss contrasts to aid in defining boundaries
eg. cat/hat/ rat/ sat or joyful contrast with sad associations. |
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Term
| Coyne et all (07) findings |
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Definition
*Extended instruction > embedded instruction
*Extended instruction > incidental exposure
*Cohen’s d for every comparison was > 1.0)
(big effect size) (standard deviation b/w the group means)
*Even children with lower initial PPVT scores showed substantial word learning in extended condition
*On the whole word learning remained stable over a six-eight week period, but definitions deteriorated – suggests that more review or continued encounters with new words might be needed to maintain solid and complete lexical representations |
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Term
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Definition
*Compt-admin. games targeting discrimination of tones, detection of phoneme changes, matching phonemes to a target, identifying matched syllable pairs, discriminating minimal pairs, recalling commands, comprehending grammatical morphemes and complex sentence structures
*Acoustic mod. to prolong and differentially amplify certain segments, gradually dec. as children improved on each task
*Trial-by-trial feedback (correct answers resulted in points, jingles, screen animation; if incorrect the correct response was provided)
*Progress controlled by computer algorithm according to success rate |
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Term
| computer-assisted lang interventino CALI |
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Definition
7 computerized modules from Earobics and Laureate Learning software, targeting same areas as FFW-L
No acoustic modifications
For each game, if 90% for 2 consecutive days, moved on to next level |
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Term
| Individual lang interviention ILI |
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Definition
SLPs Org. around 13 books that were interesting, read in a short time, and contained a vocab variety ranging in difficulty level
*1/wk, c actvs at 3 difficulty levels dev for each child’s targets in
*semantics
*grammatical morphology
*clause structure
*narration and phonological processing |
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Term
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Definition
*SLP used various lang facilitation strategies
*Slower rate
*Emphatic stress on target forms
*Growth-relevant recasts
*Focused stimulation
*Incidental teaching
*Scaffolding
*Mediation
*Next level of difficulty when SLP rated teaching effort as low/moderate and student’s responsiveness as mod/high for an actv repeated in 2 consecutive ses |
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Term
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Definition
“Active” comparison group
Computer games not focusing on language or auditory processing, but rather on math, science and geography |
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Term
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Definition
Cognitive processes that the learner intentionally performs to influence learning and cognition (Wong et al., 2003)
VIP
Children have to see the value of using strategies, because they require additional effort
Children have to perceive themselves as agents of strategy use (i.e., strategy use is under their control) |
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Term
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Definition
Teach to become aware of how well they are comprehending, to rec when their compreh is poor, and to take appro action to resolve the compreh breakdown
*NB: this is not the same as teaching students how to comprehend! |
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Term
| req. for successful Comprension Monitoring |
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Definition
Child must actively attempt to comprehend
Child must recognize the difference between the feeling of comprehending and the feeling of not comprehending
After detecting a comprehension difficulty, he or she must know how to react (i.e., what to do to try to solve the comprehension breakdown)
Clinician must demonstrate the processes involved, using think-alouds |
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Term
| Sample comprehension monitoring goals |
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Definition
1.identify internal and external factors that affect understanding
2. distinguish bw the subjective feelings of understanding (“click”) and not understanding (“clunk”)
3.identify reasons for a “clunk”, concrete to abstract obstacles
Overt, physical barriers, Unfam vocab, Missing cohesive tie, Unfam literate element
4. list possible actions appro to each reason for a breakdown
E.g., Hear/read again, Stop and think, Ask for help
Child may create own mnemonic, in tangible form
5. use each strategy in response to compreh breakdowns
Systematic difficult hierarchy
Direct discussion of successes and difficulties
Evidence of value in classroom actv and evals |
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Term
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Definition
*Work from easier to harder
*Automatize “detecting” a comprehension breakdown at one level b4 moving on to “reacting”
*Child’s speech and language skills guide choice of reactions to comprehension breakdowns
*Involve teachers and parents
To demonstrate their own monitoring and reacting
*To respond to the child’s attempts at monitoring
*Once monitoring has been learned in tx context, address differences in other contexts |
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Term
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Definition
*SLPs as part of school-based team (even chilren ~7)
*Emphasis on comm problems that interfere with ACHADEMIC achievement
*SLPs must be fam c state and district curriculum and standards
*surveillance/screening/pre-ass obs/by teacher
*c parent permission formal assessment done |
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Term
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Definition
(IDEA law specifies mult forms of ass)
NR and CR and curriculum-based often included, esp for RTI)
*Hearing and oral mech
*nonverbal cog
*Spoken and written lang(NR, CR, curriculum-based)
*Cog/Mem processing |
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Term
| some CR measures of lang prod in L4L |
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Definition
*Mastery of GMs and other grammatical forms
*Complex syntactic forms, esp embedding (vs conjoining)
*MLCU
*20% of convo utterances, c “later” complex sent types rep.
*% mazed words
*Vocab diversity
*Cohesion |
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Term
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Definition
*A measure of both length and use of embedding to construct complex sentences
*Sample
Narrative (not conversation)
*Units of analysis
Communication Unit (not utterance)
Words (not morphemes) |
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Term
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Definition
*An indep clause c all of its dep clauses
*Indep clauses have Subj-Pred structure and can “stand alone”
*indep clauses may be joined via the conjunctions and, but, so, or.
*With SALT, break up conjoined CUs so that each CU appears as an utterance.
*Don’t slash bound morphemes, but do slash contracted words such as I’ll I/’ll to credit 2 words here |
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Term
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Definition
*analyzed sep so that they don’t contribute to MLCU
*“verbal tangles,” i.e., false starts, repetitions, fragments or revisions that don’t form a CU
*put in parentheses
*calculate the percentage of words in mazes |
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Term
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Definition
| total # of unmazed words/ # of CU |
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Term
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Definition
| # of mazed words/ (#of mazed + unmazed words) |
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Term
| Later types of syntactic complexity |
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Definition
*Infinitive clause with differ subj.
I saw her leave.
*Relative clause specifier after Noun
That’s the girl who hit me.
*Gerunds (-ing verb form used as sep clause)
They heard us talking outside.
*Embedded Wh-clause with infinitive to
I know how to do that.
*Unmarked infinitives (watch, make, help, let, no to)
Watch me do it. Let me help you. |
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Term
| Assessing L4L semantic production |
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Definition
*NR
-Expressive One-Word Vocabulary Test
-Test of Word-Finding 2nd edition
*CR
NDW from lang sample
*Curriculum-based measures
Specific lexical items important in classroom actv and contexts, e.g.,
Abstract words for temporal, spatial, conditional concepts
Conjunctions (connecting words)
Adverbs (often dem emotionally Joyously)
Mental state verbs (think know wonder, can initiate complex sent. "sparkle" words) |
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Term
| Assessing L4L pragmatic domain |
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Definition
*Communicative intents
*Register variation
*Presuppositional skill
*Discourse structure management
*Narrative genres |
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Term
| L4L communicative intents |
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Definition
*Use of lang for cog purposes, e.g.,
-Interpreting
-Elaborating and reasoning
-Projecting
-Predicting, imagining, inferring
-Self-directing
-Planning, organizing, regulating own actions |
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Term
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Definition
*Ability to vary lang acc to listener and context
-Politeness
-Degree of formality
-Contextual rules, e.g. classroom rules
-Fam and unfam peer interactions
*Use scenarios or vignettes to elicit the child’s production and/or judgments
(role playing, esp relating to school performance eg. don't really care how they talk to younger sis.) |
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Term
| L4L presuppositional skills |
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Definition
*Ability to take listener’s perspective and to vary semantic, syntactic forms to meet listener needs
*can be seen in use of cohesive ties, defined as words that can only be understood by referring to info elsewhere in the ling or nonling context
*Cohesion analyses can be conducted on
-Spontaneous narratives
-Barrier/referential comm games |
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Term
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Definition
Pronouns
There was a frog on a rock. He jumped off.
Conjunctions
The boy likes football but he hates soccer.
Conjunctive adverbs
He liked playing because it was fun
Ellipsis (appropriately omitted forms)
He tried to stop, but he couldn’t. (stop is implied, not spoken)
Articles
I saw a man with a gun. I had to describe the man to the police.
*judge completeness of each tie
*div # of complete ties by total # of Cohesive ties
*if < 70% infer a deficit in narr. cohesion |
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Term
| L4L discourse structure MGMT |
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Definition
*Be aware of sociocultural variations!
*Topic initiation and maintenance
*Turn-taking
*Politeness
*Nonverbal behaviors
*Personal proximity
*Eye contact
*Gestural behaviors |
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Term
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Definition
*single-speaker discourse (monologue) with thematic unity
*A variety of types
-Personal (experience)
-Script (sequence of a routine event)
-Fictional (story, tv show, etc.)
-Expository (descriptive or persuasive)
*But considerable variation has been observed in different cultures |
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Term
L4L Discourse type: Conversation
(book notes) |
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Definition
1. approp range of comm intentions or functions
2. can he/she modify comm style or register for differ interactive situations
3. how manage discourse turns, topics, and breakdown. |
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Term
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Definition
| ling forms whose meaning can't be interpreted with out reference to info outside the sentence or clause in which marker occurs. |
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Term
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Definition
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Term
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Definition
a/an
use this one first then the defnate.
i saw A man with a gun. I had to decribe the man to the police. |
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Term
3 characteristi s to distinguish LLD from normal
acc to Paul, hernandez, taylor and johnsen |
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Definition
1. overall maturity (aka story macrostructure, org and # of elements in story)
2. clear and approp linguistic markers to provide cohesive ties (pronoun/articles/prepositions)
3. use of Vocab/ style/ "sparkle" --episodic structure and ling highlighting of the curx or high point to make the story interesting. |
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Term
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Definition
* the richness of vocab (unusual words, not on the 500 most common list)
*episodes in story (multiple, complex, embedded, interactive)
*creation of "high point"
*literate lang style (conjuctions, elaborated NP, metaling verbs, and adverbs) |
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Term
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Definition
the ability to orchestrate turns an topics and to repair breakdowns in converation constitutes the realm of discourse mgmt. use peer interaction for assessment (having LLD do explaining)
1.initiate topic
2. begin a convo
3.maintain a topic
4. respond to requests for clarification |
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Term
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Definition
story grammar
ask oral ?s about setting/ names/ sequence of events/ etc. |
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Term
| inferential comprehension |
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Definition
part of understanding a story is being able to infer some of this implicit info.
* have them explain WHY characters behaved as they did. goals? motives? how they felt?
stop the story and ask what will happen next. or use "trickter tales" (inferencing ability) eg. miss nelson is missing. |
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Term
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Definition
| = setting (time place protogonis, main characters) + episode structure (initiating event, internal response, plan, attempt, consequence, reaction) |
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Term
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Definition
| standardized test of narrative lang. |
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Term
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Definition
| story production taks were found to be highly educational narratives assessment sensitive to pragmatics and structural aspects. show deficit areas. more likely to show mazes and morphological errors than in conversation tasks |
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Term
| 2 types of expository narratives |
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Definition
| descriptive and persuasive |
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Term
| descriptive expository texts |
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Definition
each section has main idea or topic, then incr. detailed info elaborating on the main idea.
*signaling terms (cues to macrostructure) include for instance, specifically, in particular, in addition.
*may signal C and E linguistically, (therefore, consequently)
*comparison/contrast ling. (however, unlike, by contrast, in comparison)
*order/sequence/series ling. (next, another) |
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Term
| persuasive expository texts |
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Definition
*thesis (states topic and asserts author's opinon
*arguement section
*counterargument section
*rebuttal (refutes the counterargument)
*conclustion |
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Term
| assessing cog/mem processing in L4L |
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Definition
*metalinguistic skills
*phonological mem
*phonological awareness
*rapid automatized naming (RAN) |
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Term
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Definition
(meta- higher level)
*seem to be tied to level of oral lang dev.
*early glimmerings during pk preiod when children become aware of words' characteristics (sound or other)
*skills are imp. precursor to rd dev which requires children to be aware of sounds and words as "objects of thought" sep from their role in comm events. |
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