Shared Flashcard Set

Details

Birth to 5 Study guide TU 2012 COMPS
Birth to 5 Study guide TU 2012 COMPS
110
Other
Graduate
01/01/2012
Click here to study/print these flashcards.

Create your own flash cards! Sign up here.

Additional Other Flashcards

 

 

Cards

Term
Prelocutionary stage
 Definition
Birth to 6-8 months
Behaviors initially not intentional Parent and child both active participants
Engage in protocoversations back and forth interactions that contain the elements of a convo but no intention
Term
Prelocutionary stage
communication behaviors
 Definition
 Facial expressions
 Eye gaze
 Head movements
 Crying
 Vocalizations
 Smile
Term
Communication- Birth to 1 month
 Definition
 Crying provides experience
• Moving air across vocal folds
Makes non crying speech sounds
quasi resonant nuclei gooing (grunts)
Term
Expressive Communication- 1-6 months
 Definition
 Greater control of tongue
 Oral muscles develop to sufficiently start and stop movement
 As vocalizations increase, crying decreases
 Cooing and babbling
Babbling made up of mostly sounds from surrounding language
Term
Receptive Language- 0 – 6 months
 Definition
 Reacts to loud sounds
 Localizes sounds- turns when hears sound
 Watches face when speaking
 Enjoys social response like a smile
 Recognize own name at 4-6 months
 Knows difference btw mom and dad and strangers
Term
Illocutionary Stage
 Definition
o begins around 6-8 months old
o child is now intentional
 demonstrated through eye contact, persistence in attempting to communicate, gestures and phonetically consistent forms
Term
Expressive communication- 7-12 months
 Emergence of babbling
 Definition
• Reduplicated babbling consonant vowel syllable repetitions ( ma ma ma )
• Variegated babbling adjacent and successive sylalbes are not identical (eeddaa, daga)
Term
Expressive communication- 7-12 months
 Use of jargon when approaching 1 year old
 Definition
Long unintelligible sound strings
Adult like prosody and intonation
Term
Expressive communication- 7-12 months
 Phonetically consistent forms (PCF)
 Definition
• Meaningful babbling
• Function as words for the infant child has symbolic representation
• Not based on adult words
• Link btw babbling and adult like speech
• Echolaic period repeats/ imitates others sounds
Term
Receptive language- 6-12 months
 Definition
 2nd half of first year
• Increased receptive vocab common objects, familiar people
• Understands common phrases and commands increasing length and complexity
 Babies understand MUCH MORE than they express
Term
Locutionary stage
 Definition
o Begins when child uses TRUE WORDS
 Spoken form paired with intended referent
 Emerges around 12 months
Term
What is a true word?
 Definition
 Must have a phonetic relationship to the adult word
 Must be used in the presence of a referent
Term
Progression of expressive forms- FIRST YEAR
 Definition
• Crying
• Gooing(quasi- resonant nuclei)
• Cooing (fully resonant nuclei)
• Babbling
o Reduplicated – CV-CV-CV
o Variegated –CVC or VCV
• Jargon
• Phonetically consistent forms
• True words
Term
Toddler Language development – 12-36 months
 Definition
• Language begins with first true words around 1st birthday (11-14 months)
• After first words- don’t expect change overnight
o Words appear gradually and may be mixed with jargon and babbling
Term
First words- Phonology
 Definition
o Single word utterances
o 1-2 syllables
o Variations in pronunciation
o Syllable construction VC, CV, CVCV
Term
Content of first lexicons
 Definition
o Nouns predominate (60-65%)
o First 10 words
 Animals, food, toys
o Meanings of first words may be very restricted – apply to only 1 referent- only family dog is a dog, no other dogs are dogs
o Talk about the here and now
Term
Toddler Language development – 12-36 months
Rate and vocab growth
 Definition
o Initial growth slow- plateaus common
o By 18 months lexicon is 50-100 words
o 18-24 months  vocab growth spurt
o 2 years 250 words
Term
Early syntax: word combinations
 Definition
o At around 18 months combine words into 2 word utterances
o Increased memory and processing allow for longer utterances
Term
Multi word combinations- 18-24 months
 Definition
o Children comprehend many multi-word utterances before they can produce them
o By 24 months the average child uses 2- word phrases and many children use 3 and 4 word phrases
Term
Toddler Language development – 12-36 months
Pragmatic functions
 Definition
• Demand, request, protest
• Discuss things or evens or ask for information
• Exclaim, express feelings or attitudes
• Greet, express farewells, participate in talk routines
• Practice language forms
• Maintain communication- directing attention, asking for clarification
Term
Toddler Language development – 12-36 months
Conversation
 Definition
 By 24 months most toddlers truly participate in the conversation
• Initiate conversation, maintain topics, request information, predict and describe states or qualities
Term
Key 2 year old milestones
 Definition
• At least 2 word utterances
• Initiating conversation use range of communicative function- describe, request
• Using an increased variety of words nouns, verbs, modifiers
• Increased processing
• Follow multi-step directions
• Expressing feelings
• Can talk about things not around them
Term
3 year milestones
• Pragmatics
o 24-30 months
 Definition
 Uses please to request
 Uses symbolic play
 Can tease or lie
 Talk about absent objects
Term
3 year milestones
• Pragmatics
o 30-36 months
 Definition
 Topics continued by adding new information
 More use of language in play
 Narratives are sequences with themes, but no plot
Term
3 year milestones
• Semantic
o 24-30 months
 Definition
Understands and uses questions
• People- who
• Objects- what
• Places-where
Term
3 year milestones
• Semantic
o 30-36 months
 Definition
 Average expressive vocabulary at 36 months 900-1000 words
 Understands and uses why
 Understands and uses spatial terms- in, on, under
Term
3 year milestones
• Syntax
o 24-30 months
 Definition
 MLU- 2.0 to 2.5 morphemes
 Emergence of grammatical morphemes ing, in, on, plurals
 Use of can’t, not, don’t for negation
Term
3 year milestones
• Syntax
o 30-36 months
 Definition
 MLU- 2.5 to 3.2 morphemes
 Use of present tense auxiliaries- can, will
o MLU increases by approximately 1.2 morphemes a year between 1 and 5 years of age
Term
3 year milestones
• Phonology
o 24-30 months
 Definition
 Awareness of rhyme emerges
o Speech is 75% intelligible by 36 months
Term
Key 3 year old milestones
 Definition
• Asks questions wh concrete, why a little later
• Can have a conversation
• Use full sentences
• Can understand
• Use grammatical morphemes negation, prepositions
• MLU- 3.2-3.5
• 900-1000 words  different types of words
• Understands time
• Symbolic play
Term
Prelinguistic milieu teaching
 Definition
o Arrange environment to facilitate need to communicate
 Put things out of reach
 Violate order of events
o Jointly attend, then wait for child to do something
o Parent then makes their actions contingent on the child’s communication
o Teaches child the power of communication
Term
Prompts
o Time delay
 Definition
interrupt an ongoing activity and wait for a communicative attempt before continuing
Term
Prompts
o Verbal
 Definition
open ended questions “what” or directions “look at me”
Term
Prompts
o Gaze intersection
 Definition
adult moves into child’s gaze when the child doesn’t make eye contact
Term
Communication temptations
 Definition
o Pay less attention than usual to the child and wait for them to try and get your attention
o Initiate a silly or unusual event, then wait for the child to respond
o Eat a desirable food in front of the child but don’t offer them any
Term
Choice making
 Definition
o Early expressive communication form
o Teaches children about the power of communication
o A socially appropriate mode of communication
o Gives children communicative control
o Apply to behavior management
o Teaching choice making
Term
Choice making
Teaching
 Definition
 Start with objects concrete, may not be symbolic
 Pair verbal offer with visual
 Keep items within childs view
 Can use preferred or no preferred objects
 Allow enough time for child to make choice
 Always give child his/her choice even if you know/think they have indicated the wrong item
Term
Continuum of naturalness
 Definition
Most natural to highly structures
• Child centered hybrid clinician directed
Term
Child-centered (CC) approaches
 Definition
• Provide communication therapy in authentic/ natural settings
• Child directs the content, timing and sequence of therapy motivation
• Assumes that child will:
o Learn skills more easily
o Generalize to other people and environments more effectively
• Uses natural reinforces/ communicative consequences
Term
Key steps in CC therapy
 Definition
o Wait for the client to initiate a behavior
o Interpret the behavior as communicative ( whether it was or not)
o Respond to the behavior within a communicative context
o Clinician does not attempt to elicit a predetermined set of responses
o Follow the child’s lead
Term
facilitative play techniques
• Self talk
 Definition
 clinician engages in same behavior/activity as child while simultaneously producing an ongoing narration of the clinicians activities  narrate what you are doing
Term
facilitative play techniques
• Parallel talk
 Definition
 clinician produces ongoing commentary of the child’s actions
Term
facilitative play techniques
• Expansions
 Definition
 clinician reformulates a child’s utterance into a grammatically more complete version
o Ex child: kitty drink water, adult: yes, the kitty is drinking water
Term
facilitative play techniques
• Recasts
 Definition
 clinician expands child’s utterance into a different sentence form
o Ex child: kitty drinking water, adult: is the kitty drinking water?
Term
facilitative play techniques
• Extensions (explanations)
 Definition
 clinician expands on child’s utterance by adding new semantic information
o Ex child: kitty drinking water, adult: yes, he is very thirsty today
Term
Child Centered Take Home
 Definition
oWho?
Younger kids or beginning communicators
Clients with general goals more impaired clients
Not good for clients who need structure
oPros
high motivation for client
Naturalistic good for generalization
oCons
Autistic clients
Clients with specific goals
Distracting kids who can’t attend
If don’t have good play skills
Term
Hybrid approaches
 Definition
•Intervention activities are highly natural but clinician maintains control over the therapy environment to maximize learning and generalization
oOnly one or a small set of goals are targeted for intervention
oThe clinician selects activities and materials that will elicit target responses
oClinician responds contingently to clients response
Models
Accentuates correct responses
Term
Focused stimulation ( aka. Auditory Bombardment)
 Definition
 Clinician deliberately arranges the environment to increase likelihood of a spontaneous desired communication behavior
 Clinician provides frequent models with exaggerated stress on the target
 Response is not required set up is highly conducive to responses
• Ex child: she tall, clinician: Is she? or she is?
Term
Milieu teaching
 Definition
Use natural setting, but arrange the environment to encourage communication
Use operant techniques within the context of real communicative events
Use naturally occurring reinforcement
•Placing toys out of reach to elicit a request
•Not providing assistance for harder fine motor tasks
Term
Script therapy
 Definition
Target behaviors taught within the context of a familiar routine or script
•Reduces cognitive overload
Script sequence of events that depicts a familiar activity-
•Can use familiar routines or create new ones
Clinician and client enact the script but clinician can violate the routine to encourage communication
Once a script is over learned, can change or expand
•Presenting client with duplicate gifts to encourage plurals
Term
Structured discourse and conversational recasting
 Definition
 Use typical verbal interactions that may occur between the adult and child
 Adapt the conversational exchange to elicit vocab and syntax from child
Term
Clinician directed approaches
 Definition
• Clinician controls all aspects of the intervention
o Selecting the goals
o Selecting the stimulus materials
o Choosing type and frequency of reinforcement
o Determining the order of activities
Term
Direct instruction
 Definition
Systematic follows plan, certain steps, set of rules
Explicit client is aware they are working on a skill
oConducted within discrete time periods
oInvolves high level of practice as many opportunities as possible
oUse extrinsic reinforces
 Token
 Verbal praises good talking
oGoal elicit high number of practice trails in a short amount of time
o Efficiency more important than naturalness
Term
Drill play
 Definition
o Provides motivation
o Activities that incorporate a fun play activity with drills of target behavior
o Examples
 Hide and seek hide cards of target vocab around room and say each one as you find it
 Bowling tape cards with verbs on them, name verb when each pin is knocked down
Term
CD modeling (clinician directed modeling)
 Definition
o Alternative to drill
o Involves use of third person model
o Highly structured format
o Child listens, does not imitate immediately
o Example
 Clinician models 10 present progressive verbs to describe picture cards
 Client is then asked to talk like the model to describe a similar set of cards
Term
Prematurity
 Definition
• Normal gestation- 40 weeks
• Full term 36-40 weeks
• Anything prior considered preterm
• 23-25 weeks- edge of viability
o 23 weeks 20% survive
o 25 weeks- 65% survive
• 26-29 weeks survival rates increase
o 26 weeks- 75%
o 29 weeks- 85%
• 30-33 weeks most survive with medical intervention
• 24+ weeks greater than 95% - almost same as full term
Term
bronchopulmonary dysplasia (BPD)
 Definition
o Thickening of immature lung wall
o Impedes oxygen exchange
o Long term tracheostomy
 Leads to speech and language delays
Term
SLP role in NICU
 Definition
• Assessment and intervention
o Feeding
o Oral motor function
o Hearing conservation
o Infant behavior and development
• Parent child communication
o Parent education, facilitating appropriate communication
Term
Who are late talkers
 Definition
• Usually identified at approximately 2 years of age
• Demonstrate expressive language delays in vocab and syntax (generally in isolation)
o Limited expressive lexicon or fewer than 50 words
o Producing limited word combos by 24 months of age
 Are they using meaningful words and putting words together meet both criteria
Term
LT
Predictor- language production (Olswang 1998)
 Definition
o Quality of expressive vocabulary
 2 year old with fewer than 50 word predictor of problem
 Risk increases if age increases without vocab improvement
o Variety of vocab
 Less diverse overall vocab
 Less diverse verb repertoires
 Kids will less verbs predictors for problem
Term
LT
Predictor- language comprehension ( Olswang, 1998)
 Definition
o Conflicting data
o Toddlers with expressive and receptive language weakness  significant weakness
o Look for gap btw comprehension and production  larger the gap, poorer prognosis
Term
LT
Predictor- phonology ( Olswang, 1998)
 Definition
o Factors associated with continued language delay
 Few prelinguistic productions decrease in babbling
 Limited phonetic inventory
 Restricted syllable structure
 Vowel errors
 Less accurate consonant productions
Term
LT
Predictor- imitation (Olswang, 1998)
 Definition
o Toddlers who do not imitate spoken productions are at risk
 Word combos
 When provided with prompts and cues
o Appropriate candidates for treatment- who can imitate
Term
LT
Predictor – play (Olswang, 1998)
 Definition
o Foundational skill for pragmatics commenting, predicting
o Combinatorial/ thematic play use toys in a meaningful way/use it appropriately
oSymbolic play pretend play, using the toy symbolically
 Understand/ have the idea that one thing represents another
o More elaborate play schemes= better chance of catching up
o Delayed play behaviors= poor indicator
 Lack of combinatorial and or symbolic play
 If play only consists of grouping toys, manipulating objects
Term
LT
Predictor- gestures (olswang, 1998)
 Definition
o Children use gestures to support communication
 Complementary
 Supplementary  code or add new meaning
o Use of gestures to eleaborate on a single word messages= good candidate for intervention will be successful
Term
LT
Predictor- social skills
 Definition
o Socialization problems suggest a greater risk for continued language difficulties
 Decreased initiations
 Lack of peer interactions
 Preference for interacting with adults
• Peers don’t compensate for weakness
Term
LT
Risk factor- heritability
 Definition
o Family history is a risk factor
o If parent of sibling has had a language impairment, risk for continued language problems increases
o Suggest affirmatively for intervention
Term
LT
Risk factor- otisis media
 Definition
o Debate in research
o High risk profile include
 Prolonged, untreated Otitis media
 Persistent otitis media
• Greater risk of artic difficulties
Term
Autism Spectrum Disorders
 Definition
• Developmental disorders
• Neurologically based- not behavioral
• Spectrum of difficulties in
o Communication
o Socialization
o Behavior
Term
Several classifications of ASD
 Definition
o Autism
o Asperger’s syndrome
o Pervasive developmental disorder
o PDD-NOS ( not otherwise specified)
Term
ASD Facts
 Definition
• Prevalence 1/150 children
• Occurs more frequently in boys
o 4x more often than girls
o 1 in 94 boys on spectrum
• Occurs in all racial, social and ethnic groups
• Fastest growing developmental disability in US
• Cause unknown
o Thought to be combo on genetic and environmental factors
o Involves several genes
Term
ASD – triad of symptoms (woods, wetherby, 2003)
 Definition
• Impairments of verbal and non verbal communication
• Impairments of social interaction
• Restricted, repetitive and stereotyped patterns of behaviors, interests and activities
Term
ASD Communication impairments- speech
 Definition
• Spoken language
o As many as ½ with ASD do not develop functional speech skills
• When speech is absent, it is often not replaced with gestures
• Begin speaking late and develop at much slower rate than typically developing children
• May develop maladaptive means to communicate
o Challenging behaviors- head banging
o Echolalia
Term
COMMUNICATION CHARACTERISTCS OF ASD
Joint Attention
 Definition
• Includes deficits in
o Orienting and attending to social partner
o Shifting gaze btw people and objects
o Sharing emotional state with others
o Following gaze or point of another person
o Ability to draw another person’s attention to an object for purposes of sharing
Term
ASD
Impairments of symbol use (woods,2003)
 Definition
• Deficits in learning conventional/ share meanings for symbol use evident in problems with
o Using conventional gestures
 Take partner to desired item rather than pointing
o Understanding and using conventional spoken word meanings
o Using objects functionally in symbolic play
Term
ASD
When spoken language doesn’t develop
 Definition
• Use non reciprocal speech ( not directed at or responsive to others )
o Language may become stuck in original context
• Use of echolalia ( has a purpose)
o Immediate
o Delayed
• Language acquisition does not follow a typical developmental sequence
Term
ASD
Language characteristics Content and Form
 Definition
• Content
o Extreme literalness
o Poor understanding of synonyms and multiple meanings
o Difficulty interpreting humor
o Pronoun reversals
• Form
o Repetitive phrases
Term
ASD
Language characteristics—pragmatics  biggest problem area
Use
 Definition
• Use
o Limited skill for acquiring and applying conventional rules of language
o Use of non conversational strategies maintain interaction
 Echolalia
 Socially inappropriate phrases
 Challenging behaviors
o Decreased turn taking
o Lack of conversational repair strategies
Term
ASD
Language characteristics—pragmatics  biggest problem area
• Impairments in social interaction
 Definition
o Difficulty interpreting nonverbal cues
 Facial expression
 Eye contact
 Body language
o Difficulty sharing emotions
 Understanding, expression
o Trouble taking a partner’s perspective and showing empathy
Term
ASD Diagnosis
 Definition
• Parents often first to notice symptoms and report one of the two profiles
o Different from birth
o Developmentally normal than regressed before 2
• Early diagnosis critical
o Can diagnose as early as 6 months
o Most of the time 18-2 years
• Problems with getting diagnosis
o Getting kids seen waitlist
o Labeling
o Parents are not ready to face it
Term
ASD Assessment Tools
 Definition
• Language battery
• Informal observations of communicative behavior
• Autism specific tests ( require training)
o Autism Diagnostic Evaluation Schedule (ADOS)
o Childhood Autism Rating Scale
o Autism Diagnostic Interview-Revises ( ADI-R)
Term
EARLY SIGN OF ASD
Social isolation
 Definition
• Social isolation
o Ignoring others
o Doesn’t respond to name
o Fails to attend to voice
o Does not imitate
Term
EARLY SIGN OF ASD
Abnormal play
 Definition
• Abnormal play
o Absence of pretend play
o Playing with only parts of objects
o Playing with only a few things
o Inappropriate relating to toys kicking toys across room
Term
EARLY SIGN OF ASD
Lack of joint attention
 Definition
• Lack of joint attention
o Showing and protodecrlarative pointing
o Sharing
o Commenting
o Directing others attention
Term
EARLY SIGN OF ASD
Earliest Signs
 Definition
No/abnormal eye contact
o Doesn’t respond to mom
o Lack of response to human voice
o Stacking blocks, not playing with them
Term
ASD
Red flags at any age
 Definition
•Little or no babbling or speech
•Parent report of loss of language
•Lack of meaningful eye contact
•Poor play skills
•Prefers to play alone
•Treats others like piece of furniture
•Repetitive behaviors
•Screeching
•Doesn’t respond to name
•Developmental delays in fine and gross motor
•Difficulty with joint attention
Term
ASD
Essential components for effective treatment
 Definition
o Begin intervention as early as possible
o Intensive treatment occurring a minimum of 5 hours per day, 5 days a week 25 hours
o Family involvement
o Low client- clinician ratio
o Repeated, planned teaching opportunities
o Dynamic, ongoing assessment and program modifications
Term
ASD
Essential components of treatment program
 Definition
o Functional, spontaneous communication
o Inclusion of social instruction, variety of settings and partners
o Focus on play skills, include peer interaction
o Target generalization to natural contexts and maintenance
o Positive behavior support and functional assessment
o Functional academic skills
Term
ASD
Behavioral approaches
• Discrete trial- training ( Lovaas, 1987)
 Definition
o Highly prescribed teaching structure
o Focus on teaching discrete defined behaviors
 Attending behaviors
 Following directions
 Imitation
 Prompted verbal responses
o Predetermined criteria for correctness of response
o Minimal use of contextual supports
 Teaching directed and organized through oral language
Term
ASD
Contemporary behavioral approaches- middle ground
•Applied behavioral analysis (ABA)
 Definition
o Incidental language teaching
o Pivotal response training
o Enhanced milieu approaches
Term
ASD
Differences btw ABA and DT
 Definition
o Control shifted from instructor to child
o Teacher encouraged to follow child’s lead
o Child- preferred activities used as context for language training
o Choice making opportunities provided
o Natural reinforcers utilized
Term
ASD
Naturalistic approaches-
•Social Pragmatic Development (SP-D) (wetherby, 1997)
 Definition
oFocus on functional teaching
oEmphasizes spontaneous interaction Natural opportunities for communication
oFocus on interactive facilitative strategies
Follow child’s communicative focus
Offer choices and alternative within activities
Responding to and acknowledging child’s intent
Modeling variety of communicative functions
Comment on child’s activities
Expanding on topic of child’s choice
Term
ASD
Naturalistic approaches-
Floortime
 Definition
o Highly naturalistic
o Goals are to encourage:
 Attention and intimacy
 Reciprocal communication
 Expression of feelings and ideas
 Break into child’s world
o Parents and clinicians get down on floor with child for several hours each day
 Follow child’s lead and play
Term
Emergent literacy skills
 Definition
• Pre-reading skills that precede formal literacy instruction
• Foundational skills develop from birth to approx. 5 years  Kindergarten
• Should include
o Print awareness
o Phonological awareness
o Letter name knowledge
o Letter sound correspondence
o Literacy motivation
Term
Print Awareness
 Definition
• Earliest emergent literacy skill
• Awareness of the properties of written language
o Print carries meaning
o Directionality read left to right
o How to interact with storybooks
 Turns pages
 Interested in reading books
 Holds book the correct way
o Relationship btw speech and print
o Recognition of familiar logos and signs
Term
Phonological Awareness
 Definition
• One of most powerful predictors of later reading ability
• Ability to notice, think about and manipulate the sounds and syllables of spoken words
• Develops gradually
o Early 3 yrs, 4 to 5 to kick in
• Development of PA
o Early skills ( 3-4)
 Rhyming
 Alliteration
 Recognizing syllable boundaries
o Later skills ( 4-6)
 Individual sound blending
 Segmentation
 Manipulation
 More correlated to actually learning to read
Term
Letter name knowledge
 Definition
• Ability to name the letters of the alphabet
• Rapid and automatic ability to identify letters is a significant predictor of later reading achievement
• Emergence of the alphabetic principle when kids can decode
o Foundational skills for understanding the code
Term
Sound Letter correspondence
 Definition
• Sound – symbol relationship
• Understanding which phonemes correspond to which graphemes
• Skill acquired in the later stages of early literacy development
o After print awareness, early phono awareness and letter name knowledge, this emerges
Term
Literacy Motivation
 Definition
• Child’s interest or orientation to early literacy experiences
• Print motivation plays significant role in achievement
o Early reading activities
o Early writing activities
• Children with language impairment often show low literacy/ print motivation
o It’s frustrating
Term
Emergent literacy research- typical development
Kaderveck, 2000
 Definition
o Literacy rich environment facilitates literacy development
 Learn in context
 Become socialized to literacy activities
o Reading to young children is important tool for language development
 Vocabulary
 Syntax
 Discourse
Term
Home Literacy
 Definition
• Strong correlation between home literacy attitudes and activities and reading achievement
• Important factors include
o Joint storybook reading interactions  child participating
 Quality questions, vocab, activities
 Quantity amount of books
o Parental literacy practices what kid sees parent doing
o Child’s access to materials
Term
Emergent Literacy
More clinical implications- typical development
 Definition
• Repeated story book readings yield positive language outcomes
o Quality of child’s questions
o Increase depth of vocab knowledge
• Creates an enriched language environment
o Parents use more complex language
o Creates a more enriched language learning environment
Term
THE LANGUAGE-LITERACY CONNECTION
 Definition
• Oral language provides the foundations for literacy development  spoken lang develops first
• Oral language and literacy are reciprocal nature both have effect/ impact each
o Begins in early childhood
• Children with speech and language impairments are at increased risk
o Early literacy development
o Conventional literacy development
• Intervention for oral language can positively impact literacy development and vice versa
Term
Early literacy screening tasks
Written language awareness
 Definition
 Assess awareness of book and print conventions during shared book reading
• Print directionality
• Book functions
 Child read common words logos, labels, signs
 Child differentiates different written language units
Term
Screening- phonological awareness
 Definition
o Rhyming 2-3 years
 Detect off word from set of three ( pup, fish, cup)
 Produce a rhyme for a target word
o Identify initial phoneme
 Tell me word that starts with m
o Delete sound from target word
 Tell me bat without b
o Break word into component parts c-u-p  4-5 years old
o Count number of phonemes in word seat= 3 phonemes
Term
Screening- letter name knowledge and phoneme-grapheme correspondence
 Definition
o Letter name knowledge
 Point to letters named by evaluator
 Recite alphabet
 Name letters
• Rapid letter naming
 Phoneme-grapheme correspondence
• Name sound that goes with target letter
Term
Screening- literacy motivation and home literacy
 Definition
o Literacy motivation
 Describe level of child’s engagement during literacy activities
o Home literacy
 Parent checklist
• Access to printed material
• Home activities
 Conduct home visit
Term
shared storybook reading
 Definition
o Builds language and emergent literacy skills
o Use story as a context to
 Target each of the emergent literacy skills
 Target spoken language development
o Implement a variety of shared storybook reading techniques
 Let child participate, adult feedback
Term
Getting the most out of storybook reading •Encourage participation
 Definition
o Pause btw pages
o Ask open ended questions
 Fact based questions, opinion questions
o Make predictions
o Comment on pictures, characters, actions etc
o Relate story to child’s own life
Term
Getting the most out of storybook reading •Interact during story time
 Definition
o Ask and answer questions
o Praise creative answers
o Expand on child’s utterance
o Facilitate discussions
o Use silly voices
o Act it out
Supporting users have an ad free experience!